Prueba de Memoria Visual basada en imágenes de Snodgrass (VMT-SP): una nueva medida neuropsicológica de memoria visual para niños con Dificultades de Aprendizaje
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jul 15, 2019
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Angela Muñoz-Machicao
https://orcid.org/0000-0002-6891-3469
Manuel Fernández Alcántara
https://orcid.org/0000-0002-3481-8156
Cayetana Correa- Delgado
https://orcid.org/0000-0003-4279-6548
Amanda Rocío González Ramirez
https://orcid.org/0000-0003-4588-6717
Miguel Pérez García
https://orcid.org/0000-0003-4775-7556
Carolina Laynez Rubio
https://orcid.org/0000-0002-6891-3469
Manuel Fernández Alcántara
https://orcid.org/0000-0002-3481-8156
Cayetana Correa- Delgado
https://orcid.org/0000-0003-4279-6548
Amanda Rocío González Ramirez
https://orcid.org/0000-0003-4588-6717
Miguel Pérez García
https://orcid.org/0000-0003-4775-7556
Carolina Laynez Rubio
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Resumen
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.
Keywords
visual memory, learning disabilities, neuropsychology, childrenmemoria visual, dificultades de aprendizaje, neuropsicología, niños
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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
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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
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Cómo citar
Muñoz-Machicao, A., Fernández Alcántara, M., Correa- Delgado, C., González Ramirez, A. R., Pérez García, M., & Laynez Rubio, C. (2019). Prueba de Memoria Visual basada en imágenes de Snodgrass (VMT-SP): una nueva medida neuropsicológica de memoria visual para niños con Dificultades de Aprendizaje. Universitas Psychologica, 18(2), 1–15. https://doi.org/10.11144/Javeriana.upsy18-2.vmtb
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