Palabras clave
memoria visual
dificultades de aprendizaje
neuropsicología
niños
dificultades de aprendizaje
neuropsicología
niños
Cómo citar
Prueba de Memoria Visual basada en imágenes de Snodgrass (VMT-SP): una nueva medida neuropsicológica de memoria visual para niños con Dificultades de Aprendizaje. (2019). Universitas Psychologica, 18(2), 1-15. https://doi.org/10.11144/Javeriana.upsy18-2.vmtb
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La memoria visual se define como la habilidad para recordar imágenes visuales en forma de objetos eventos o palabras. Investigaciones previas en niños con dificultades de aprendizaje se han centrado principalmente en la relación entre la memoria visual y el fracaso escolar. Objetivos: Desarrollar una prueba de memoria visual usando imágenes de objetos familiares y determinar sus valores normativos y evidencias de validez en una población de niños que padecen dificultades de aprendizaje además de un grupo control. Métodos y procedimientos: Un total de 330 niños participaron en este estudio (7-14 años), 190 padecían algún tipo de dificultad de aprendizaje y 140 no tenían ningún diagnóstico. La memoria visual fue evaluada usado una prueba (VMT-SP) basada en las figuras de Snodgrass que evaluó la memoria a corto, largo plazo y el reconocimiento. También se utilizó la figura compleja de Rey y el Hooper Visual Organisation Test. Resultados: Los resultados de las tres variables del VMP-SP difirieron significativamente en niños con dificultades de aprendizaje del grupo control. Las puntuaciones fueron influenciadas por la edad (con un mayor porcentaje de respuestas correctas proporcionadas por los niños de más edad), el género, el nivel educativo de la madre y el hábitat. Finalmente se encontró una correlación moderada con otras pruebas de memoria visual. Conclusiones: VMT-SP es una nueva herramienta clínica para la evaluación de la memoria visual. Se ha presentado evidencia de su validez concurrente y su aplicabilidad en la evaluación de niños que padecen dificultades de aprendizaje.
Alloway, T. P., Banner, G. E., & Smith, P. (2010). Working memory and cognitive styles in adolescents’ attainment. British Journal of Educational Psychology, 80(4), 567-581.
Achenbach, T. M., & Rescorla, L. (2001). ASEBA school-age forms & profiles. Burlington: Aseba.
Bain, S. K., & Jaspers, K. E. (2010). Test Review: Review of Kaufman Brief Intelligence Test: Kaufman, AS, & Kaufman, NL (2004). Kaufman Brief Intelligence Test, Second Edition. Bloomington, MN: Pearson, Inc. Journal of Psychoeducational assessment, 28(2), 167-174. https://doi.org/10.1177/0734282909348217
Bird, C. M., & Burgess, N. (2008). The hippocampus and memory: insights from spatial processing. Nature Reviews Neuroscience, 9(3), 182-194. https://doi.org/10.1038/nrn2335
Brandenburg, J., Klesczewski, J., Fischbach, A., Schuchardt, K., Büttner, G., & Hasselhorn, M. (2015). Working memory in children with learning disabilities in reading versus spelling: Searching for overlapping and specific cognitive factors. Journal of learning disabilities, 48(6), 622-634. https://doi.org/10.1177/0022219414521665
Brankaer, C., Ghesquiere, P., & De Smedt, B. (2014). Numerical magnitude processing deficits in children with mathematical difficulties are independent of intelligence. Research in Developmental Disabilities, 35(11), 2603-26261. https://doi.org/10.1016/j.ridd.2014.06.022
Brown, F. C., Roth, R. M., Saykin, A. J., & Beverly-Gibson, G. (2007). A new measure of visual location learning and memory: development and psychometric properties for the Brown Location Test (BLT). The Clinical Neuropsychologist, 21(5), 811-825. https://doi.org/10.1080/13854040600878777
