Relaciones entre memoria operativa, inteligencia, comprensión lectora y rendimiento académico en Historia en 4º de la Educación Secundaria
The aim of this paper is focused on the interrelationships between Working Memory (WM) executive processes and fluid intelligence with reading comprehension, and their common ability to predict academic achievement in History. Twenty six secondary school students participated in this study. The resu...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2021 |
| País: | España |
| Institución: | Universidad de Navarra |
| Repositorio: | Dadun. Depósito Académico Digital de la Universidad de Navarra |
| Idioma: | español |
| OAI Identifier: | oai:dadun.unav.edu:10171/62178 |
| Acceso en línea: | https://hdl.handle.net/10171/62178 |
| Access Level: | acceso abierto |
| Palabra clave: | Memoria operativa Comprensión lectora Historia Educación Secundaria |
| Sumario: | The aim of this paper is focused on the interrelationships between Working Memory (WM) executive processes and fluid intelligence with reading comprehension, and their common ability to predict academic achievement in History. Twenty six secondary school students participated in this study. The results indicate that cognitive variables correlate with each other and with academic performance. The regression analysis showed that reading comprehension constitutes the most important higher-order cognitive ability that best predicts academic performance in this curricular subject. Likewise, the study reveals the utility of WM measures in educational environments. |
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