<?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>1688-4221</journal-id>
<journal-title><![CDATA[Ciencias Psicológicas]]></journal-title>
<abbrev-journal-title><![CDATA[Cienc. Psicol.]]></abbrev-journal-title>
<issn>1688-4221</issn>
<publisher>
<publisher-name><![CDATA[Universidad Católica del Uruguay.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-42212024000101215</article-id>
<article-id pub-id-type="doi">10.22235/cp.v18i1.3477</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La comprensión de narraciones orales y las diferencias individuales en niños entre 7 y 11 años: vocabulario, memoria de trabajo y teoría de la mente]]></article-title>
<article-title xml:lang="pt"><![CDATA[A compreensão de narrativas orais e as diferenças individuais em crianças de 7 a 11 anos: vocabulário, memória de trabalho e Teoria da Mente]]></article-title>
<article-title xml:lang="en"><![CDATA[Oral narrative comprehension and individual differences in 7 and 11-year-old children: vocabulary, working memory and Theory of Mind]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pinto Camargo]]></surname>
<given-names><![CDATA[Johanna]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barreyro]]></surname>
<given-names><![CDATA[Juan Pablo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Buenos Aires  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimenta Conicet ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>18</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-42212024000101215&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-42212024000101215&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-42212024000101215&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El propósito de esta investigación consistió en estudiar el rol del vocabulario, la memoria de trabajo, la teoría de la mente y la atención sostenida en la comprensión de narraciones orales y la generación de inferencia en niños de entre 7 y 11 años. Para ello, se utilizaron las habilidades de comprensión lectora como criterio para establecer los grupos de cohorte del estudio. La muestra, conformada por 126 niños colombianos hispanohablantes, fue evaluada en tareas de comprensión de narraciones orales, así como mediante pruebas estandarizadas en vocabulario, memoria de trabajo, teoría de la mente y atención sostenida. Los resultados mostraron diferencias significativas entre el grupo de baja comprensión lectora respecto al grupo de comparación con mejores desempeños en comprensión en la medida de vocabulario y en la medida de comprensión de narraciones con apoyos visuales, como producto de una diferencia significativa en la respuesta a preguntas de inferencia emocional. El análisis correlacional mostró vínculos significativos entre el vocabulario y todas las medidas de comprensión evaluadas. Por su parte, la memoria de trabajo se correlacionó con todas las medidas de desempeño en comprensión, excepto con la respuesta a preguntas inferenciales. Finalmente, la teoría de la mente mostró una correlación significativa con la respuesta a preguntas de inferencias emocionales y con las medidas de comprensión de narraciones sin apoyos visuales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O objetivo desta pesquisa foi estudar o papel do vocabulário, da memória de trabalho, da Teoria da Mente e da atenção sustentada na compreensão de narrativas orais e na geração de inferência em crianças de 7 a 11 anos. Para isso, foram utilizadas as habilidades de compreensão de leitura como critério para estabelecer os grupos de coorte do estudo. Um total de 126 crianças colombianas, hispano-falantes, foram avaliadas por meio de tarefas de compreensão de narrativas orais, testes padronizados de vocabulário, memória de trabalho, Teoria da Mente e atenção sustentada. Os resultados indicaram diferenças significativas entre o grupo de baixa compreensão leitora em relação ao grupo de comparação, com melhores desempenhos em compreensão no teste de vocabulário e no teste de compreensão de narrativas com apoios visuais, como resultado de uma diferença significativa na resposta a perguntas de inferência emocional. A análise correlacional mostrou vínculos significativos entre o vocabulário e todas as medidas de compreensão avaliadas. Além disso, a memória de trabalho correlacionou-se com quase todas as medidas de desempenho em compreensão, exceto com a resposta a perguntas inferenciais. Finalmente, a Teoria da Mente apresentou uma correlação significativa com a resposta às perguntas de inferências emocionais e com as medidas de compreensão de narrativas sem apoio visual.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The purpose of this study was to analyze the role of vocabulary, working memory, Theory of Mind, and sustained attention in the comprehension of oral narratives and the generation of inferences in children aged 7 to 11. Reading comprehension skills were used as the criterion to establish the study's cohort groups. A total of 126 Spanish-speaking Colombian children participated in the study. They were assessed using tasks that measured comprehension of oral narratives, as well as standardized tests of vocabulary, working memory, Theory of Mind, and sustained attention. The results indicated a significant difference in vocabulary between the group of poor comprehenders and the comparison group with better comprehension performance. The poor comprehenders also performed worse than the comparison group in the narrative comprehension test with visual support, as a result of significant differences in responding to emotional inference questions. The correlational analysis showed that the vocabulary variable was associated with all measures of oral narrative comprehension. Additionally, working memory correlated with almost all measures of oral narrative comprehension, except for answering inference questions when the text did not have visual support. Finally, Theory of Mind demonstrated a significant correlation with answering emotional inference questions and the measures without visual support.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[comprensión de narraciones]]></kwd>
<kwd lng="es"><![CDATA[vocabulario]]></kwd>
<kwd lng="es"><![CDATA[memoria de trabajo]]></kwd>
<kwd lng="es"><![CDATA[teoría de la mente]]></kwd>
<kwd lng="es"><![CDATA[atención sostenida]]></kwd>
<kwd lng="pt"><![CDATA[compreensão de narrativas]]></kwd>
<kwd lng="pt"><![CDATA[vocabulário]]></kwd>
<kwd lng="pt"><![CDATA[memória de trabalho]]></kwd>
<kwd lng="pt"><![CDATA[Teoria da Mente]]></kwd>
<kwd lng="pt"><![CDATA[atenção sustentada]]></kwd>
<kwd lng="en"><![CDATA[narrative comprehension]]></kwd>
<kwd lng="en"><![CDATA[vocabulary]]></kwd>
<kwd lng="en"><![CDATA[working memory]]></kwd>
<kwd lng="en"><![CDATA[Theory of Mind]]></kwd>
<kwd lng="en"><![CDATA[sustained attention]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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