Las relaciones entre Habilidades narrativas y Funciones Ejecutivas en la infancia. Una revisión sistemática.
Contenido principal del artículo
Resumen
Las Funciones Ejecutivas y las Habilidades Narrativas son predictores relevantes del desempeño académico, pero sabemos muy poco sobre su relación. Este estudio se propuso revisar sistemáticamente investigaciones que abordan la relación entre Funciones Ejecutivas y Habilidades Narrativas en niños de desarrollo típico. Siguiendo la metodología PRISMA, se realizaron búsquedas en las bases SCOPUS, WoS y EBSCO, incluyendo artículos académicos, en español, inglés, portugués y francés, considerando tres criterios de inclusión: evaluación directa de los constructos Habilidades Narrativas y Funciones Ejecutivas y su relación, inclusión de información sobre población con desarrollo típico y foco en la franja etaria de 2 a 10 años. La revisión incluyó 38 reportes que mostraron que la asociación entre ambos constructos es un fenómeno robusto. Se observa un predominio de estudios transeccionales. Se requieren estudios longitudinales, con muestras más diversas, y en especial para el español, que permitan establecer la direccionalidad de la relación.
Descargas
Detalles del artículo
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
La RACC aplicará la licencia internacional de atribuciones comunes creativas (Reconocimiento 4.0 Internacional: https://creativecommons.org/licenses/by/4.0/).
Bajo esta licencia, se permite cualquier explotación de la obra, incluyendo la explotación con fines comerciales y la creación de obras derivadas, la distribución de las cuales también está permitida sin ninguna restricción. Esta licencia es una licencia libre según la Freedom Defined. La única condición es que siempre y en todos los casos se cite a los autores y a la fuente original de publicación (i.e., RACC). Esta licencia fue desarrollada para facilitar el acceso abierto, gratuito y libre a trabajos originales científicos y artísticos.
Citas
Almy, B. K., & Zelazo, P. D. (2015). Reflection and executive function: Foundations for learning and healthy development. Revista Argentina de Ciencias Del Comportamiento, 7(1), 53–59.
Alonzo, C. N., Yeomans-Maldonado, G., Murphy, K. A., Bevens, B., & Language and Reading Research Consortium. (2016). Predicting second grade listening comprehension using prekindergarten measures. Topics in Language Disorders, 36(4), 312–333. doi: 10.1097/TLD.0000000000000102
Altun, D. (2020). Twice Upon a Mind: Preschoolers’ Narrative Processing of Electronic and Printed Stories. Early Childhood Education Journal, 49, 349–359. doi: 10.1007/s10643-020-01079-9
Arán-Filippetti, V., & Richaud, M. (2015). Do executive functions predict written composition? Effects beyond age, verbal intelligence and reading comprehension. Acta Neuropsychologica, 13(4), 331-349.
Arfé, B. (2015). Oral and Written Discourse Skills in Deaf and Hard of Hearing Children. Top Lang Disorders, 35(2), 180–197. doi: 10.1097/tld.0000000000000054
Berk, L. E., & Meyers, A. B. (2013). The role of make-believe play in the development of executive function: Status of research and future directions. American Journal of Play, 6(1), 98–110.
Boudreau, D. (2008). Narrative Abilities. Topics in Language Disorders, 28(2), 99–114. doi: 10.1097/01.tld.0000318932.08807.da
Bruner, J. (1988). Realidad mental y mundos posibles. Los actos de la imaginación que dan sentido a la experiencia. Barcelona: Gedisa.
Bruner, J. (1991). Actos de significado: más allá de la revolución cognitiva. Madrid: Alianza Editorial.
Cohen, J. (1992). A Power Primer. Psychological Bulletin, 112(1), 155–159. doi: 10.1037//0033-2909.112.1.155.
