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Publication
Atención e inteligencia lógica
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 6.34 MB | Adobe PDF |
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Advisor(s)
Abstract(s)
Este estudio analiza las relaciones entre la inteligencia lógica y dos componentes de la
atención: atención sostenida y calidad atencional, en una muestra de 75 escolares
españoles de 11 a 12 años. La inteligencia lógica fue evaluada a través de las Escalas
Magallanes de Razonamiento (EMR) y los componentes atencionales mediante las
Escalas Magallanes de Atención Visual (EMAV). Los análisis de correlación revelan
que no existe una correlación significativa entre el nivel de desarrollo de las habilidades
de inteligencia lógica y el de atención sostenida. De igual forma, exponen que tampoco
existe una correlación significativa entre el nivel de desarrollo de las habilidades de
inteligencia lógica y el de calidad atencional. Se concluye que los instrumentos y la
metodología de evaluación, o el tamaño de la muestra, pueden ser variables que afecten
a la diversidad de resultados en los estudios que analizan la relación entre atención e
inteligencia lógica. Esta situación refleja la necesidad de clarificar la relación entre estos
dos constructos, con el fin de mejorar las evaluaciones de factores intervinientes en el
desarrollo de niños y adolescentes; de especial relevancia en el caso de niños con
dificultades en los aprendizajes académicos.
This study analizes the relationships between logical intelligence and two components of attention, sustained attention and attentional quality, in a sample of 75 11-12 year old Spanish students. Logical intelligence was evaluated through the Magallanes Scales of Logical Intelligence (EMR) and attentional components through the Magallanes Scales of visual attention (EMAV). The correlation analysis reveal that there is no significant correlation between the level of development of logical intelligence skills and that of sustained attention. Similarly, they expose there is no significant correlation between the level of development of logical intelligence skills and attentional quality either. The conclusion reached is that the instruments and the evaluation methodology, or the size of the sample, could be variables that affect the diversity of the results in the studies that analyze the relationship between attention and logical intelligence. This situation shows the necessity to clarify the relationship between these two constructs aiming at improving the assessment of factors that have a lot to do with the development/growth of children and teenagers; it is of special importance when dealing with chidren with difficulties in academic learning.
This study analizes the relationships between logical intelligence and two components of attention, sustained attention and attentional quality, in a sample of 75 11-12 year old Spanish students. Logical intelligence was evaluated through the Magallanes Scales of Logical Intelligence (EMR) and attentional components through the Magallanes Scales of visual attention (EMAV). The correlation analysis reveal that there is no significant correlation between the level of development of logical intelligence skills and that of sustained attention. Similarly, they expose there is no significant correlation between the level of development of logical intelligence skills and attentional quality either. The conclusion reached is that the instruments and the evaluation methodology, or the size of the sample, could be variables that affect the diversity of the results in the studies that analyze the relationship between attention and logical intelligence. This situation shows the necessity to clarify the relationship between these two constructs aiming at improving the assessment of factors that have a lot to do with the development/growth of children and teenagers; it is of special importance when dealing with chidren with difficulties in academic learning.