Bull, R., Espy, K. A., & Wiebe, S. A. (2008). Short-term memory, working memory, and executive functioning in preschoolers: Longitudinal predictors of mathematical achievement at age 7 years. Developmental Neuropsychology, 33(3), 205-228. https://doi.org/10.1080/87565640801982312
Burneo-Garcés, C., Cruz-Quintana, F., Pérez-García, M., Fernández-Alcántara, M., Fasfous, A., & Pérez-Marfil, M. N. (2019). Interaction between Socioeconomic Status and Cognitive Development in Children Aged 7, 9, and 11 Years: A Cross-Sectional Study. Developmental Neuropsychology, 44(1), 1-16. https://doi.org/10.1080/87565641.2018.1554662
Correa, C., Fernández-Alcántara, M., Pérez-García, M., Laynez-Rubio, C., & Cruz-Quintana, F. (2017). Effects of an Executive Functions stimulation programme for children with learning disabilities/Efectos de un programa de estimulación de las Funciones Ejecutivas en niños con dificultades de aprendizaje. Estudios de Psicología, 38(2), 537-551. https://doi.org/10.1080/02109395.2017.1295576
Corsi, P. M. (1973). Human memory and the medial temporal region of the brain (Unpublished doctoral dissertation). McGill University. Montreal. Retrieved from http://digitool.library.mcgill.ca/webclient/StreamGate?folder_id=0&dvs=1558916387370~169
Duncan, G. J., & Magnuson, K. (2012). Socioeconomic status and cognitive functioning: moving from correlation to causation. Wiley Interdisciplinary Reviews: Cognitive Science, 3(3), 377-386. https://doi.org/10.1002/wcs.1176
Cuetos, F., Ellis, A. W., & Alvarez, B. (1999). Naming times for the Snodgrass and Vanderwart pictures in Spanish. Behavior Research Methods, Instruments, & Computers, 31(4), 650-658. https://doi.org/10.3758/BF03200741
Eng, H. Y., Chen, D., & Jiang, Y. (2005). Visual working memory for simple and complex visual stimuli. Psychonomic Bulletin & Review, 12(6), 1127-1133. https://doi.org/10.3758/BF03206454
Freire, C., Ramos, R., Lopez-Espinosa, M.-J., Díez, S., Vioque, J., Ballester, F., & Fernández, M.-F. (2010). Hair mercury levels, fish consumption, and cognitive development in preschool children from Granada, Spain. Environmental Research, 110(1), 96-104. https://doi.org/10.1016/j.envres.2009.10.005
Garcia, R. B., Mammarella, I. C., Tripodi, D., & Cornoldi, C. (2014). Visuospatial working memory for locations, colours, and binding in typically developing children and in children with dyslexia and non‐verbal learning disability. British Journal of Developmental Psychology, 32(1), 17-33. https://doi.org/10.1111/bjdp.12019
Garcia, R. B., Mammarella, I. C., Pancera, A., Galera, C., & Cornoldi, C. (2015). Deficits in visual short-term memory binding in children at risk of non-verbal learning disabilities. Research in developmental disabilities, 45-46, 365-372. https://doi.org/10.1016/j.ridd.2015.07.035
Hooper, E. H. (1983). Hooper visual organization test (VOT). Los Angeles, LA: Western Psychological Services.
Kaufman, A. S., & Kaufman, N. L. (2004). Kaufman brief intelligence test. John Wiley & Sons, Inc.
Klesczewski, J., Brandenburg, J., Fischbach, A., Grube, D., Hasselhorn, M., & Büttner, G. (2015). Working memory functioning in children with poor mathematical skills. Zeitschrift für Psychologie, 233, 83-92. https://doi.org/10.1027/2151-2604/a000206
Liebel, S. W., & Nelson, J. M. (2017). Auditory and Visual Working memory functioning in college students with attention-deficit/hyperactivity disorder and/or Learning Disabilities. Archives of Clinical Neuropsychology, 32(8), 980-991. https://doi.org/10.1093/arclin/acx014
Lowe, P. A., Mayfield, J. W., & Reynolds, C. R. (2003). Gender differences in memory test performance among children and adolescents. Archives of Clinical Neuropsychology, 18(8), 865-878. https://doi.org/10.1016/S0887-6177(02)00162-2
Luck, S. J., & Hollingworth, A. R. (2008). Visual memory. New York, NY: University Press.
