Memoria de trabajo verbal y su relación con variables socio-demográficas en niños colombianos.
La creciente inclusión de variables socio-demográficas en los estudios de desarrollo cognitivo de niños apunta a un renovado interés de la comunidad científica por identificar cómo el contexto moldea el desarrollo humano. En esta línea de conocimiento, el presente trabajo busca contribuir al estudio de las relaciones entre desarrollo de memoria de trabajo verbal, edad, nivel socioeconómico, tipo de colegio y actividades cotidianas que realizan 159 niños colombianos de años de edad. Su memoria de trabajo verbal se evaluó empleando las pruebas de Dígitos en Progresión y Regresión y Letras y Números de la escala WISC-IV. Los resultados muestran que los niños mayores se desempeñan mejor en ambas pruebas, y que los niños de estratos medios y alt... Ver más
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Natalia Cadavid Ruiz, Pablo del Río - 2012
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Memoria de trabajo verbal y su relación con variables socio-demográficas en niños colombianos. Gelman, R.y Williams, E. M. (1998). Enabling constraints for cognitive development and learning: Domain specificity and epigenesis. In William Damon (Ed.), Handbook of child psychology: Volume 2: Cognition, perception, and language (pp. 575-630). Hoboken: John Wiley y Sons Inc. Lyon, G. R. (1996). The Need for Conceptual and Theoretical Clarity in the Study of Attention, Memory, and Executive Function. In G. Reid Lyon y Norman A. Krasnegor (Eds.), Attention, memory, and executive function. (pp. 3-9). Baltimore: Paul H. Brookes. Law, N., Bouffet, E., Laughlin, S., Laperriere, N., Briere, M. E., Strother, D. et al., (2011). Cerebello-thalamo-cerebral connections in pediatric brain tumor patients: Impact on working memory. NeuroImage, 56(4), 2238-2248. Korkman, M., Kemp, S. L. y Kirk, U. (2001). Effects of age on neurocognitive measures of children ages 5 to 12: A crosssectional study on 800 children from the United States. Developmental neuropsychology, 20(1), 331-354. Korkman, M. (2001). Introduction to the Special Issue on Normal Neuropsychological Development in the School-Age Years. Developmental neuropsychology, 20(1), 325-330. Josiane-Engel, P. M., Santos, F. H., y Gathercole, S. E. (2008). Are Working Memory Measures Free of Socioeconomic Influence. Journal of Speech, Language and Hearing Research, 51, 1580-1587. Hughes, C. (1998). Executive function in preschoolers: Links with theory of mind and verbal ability. British Journal of Developmental Psychology, 16(2), 233-253. Gottlieb, G. (2002). From gene to organism: The developing individual as an emergent, interactional, hierarchical system. In Mark H. Johnson, Yuko Munakata y Rick O. Gilmore (Eds.), Brain development and cognition: A reader (2 ed., pp. 36-49). Malden: Blackwell Publishing. Gathercole, S. E., Alloway, T. P., Willis, C., y Adamas, A. M. (2006). Working memory in children with reading disabilities. Journal of Experimental Child Psychology, 93(3), 265-281. Nash, H.y Heath, J. (2011). The role of vocabulary, working memory and inference making ability in reading comprehension in down syndrome. Research in Developmental Disabilities, 32(5), 1782-1791. Del Río, P.y Alvarez, A. (1992). Content analysis of the television watched by spanish children. Unpublished report. Televisión Española. Departamento Administrativo Nacional de Estadística (s.f.) Preguntas frecuentes Estratificación Socioeconómica. Recuperado de http://www.dane.gov.co/files/geoestadistica/Preguntas_frecuentes_estratificación.pdf Cepeda, N. J., Kramer, A. F. y González de Sather, J. C. M. (2001). Changes in executive control across the life span: Examination of task-switching performance. Developmental psychology, 37(5), 715-730. Carey, S., Gelman, R.y Jean Piaget Society (1991). The Epigenesis of mind: essays on biology and cognition. New Jersey: Lawrence Erlbaum Associates. Cain, K., Oakhill, J.y