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Navarro, M. C., Marmolejo-Ramos, F., Vásquez, V., Carrea, B., Vélez, J. I., & Mebarak Chams, M. (2020). Estudio exploratorio para la evaluación de la memoria semántica multimodal en niños colombianos. International Journal of Psychological Research, 13(2), 49–58. https://doi.org/10.21500/20112084.4847
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To give up copyright, the authors allow that, International Journal of Psychological Research, distribute the work more broadly, check for the reuse by others and take care of the necessary procedures for the registration and administration of copyright; at the same time, our editorial board represents the interests of the author and allows authors to re-use his work in various forms. In response to the above, authors transfer copyright to the journal, International Journal of Psychological Research. This transfer does not imply other rights which are not those of authorship (for example those that concern about patents). Likewise, preserves the authors rights to use the work integral or partially in lectures, books and courses, as well as make copies for educational purposes. Finally, the authors may use freely the tables and figures in its future work, wherever make explicit reference to the previous publication in International Journal of Psychological Research. The assignment of copyright includes both virtual rights and forms of the article to allow the editorial to disseminate the work in the manner which it deems appropriate.
The editorial board reserves the right of amendments deemed necessary in the application of the rules of publication.
Resumen
La memoria semántica (SM) es un tipo de memoria a largo plazo asociada con el almacenamiento de información general sobre el mundo. Aquí evaluamos las características de la batería SM, desarrollada por Catricalà et al. (2013), en una muestra de niños colombianos. Esta batería fue concebida originalmente para evaluar adultos, y presenta seis subpruebas que evalúan SM en diferentes modalidades, utilizando un conjunto común de 48 estímulos en las categorías de vida y no vida. El diseño del presente estudio es de tipo transversal y exploratorio. La muestra estaba compuesta por 111 niños, 57 niños (51%) y 54 niñas (49%), que tenían 6 (n = 68) y 7 (n = 43) años y no tenían discapacidad intelectual. Se utilizaron modelos de regresión lineal robustos y redes de correlación. Encontramos un efecto de la edad en la inteligencia general después de corregir por género, y no hubo diferencias en las seis puntuaciones de la subprueba después de realizar correcciones por género y edad. Además, se encontró que la edad se asociaba positivamente con el nombramiento de fotografías en color (β = .75, p = .039), nombrando en respuesta a una descripción oral (β = 1.81, p = .039), clasificación de imágenes en cuatro niveles (β = 7.22, p = .029) y verificación de oraciones (β = 26.66, p = .01). Además, hubo diferencias entre los resultados obtenidos en adultos en el estudio original y en los niños de nuestro estudio. Este estudio exploratorio respalda la viabilidad de la traducción al español de Catricalà et al. (2013) batería para evaluar SM en niños con una condición no clínica. Se necesitan estudios futuros para evaluar las propiedades psicométricas de esta batería SM, y para corroborar y expandir nuestros hallazgos en una muestra más grande de niños control, y en niños con algún grado de discapacidad intelectual o que padecen algunas condiciones neurodegenerativas o psiquiátricas.
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Doppelmayr, M., Klimesch, W., Hodlmoser, K., Sauseng, P., & Gruber, W. (2005). Intelligence related upper alpha desynchronization in a semantic memory task. Brain Research Bulletin, 66 (2), 171–177. https://doi.org/10.1016/j.brainresbull.2005.04.007.
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Field, A., & Wilcox, R. (2017). Robust statistical methods: A primer for clinical psychology and experimental psychopathology researchers. Behavior Research and Therapy, 98, 19–38. https://doi.org/10.1016/j.brat.2017.05.013.
Filliter, J. H., McMullen, P. A., & Westwood, D. (2005). Manipulability and living/non-living category effects on object identification. Brain Cognition, 57 (1), 61–65. https://doi.org/10.1016/j.bandc.2004.08.022.
Funnel, E., & Sheridan, J. (1992). Categories of knowledge? unfamiliar aspects of living and non-living things. Cognitive Neuropsychology, 9 (2), 135–153. https://doi.org/10.1080/02643299208252056.
Garrido, P., Martínez, F. J., Barrachina, J. P., Baldassarri, S., Cerezo, E., & Serón Arbeola, F. J. (2018). Learning through embodied conversational agents with semantic memory. The International Journal of engineering education, 34 (2), 442–457.
Gathercole, S. E., & Baddeley, A. D. (1989). Evaluation of the role of phonological stm in the development of vocabulary in children: A longitudinal study. Journal of Memory and Language, 28 (2), 200–213. https://doi.org/10.1016/0749-596X(89)90044-2.
Gaye Vaurio, R. (2004). The Structure and Function of Semantic Memory in Children with Attention-Deficit/Hyperactivity Disorder [Doctoral dissertation, The University of Texas, Austin]. https://search.proquest.com/openview/1901a243249a2cb53383d8a0f6a4e0dd/1?pq-origsite=gscholar&cbl=18750&diss=y.