Dealy, J., Mudrick, H., & Robinson, J. A. (2019). Children’s narrative story stem responses: Contributions of executive functioning and language proficiency to relationship representations. Social Development, 28(1), 168-185. doi: 10.1111/sode.12335
Diamond, A. (2012). Activities and Programs That Improve Children’s Executive Functions. Current Directions in Psychological Science, 21(5), 335–341. doi: 10.1177/0963721412453722
Diamond, A. (2013). Executive Functions. Annual Review of Psychology, 64, 133–168. doi: 10.1146/annurev-psych-113011-143750
Dicataldo, R., & Roch, M. (2020). Are the Effects of Variation in Quantity of Daily Bilingual Exposure and Socioeconomic Status on Language and Cognitive Abilities Independent in Preschool Children? International Journal of Environmental Research and Public Health, 17(12), 4570. doi: 10.3390/ijerph17124570
Dickinson, D., & Tabors, P. (2001). Beginning literacy with language. Baltimore: Brookes Publishing.
Dodwell, K., & Bavin, E. L. (2008). Children with specific language impairment: An investigation of their narratives and memory. International Journal of Language & Communication Disorders, 43(2), 201-218. doi: 10.1080/13682820701366147
Drijbooms, E., Groen, M. A., & Verhoeven, L. (2016). How executive functions predict development in syntactic complexity of narrative writing in the upper elementary grades. Reading and Writing, 30(1), 209–231. doi: 10.1007/s11145-016-9670-8
Fernyhough, C. (2010). Vygotsky, Luria, and the Social Brain. En B. Sokol, U. Müller, J. Carpendale, A. Young & G. Iarocci (Eds.), Self- and Social- Regulation: Exploring the Relations between Social Interaction, Social Cognition, and the Development of Executive Functions (pp. 56–79). Oxford: Oxford University Press.
Florit, E., Roch, M., Altoè, G., & Levorato, M. C. (2009). Listening comprehension in preschoolers: The role of memory. British Journal of Developmental Psychology, 27(4), 935–951. doi: 10.1348/026151008x397189
Friend, M., & Bates, R. P. (2014). The union of narrative and executive function: Different but complementary. Frontiers in Psychology, 469(5), 1-12. doi: 10.3389/fpsyg.2014.00469
Fuhs, M. W., & Day, J. D. (2011). Verbal Ability and Executive Functioning Development in Preschoolers at Head Start. Developmental Psychology, 47(2), 404–416. doi: 10.1037/a0021065
Gooch, D., Thompson, P., Nash, H. M., Snowling, M. J., & Hulme, C. (2016). The development of executive function and language skills in the early school years. Journal of Child Psychology and Psychiatry and Allied Disciplines, 57(2), 180–187. doi: 10.1111/jcpp.12458
Gouldthorp, B., Katsipis, L., & Mueller, C. (2018). An Investigation of the Role of Sequencing in Children’s Reading Comprehension. Reading Research Quarterly, 53(1), 91-106. doi: 10.1002/rrq.186 22.
Hagger, M. S., & Protogerou, C. (2022). A Checklist to Assess the Quality of Survey Studies in Psychology. Recuperado de: https://osf.io/xgy69
Hay, E., & Moran, C. (2005). Discourse formulation in children with closed head injury. American Journal of Speech-Language Pathology, 14(4), 324-336. doi: 10.1044/1058-0360(2005/031)
Hughes, C. (2013). Executive Function: Development, individual differences, and clinical insights. En J. L.R. Rubenstein & P. Rakic (Eds.), Neural Circuit Development and Function in the Brain (pp. 429–445). Cambridge, MA: Academic Press. doi: 10.1016/B978-0-12-397267-5.00062-5.
Ketelaars, M. P., Jansonius, K., Cuperus, J., & Verhoeven, L. (2012). Narrative competence and underlying mechanisms in children with pragmatic language impairment. Applied Psycholinguistics, 33(2), 281-303. doi: 10.1017/S014271641100035X
Korecky-Kröll, K., Dobek, N., Blaschitz, V., Sommer-Lolei, S., Boniecki, M., Uzunkaya-Sharma, K., & Dressler, W. U. (2018). Vocabulary as a Central Link between Phonological Working Memory and Narrative Competence: Evidence from Monolingual and Bilingual Four-Year-Olds from Different Socioeconomic Backgrounds. Language and Speech, 62(3), 546-569. doi: 10.1177/0023830918796691
Labov, W., & Waletzky, J. (1967). Narrative analysis: Oral versions on personal experience. En J. Helm (ed.), Essays on the verbal and visual arts (pp. 12-44). Seattle, WA: University of Washington Press.
