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Analysis of working memory
in the learning of egb students
in the framework of linkage
with society
Análisis de la memoria de trabajo en el
aprendizaje de estudiantes de egb en el
marco de vinculación con la sociedad
Sheyla Marjorie Jácome León
*
Solange Elizabeth Briones Jácome*
Abstract
The study focuses on the monitoring of structures that support
information retention in learning processing. Working memory and
some complex cognitive functions participate significantly in reasoning,
planning or decision making of the learner. UNESCO indicates that
60% of the Ecuadorian student population has learning difficulties due
to the conditions of virtual teaching during the COVID 19 pandemic.
The objective of the work carried out within the framework of the
linkage with society of the Faculty of Education of a University in
Ecuador was to analyze the working memory of 871 children between
5 and 15 years of age, applying the Wechsler intelligence test (WISC
V). This was the instrument used by 156 teachers in training. A
descriptive and exploratory cross-sectional study was carried out. For
the bibliographic research, texts and biomedical journals were
examined. The scale considered the result of the working memory
indexes with a confidence interval of 0.84 and an average qualitative
score in 63% of the intervened children. The results obtained were
communicated to the representatives by the teachers who applied the
scale as a pedagogical contribution to strengthen the learning of the
intervened group.
* Master, Universidad del Pacífico, Guayaquil,
Sheyla.jacome@upacifico.edu.ec,
https://orcid.org/00000002-2163-9036
* Master, ISTSB, Guayaquil,
s_briones@istsb.edu.ec, https://orcid.org/0000-
0002-8548-8337
Article
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Keywords: Meaningful research, qualification, professional
competence.
Resumen
El estudio se enfoca en el monitoreo de las estructuras que admiten
conservar la información en el procesamiento del aprendizaje. La
memoria de trabajo y algunas funciones cognitivas complejas participan
de forma significativa en el razonamiento, la planificación o la toma de
decisiones del aprendiz. UNESCO indica que el 60% de la población
estudiantil ecuatoriana presenta dificultades en el aprendizaje debido a
las condiciones dadas en la enseñanza virtual durante la pandemia del
COVID 19. La gestión realizada en el marco de vinculación con la
sociedad de la Facultad de Educación de una Universidad en Ecuador
tuvo el objetivo de analizar la memoria de trabajo de 871 menores entre
5 a 15 años, aplicando la prueba Wechsler de inteligencia (WISC V).
Este fue el instrumento utilizado por 156 docentes en formación. Se
realizó un estudio descriptivo y exploratorio, de corte transversal. Para
la pesquisa bibliográfica se examinaron textos y revistas biomédicas. La
escala consideró el resultado de los índices de memoria de trabajo con
intervalo de confianza de 0.84 y una calificación cualitativa promedio
en el 63% de los menores intervenidos. Los resultados obtenidos fueron
comunicados a los representantes por los docentes aplicadores como
aporte pedagógico para el fortalecimiento del aprendizaje del grupo
intervenido.
Palabras clave: Investigación significativa, cualificación, competencia
profesional.
Introduction
Throughout the history of educational systems in their development and
implementation, there have been multiple interventions with students in
general basic education. These have been carried out in order to develop
each of their potentialities in the sphere of learning and in the exercise
of skills not described so far in them and that could be cultivated
individually and collectively to achieve their insertion in the daily
environment (Dávila, 2016)
Educational institutions are undergoing a series of changes, adapting to
the demands and needs of today's society; therefore, the academic level
required of students will be increasingly higher in order to respond to
these demands. Therefore, this study has the purpose of analyzing the
cognitive abilities of GBS students, specifically, working memory with
the application of the Weschler test (WISC V). This will be done within
the framework of service-learning, generated from the subject of
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educational psychology in the process of teacher training in basic
education. The intervention will be carried out with a selected
population of children between 5 and 15 years of age. Its purpose is to
contribute to the learning of the children involved and to the
professional training of university students.
Within these changes, the university student must have knowledge and
adequate training to act in educational contexts, to meet the demands
and contribute to the problems that arise in society. Many countries,
including ours, encourage convergence, training and competencies
within the framework of projects of linkage with society, through
numerous initiatives that are promoting the optimization of student
capabilities. This is, with the aim of ensuring the development of skills
that allow them to fulfill the social object for which they are trained and
subsequently continue their improvement in the professional field.
