Search

The domain of multiplication and division operations depends on both algorithm management and the ability to identify the semantic structure of the problem and to translate it into mathematical language. Many students present difficulties in identifying the semantic structure of the problem but not applying the algorithm when the problem is presented numericaly. The aim of the study is to validate an assessment tool of the processes involved in multiplication and division problems solving in order to identify the causes of mistakes. The administration to 368 ten-to-twelve yearsold children highlighted a three-factor structure of the test: a factor composed of tasks that require just the domain of the algorithm, a second one that demand the identification of the operation, and a third one requiring both processes. The reliability of the instrument has been satisfactory and a qualitative analysis of the responses to the error detection and correction is proposed.

El análisis de los procesos cognitivos que están a la base de la habilidad lectora ha permitido detectar algunos predictores del desarrollo de las habilidades fonológico-ortográficas e identificar la velocidad de nombramiento como un buen predictor del éxito de la adquisición de la lectura, o en su defecto, de las dificultades lectoras en edad escolar. El objetivo de este estudio es analizar la relación que existe entre velocidad de nombramiento y el aprendizaje inicial de la lectoescritura a través del análisis de aspectos como la influencia de los hábitos lectores, la edad de inicio de la lecto-escritura o la participación en métodos de aprendizaje específicos como el Kumon. En el estudio participaron 289 niños de 4 a 6 años. Los resultados indican que la velocidad de nombramiento correlaciona con la conciencia fonológica, predice la comprensión lectora, se ve favorecida por unos buenos hábitos lectores familiares así como por como el método Kumon mostrándose especialmente relevante cuando se está iniciando la lectoescritura. Estos resultados permiten concluir la relevancia de esta función en la predicción del éxito en el inicio de la lecto-escritura.

Numerous studies have tried to identify the set of skills and knowledge that are the basis for the development of literacy as phonological awareness, orthographic awareness and RAN. Since learning of literacy has its onset between 3 and 6 years, which is the maximum period of brain plasticity, it is clear the need to relate certain brain functions with the early onset of the skills that are the basis of its learning. Thus, the main objective of this work is the detection of neuropsychological functions that allow proper development of all those skills. Participants were 119 students who have been assessed twice, when 4 and 5 years old. The instruments used were the BIL, the Rapid Automatized Naming and CUMANIN. Results indicate that at 4 years all neuropsychological variables that were examined showed a positive correlation with the alphabetically knowledge presented by children. Moreover, in this age has also been relevant the role of spatial structure and visual perception in acquiring the ability to recognize and name as quickly as possible a series of stimuli. Thus, we conclude the presence of a strong relationship between neurocognitive functions (as psychomotricity, spatial structure, attention and visual perception) and the early literacy learning skills.