<?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>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582022000300297</article-id>
<article-id pub-id-type="doi">10.15359/ree.26-3.17</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Habilidades de pensamiento, comprensión lectora y memoria operativa en estudiantado normalista]]></article-title>
<article-title xml:lang="en"><![CDATA[Thinking Skills, Reading Comprehension, and Working Memory in Normal-School Students]]></article-title>
<article-title xml:lang="pt"><![CDATA[Habilidades de pensamento, compreensão de leitura e memória operacional em estudantes normalistas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Esquivel-Gámez]]></surname>
<given-names><![CDATA[Ismael]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gálvez-Buenfil]]></surname>
<given-names><![CDATA[Karina Estela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barrios-Martínez]]></surname>
<given-names><![CDATA[Flora Lilia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Veracruzana Facultad de Administración ]]></institution>
<addr-line><![CDATA[ Veracruz]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Centro Educativo Siglo XXI, Las Ánimas, S. C.  ]]></institution>
<addr-line><![CDATA[ Veracruz]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Centro de Actualización del Magisterio  ]]></institution>
<addr-line><![CDATA[ Veracruz]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>26</volume>
<numero>3</numero>
<fpage>297</fpage>
<lpage>316</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582022000300297&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582022000300297&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582022000300297&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo.  El presente trabajo tuvo como propósito evaluar las habilidades de pensamiento, la comprensión lectora y la memoria operativa en estudiantes normalistas de Veracruz, México, y analizar las posibles relaciones entre estas, a fin de tener las bases para prevenir posibles deficiencias y solventarlas desde su formación docente.  Metodología. Se trata de un estudio con enfoque cuantitativo y un tipo de diseño descriptivo, transversal, observacional y prospectivo; participan 45 estudiantes de dos instituciones de la zona. Para medir las habilidades de pensamiento se usaron diferentes pruebas y una escala de Likert con 19 ítems, para la comprensión lectora se usó una prueba tipo cloze y para la memoria operativa en su dominio verbal y en el viso-espacial, se usaron tareas de alcance complejo.  Análisis de resultados.  Se encontraron serias deficiencias en las habilidades de pensamiento, de las cuales las correspondientes al razonamiento inductivo verbal y figurativo tuvieron asociación positiva y significativa con algunas mediciones de memoria operativa verbal y viso-espacial. Además, el nivel de comprensión lectora fue bajo y con asociación positiva a pruebas de habilidades de pensamiento, que requerían poco o nulo esfuerzo lector.  Conclusiones. Este trabajo permite, en primer lugar, reconocer la condición preocupante del futuro personal docente de niños y niñas en habilidades cognitivas básicas y, en segundo lugar, plantear caminos para desarrollar las habilidades de pensamiento mediante el entrenamiento de la memoria operativa y el fortalecimiento de la comprensión lectora y del vocabulario.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Objective.  This work aimed to evaluate thinking skills, reading comprehension, and working memory in pre-service teacher students from Veracruz, Mexico, and analyze the possible relationships between them, in order to have the bases to prevent possible deficiencies and correct them from the teacher training stage.  Methodology.  It is a study with a quantitative approach and a descriptive, cross-sectional, observational, and prospective design in which 45 students from two institutions in the area participated. Different tests and a Likert scale with 19 items were used to measure thinking skills. For reading comprehension, a cloze-type test was used; and for working memory in its verbal and visuospatial domain, complex span tasks were used.  Results analysis.  Serious deficiencies in thinking skills were found. Those corresponding to inductive verbal and figurative reasoning had a positive and significant association with some verbal and visuospatial working memory measures. Furthermore, the reading comprehension level was low and positively associated with thinking skills tests requiring little or no reading effort.  Conclusions.  Firstly, this work allows recognizing the worrying condition of future teachers of children in basic cognitive skills. Secondly, it proposes ways of developing thinking skills through training working memory and strengthening comprehension reading and vocabulary.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Objetivo.  O objetivo do presente trabalho foi avaliar as habilidades de pensamento, compreensão de leitura e memória de trabalho em estudantes de escolas normais de Veracruz, México, e analisar as possíveis relações entre eles, a fim de ter as bases para prevenir possíveis deficiências e resolvê-las a partir de sua formação docente.  Metodologia.  É um estudo com abordagem quantitativa e tipo de delineamento descritivo, transversal, observacional e prospectivo; participaram 45 estudantes de duas instituições da área. Para medir as habilidades de raciocínio, foram utilizados diferentes testes e uma escala Likert com 19 itens, para compreensão de leitura foi utilizado um teste do tipo cloze e para memória de trabalho em seu domínio verbal e visuoespacial foram utilizadas tarefas de escopo complexo.  Análise de resultados.  Foram encontradas graves deficiências nas habilidades de pensamento, das quais aquelas correspondentes ao raciocínio verbal e figurativo indutivo tiveram uma associação positiva e significativa com algumas medidas de memória operacional verbal e visuoespacial. Além disso, o nível de compreensão de leitura era baixo e com associação positiva com testes de habilidades de raciocínio, que exigiam pouco ou nenhum esforço de leitura.  Conclusões. Este trabalho permite, em primeiro lugar, reconhecer a condição preocupante dos futuros professores de crianças em habilidades cognitivas básicas e, em segundo lugar, propor formas de desenvolver a capacidade de raciocínio por meio do treinamento da memória de trabalho e do fortalecimento da compreensão de leitura e vocabulário.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Formación de docentes]]></kwd>
<kwd lng="es"><![CDATA[lectura]]></kwd>
<kwd lng="es"><![CDATA[memoria]]></kwd>
<kwd lng="es"><![CDATA[motivación]]></kwd>
<kwd lng="es"><![CDATA[razonamiento]]></kwd>
<kwd lng="en"><![CDATA[Student-teacher training]]></kwd>
<kwd lng="en"><![CDATA[reading]]></kwd>
<kwd lng="en"><![CDATA[memory]]></kwd>
<kwd lng="en"><![CDATA[motivation]]></kwd>
<kwd lng="en"><![CDATA[reasoning]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[leitura]]></kwd>
<kwd lng="pt"><![CDATA[memória]]></kwd>
<kwd lng="pt"><![CDATA[motivação]]></kwd>
<kwd lng="pt"><![CDATA[raciocínio]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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