Maehler, C., & Schuchardt, K. (2016). The importance of working memory for school achievement in primary school children with intellectual or learning disabilities. Research in developmental disabilities, 58, 1-8. https://doi.org/10.1016/j.ridd.2016.08.007
Mammarella, I. C., & Pazzaglia, F. (2010). Visual perception and memory impairments in children at risk of nonverbal learning disabilities. Child Neuropsychology, 16(6), 564-576. https://doi.org/10.1080/09297049.2010.485125
Mammarella, I. C., Giofrè, D., Ferrara, R., & Cornoldi, C. (2013). Intuitive geometry and visuospatial working memory in children showing symptoms of nonverbal learning disabilities. Child Neuropsychology, 19(3), 235-249. https://doi.org/10.1080/09297049.2011.640931
McGivern, R. F., Mutter, K. L., Anderson, J., Wideman, G., Bodnar, M., & Huston, P. J. (1998). Gender differences in incidental learning and visual recognition memory: support for a sex difference in unconscious environmental awareness. Personality and Individual Differences, 25(2), 223-232. https://doi.org/10.1016/S0191-8869(98)00017-8
Montgomery, J. W. (2000). Verbal working memory and sentence comprehension in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 43(2), 293-308. https://doi.org/10.1044/jslhr.4302.293
Mous, S. E., Schoemaker, N. K., Blanken, L. M., Thijssen, S., van der Ende, J., Polderman, T. J., … White, T. (2017). The association of gender, age, and intelligence with neuropsychological functioning in young typically developing children: The generation R study. Applied Neuropsychology: Child, 6(1), 22-40. https://doi.org/10.1080/21622965.2015.1067214
Müller, B. W., Gimbel, K., Keller-Pließnig, A., Sartory, G., Gastpar, M., & Davids, E. (2007). Neuropsychological assessment of adult patients with attention-deficit/hyperactivity disorder. European Archives of Psychiatry and Clinical Neuroscience, 257(2), 112-119. https://doi.org/10.1007/s00406-006-0688-9
Muñoz-Vinuesa, A., Afonso-Martín, A., Cruz-Quintana, F., Pérez-Marfil, M. N., Sotomayor-Morales, E. M., & Fernández-Alcántara, M. (2018). Determinantes sociales de la salud. Estatus socioeconómico, neurodesarrollo y funciones ejecutivas en la infancia. Index Enfermería, 27, 143-146. Retrieved from https://rua.ua.es/dspace/bitstream/10045/85571/1/2018_Munoz-Vinuesa_etal_IndexEnferm.pdf
Narimoto, T., Matsuura, N., Takezawa, T., Mitsuhashi, Y., & Hiratani, M. (2013). Spatial short-term memory in children with nonverbal learning disabilities: Impairment in encoding spatial configuration. The Journal of genetic psychology, 174(1), 73-87. https://doi.org/10.1080/00221325.2011.641040
Noble, K. G., Houston, S. M., Brito, N. H., Bartsch, H., Kan, E., Kuperman, J. M., ... & Schork, N. J. (2015). Family income, parental education and brain structure in children and adolescents. Nature neuroscience, 18(5), 773. https://doi.org/10.1038/nn.3983
Passolunghi, M. C. (2006). Working memory and mathematical disability. In T. Packiam Alloway & S. Gathercole (Eds.), Working memory and neurodevelopmental condition (pp. 113–138). Hove, UK: Psychology Press
Pauls, F., Petermann, F., & Lepach, A. C. (2013). Gender differences in episodic memory and visual working memory including the effects of age. Memory, 21(7), 857-874. https://doi.org/10.1080/09658211.2013.765892
Pérez, M. A. & Navalón, C. (2003). Normas españolas de 290 nuevos dibujos: Acuerdo en la denominación, concordancia de la imagen, familiaridad, complejidad visual y variabilidad de la imagen. Psicológica: Revista de Metodología y Psicología Learning Disability, 24(2), 215-242.
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Achenbach, T. M., & Rescorla, L. (2001). ASEBA school-age forms & profiles. Burlington: Aseba.