(Manolov, 2016)
Among the great challenges of the 21st century is to create strategies
that allow students to be the rector of their own teaching and learning
process, through the use of different teaching methods and means. This,
in promotion of self-directed study and to face the challenges presented
by the context in which they develop and the society of which they are
part and will later contribute to it. (Manolov, 2016)
In Ecuador there is a constant concern for the effectiveness of the
pedagogical processes and the formative transcendence in favor of
students and quality in the educational sector. However, as a primary
effect, there are difficulties for the entry and development in the
detection and counseling of gifted or talented students. Among the
various purposes of pedagogical intervention, emphasis is placed on the
application of instruments that allow to achieve early diagnosis of
learning disorders and guide the interference in a rapid, timely and
consistent manner to achieve their elimination. (Manolov, 2016)
There is concern for the personal development of each student. The
apprentice must have high theoretical and practical knowledge and the
fundamental basis for reaching these levels has been the repercussion of
knowledge, skills, abilities and competencies. This is, from initial,
middle, general education to give way to university education, which
should be the link to achieve future professionalization. (Ministry of
Education of Ecuador, 2016).
Many tests and diagnostic procedures are used to achieve the means of
student training and among them is the Wisc-V. This instrument allows
a diagnosis in the health and pedagogical areas to determine alterations
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in both spheres. With the immediate objective of strengthening the
missing sector and potentiate elements of learning, including work
capacity and fixation and working memory, cognitive and affective
skills among others. (Huarca, 2016,)
In this sense, it should be noted that those students who adequately
develop working memory, if not assertively integrated into learning,
may be excluded. Therefore, one way to establish exclusion is to force
them to study subjects that they are already aware of and master, which
creates restlessness, as well as disruptive directives that can discourage
serious study. It is necessary to propitiate in this type of learners the
circumstances of integration to the appropriate teachings, relevant, to
their reality, thus achieving to focus on meaningful learning. (Huarca,
2016,)
Consequently, an education with a complex vision is required to serve
all students from an inclusive and quality perspective. It is necessary to
promote systemic thinking to organize interaction between teachers and
students in order to generate an inclusive approach to learning.
Although they are described, it is imminent to strengthen the student-
centered learning approach. This will allow that, through research and
inquiry, the same acquires knowledge due to their demands and
perspectives, with the possibility of growing in line with the multiple
global challenges. (Huarca, 2016,)
That is why the working memory is determinant since through it the
cognitive processes in the learning of the child can be strengthened,
through the accumulation of experiences they will be able to form their
own criteria of some events that usually take place in society on a daily
basis.
Authors have tried to determine the existence of a relationship between
working memory and some complex cognitive functions, concluding
that it is significantly involved in reasoning, planning and decision
making (Funahashi, 2006). (Funahashi, 2006). Working memory is
determined as a component of human learning, which is related to
mental processes in charge of storage, manipulation of temporal
information, and the manipulation of information (Baddeley A. D.,
2006). (Baddeley A. D., 1986) and long-term memory. These are related
through a number of relationships that allow the human being to retrieve
and process the information already stored. Working memory is the key
element in the area of knowledge and cognitive processing.
Currently, the classification of types of working memory is related to
language, thought and communication with the environment.
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Specifically, many authors claim that within working memory, two
types could be distinguished: verbal working memory and visual
working memory. (Redolar Ripoll, 2014). The one in charge of
understanding and producing language. According to the model
proposed by (Baddeley A. , 2012), it is related to the phonological
process, linked to the left temporal cortex. Wernicke's and Broca's area
is called verbal working memory, while the relationship between spatial
information processing, (Baddeley A. , 2012) was named visuospatial
agenda, closely linked to the dorsal prefrontal cortex and is related to
visual working memory (Redolar Ripoll, 2014).
The working memory that is developed in the processing of the learner's
information shows the individual variation in academic performance
and is widely known in the educational institution and in the social
environment to which the individual is related. All this is part of the fact
that, related to general basic education students, the different skills
related to academic achievement may vary from one person to another,
as an effect of the society in which he/she lives. (Jenkins, 2003)
This study is based on the importance of working memory in EBG
students. The purpose of this study is to evaluate the cognitive abilities
of the children involved. In the execution of the project of linkage with
society, teachers in training were asked to apply the Wisc-V test to 871
children in order to contribute with the results to the pedagogical
intervention and, therefore, to improve learning with the application of
the Wisc test. Therefore, it should be emphasized in this research that
the first intelligence scale was Weschsler's scale for children in 1949.