Bryant, P. (2004). Children’s reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96(1), 31-42. Bull, R. y Scerif, G. (2001). Executive functioning as a predictor of children’s mathematics ability: Inhibition, task switching, and working memory. Developmental Neuropsychology, 19(3), 273-293. Brown, A. B., Biederman, J., Valera, E., Makris, N., Doyle, A., Whitfield-Gabrieli, S., et al. (2011). Relationship of DAT1 and adult ADHD to task-positive and task-negative working memory networks. Psychiatry Research: Neuroimaging, 193(1), 7-16. Brocki, K. C. y Bohlin, G. (2004). Executive functions in children aged 6 to 13: A dimensional and developmental study. Developmental neuropsychology, 26(2), 571-593. McLoyd, V. C. (1998). Socioeconomic disadvantage and child development. American Psychologist, 53(2), 185-204. Ostrosky-Solís, F., y Lozano, A. (2006). Digit Span: Effect of Education and Culture. International Journal of Psychology, 41(5), 333-341. Baddeley, A. D., Gathercole, S. E., y Papagano, C. (1998). The phonological loop as a language learning device. Psychological Review, 105(1), 158-173. info:eu-repo/semantics/article Text http://purl.org/coar/access_right/c_abf2 info:eu-repo/semantics/openAccess http://purl.org/coar/version/c_970fb48d4fbd8a85 info:eu-repo/semantics/publishedVersion http://purl.org/redcol/resource_type/ART http://purl.org/coar/resource_type/c_2df8fbb1 http://purl.org/coar/resource_type/c_6501 Wechsler, D. (2007). WISC-IV Escala de inteligencia para niños IV ? Versión estandarizada. México, D.F.: Manual Moderno. Patton, N., McDonald, C., Thomas-Tate, S.y Love, M (2010). Examining relationships among dialect variation, literacy skills and school context in first grade. Journal of Speech, Language and Hearing Research, 53, 126-145. Wechsler, D. (2005). WISC-IV Escala de inteligencia de Wechsler para niños-IV. Adaptación española. Madrid: TEA. Vygotski, L. S. (1987). Pensamiento y lenguaje: Teoría del desarrollo cultural de las funciones psíquicas. Buenos Aires: La Pleyade. Turkheimer, E., Haley, A., Waldron, M., D?Onofrio, B.y Gottesman, I. I. (2003). Socioeconomic status modifies heritability of IQ in young children. Psychological Science, 14(6), 623-628. Swanson, H. L. (2003). Age-related differences in learning disabled and skilled reader?s working memory. Journal of Experimental Child Psychology, 85(1), 1-31. Schuchardt, K., Maehler, C.y Hasselhorn, M. (2011). Functional deficits in phonological working memory in children with intellectual disabilities. Research in Developmental Disabilities, 32(5), 1934-1940. Reynolds, C. R., Willson, V. L., y Ramsey, M. (1999). Intellectual differences among mexican americans, papagos and whites, indepent of g. Personality and Individual Differences, 27(1181- 1187), 1181. Phillips, B. M., y Lonigan, C. J. (2009). Variations in the Home Literacy: Environment of Preschool Children: A cluster analytic approach. scientific Studies of Reading, 13(2), 146-174. Pennington, B. F., Bennetto, L., McAleer, O.y Roberts, R. J. Jr. (1996). Executive functions and working memory: Theoretical and measurement issues. In G. Reid Lyon y Norman A. Krasnegor (Eds.), Attention, memory, and executive function (pp. 327-348). Baltimore: Paul H Brookes Publishing. Barkley, R. A. (1998). A theory of ADHD: Inhibition, executive functions, self-control, and time. In G. Reid Lyon y N. A. Krasnegor (Eds.), Attention-deficit hyperactivity disorder: a handbook for diagnosis and treatment (pp. 225-260). New York: Guilford Press. Baddeley, A. D. (1994). Developments in the concept of working memory. Neuropsychology, 8(4), 485-493. Baddeley, A. D. (1992). Working Memory. Science, 31, 556- 559. Memória de trabalho verbal Artículo de revista 1 15 Crianças Atividades cotidianas Nível socioeconômico Niños Universidad Católica de Colombia Actividades cotidianas Nivel socio-económico Memoria de trabajo verbal del Río, Pablo Cadavid Ruiz, Natalia La creciente inclusión de variables socio-demográficas