Palabras clave
calificaciones; memoria de trabajo; inteligencia fluida; diferencias de sexo
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Resumen
El objetivo de este artículo es analizar si las diferencias individuales en capacidad de la memoria de trabajo e inteligencia fluida durante la edad preescolar predicen las calificaciones en las materias básicas al finalizar el primer año de escuela primaria. Para ello se aplicaron pruebas cognitivas a 132 estudiantes de preescolares públicos costarricenses, y posteriormente se solicitaron sus calificaciones al finalizar su primer año escolar. Dado que algunos estudios reportan diferencias de sexo en el desempeño académico, se realizaron pruebas de invarianza factorial y estructural como aspectos cuantitativos fundamentales para interpretar, adecuadamente, los resultados del presente estudio. Dichas pruebas estadísticas indicaron que las personas estudiantes fueron estadísticamente equivalentes en todos los parámetros del modelo. Posteriormente, en un modelo de ecuaciones estructurales que asumió invarianza factorial y estructural entre sexos se muestra que: a) diferencias individuales en capacidad de memoria de trabajo, pero no en inteligencia fluida, predicen las calificaciones en el primer año escolar; b) la capacidad de memoria de trabajo predice la inteligencia fluida; y c) las asignaturas de Matemática y Español, en comparación con las otras asignaturas, comparten aspectos que podrían estar asociados con la necesidad de decodificar simbologías. Así pues, los hallazgos del presente estudio proporcionan evidencias respecto a indicadores cognitivos tempranos que son fundamentales para el futuro desempeño escolar de esta población estudiantil. Asimismo, se muestra la equivalencia en la variación de estas habilidades respecto al sexo.
Citas
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