Laurent, A., Smithson, L., & Nicoladis, E. (2020). Gesturers Tell a Story Creatively; Non-Gesturers Tell it like it Happened. Language Learning and Development, 16(3), 292–308. doi: 10.1080/15475441.2020.1745074
Leseman, P. P. M., Scheele, A. F., Mayo, A. Y., Messer, M. H. (2007). Home literacy as a special language environment to prepare children for school. Zeitschrift für Erziehungswissenschaft, 10(3), 334–355. doi: 10.1007/s11618-007-0040-9
Liberati, A., Altman, D. G., Tetzlaff, J., Mulrow, C., Gøtzsche, P. C., Ioannidis, J. P. A., … Moher, D. (2009). The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate health care interventions: explanation and elaboration. Journal of Clinical Epidemiology, 62(10), e1–e34. doi: 10.1016/j.jclinepi.2009.06.006.
Manrique, S., & Borzone, A. M. (2010). La comprensión de cuentos como resolución de problemas en niños de 5 años de sectores urbano-marginales. Interdisciplinaria, 27(2), 209–228.
Marini, A., Piccolo, B., Taverna, L., Berginc, M., & Ozbič, M. (2020). The Complex Relation between Executive Functions and Language in Preschoolers with Developmental Language Disorders. International Journal of Environmental Research and Public Health, 17(5), 1772. doi: 10.3390/ijerph17051772
Montgomery, J. W., Polunenko, A., & Marinellie, S. A. (2009). Role of working memory in children’s understanding spoken narrative: A preliminary investigation. Applied Psycholinguistics, 30(3), 485–509. doi: 10.1017/S0142716409090249
Müller, U., Jacques, S., Brocki, K., & Zelazo, P. D. (2009). The executive functions of language in preschool children. En A. Winsler, C. Fernyhough, & I. Montero (Eds.), Private speech, executive functioning, and the development of verbal self regulation (pp. 53–68). Cambridge: Cambridge University Press. doi: 10.1017/CBO9780511581533.005
Neha, T., Reese, E., Schaughency, E., & Taumoepeau, M. (2020). The role of whānau (New Zealand Māori families) for Māori children’s early learning. Developmental Psychology, 56(8), 1518–1531. doi: 10.1037/dev0000835
Nelson, K. (1996). Language in cognitive development. Cambridge: Cambridge University Press.
Nelson, K. (2007). Young Minds in Social Worlds. Experience, meaning, and memory. Cambridge, MA: Harvard University Press. doi: 10.1017/S0305000908008830
Nelson, K. (2010). Developmental Narratives of the Experiencing Child. Child Development Perspectives, 4(1), 42–47. doi: 10.1111/j.1750-8606.2009.00116.x
Nicolopoulou, A., Cortina, K. S., Ilgaz, H., Cates, C. B., & de Sá, A. B. (2015). Using a narrative- and play-based activity to promote low-income preschoolers’ oral language, emergent literacy, and social competence. Early Childhood Research Quarterly, 31, 147–162. doi: 10.1016/j.ecresq.2015.01.006
Nigg, J. T. (2017). Annual Research Review: On the relations among self-regulation, self-control, executive functioning, effortful control, cognitive control, impulsivity, risk-taking, and inhibition for developmental psychopathology. Journal of Child Psychology and Psychiatry and Allied Disciplines, 58(4), 361–383. doi: 10.1111/jcpp.12675
Ögel Balaban, H, & Hohenberger, A. (2020). The development of narrative skills in Turkish-speaking children: A complexity approach. PLOS ONE, 15(5), e0232579. doi: 10.1371/journal.pone.0232579
O’Neill, D. K., Pearce, M. J., & Pick, J. L. (2004). Preschool children’s narratives and performance on the peabody individualized achievement test - Revised: Evidence of a relation between early narrative and later mathematical ability. First Language, 24(2), 149–183. doi: 10.1177/0142723704043529
Papaeliou, C. F., Maniadaki, K., & Kakouros, E. (2012). Association Between Story Recall and Other Language Abilities in Schoolchildren With ADHD. Journal of Attention Disorders, 19(1), 53–62. doi: 10.1177/1087054712446812
Paris, A., & Paris, S. (2003). Assessing narrative comprehension in young children. Reading Research Quarterly, 38(1), 36–76.