en los estudios de desarrollo cognitivo de niños apunta a un renovado interés de la comunidad científica por identificar cómo el contexto moldea el desarrollo humano. En esta línea de conocimiento, el presente trabajo busca contribuir al estudio de las relaciones entre desarrollo de memoria de trabajo verbal, edad, nivel socioeconómico, tipo de colegio y actividades cotidianas que realizan 159 niños colombianos de años de edad. Su memoria de trabajo verbal se evaluó empleando las pruebas de Dígitos en Progresión y Regresión y Letras y Números de la escala WISC-IV. Los resultados muestran que los niños mayores se desempeñan mejor en ambas pruebas, y que los niños de estratos medios y altos que asisten a colegios privados son quienes obtienen mejores puntajes en la prueba de Dígitos en Progresión y Regresión. Además, se encuentra que actividades como usar el computador, practicar un deporte y realizar los deberes escolares posibilitan una mejor ejecución en la tarea anteriormente mencionada. Los resultados de este trabajo sugieren que la tarea de Dígitos en Progresión y Regresión depende de variables socio-demográficas, en tanto, la prueba de Letras y Números parece estar libre de ellas. application/pdf Publication Acta Colombiana de Psicología Anderson, V. A. (2001). Assessing executive functions in children: biological, psychological, and developmental considerations. Pediatric rehabilitation, 4(3), 119-136. Akhutina, T. V. (1997). The remediation of executive functions in children with cognitive disorders: the Vygotski-Luria neuropsychological approach. Journal of Intellectual Disability Research, 41(2), 144-151. Alzate, M. C. (2006). La estratificación socioeconómica para el cobro de los servicios públicos domiciliarios en Colombia ¿Solidaridad o focalización? Santiago de Chile: Publicación de las Naciones Unidas. Recuperado de http://www.dane.gov.co/files/geoestadistica/Estratificacion_Solidaridad_CEPAL.pdf. Natalia Cadavid Ruiz, Pablo del Río - 2012 https://creativecommons.org/licenses/by-nc-sa/4.0/ Español https://actacolombianapsicologia.ucatolica.edu.co/article/view/200 Ardila, A., Rosselli, M., Matute, E., y Guajardo, S. (2005). The Influence of the Parents? Educational Level on the Development of Executive Functions. Developmental neuropsychology, 28(1), 539-560. Baddeley, A. D. (1987). Working memory. Oxford: Clarendon Press. Akhutina, T. V. (2003). L.S. Vygotski and A.R. Luria: Foundations of Neuropsychology. Journal of Russian y East European Psychology, 41(3), 159-190. Children Journal article Verbal working memory and its relationship with socio-demographic variables in colombian childrens. Verbal working memory Socioeconomic status The increasing inclusion of socio-demographic variables in studies of cognitive development in children points to a renewed interest in the scientific community to identify how context shapes human development. Along this line of knowledge, this study aims to examine the relationship between development of verbal working memory, age, socioeconomic status, type of school and daily activities performed by 159 Colombian children aged 6 and 8 years old. Their verbal working memory was assessed using the Progression and Regression Digit Span Test, and the Letters and Numbers Tests of the WISC-IV. Results show that older children perform better in both tests, and that children of middle and upper classes who attend private schools are those who score higher on the Progression and Regression Digit Span Test. In addition, it was found that activities like using the computer, practicing sports and doing homework allow a better performance in the above mentioned task. Results of this study suggest that the Progression and Regression Digit Span task depends on socio-demographic variables, while the Letters and Numbers Test does not seem to be linked to them. Daily activities 109 https://actacolombianapsicologia.ucatolica.edu.co/article/download/200/241 0123-9155 99 https://actacolombianapsicologia.ucatolica.edu.co/article/view/200 1909-9711 2012-01-01T00:00:00Z 2011-01-01 2012-01-01T00:00:00Z |
