Ciencias Humanas y de la Educación

URI permanente para esta comunidadhttp://repositorio.uta.edu.ec/handle/123456789/408

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Autor/a: search.filters.author.Cruz Rodríguez Lissette CarolinaTema: search.filters.subject.LENGUAJE

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    La Velocidad de Procesamiento Cognitivo en la Pragmática
    (Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía, 2025-01-20)
    Cruz Rodríguez Lissette Carolina
    ;
    Jarrín Chávez Freddy Alcívar
    ;
    Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía
    The present research work had the objective of determining how the speed of cognitive processing influences pragmatic skills. For this purpose, students from grades 8 “A”, 8 “B”, 9 “A” and 9 “B” of the Juan León Mera “La Salle” Educational Unit, located in the province of Tungurahua, on the south side of the city of Ambato, were considered. A quantitative methodology was used, combining exploratory, descriptive and correlational levels, with a transversal design of bibliographic and field modality for the research. Data collection was face-to-face, covering a population of 134 adolescents, from which, according to the researcher's criteria, a final sample of 105 students between 12 and 13 years of age (corresponding to early adolescence) belonging to the Bachillerato General Unificado (BGU) was obtained. For data collection, the Five Digit Test (FDT) was used to evaluate processing speed and the Metalinguistic Skills Test No. 2 to evaluate pragmatic skills, both validated and reliable instruments. Scoring and data collection were performed in Excel, and the data were subsequently processed using SPSS statistical analysis software, version 27. Kendall's Tau b and Spearman's Rho statistical methods were used for this analysis. Once the analysis was performed, the alternative hypothesis was validated, concluding that there is a significant correlation between the pragmatic skills of eighth and ninth year adolescents of the Unified General High School. The data collected indicate that a lower cognitive processing speed is related to a longer time students require to receive, process and issue a response. This affects their academic performance, since they need instructions to be repeated two or three times to achieve comprehension, as well as their social relationships within the institution, since they may issue unsatisfactory answers or confuse the meanings of language elements. Therefore, it is recommended to implement psycho-pedagogical strategies to help improve these skills. Among them, we suggest executive function training, role-playing, active breaks and group role-playing or debate activities, which can motivate and stimulate students before and during classes.