Children’s narrative comprehension: effects of working memory and sustained attention

Autores
Formoso, Jesica; Calero, Alejandra Daniela; Injoque-Ricle, Irene; Alvarez Drexler, Andrea; Burin, Debora Ines; Barreyro, Juan Pablo
Año de publicación
2023
Idioma
inglés
Tipo de recurso
documento de conferencia
Estado
versión publicada
Descripción
Text comprehension involves the construction of a coherent mental representation. For children, this is a cognitively demanding task. The purpose of this study is to analyze the role of working memory (WM) and sustained attention (SA) in the comprehension of narratives in 5- and 6-year-old children. For this, 100 children were administered two WM tasks and one SA. To assess comprehension, they were asked 18 questions of literal and inferential content about three stories previously narrated by a professional storyteller. A correlation analysis showed that literal comprehension associated with forward digit span (Rho = 0.37), backward digit span (Rho = 0.37), and the SA task (Rho = −0.37). Inferences correlated with forward digit span (Rho = .36), backward digit span (Rho = 0.46), and the SA task(Rho = −0.37). A comparison analysis indicated significant differences between 5- and 6-year-olds in SA (t(98) = 3.08, SEM = 5.41,p < .01), literal comprehension (t(98) = 4.05,p < .001), and inferences (U = 750.50,p < .001), but not in forward digit span(t(98) = 1.43, p = .16) and backward digit span(U = 1043.50, p = .14). Finally, a path analysis was conducted with age as an independent variable, comprehension as the dependent variable, and WM and SA as mediating variables, being comprehension, a latent factor formed by literal information and inferences, and WManother latent factor formed by forwarding dig-its and backward digits span. The path analysis showed a good fit of the data to the model(c2(1.93, p = .86; AGFI = .97, CFI = .99, TLI = .99, RMSEA = .00). The analysis showed that age had a significant effect on all measures except WM, and both WM and SA play a role in comprehension. This suggests that, in 5 and 6-year-olds, age has an effect on the comprehension of general information and the ability to generate inferences, but this effect is mediated, in part, by the child’s ability to SA on the narration and to temporarily store the information received while listening to it.
Fil: Formoso, Jesica. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina
Fil: Calero, Alejandra Daniela. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Injoque-Ricle, Irene. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; Argentina
Fil: Alvarez Drexler, Andrea. Universidad de Buenos Aires. Facultad de Psicología; Argentina
Fil: Burin, Debora Ines. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Barreyro, Juan Pablo. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina
32nd International Congress of Psychology
Praga
República Checa
International Union of Psychological Science
Materia
Narrative comprehension
Sustained attention
Working memory
Children
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/256178
Acceder
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repository_id_str 3498
network_name_str CONICET Digital (CONICET)
spelling Children’s narrative comprehension: effects of working memory and sustained attentionFormoso, JesicaCalero, Alejandra DanielaInjoque-Ricle, IreneAlvarez Drexler, AndreaBurin, Debora InesBarreyro, Juan PabloNarrative comprehensionSustained attentionWorking memoryChildrenhttps://purl.org/becyt/ford/5.1https://purl.org/becyt/ford/5Text comprehension involves the construction of a coherent mental representation. For children, this is a cognitively demanding task. The purpose of this study is to analyze the role of working memory (WM) and sustained attention (SA) in the comprehension of narratives in 5- and 6-year-old children. For this, 100 children were administered two WM tasks and one SA. To assess comprehension, they were asked 18 questions of literal and inferential content about three stories previously narrated by a professional storyteller. A correlation analysis showed that literal comprehension associated with forward digit span (Rho = 0.37), backward digit span (Rho = 0.37), and the SA task (Rho = −0.37). Inferences correlated with forward digit span (Rho = .36), backward digit span (Rho = 0.46), and the SA task(Rho = −0.37). A comparison analysis indicated significant differences between 5- and 6-year-olds in SA (t(98) = 3.08, SEM = 5.41,p < .01), literal comprehension (t(98) = 4.05,p < .001), and inferences (U = 750.50,p < .001), but not in forward digit span(t(98) = 1.43, p = .16) and backward digit span(U = 1043.50, p = .14). Finally, a path analysis was conducted with age as an independent variable, comprehension as the dependent variable, and WM and SA as mediating variables, being comprehension, a latent factor formed by literal information and inferences, and WManother latent factor formed by forwarding dig-its and backward digits span. The path analysis showed a good fit of the data to the model(c2(1.93, p = .86; AGFI = .97, CFI = .99, TLI = .99, RMSEA = .00). The analysis showed that age had a significant effect on all measures except WM, and both WM and SA play a role in comprehension. This suggests that, in 5 and 6-year-olds, age has an effect on the comprehension of general information and the ability to generate inferences, but this effect is mediated, in part, by the child’s ability to SA on the narration and to temporarily store the information received while listening to it.Fil: Formoso, Jesica. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; ArgentinaFil: Calero, Alejandra Daniela. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Injoque-Ricle, Irene. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; ArgentinaFil: Alvarez Drexler, Andrea. Universidad de Buenos Aires. Facultad de Psicología; ArgentinaFil: Burin, Debora Ines. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Barreyro, Juan Pablo. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina32nd International Congress of PsychologyPragaRepública ChecaInternational Union of Psychological ScienceWiley2023info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/conferenceObjectCongresoJournalhttp://purl.org/coar/resource_type/c_5794info:ar-repo/semantics/documentoDeConferenciaapplication/pdfapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/256178Children’s narrative comprehension: effects of working memory and sustained attention; 32nd International Congress of Psychology; Praga; República Checa; 2023; 227-2270020-75941464-066XCONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/url/https://onlinelibrary.wiley.com/doi/epdf/10.1002/ijop.12990info:eu-repo/semantics/altIdentifier/doi/10.1002/ijop.12990Internacionalinfo:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-29T09:36:00Zoai:ri.conicet.gov.ar:11336/256178instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-09-29 09:36:00.525CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Children’s narrative comprehension: effects of working memory and sustained attention
title Children’s narrative comprehension: effects of working memory and sustained attention
spellingShingle Children’s narrative comprehension: effects of working memory and sustained attention
Formoso, Jesica
Narrative comprehension
Sustained attention
Working memory
Children
title_short Children’s narrative comprehension: effects of working memory and sustained attention
title_full Children’s narrative comprehension: effects of working memory and sustained attention
title_fullStr Children’s narrative comprehension: effects of working memory and sustained attention
title_full_unstemmed Children’s narrative comprehension: effects of working memory and sustained attention
title_sort Children’s narrative comprehension: effects of working memory and sustained attention
dc.creator.none.fl_str_mv Formoso, Jesica
Calero, Alejandra Daniela
Injoque-Ricle, Irene
Alvarez Drexler, Andrea
Burin, Debora Ines
Barreyro, Juan Pablo
author Formoso, Jesica
author_facet Formoso, Jesica
Calero, Alejandra Daniela
Injoque-Ricle, Irene
Alvarez Drexler, Andrea
Burin, Debora Ines
Barreyro, Juan Pablo
author_role author
author2 Calero, Alejandra Daniela
Injoque-Ricle, Irene
Alvarez Drexler, Andrea
Burin, Debora Ines
Barreyro, Juan Pablo
author2_role author
author
author
author
author
dc.subject.none.fl_str_mv Narrative comprehension
Sustained attention
Working memory
Children
topic Narrative comprehension
Sustained attention
Working memory
Children
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.1
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv Text comprehension involves the construction of a coherent mental representation. For children, this is a cognitively demanding task. The purpose of this study is to analyze the role of working memory (WM) and sustained attention (SA) in the comprehension of narratives in 5- and 6-year-old children. For this, 100 children were administered two WM tasks and one SA. To assess comprehension, they were asked 18 questions of literal and inferential content about three stories previously narrated by a professional storyteller. A correlation analysis showed that literal comprehension associated with forward digit span (Rho = 0.37), backward digit span (Rho = 0.37), and the SA task (Rho = −0.37). Inferences correlated with forward digit span (Rho = .36), backward digit span (Rho = 0.46), and the SA task(Rho = −0.37). A comparison analysis indicated significant differences between 5- and 6-year-olds in SA (t(98) = 3.08, SEM = 5.41,p < .01), literal comprehension (t(98) = 4.05,p < .001), and inferences (U = 750.50,p < .001), but not in forward digit span(t(98) = 1.43, p = .16) and backward digit span(U = 1043.50, p = .14). Finally, a path analysis was conducted with age as an independent variable, comprehension as the dependent variable, and WM and SA as mediating variables, being comprehension, a latent factor formed by literal information and inferences, and WManother latent factor formed by forwarding dig-its and backward digits span. The path analysis showed a good fit of the data to the model(c2(1.93, p = .86; AGFI = .97, CFI = .99, TLI = .99, RMSEA = .00). The analysis showed that age had a significant effect on all measures except WM, and both WM and SA play a role in comprehension. This suggests that, in 5 and 6-year-olds, age has an effect on the comprehension of general information and the ability to generate inferences, but this effect is mediated, in part, by the child’s ability to SA on the narration and to temporarily store the information received while listening to it.