institution |
UNIVERSIDAD CATÓLICA DE COLOMBIA |
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https://nuevo.metarevistas.org/UNIVERSIDADCATOLICADECOLOMBIA/logo.png |
country_str |
Colombia |
collection |
Acta Colombiana de Psicología |
title |
Memoria de trabajo verbal y su relación con variables socio-demográficas en niños colombianos. |
spellingShingle |
Memoria de trabajo verbal y su relación con variables socio-demográficas en niños colombianos. del Río, Pablo Cadavid Ruiz, Natalia Memória de trabalho verbal Crianças Atividades cotidianas Nível socioeconômico Niños Actividades cotidianas Nivel socio-económico Memoria de trabajo verbal Children Verbal working memory Socioeconomic status Daily activities |
title_short |
Memoria de trabajo verbal y su relación con variables socio-demográficas en niños colombianos. |
title_full |
Memoria de trabajo verbal y su relación con variables socio-demográficas en niños colombianos. |
title_fullStr |
Memoria de trabajo verbal y su relación con variables socio-demográficas en niños colombianos. |
title_full_unstemmed |
Memoria de trabajo verbal y su relación con variables socio-demográficas en niños colombianos. |
title_sort |
memoria de trabajo verbal y su relación con variables socio-demográficas en niños colombianos. |
title_eng |
Verbal working memory and its relationship with socio-demographic variables in colombian childrens. |
description |
La creciente inclusión de variables socio-demográficas en los estudios de desarrollo cognitivo de niños apunta a un renovado interés de la comunidad científica por identificar cómo el contexto moldea el desarrollo humano. En esta línea de conocimiento, el presente trabajo busca contribuir al estudio de las relaciones entre desarrollo de memoria de trabajo verbal, edad, nivel socioeconómico, tipo de colegio y actividades cotidianas que realizan 159 niños colombianos de años de edad. Su memoria de trabajo verbal se evaluó empleando las pruebas de Dígitos en Progresión y Regresión y Letras y Números de la escala WISC-IV. Los resultados muestran que los niños mayores se desempeñan mejor en ambas pruebas, y que los niños de estratos medios y altos que asisten a colegios privados son quienes obtienen mejores puntajes en la prueba de Dígitos en Progresión y Regresión. Además, se encuentra que actividades como usar el computador, practicar un deporte y realizar los deberes escolares posibilitan una mejor ejecución en la tarea anteriormente mencionada. Los resultados de este trabajo sugieren que la tarea de Dígitos en Progresión y Regresión depende de variables socio-demográficas, en tanto, la prueba de Letras y Números parece estar libre de ellas.
|
description_eng |
The increasing inclusion of socio-demographic variables in studies of cognitive development in children points to a renewed interest in the scientific community to identify how context shapes human development. Along this line of knowledge, this study aims to examine the relationship between development of verbal working memory, age, socioeconomic status, type of school and daily activities performed by 159 Colombian children aged 6 and 8 years old. Their verbal working memory was assessed using the Progression and Regression Digit Span Test, and the Letters and Numbers Tests of the WISC-IV. Results show that older children perform better in both tests, and that children of middle and upper classes who attend private schools are those who score higher on the Progression and Regression Digit Span Test. In addition, it was found that activities like using the computer, practicing sports and doing homework allow a better performance in the above mentioned task. Results of this study suggest that the Progression and Regression Digit Span task depends on socio-demographic variables, while the Letters and Numbers Test does not seem to be linked to them.
