This study was based on the psycholinguistics and cognitive theory believes that learning to read, candidates must have achieved a level of development in phonological awareness, knowledge of written language, verbal memory and semantic and syntactic levels of language oral. In this article we raised the consideration of these variables as predictors of learning reader in first grade children entering primary schools in the region of Callao. To fulfill that purpose, we designed and validated TEST PRE-READING SKILLS (THP), consisting of four subtests, the first to evaluate phonological awareness, the second, which assesses knowledge of the name and sound of the letters, the third which assesses verbal memory, and finally, the fourth which assesses the syntactic and semantic components of oral language. Reliability was estimated by Cronbach’s alpha and Spearman-Brown coefficient. Was det...

This study was based on the psycholinguistics and cognitive theory believes that learning to read, candidates must have achieved a level of development in phonological awareness, knowledge of written language, verbal memory and semantic and syntactic levels of language oral. In this article we raised the consideration of these variables as predictors of learning reader in first grade children entering primary schools in the region of Callao. To fulfill that purpose, we designed and validated TEST PRE-READING SKILLS (THP), consisting of four subtests, the first to evaluate phonological awareness, the second, which assesses knowledge of the name and sound of the letters, the third which assesses verbal memory, and finally, the fourth which assesses the syntactic and semantic components of oral language. Reliability was estimated by Cronbach’s alpha and Spearman-Brown coefficient. Was det...

The study sought to determine whether there are differences in levels of development of moral judgment and executive neuropsychological functions in students from three public institutions of higher education in the country, considering its diverse social and cultural reality.To examine the Moral Judgment, 48 students from the University of San Marcos, 77 students from the University of Huancavelica and 84 students of the Higher Pedagogical Institute of Ayacucho he was evaluated with a test of moral judgment (adaptation of SROM Gibbs and Widaman) and to examine executive functions, took into account 23 students from the University of San Marcos, 20 of University of Huancavelica and 15 students from the University of Huamanga, examining the battery BANFE executive functions (Flores- Ostrosky, 2012) .The results showed significant differences in the levels of development of moral judgment ...

El estudio buscó determinar si existen diferencias en los niveles de desarrollo del juicio moral y en las funciones neuropsicológicas ejecutivas en estudiantes de tres instituciones públicas de educación superior del país, considerando su diversa realidad social y cultural.Para examinar el Juicio Moral, se evaluó a 48 alumnos de la Universidad de San Marcos, 77 alumnos de la Universidad de Huancavelica y 84 alumnos del Instituto Pedagógico Superior de Ayacucho, con una prueba de Juicio moral (adaptación del SROM de Gibbs y Widaman), y para examinar Funciones ejecutivas, se tomó en cuenta a 23 alumnos de la Universidad de San Marcos, 20 de la Universidad de Huancavelica y 15 alumnos de la Universidad de Huamanga, examinándolos con la Batería de funciones ejecutivas BANFE (Flores- Ostrosky, 2012).Los resultados mostraron diferencias importantes en los niveles de desarrollo del j...

This research sought to contribute to the knowledge of the differences in the level of development of neuropsychological factors and cognitive processes in children with and without writing difficulties. Similarly, we wanted to see if there was an association between neuropsychological factors and processes involved in writing. Descriptive design was causal comparative, examining 80 children in third through sixth grade, studying in state schools of Callao using EPRE Test (Velarde, Canales, Melendez & Lingán, 2014), Child Neuropsychological Diagnostic Test Luria-DNI Test and Wechsler intelligence: WISC-IV. The results showed significant differences in all neuropsychological factors favoring the group without writing difficulties. Also, no relationship between most neuropsychological factors and psychological processes involved in writing. The instruments demonstrated their validity ...

La investigación buscó aportar en el conocimiento de las posibles diferencias en el nivel de desarrollo de los factores neuropsicológicos y los procesos cognitivos en niños con dificultades en la escritura y sin ellas. Igualmente, se quiso ver si existía una asociación entre los factores neuropsicológicos y los procesos que intervienen en la escritura. Se usó un diseño descriptivo causal comparativo, examinándose a 80 niños de tercero a sexto grado de primaria que estudiaban en instituciones educativas estatales del Callao con la Prueba EPRE (Velarde, Canales, Meléndez & Lingán, 2014), la Batería de Diagnóstico Neuropsicológico Infantil (Luria-DNI) y la Escala Intelectual de Weschler para Niños-WISC IV. Los resultados mostraron diferencias significativas en todos los factores neuropsicológicos a favor del grupo sin dificultades en la escritura. También se halló un...