Contenido principal del artículo

Pilar Vieiro
Universidad de A Coruña
España
Biografía
Leona Rehakova Novosadova
Universidade da Coruña
España
https://orcid.org/0000-0003-2861-1375
Vol. 9 (2022), Número monográfico XVI CIG-PP, páginas 245-260
DOI: https://doi.org/10.17979/reipe.2022.9.0.8896
Enviado: ene 10, 2022 Aceptado: mar 19, 2022 Publicado: abr 29, 2022
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Resumen

La lectura requiere activar habilidades a nivel de palabra, de texto y procesos cognitivos como la Memoria Operativa. La Memoria de Trabajo está formada por el componente verbal y el visoespacial los cuales actúan como dos sistemas bajo la orden del ejecutivo central que asigna recursos atencionales. En consonancia con la teoría magnocelular los alumnos con dislexia presentan deficiencias en muchos de los mismos dominios que los alumnos con TDAH, incluyendo el tiempo de latencia, atención, memoria de trabajo auditiva y memoria de trabajo visoespacial. El objetivo principal del presente estudio es comparar el desempeño de los escolares con TDAH y Dislexia en las pruebas léxicas y visoespaciales y la influencia de la amplitud de la Memoria Operativa. En el estudio participaron 80 escolares distribuidos en cuatro grupos de 20 sujetos (10 con alta amplitud de MO y 10 con baja amplitud de MO). Se compararon grupos con TDAH, Dislexia, TDAH + Dislexia y grupo de Control. En las pruebas léxicas y visoespaciales los grupos experimentales resultaron ser menos eficaces y eficientes que el grupo de Control. El grupo TDAH obtuvo el peor desempeño en la prueba visoespacial en comparación con resto de los grupos. El grupo Combinado resultó ser el menos eficaz y eficiente de los grupos experimentales en las tareas de acceso al léxico. La amplitud de Memoria Operativa influyó de manera clara en los datos de eficacia de todos los grupos experimentales, pero no así́ en la eficiencia.

Detalles del artículo

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