|
author |
del Río, Pablo Cadavid Ruiz, Natalia |
author_facet |
del Río, Pablo Cadavid Ruiz, Natalia |
topicspa_str_mv |
Memória de trabalho verbal Crianças Atividades cotidianas Nível socioeconômico Niños Actividades cotidianas Nivel socio-económico Memoria de trabajo verbal |
topic |
Memória de trabalho verbal Crianças Atividades cotidianas Nível socioeconômico Niños Actividades cotidianas Nivel socio-económico Memoria de trabajo verbal Children Verbal working memory Socioeconomic status Daily activities |
topic_facet |
Memória de trabalho verbal Crianças Atividades cotidianas Nível socioeconômico Niños Actividades cotidianas Nivel socio-económico Memoria de trabajo verbal Children Verbal working memory Socioeconomic status Daily activities |
citationvolume |
15 |
citationissue |
1 |
publisher |
Universidad Católica de Colombia |
ispartofjournal |
Acta Colombiana de Psicología |
source |
https://actacolombianapsicologia.ucatolica.edu.co/article/view/200 |
language |
Español |
format |
Article |
rights |
http://purl.org/coar/access_right/c_abf2 info:eu-repo/semantics/openAccess Natalia Cadavid Ruiz, Pablo del Río - 2012 https://creativecommons.org/licenses/by-nc-sa/4.0/ |
references |
Gelman, R.y Williams, E. M. (1998). Enabling constraints for cognitive development and learning: Domain specificity and epigenesis. In William Damon (Ed.), Handbook of child psychology: Volume 2: Cognition, perception, and language (pp. 575-630). Hoboken: John Wiley y Sons Inc. Lyon, G. R. (1996). The Need for Conceptual and Theoretical Clarity in the Study of Attention, Memory, and Executive Function. In G. Reid Lyon y Norman A. Krasnegor (Eds.), Attention, memory, and executive function. (pp. 3-9). Baltimore: Paul H. Brookes. Law, N., Bouffet, E., Laughlin, S., Laperriere, N., Briere, M. E., Strother, D. et al., (2011). Cerebello-thalamo-cerebral connections in pediatric brain tumor patients: Impact on working memory. NeuroImage, 56(4), 2238-2248. Korkman, M., Kemp, S. L. y Kirk, U. (2001). Effects of age on neurocognitive measures of children ages 5 to 12: A crosssectional study on 800 children from the United States. Developmental neuropsychology, 20(1), 331-354. Korkman, M. (2001). Introduction to the Special Issue on Normal Neuropsychological Development in the School-Age Years. Developmental neuropsychology, 20(1), 325-330. Josiane-Engel, P. M., Santos, F. H., y Gathercole, S. E. (2008). Are Working Memory Measures Free of Socioeconomic Influence. Journal of Speech, Language and Hearing Research, 51, 1580-1587. Hughes, C. (1998). Executive function in preschoolers: Links with theory of mind and verbal ability. British Journal of Developmental Psychology, 16(2), 233-253. Gottlieb, G. (2002). From gene to organism: The developing individual as an emergent, interactional, hierarchical system. In Mark H. Johnson, Yuko Munakata y Rick O. Gilmore (Eds.), Brain development and cognition: A reader (2 ed., pp. 36-49). Malden: Blackwell Publishing. Gathercole, S. E., Alloway, T. P., Willis, C., y Adamas, A. M. (2006). Working memory in children with reading disabilities. Journal of Experimental Child Psychology, 93(3), 265-281. Nash, H.y Heath, J. (2011). The role of vocabulary, working memory and inference making ability in reading comprehension in down syndrome. Research in Developmental Disabilities, 32(5), 1782-1791. Del Río, P.y Alvarez, A. (1992). Content analysis of the television watched by spanish children. Unpublished report. Televisión Española. Departamento Administrativo Nacional de Estadística (s.f.) Preguntas frecuentes Estratificación Socioeconómica. Recuperado de http://www.dane.gov.co/files/geoestadistica/Preguntas_frecuentes_estratificación.pdf Cepeda, N. J., Kramer, A. F. y González de Sather, J. C. M. (2001). Changes in executive control across the life span: Examination of task-switching performance. Developmental psychology, 37(5), 715-730. Carey, S., Gelman, R.y Jean Piaget Society (1991). The Epigenesis of mind: essays on biology and cognition. New Jersey: Lawrence Erlbaum Associates. Cain, K., Oakhill, J.y Bryant, P. (2004). Children’s reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96(1), 31-42. Bull, R. y Scerif, G. (2001). Executive functioning as a predictor of children’s mathematics ability: Inhibition, task