Fil: Formoso, Jesica. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina
Fil: Calero, Alejandra Daniela. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Injoque-Ricle, Irene. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; Argentina
Fil: Alvarez Drexler, Andrea. Universidad de Buenos Aires. Facultad de Psicología; Argentina
Fil: Burin, Debora Ines. Universidad de Buenos Aires. Facultad de Psicología. Instituto de Investigaciones; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Barreyro, Juan Pablo. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina
32nd International Congress of Psychology
Praga
República Checa
International Union of Psychological Science
description Text comprehension involves the construction of a coherent mental representation. For children, this is a cognitively demanding task. The purpose of this study is to analyze the role of working memory (WM) and sustained attention (SA) in the comprehension of narratives in 5- and 6-year-old children. For this, 100 children were administered two WM tasks and one SA. To assess comprehension, they were asked 18 questions of literal and inferential content about three stories previously narrated by a professional storyteller. A correlation analysis showed that literal comprehension associated with forward digit span (Rho = 0.37), backward digit span (Rho = 0.37), and the SA task (Rho = −0.37). Inferences correlated with forward digit span (Rho = .36), backward digit span (Rho = 0.46), and the SA task(Rho = −0.37). A comparison analysis indicated significant differences between 5- and 6-year-olds in SA (t(98) = 3.08, SEM = 5.41,p < .01), literal comprehension (t(98) = 4.05,p < .001), and inferences (U = 750.50,p < .001), but not in forward digit span(t(98) = 1.43, p = .16) and backward digit span(U = 1043.50, p = .14). Finally, a path analysis was conducted with age as an independent variable, comprehension as the dependent variable, and WM and SA as mediating variables, being comprehension, a latent factor formed by literal information and inferences, and WManother latent factor formed by forwarding dig-its and backward digits span. The path analysis showed a good fit of the data to the model(c2(1.93, p = .86; AGFI = .97, CFI = .99, TLI = .99, RMSEA = .00). The analysis showed that age had a significant effect on all measures except WM, and both WM and SA play a role in comprehension. This suggests that, in 5 and 6-year-olds, age has an effect on the comprehension of general information and the ability to generate inferences, but this effect is mediated, in part, by the child’s ability to SA on the narration and to temporarily store the information received while listening to it.
publishDate 2023
dc.date.none.fl_str_mv 2023
dc.type.none.fl_str_mv info:eu-repo/semantics/publishedVersion
info:eu-repo/semantics/conferenceObject
Congreso
Journal
http://purl.org/coar/resource_type/c_5794
info:ar-repo/semantics/documentoDeConferencia
status_str publishedVersion
format conferenceObject
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/256178
Children’s narrative comprehension: effects of working memory and sustained attention; 32nd International Congress of Psychology; Praga; República Checa; 2023; 227-227
0020-7594
1464-066X
CONICET Digital
CONICET
url http://hdl.handle.net/11336/256178
identifier_str_mv Children’s narrative comprehension: effects of working memory and sustained attention; 32nd International Congress of Psychology; Praga; República Checa; 2023; 227-227
0020-7594
1464-066X
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
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info:eu-repo/semantics/altIdentifier/doi/10.1002/ijop.12990
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
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rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
application/pdf
dc.coverage.none.fl_str_mv Internacional
dc.publisher.none.fl_str_mv Wiley
publisher.none.fl_str_mv Wiley
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instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
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repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
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