La comprensión de narraciones orales y las diferencias individuales en niños entre 7 y 11 años: vocabulario, memoria de trabajo y teoría de la mente

Johanna Pinto Camargo; Juan Pablo Barreyro

doi:10.22235/cp.v18i1.3477

Autores

Johanna Pinto Camargo Universidad de Buenos Aires https://orcid.org/0000-0003-2340-4828
Juan Pablo Barreyro Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental; Conicet https://orcid.org/0000-0002-1606-1049

DOI:

https://doi.org/10.22235/cp.v18i1.3477

Palavras-chave:

compreensão de narrativas, vocabulário, memória de trabalho, Teoria da Mente, atenção sustentada

Resumo

O objetivo desta pesquisa foi estudar o papel do vocabulário, da memória de trabalho, da Teoria da Mente e da atenção sustentada na compreensão de narrativas orais e na geração de inferência em crianças de 7 a 11 anos. Para isso, foram utilizadas as habilidades de compreensão de leitura como critério para estabelecer os grupos de coorte do estudo. Um total de 126 crianças colombianas, hispano-falantes, foram avaliadas por meio de tarefas de compreensão de narrativas orais, testes padronizados de vocabulário, memória de trabalho, Teoria da Mente e atenção sustentada. Os resultados indicaram diferenças significativas entre o grupo de baixa compreensão leitora em relação ao grupo de comparação, com melhores desempenhos em compreensão no teste de vocabulário e no teste de compreensão de narrativas com apoios visuais, como resultado de uma diferença significativa na resposta a perguntas de inferência emocional. A análise correlacional mostrou vínculos significativos entre o vocabulário e todas as medidas de compreensão avaliadas. Além disso, a memória de trabalho correlacionou-se com quase todas as medidas de desempenho em compreensão, exceto com a resposta a perguntas inferenciais. Finalmente, a Teoria da Mente apresentou uma correlação significativa com a resposta às perguntas de inferências emocionais e com as medidas de compreensão de narrativas sem apoio visual.

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