switching, and working memory. Developmental Neuropsychology, 19(3), 273-293. Brown, A. B., Biederman, J., Valera, E., Makris, N., Doyle, A., Whitfield-Gabrieli, S., et al. (2011). Relationship of DAT1 and adult ADHD to task-positive and task-negative working memory networks. Psychiatry Research: Neuroimaging, 193(1), 7-16. Brocki, K. C. y Bohlin, G. (2004). Executive functions in children aged 6 to 13: A dimensional and developmental study. Developmental neuropsychology, 26(2), 571-593. McLoyd, V. C. (1998). Socioeconomic disadvantage and child development. American Psychologist, 53(2), 185-204. Ostrosky-Solís, F., y Lozano, A. (2006). Digit Span: Effect of Education and Culture. International Journal of Psychology, 41(5), 333-341. Baddeley, A. D., Gathercole, S. E., y Papagano, C. (1998). The phonological loop as a language learning device. Psychological Review, 105(1), 158-173. Wechsler, D. (2007). WISC-IV Escala de inteligencia para niños IV ? Versión estandarizada. México, D.F.: Manual Moderno. Patton, N., McDonald, C., Thomas-Tate, S.y Love, M (2010). Examining relationships among dialect variation, literacy skills and school context in first grade. Journal of Speech, Language and Hearing Research, 53, 126-145. Wechsler, D. (2005). WISC-IV Escala de inteligencia de Wechsler para niños-IV. Adaptación española. Madrid: TEA. Vygotski, L. S. (1987). Pensamiento y lenguaje: Teoría del desarrollo cultural de las funciones psíquicas. Buenos Aires: La Pleyade. Turkheimer, E., Haley, A., Waldron, M., D?Onofrio, B.y Gottesman, I. I. (2003). Socioeconomic status modifies heritability of IQ in young children. Psychological Science, 14(6), 623-628. Swanson, H. L. (2003). Age-related differences in learning disabled and skilled reader?s working memory. Journal of Experimental Child Psychology, 85(1), 1-31. Schuchardt, K., Maehler, C.y Hasselhorn, M. (2011). Functional deficits in phonological working memory in children with intellectual disabilities. Research in Developmental Disabilities, 32(5), 1934-1940. Reynolds, C. R., Willson, V. L., y Ramsey, M. (1999). Intellectual differences among mexican americans, papagos and whites, indepent of g. Personality and Individual Differences, 27(1181- 1187), 1181. Phillips, B. M., y Lonigan, C. J. (2009). Variations in the Home Literacy: Environment of Preschool Children: A cluster analytic approach. scientific Studies of Reading, 13(2), 146-174. Pennington, B. F., Bennetto, L., McAleer, O.y Roberts, R. J. Jr. (1996). Executive functions and working memory: Theoretical and measurement issues. In G. Reid Lyon y Norman A. Krasnegor (Eds.), Attention, memory, and executive function (pp. 327-348). Baltimore: Paul H Brookes Publishing. Barkley, R. A. (1998). A theory of ADHD: Inhibition, executive functions, self-control, and time. In G. Reid Lyon y N. A. Krasnegor (Eds.), Attention-deficit hyperactivity disorder: a handbook for diagnosis and treatment (pp. 225-260). New York: Guilford Press. Baddeley, A. D. (1994). Developments in the concept of working memory. Neuropsychology, 8(4), 485-493. Baddeley, A. D. (1992). Working Memory. Science, 31, 556- 559. Anderson, V. A. (2001). Assessing executive functions in children: biological, psychological, and developmental considerations. Pediatric rehabilitation, 4(3), 119-136. Akhutina, T. V. (1997). The remediation of executive functions in children with cognitive disorders: the Vygotski-Luria neuropsychological approach. Journal of Intellectual Disability Research, 41(2), 144-151. Alzate, M. C. (2006). La estratificación socioeconómica para el cobro de los servicios públicos domiciliarios en Colombia ¿Solidaridad o focalización? Santiago de Chile: Publicación de las Naciones Unidas. Recuperado de http://www.dane.gov.co/files/geoestadistica/Estratificacion_Solidaridad_CEPAL.pdf. Ardila, A., Rosselli, M., Matute, E., y Guajardo, S. (2005). The Influence of the Parents? Educational Level on the Development of Executive Functions. Developmental neuropsychology, 28(1), 539-560. Baddeley, A. D. (1987). Working memory. Oxford: Clarendon Press. Akhutina, T. V. (2003). L.S. Vygotski and A.R. Luria: Foundations of Neuropsychology. Journal of Russian y East European Psychology, 41(3), 159-190. |
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