Hanten, G., & Martin, R. C. (2000). Contributions of phonological and semantic short-term memory to sentence processing: Evidence from two cases of closed head injury in children. Journal of Memory and Language, 43 (2), 335–361. https://doi.org/10.1006/jmla.2000.2731.
Hartigan, J. A., & Kleiner, B. (1984). A Mosaic of Television Ratings. The American Statistician, 38 (1), 32–35. https://doi.org/10.2307/2683556.
Hays, J. R., Reas, D. L., & Shaw, J. B. (2002). Concurrent Validity of the Wechsler Abbreviated Scale of Intelligence and the Kaufman Brief Intelligence Test among Psychiatric Inpatients. Psychological Reports, 90 (2), 355–359. https://doi.org/10.2466/pr0.2002.90.2.355.
Hulley, S. B., Cummings, S. R., Browner, W. S., Grady, D. G., & Newman, T. B. (2007). Designing clinical research (3rd ed.). Wolters Kluwer. Kaplan, E., Goodglass, H., &Weintraub, S. (1983). Boston naming test. Lea, Philadelphia, Febiger.
Kiefer, M., & Pulvermüller, F. (2012). Conceptual representations in mind and brain: Theoretical developments, current evidence and future directions. Cortex, 48 (7), 805–825. https://doi.org/10.1016/j.cortex.2011.04.006.
Krauel, K., Duzel, E., Hinrichs, H., Lenz, D., Herrmann, C. S., Santel, S., & Baving, L. (2009). Electrophysiological correlates of semantic processing during encoding of neutral and emotional pictures in patients with adhd. Neuropsychologia, 47 (8–9), 1873–1882. https://doi.org/10.1016/j.neuropsychologia.2009.02.030.
Lah, S., & Smith, M. L. (2014). Semantic and episodic memory in children with temporal lobe epilepsy: Do they relate to literacy skills? Neuropsychology, 28 (1), 113–122. https://doi.org/10.1037/neu0000029.
Marchman, V. A., & Fernald, A. (2008). Speed of word recognition and vocabulary knowledge in infancy predict cognitive and language outcomes in later childhood. Developmental Science, 11 (3), F9–F16. https://doi.org/10.1111/j.1467-7687.2008. 00671.x.
Martin, A. (2015). GRAPES–Grounding representations in action, perception, and emotion systems: How object properties and categories are represented in the human brain. Psychonomic Bulletin and Review, 23 (4), 979–990. https://dx.doi.org/10.3758%2Fs13423-015-0842-3.
Martínez-Cuitiño, M., & Jaichenco, V. (2012). Evaluación de la memoria semántica. Revista de Psicología, 8 (16), 7–23. http://bibliotecadigital.uca.edu.ar/repositorio/revistas/evaluacion-memoriasemantica-cuitino-jaichenco.pdf.
Martino, N. L., & Hoffman, P. R. (2002). An investigation of reading and language abilities of college freshmen. Journal of Research in Reading, 25 (3), 310–318. https://doi.org/10.1111/1467-9817.00178.
Massand, E., & Bowler, D. M. (2013). Atypical neurophysiology underlying episodic and semantic memory in adults with autism spectrum disorder. Journal of Autism and Developmental Disorders, 45 (2), 298–315. https://doi.org/10.1007/s10803-013-1869-9.
Monaco, E., Jost, L. B., Gygax, P. M., & Annoni, J.-M. (2019). Embodied semantics in a second language: Critical review and clinical implications. Frontiers in Human Neuroscience, 13, Article 110. https://doi.org/10.3389/fnhum.2019.00110.
Naugle, R. I., Chelune, G. J., & Tucker, G. D. (1993). Validity of the Kaufman Brief Intelligence Test. Psychological Assessment, 5 (2), 182–186. https: //doi.org/10.1037/1040-3590.5.2.182.
Owens, R. E. (2015). Language development: An introduction (9th ed.). Pearson.
Portin, R., Laatu, S., Revonsuo, A., & Rinne, U. (2000). Impairment of semantic knowledge in parkinson’s disease. Archives of Neurology, 57 (9), 1338–43. https://doi.org/10.1001/archneur.57.9.1338.
Prewett, P. N. (1995). A comparison of two screening tests (the Matrix Analogies Test–Short Form and the Kaufman Brief Intelligence Test) with the WISC-III. Psychological Assessment, 7 (1), 69–72. https://doi.org/10.1037/1040-3590.7.1.69.
Pulvermüller, F. (2013). Semantic embodiment, disembodiment or misembodiment? in search of meaning in modules and neuron circuits. Brain and Language, 127 (1), 86–103. https://doi.org/10.1016/j.bandl.2013.05.015.
R Core Team. (2019). R: A language and environment for statistical computing. R Foundation for Statistical Computing. https://www.R-project.org/.
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