Bain, S. K., & Jaspers, K. E. (2010). Test Review: Review of Kaufman Brief Intelligence Test: Kaufman, AS, & Kaufman, NL (2004). Kaufman Brief Intelligence Test, Second Edition. Bloomington, MN: Pearson, Inc. Journal of Psychoeducational assessment, 28(2), 167-174. https://doi.org/10.1177/0734282909348217
Bird, C. M., & Burgess, N. (2008). The hippocampus and memory: insights from spatial processing. Nature Reviews Neuroscience, 9(3), 182-194. https://doi.org/10.1038/nrn2335
Brandenburg, J., Klesczewski, J., Fischbach, A., Schuchardt, K., Büttner, G., & Hasselhorn, M. (2015). Working memory in children with learning disabilities in reading versus spelling: Searching for overlapping and specific cognitive factors. Journal of learning disabilities, 48(6), 622-634. https://doi.org/10.1177/0022219414521665
Brankaer, C., Ghesquiere, P., & De Smedt, B. (2014). Numerical magnitude processing deficits in children with mathematical difficulties are independent of intelligence. Research in Developmental Disabilities, 35(11), 2603-26261. https://doi.org/10.1016/j.ridd.2014.06.022
Brown, F. C., Roth, R. M., Saykin, A. J., & Beverly-Gibson, G. (2007). A new measure of visual location learning and memory: development and psychometric properties for the Brown Location Test (BLT). The Clinical Neuropsychologist, 21(5), 811-825. https://doi.org/10.1080/13854040600878777
Bull, R., Espy, K. A., & Wiebe, S. A. (2008). Short-term memory, working memory, and executive functioning in preschoolers: Longitudinal predictors of mathematical achievement at age 7 years. Developmental Neuropsychology, 33(3), 205-228. https://doi.org/10.1080/87565640801982312
Burneo-Garcés, C., Cruz-Quintana, F., Pérez-García, M., Fernández-Alcántara, M., Fasfous, A., & Pérez-Marfil, M. N. (2019). Interaction between Socioeconomic Status and Cognitive Development in Children Aged 7, 9, and 11 Years: A Cross-Sectional Study. Developmental Neuropsychology, 44(1), 1-16. https://doi.org/10.1080/87565641.2018.1554662
Correa, C., Fernández-Alcántara, M., Pérez-García, M., Laynez-Rubio, C., & Cruz-Quintana, F. (2017). Effects of an Executive Functions stimulation programme for children with learning disabilities/Efectos de un programa de estimulación de las Funciones Ejecutivas en niños con dificultades de aprendizaje. Estudios de Psicología, 38(2), 537-551. https://doi.org/10.1080/02109395.2017.1295576
Corsi, P. M. (1973). Human memory and the medial temporal region of the brain (Unpublished doctoral dissertation). McGill University. Montreal. Retrieved from http://digitool.library.mcgill.ca/webclient/StreamGate?folder_id=0&dvs=1558916387370~169
Duncan, G. J., & Magnuson, K. (2012). Socioeconomic status and cognitive functioning: moving from correlation to causation. Wiley Interdisciplinary Reviews: Cognitive Science, 3(3), 377-386. https://doi.org/10.1002/wcs.1176
Cuetos, F., Ellis, A. W., & Alvarez, B. (1999). Naming times for the Snodgrass and Vanderwart pictures in Spanish. Behavior Research Methods, Instruments, & Computers, 31(4), 650-658. https://doi.org/10.3758/BF03200741
Eng, H. Y., Chen, D., & Jiang, Y. (2005). Visual working memory for simple and complex visual stimuli. Psychonomic Bulletin & Review, 12(6), 1127-1133. https://doi.org/10.3758/BF03206454
Freire, C., Ramos, R., Lopez-Espinosa, M.-J., Díez, S., Vioque, J., Ballester, F., & Fernández, M.-F. (2010). Hair mercury levels, fish consumption, and cognitive development in preschool children from Granada, Spain. Environmental Research, 110(1), 96-104. https://doi.org/10.1016/j.envres.2009.10.005
Garcia, R. B., Mammarella, I. C., Tripodi, D., & Cornoldi, C. (2014). Visuospatial working memory for locations, colours, and binding in typically developing children and in children with dyslexia and non‐verbal learning disability. British Journal of Developmental Psychology, 32(1), 17-33. https://doi.org/10.1111/bjdp.12019
Garcia, R. B., Mammarella, I. C., Pancera, A., Galera, C., & Cornoldi, C. (2015). Deficits in visual short-term memory binding in children at risk of non-verbal learning disabilities. Research in developmental disabilities, 45-46, 365-372. https://doi.org/10.1016/j.ridd.2015.07.035
Hooper, E. H. (1983). Hooper visual organization test (VOT). Los Angeles, LA: Western Psychological Services.
Kaufman, A. S., & Kaufman, N. L. (2004). Kaufman brief intelligence test. John Wiley & Sons, Inc.
