<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1688-7026</journal-id>
<journal-title><![CDATA[Psicología, Conocimiento y Sociedad]]></journal-title>
<abbrev-journal-title><![CDATA[Psicol. Conoc. Soc.]]></abbrev-journal-title>
<issn>1688-7026</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Psicología. Universidad de la República]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-70262019000100048</article-id>
<article-id pub-id-type="doi">10.26864/pcs.v9.n1.7</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Implicancia de las Funciones ejecutivas &#8220;frías y calientes&#8221; en la comprensión lectora, en una muestra de estudiantes universitarios peruanos]]></article-title>
<article-title xml:lang="pt"><![CDATA[Implicação das funções executivas "frias e quentes" na compreensão de leitura, em uma amostra de universitários peruanos]]></article-title>
<article-title xml:lang="en"><![CDATA[Implication of the "cold and hot" executive functions in reading comprehension, in a sample of Peruvian university students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chino Vilca]]></surname>
<given-names><![CDATA[Brenda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zegarra-Valdivia]]></surname>
<given-names><![CDATA[Jonathan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica San Pablo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional de San Agustín de Arequipa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<volume>9</volume>
<numero>1</numero>
<fpage>48</fpage>
<lpage>65</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-70262019000100048&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-70262019000100048&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-70262019000100048&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Existe una queja bastante unánime respecto a las deficiencias que se detectan en la comprensión de textos de estudiantes universitarios. Diversas investigaciones señalan la existencia de procesos involucrados en la comprensión como la descodificación y el lenguaje, sin embargo, no se ha dilucidado la participación de los procesos cognitivos implicados como la memoria de trabajo, flexibilidad cognitiva, atención o la regulación emocional. El objetivo de la investigación es conocer los niveles de comprensión lectora en estudiantes universitarios, los procesos cognitivos involucrados, y analizar las relaciones existentes entre las variables mencionadas. La muestra estuvo conformada por 150 sujetos, provenientes de dos universidades con un status socioeconómico alto (69 sujetos) y medio-bajo (81 sujetos). Para la evaluación se utilizó el test de Cloze, Fluidez Verbal, WAIS III (vocabulario, sustitución de símbolos y dígitos) y Stroop, Stroop Emocional. Los resultados muestran que el 39.50% de la universidad pública y el 62.30% de los sujetos de la universidad privada mostraron un nivel deficitario en su comprensión lectora. Además, se encontraron diferencias significativas en la fluidez fonológica (F de 4,721, p&lt;0,004*), vocabulario (F de 3,341, p&lt;0,021*), y búsqueda de símbolos (F de 4,089, p&lt;0,008*), entre los grupos. Se debe mejorar el entrenamiento en la lectura multidisciplinaria y crítica durante la etapa universitaria, con el fin de incrementar la comprensión lectora, la capacidad de evaluar, construir juicios y tomar decisiones.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Há uma queixa bastante unânime em relação às deficiências detectadas na compreensão de textos por universitários. Diversas investigações apontam para a existência de processos envolvidos na compreensão, como decodificação e linguagem, no entanto, o envolvimento dos processos cognitivos envolvidos, como memória operacional, flexibilidade cognitiva, atenção ou regulação emocional, ainda não foi elucidado. O objetivo da pesquisa é conhecer os níveis de compreensão de leitura em universitários, seus processos cognitivos e analisar as relações existentes entre as variáveis &#8203;&#8203;mencionadas. A amostra foi composta por 150 sujeitos, provenientes de duas universidades com alto nível socioeconômico (69 sujeitos) e média-baixa (81 sujeitos). Para a avaliação, foram utilizados o teste de Cloze, Fluência Verbal, WAIS III (vocabulário, substituição de símbolos e dígitos) e Stroop, Stroop Emocional. Os resultados mostram que 39,50% da universidade pública e 62,30% dos sujeitos da universidade privada apresentaram um nível de déficit no entendimento. Além disso, as diferenças significativas em termos de fluência fonémica (F 4,721, p &lt;0,004 *), vocabulário (F 3,341, p &lt;0,021 *), e procurar símbolos (F 4,089, p &lt;0,008 *) foram encontrados entre grupos O treinamento multidisciplinar e de leitura crítica deve ser melhorado durante o estágio universitário, a fim de aumentar a compreensão da leitura, a capacidade de avaliar, construir julgamentos e tomar decisões.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: There is a fairly unanimous complaint regarding the deficiencies detected in the comprehension of texts by university students. Several investigations point to the existence of processes involved in understanding such as decoding and language, however, the involvement of the cognitive processes such as working memory, cognitive flexibility, attention or emotional regulation has not been elucidated. The objective of the research is to know the levels of reading comprehension in university students, their cognitive processes involved and analyze the existing relationships between the mentioned variables. The sample consisted of 150 subjects, from two universities with high socioeconomic status (69 subjects) and medium-low (81 subjects). For the evaluation, the Cloze test, Verbal Fluency, WAIS III (vocabulary, substitution of symbols and digits) and Stroop, Emotional Stroop were used. The results show that 39.50% of the public university and 62.30% of the subjects of the private university showed a deficit level in their understanding. In addition, significant differences were found in phonological fluency (F of 4,721, p &lt;0.004 *), vocabulary (F of 3,341, p &lt;0.021 *), and search of symbols (F of 4.089, p &lt;0.008*), among the groups multidisciplinary and critical reading training should be improved during the university stage, in order to increase reading comprehension, the ability to evaluate, build judgments and make decisions.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Comprensión lectora]]></kwd>
<kwd lng="es"><![CDATA[estudiantes universitarios]]></kwd>
<kwd lng="es"><![CDATA[funciones ejecutivas]]></kwd>
<kwd lng="es"><![CDATA[regulación emocional]]></kwd>
<kwd lng="pt"><![CDATA[Compreensão de leitura]]></kwd>
<kwd lng="pt"><![CDATA[estudantes universitarios]]></kwd>
<kwd lng="pt"><![CDATA[funções executivas]]></kwd>
<kwd lng="pt"><![CDATA[regulação emocional]]></kwd>
<kwd lng="en"><![CDATA[Reading comprehension]]></kwd>
<kwd lng="en"><![CDATA[university students]]></kwd>
<kwd lng="en"><![CDATA[executive functions]]></kwd>
<kwd lng="en"><![CDATA[emotional regulation]]></kwd>
</kwd-group>
</article-meta>
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