Wechsler defined intelligence as the total capacity of a person to act and
relate to his or her environment. In addition to thinking rationally, he
proposed the presence of two factors, giving rise to verbal and execution
tasks. The results obtained were related to verbal, execution and total
intelligence (Marín, Angeli and Porto, 2016).
This intelligence scale was formed by twelve tests that were derived
from the Wechsler-Bellevue scale (Wechsler, 1939), the same that has
been prototypical and under different forms and successive adaptations,
which have endured for decades as a measurement option for
intellectual abilities. The use of the Wechsler tests has been extended
to most countries, and versions have been made for different age levels
(adults, school age and preschoolers). Nevertheless, and due to the
different conditions that have arisen in the framework of intelligence
studies, successive modifications of the Wechsler scales have been
registered, being effective to incorporate knowledge about intelligence,
cognitive development and neurobiological processes.
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In the light of the above, it has also brought with it advances in
psychometric methods, especially in structural models of intelligence.
This has allowed the updating or versions of the scale as an adequate
and suitable instrument to evaluate intelligence, especially in children
and adolescents. It is focused on some characteristics such as high
intellectual capacity, intellectual disability, learning disabilities,
attention disorders, etc.
Likewise for Osuna (2017) the Wechsler Intelligence Scale is one of the
most widely used tools to measure the intellectual capacity of children
and adolescents who are of school age. It is better known as the WISC
test. This test for students has been standardized with exceptional
attention over a period of many years of experimental testing, field
testing and statistical analysis.
Meanwhile, intelligence tests can be divided into two categories:
aptitude tests also known as ability (predict the ability to learn a new
skill or task). The achievement tests known as achievement (they
evaluate how much a person knows about a specific subject), the latter
are usually used for educational and/or employment purposes, there are
also those who argue that today achievement tests and IQ tests differ
only by the degree of instruction required to be able to perform them
(Posada, 2016)
Currently, one of the most widely recognized tests for the assessment of
intelligence are the Wechsler scales, which were developed by
Wechsler, a clinical psychologist at Bellevue Hospital. His initial test,
the Wechsler-Bellevue Intelligence Scale, was published in 1939 and
was designed to measure the intellectual performance of adults. This
test is composed of fifteen tests, of which ten are the most relevant:
stopping digits, clues, concepts with pictures, vocabulary, similarities,
matrices, symbol search, cubes, sequence of numbers and letters,
comprehension. The five added tests are: information, arithmetic, clues,
records and incomplete figures.
For its part, the Wisc-V test, due to its reliability, has become the most
widely applied by psychology professionals, whose results are used to
establish whether the person has a learning disability. If so, apply
methods that contribute to improve the quality of life of the individual.
(Schonhaut, 2017).
The WISC-V is preferably used in clinical, health and educational
contexts, with the following aspects as characteristic processes in both
the health and educational sectors. With respect to the educational
setting, the following aspects are taken into account:
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Establish the diagnosis of cognitive aptitudes in cases with special
educational needs: learning problems or disorders, attention disorders,
giftedness, intellectual disability, etc.
• To assess the cognitive abilities and difficulties of these people in
order to design intervention plans.
• Evaluate the results of the intervention plans.
• Predicting academic performance.
In this sense, the intelligence test process begins with the application of
the Cubes test, alternating with the application of the verbal
comprehension, visuospatial, fluid reasoning, working memory and
processing speed tests. This makes the administration of the scale varied
and enjoyable and minimizes the effects of fatigue. Therefore, the
strengths of these students are summarized in their potentialities with
respect to the promotion of their professional vocation related to their
learning style. Participants with left limbic (LI) predominance,
according to Ned Herrmann, are characterized by being planners and
organizers. In general, they do not develop activities without these being
planned and under their supervision. (EcuRed, 2020)
We highlight the contributions of (Oliver M, Fonseca C, 2017)who
developed a study related to reading comprehension in the Ecuadorian
Amazon, where they carried out the identification of the level that will
reflect the alterations of this in high school, based on the reform of the
technological high school. In this case, once the reading comprehension
levels were identified through the application of a survey to the students,
the object of the study, an improvement plan for these levels was
elaborated and obtained satisfactory results. (EcuRed, 2020)
The first argument on which working memory researchers maintain
some differences is who should be considered gifted. They all agree that
giftedness is a general intellectual capacity or several cognitive
capacities far above what we observe and understand that a child in
reference to his age should have. This alone is not enough in educational
practice, since we can ask ourselves: what is a high degree of capacity?
by means of what instruments can we know their capacities? how can
we know the intellectual or creative potentials in children with low
cultural possibilities? The very terminology that has been used and is
used is different, and often confuses families and teachers. (Oliver M,
Fonseca C, 2017)
The present research approaches working memory from the globalized
approach of general basic education. Education has a transcendental
importance in society, provoking an understanding and interpretation of
the social reality that each student lives through the cognitive processes
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from different positions and that influences the processing of the
information they receive and, therefore, in learning.