Potocki, A., Ecalle, J., & Magnan, A. (2013). Narrative comprehension skills in 5-year-old children: Correlational analysis and comprehender profiles. The Journal of Educational Research, 106(1), 14-26. doi: 10.1080/00220671.2012.667013
Primor, L., Pierce, M. E., & Katzir, T. (2011). Predicting reading comprehension of narrative and expository texts among Hebrew-speaking readers with and without a reading disability. Annals of Dyslexia, 61(2), 242-268. doi: 10.1007/s11881-011-0059-8
Protogerou, C., & Hagger, M. S. (2020). A checklist to assess the quality of survey studies in psychology. Methods in Psychology, 3, 100031. doi: 10.1016/j.metip.2020.100031
Rosemberg, C., Silva, M. L., & Stein, A. (2010). Narrativas infantiles en contexto. Un estudio en poblaciones urbano marginadas. IICE, 28, 135-152.
Rosemberg, C., Menti, A., Stein, A., Alam, F., & Migdalek, M. (2016). Vocabulario, narración y argumentación en los primeros años de la infancia y la niñez. Una revisión de investigaciones. Revista Costarricense de Psicología, 35(2), 101-120.
Santos, S., Cadime, I., Viana, F. L., Chaves‐Sousa, S., Gayo, E., Maia, J., & Ribeiro, I. (2016). Assessing reading comprehension with narrative and expository texts: Dimensionality and relationship with fluency, vocabulary and memory. Scandinavian Journal of Psychology, 58(1), 1-8. doi: 10.1111/sjop.12335.
Silva, M., & Cain, K. (2019). The use of questions to scaffold narrative coherence and cohesion. Journal of Research in Reading, 42(1), 1-17 doi: 10.1111/1467-9817.12129
Strasser, K., & Del Río, F. (2014). The role of comprehension monitoring, theory of mind, and vocabulary depth in predicting story comprehension and recall of kindergarten children. Reading Research Quarterly, 49(2), 169-187. doi: 10.1002/rrq.68
Van den Broek, P., Kendeou, P., Lousberg, S., & Visser, G. (2011). Preparing for reading comprehension: Fostering text comprehension skills in preschool and early elementary school children. International Electronic Journal of Elementary Education, 4(1), 259–268.
Viana, F. L., Santos, S., Ribeiro, I., Chaves-Sousa, S., Brandão, S., Cadime, I., & Maia, J. (2015). Listening Comprehension Assessment: Validity Studies of Two Vertically Scaled Tests for Portuguese Students. Universitas Psychologica, 14(1), 345-354. doi: 10.11144/Javeriana.upsy14-1.lcav
Vygotski, L. (1995). Obras Escogidas III: Problemas del desarrollo de la psique. Madrid: Visor.
Whitely, C., & Colozzo, P. (2013). Who's who? Memory updating and character reference in children's narratives. Journal of Speech, Language, and Hearing Research, 56(5), 1625-1636. doi: 10.1044/1092-4388(2013/12-0176)
Yeung, P., Ho, C. S., Chan, D. W., & Chung, K. K. (2016). A Simple View of Writing in Chinese. Reading Research Quarterly, 52(3), 333–355. doi: 10.1002/rrq.173
Yeung, P., Ho, C. S., Chan, D. W., & Chung, K. K. (2020). Longitudinal relationships between syntactic skills and Chinese written composition in Grades 3 to 6. Journal of Research in Reading, 43(2), 201–228 doi: 10.1111/1467-9817.12298
Zelazo, P. D. (2004). The development of conscious control in childhood. Trends in Cognitive Sciences, 8(1), 12–17. doi: 10.1016/j.tics.2003.11.001
Zelazo, P., & Frye, D. (1997). Cognitive complexity and control: A theory of the development of deliberate reasoning and intentional action. En M. I. Stamenov (Ed.), Language, Structure, Discourse and the Access to Consciousness (pp. 113–153). Amsterdam: J. Benjamins Publishing Company.