Differences in working memory between gifted or talented students and community samplesA meta-analysis

  1. Elena Rodríguez-Naveiras 1
  2. Emilio Verche 2
  3. Pablo Hernández-Lastiri 3
  4. Rubens Montero 3
  5. África Borges 3
  1. 1 Universidad Europea de Canarias
    info

    Universidad Europea de Canarias

    Orotava, España

    ROR https://ror.org/051xcrt66

  2. 2 Universidad Europea de Madrid
    info

    Universidad Europea de Madrid

    Madrid, España

    ROR https://ror.org/04dp46240

  3. 3 Universidad de La Laguna
    info

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    ROR https://ror.org/01r9z8p25

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Revista:
Psicothema

ISSN: 0214-9915,  1886-144X

Año de publicación: 2019

Volumen: 31

Número: 3

Páginas: 255-262

Tipo: Artículo

DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Psicothema

Resumen

Antecedentes: los estudiantes superdotados y con talento tienen un funcionamiento diferencial en algunas componentes de las funciones ejecutivas como la memoria de trabajo. Este meta-análisis estudia las diferencias entre estudiantes con alta capacidad intelectual y con inteligencia promedio en memoria de trabajo. Método: un total de 17 artículos con 33 estudios diferenciados fueron analizados. Se empleó un modelo de efectos aleatorios, calculando el tamaño del efecto con g de Hedges. Las variables moderadoras se analizaron empleando una meta-regresión para las continuas y ANOVA para las categóricas. Resultados: los resultados muestran un tamaño del efecto de g+=0.80 (95% CI: 0.621, 0.976) y una alta heterogeneidad (Q(32)=196.966; p<.001; I2=83.754%). En los estudios que miden memoria de trabajo verbal, el tamaño del efecto fue de g+=0.969 (95% CI: 0.697, 1.241) y la heterogeneidad I2=83.416%. En los que evalúan memoria de trabajo visual, g+=0.674 (95% CI: 0.443, 0.906) y la heterogeneidad I2 =83.416%. El análisis de variables moderadoras identificó la forma de medir la memoria de trabajo como la única variable significativa. Conclusiones: existe un efecto significativo en favor de los estudiantes superdotados y con talento, tanto en memoria de trabajo verbal como visual, con influencia del procedimiento utilizado para medir memoria de trabajo.

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