Today's society is more complex and, in addition to this, technological
advances represent new challenges. Educational and social institutions
must be articulated since both play a more active role in the
transformation of the main problems affecting humanity. The evolution
of society and General Basic Education Institutions are not outside the
new social rules, and must adapt from their organization with new
structures that respond to these needs.
Materials and methods
The methodology is a transcendental aspect of all research; as well as
the relationships established between the stages or phases that are
presented reveal how the research was carried out to obtain the data
obtained and the revealing demonstrations achieved in relation to the
difficulty under study. In relation to the new knowledge it is probable
to locate in the contexts of reliability, impartiality and internal
effectiveness. For this, it is intended to demarcate the processes of the
methodical order through which it will be tried to give answers to the
questions of the object of study.
Therefore, in the methodological path of the present study, which
alludes to the techno-operational moment present in every research
process, it is necessary to set out in detail the set of methods, techniques
and instrumental protocols that will be used in the data collection
process required in the proposed research. It is necessary to set out in
detail the set of methods, techniques and instrumental protocols that will
be used in the data collection process required in the proposed research.
The characterizing elements of the same were established and presented
in a pedagogical manner in order to be easily understood. Taking into
account the type and purpose of the research, it was based on the
descriptive-exploratory paradigm of quantitative-qualitative type.
This type of study turns out to be useful, since, through observation
after the application of the instrument, an initial diagnosis of the
cognitive conditions of the students can be made, and after applying the
WISC V test, the results that will reflect the level of working memory
of the intervened children are obtained. The management of the 156
applicators in the execution phase of the project within the framework
of the linkage with society was the route that made possible the
intervention with the children selected for the study.
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The study was conducted during the second semester of 2021 with 156
undergraduate students in Education in online modality, from the
Universidad Del Pacífico with the role of applicators in the management
of the project of linkage with society. The WISC V test was applied to
871 students of General Basic Education, 78.8% of whom belonged to
public institutions and 21.1% to private entities in six provinces of the
highlands and two of the Ecuadorian coast region. The gender of the
participants corresponds to 49.7% male students and 50.3% female
students, between 5 and 16 years of age, with an average age of 11.32
years and a standard deviation of 2.883. The legal representatives of the
participants were asked to sign the informed consent form.
The sample size was calculated using the following formula:
𝑛
"=
𝑁
∗
𝑍
2"∗
𝑝
∗
𝑞
"(
𝑁
- 1)∗
𝑒
2"+
𝑍
2"∗
𝑝
∗
𝑞
Where:
N: Population size
n: Sample size
Z: Confidence level 95% = 1.96
p: Probability of success = 0.5
q: Probability of failure = 1-p
e: Estimation error = 5%.
Substituting the values in the formula, the following result was
obtained:
𝑛
"= 30∗"(1,96)2"∗0,5∗0,5 (30- 1)"∗"(0,05)2 +(1,96)2"∗0,5∗0,5 = 18
n=18
Students who met the following inclusion and exclusion criteria were
selected by simple random sampling.
Inclusion criteria
Be a student of basic general education
To have participated in the project of linkage with society.
Show readiness for the application of the WISC V test.
Exclusion criteria.
Non-student of general basic education
Not having participated in the project of linkage with the society.
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Results
After processing and tabulating the information, the following results
were obtained and are shown in the following tables and graphs:
Table 1 shows the distribution and analysis of the results where the
frequency distribution in relation to the biological gender of the
interviewees can be seen, where the highest percentage is represented
by male students with 49.7% in relation to the female gender, which has
a representation of 50.3% in relation to the sample.
Table 2. Distribution between Educational Level and Type of
Educational Center
Educational Level
Public
Private
Total
1EGB
86
6
15
2EGB
88
10
38
3EGB
112
12
45
4EGB
84
13
53
5EGB
58
8
66
6EGB
17
15
72
7EGB
42
10
52
8EGB
59
5
64
9EGB
41
7
48
10EGB
56
12
68
1BGU
46
2
48
2BGU
17
0
17
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3BGU
65
0
65
Total
771
100
871
Note: basic education grades
Table 2 shows the distribution in relation to the educational level and
type of educational center, where the sample of the public institution is
represented by 475 students and 158 correspond to the private
educational system.