Klesczewski, J., Brandenburg, J., Fischbach, A., Grube, D., Hasselhorn, M., & Büttner, G. (2015). Working memory functioning in children with poor mathematical skills. Zeitschrift für Psychologie, 233, 83-92. https://doi.org/10.1027/2151-2604/a000206
Liebel, S. W., & Nelson, J. M. (2017). Auditory and Visual Working memory functioning in college students with attention-deficit/hyperactivity disorder and/or Learning Disabilities. Archives of Clinical Neuropsychology, 32(8), 980-991. https://doi.org/10.1093/arclin/acx014
Lowe, P. A., Mayfield, J. W., & Reynolds, C. R. (2003). Gender differences in memory test performance among children and adolescents. Archives of Clinical Neuropsychology, 18(8), 865-878. https://doi.org/10.1016/S0887-6177(02)00162-2
Luck, S. J., & Hollingworth, A. R. (2008). Visual memory. New York, NY: University Press.
Maehler, C., & Schuchardt, K. (2016). The importance of working memory for school achievement in primary school children with intellectual or learning disabilities. Research in developmental disabilities, 58, 1-8. https://doi.org/10.1016/j.ridd.2016.08.007
Mammarella, I. C., & Pazzaglia, F. (2010). Visual perception and memory impairments in children at risk of nonverbal learning disabilities. Child Neuropsychology, 16(6), 564-576. https://doi.org/10.1080/09297049.2010.485125
Mammarella, I. C., Giofrè, D., Ferrara, R., & Cornoldi, C. (2013). Intuitive geometry and visuospatial working memory in children showing symptoms of nonverbal learning disabilities. Child Neuropsychology, 19(3), 235-249. https://doi.org/10.1080/09297049.2011.640931
McGivern, R. F., Mutter, K. L., Anderson, J., Wideman, G., Bodnar, M., & Huston, P. J. (1998). Gender differences in incidental learning and visual recognition memory: support for a sex difference in unconscious environmental awareness. Personality and Individual Differences, 25(2), 223-232. https://doi.org/10.1016/S0191-8869(98)00017-8
Montgomery, J. W. (2000). Verbal working memory and sentence comprehension in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 43(2), 293-308. https://doi.org/10.1044/jslhr.4302.293
Mous, S. E., Schoemaker, N. K., Blanken, L. M., Thijssen, S., van der Ende, J., Polderman, T. J., … White, T. (2017). The association of gender, age, and intelligence with neuropsychological functioning in young typically developing children: The generation R study. Applied Neuropsychology: Child, 6(1), 22-40. https://doi.org/10.1080/21622965.2015.1067214
Müller, B. W., Gimbel, K., Keller-Pließnig, A., Sartory, G., Gastpar, M., & Davids, E. (2007). Neuropsychological assessment of adult patients with attention-deficit/hyperactivity disorder. European Archives of Psychiatry and Clinical Neuroscience, 257(2), 112-119. https://doi.org/10.1007/s00406-006-0688-9
Muñoz-Vinuesa, A., Afonso-Martín, A., Cruz-Quintana, F., Pérez-Marfil, M. N., Sotomayor-Morales, E. M., & Fernández-Alcántara, M. (2018). Determinantes sociales de la salud. Estatus socioeconómico, neurodesarrollo y funciones ejecutivas en la infancia. Index Enfermería, 27, 143-146. Retrieved from https://rua.ua.es/dspace/bitstream/10045/85571/1/2018_Munoz-Vinuesa_etal_IndexEnferm.pdf
Narimoto, T., Matsuura, N., Takezawa, T., Mitsuhashi, Y., & Hiratani, M. (2013). Spatial short-term memory in children with nonverbal learning disabilities: Impairment in encoding spatial configuration. The Journal of genetic psychology, 174(1), 73-87. https://doi.org/10.1080/00221325.2011.641040
Noble, K. G., Houston, S. M., Brito, N. H., Bartsch, H., Kan, E., Kuperman, J. M., ... & Schork, N. J. (2015). Family income, parental education and brain structure in children and adolescents. Nature neuroscience, 18(5), 773. https://doi.org/10.1038/nn.3983
Passolunghi, M. C. (2006). Working memory and mathematical disability. In T. Packiam Alloway & S. Gathercole (Eds.), Working memory and neurodevelopmental condition (pp. 113–138). Hove, UK: Psychology Press
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