Table 3. Correlation between descriptive elements
Media
Deviation
Deviation
N
Type of Educational Center
1.25
.433
871
Educational Level
6.96
3.003
871
Age
11.32
2.883
871
Direct Digit Test Scores
26.70
8.134
871
Digit Test Scalar Score
10.61
3.808
871
Drawing Span Test Direct Scoring
27.50
8.626
871
Span Drawing Span Test Scalar
Score
9.85
3.702
871
Sum of Working Memory Scalar
Scores
20.31
6.290
871
Working Memory Index
99.36
18.551
871
Percentile Rank
51.463
32.4117
871
Note: descriptive elements of the correlational study.
Table 3 shows the correlation between the descriptive Elements, where
the mean of the sample of 871 students the type of educational Center
equals 1.23 with a standard deviation of .433, while the mean of the
educational level is 6.96 with a standard deviation, where it is evident
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that the mean by the memory index equals 99.36 with a standard
deviation of 18.551 for the sample of 871 students.
Discussion
Numerous are the studies that relate the application of psychometric
tests of multiple intelligence in pedagogical studies related to
intervention with students at different levels. As for the relationship of
their learning with direct interaction with society. However, it should be
noted that the cognitive functioning of schoolchildren shows a
configuration of skills similar to the hierarchical structure proposed by
the model. This means that the more specific skills (10 primary
subtests) are organized around five broader skills (main indexes or first-
order factors), which together account for an intelligence construct or
second-order factor (Brenlla, 2013; Kaufman et al., 2016; Scheiber,
2016).
National and international evidence has shown that the most diminished
performance is reflected in children from rural or socioeconomically
vulnerable sectors. This deficiency is detected in tasks that require
problem solving skills. Through the use of language and the level of
verbal abstraction, they are involved in the corresponding study to
achieve adequate performance. (Oliver M, Fonseca C, 2017)..
Regarding discriminant validity, the technical and interpretation manual
presents data on the sensitivity of the WISC-V scores. In its American
and Spanish adaptation, to discriminate between children belonging to
special groups: children with high intellectual ability, with intellectual
disability, specific learning disorders in reading, written expression and
mathematics, attention deficit hyperactivity disorder, disruptive
behavior, cranioencephalic trauma or autism spectrum disorders (Oliver
M, Fonseca C, 2017)
Scheiber (2016) examined the factorial invariance of WISC-V across
ethnicity and gender in a sample of 2637 African American, Hispanic,
and Caucasian children in the United States. Results demonstrated
configural, metric, and scalar invariance for the 6 groups in which it was
explored. This author implies that the factor structure is consistent
across groups, both by ethnicity and gender, and thus the inferences
drawn from the scores are equally significant for Hispanic, African-
American and Caucasian boys and girls. The author concludes that, at
the level of clinical implications, this study provides additional
empirical evidence for the use of the WISC-V in the groups of children
belonging to the ethnicities studied.
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The contributions of Reynolds and Keith (2017) posit in a study of
factorial invariance across age ranges with an American standardization
sample of WISC-V where evidence of strict invariance was obtained,
which allows determining the presence of the same factorial structure
and the same underlying constructs, regardless of the age of the
participants.
Similarly, the contributions of Van de Vijver et al., (2019) allowed
examining the invariance of the five-factor model in different countries
where the scale had been adapted (Australia, New Zealand, France,
Germany, United Kingdom, United States, among others). For this
analysis they used the standardized scores of the 10 primary subtests.
Their results show support for the level of configural and metric
invariance and, more weakly, for scalar invariance. According to these
authors, these results would support the existence of shared
psychological meanings for the WISC-V subtests in the countries
studied, supporting the global applicability of the hierarchical factorial
structure of the scale.
For Pauls et al., (2019) the analysis of measurement invariance across
gender, in the German version of WISC-V. Their results support the
equivalence of 11 of the 15 subtests, supporting the possibility of
interpreting test scores in the same way for males and females,
considering the level of partial scalar invariance achieved. The authors
of this study warn about the difficulties observed in relation to the factor
loading of the "Reasoning Matrices" subtest on the "Fluent Reasoning"
index, and the cross-loading of the Arithmetic subtest present in the
model proposed by Wechsler (2014). The items corresponding to
working memory indicate a medium level, marking a medium-low
range reflected in the mean scores obtained by the intervened children.
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