<?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>1900-2386</journal-id>
<journal-title><![CDATA[Psychologia. Avances de la Disciplina]]></journal-title>
<abbrev-journal-title><![CDATA[Psychol. av. discip.]]></abbrev-journal-title>
<issn>1900-2386</issn>
<publisher>
<publisher-name><![CDATA[Universidad San Buenaventura]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1900-23862019000100025</article-id>
<article-id pub-id-type="doi">10.21500/19002386.3754</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Destrezas académicas y velocidad de procesamiento. Modelos predictivos del rendimiento escolar en básica primaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Academic skills and processing speed. Predictive models of school achievement in primary school]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez-Escudero]]></surname>
<given-names><![CDATA[Juan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Medina-Gómez]]></surname>
<given-names><![CDATA[Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gómez-Toro]]></surname>
<given-names><![CDATA[Yuliana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica de Oriente  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<volume>13</volume>
<numero>1</numero>
<fpage>25</fpage>
<lpage>39</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S1900-23862019000100025&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S1900-23862019000100025&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S1900-23862019000100025&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El modelo de inteligencia de Cattell-Horn-Carroll (CHC) propone que los procesos cognitivos que componen la inteligencia pueden conceptualizarse como habilidades específicas, implicadas en tareas particulares, y habilidades generales, relacionadas con una amplia cantidad de contextos. Entre las habilidades más estudiadas bajo este modelo se encuentra la velocidad de procesamiento, identificada como uno de los mejores predictores del rendimiento académico y de la capacidad cognitiva general. En este artículo se presentan los resultados del análisis de la relación entre la velocidad de procesamiento y rendimiento académico general. Se evaluó una muestra de 223 estudiantes (53% mujeres) de Preescolar y básica primaria. Los resultados muestran una diferencia en la capacidad predictiva del componente perceptual (&#946; =.76, p &lt; .001) y conceptual (&#946; =.09; p = .121) de la velocidad de procesamiento en procesos académicos básicos de lectura y matemática, así como ajustes similares en modelos de regresión a partir de su conceptualización como habilidad general (R2 = .68) o específica (R2 = .69). El análisis de la relación grado a grado mostró cambios en la capacidad predictiva de la velocidad de procesamiento sobre las habilidades académicas conforme avanza el proceso educativo, apoyando modelos previamente establecidos en el área (Cai, Li &amp; Deng, 2013; Demetriou, Spanodius &amp; Shayer, 2014). Finalmente, es generó un modelo de ecuaciones estructurales (X 2=1.431; p=.232; CFI=1.000; TLI=.999; NFI=.999; RFI=.996; RMSEA=.044) que permitió probar el ajuste de los modelos propuestos a los datos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The Cattell-Horn-Carroll (CHC) intelligence model proposes that the cognitive processes that make up intelligence can be conceptualized as specific skills, involved in particular tasks, and general skills, related to a wide variety of contexts. Among the most studied skills under this model is the speed of processing, identified as one of the best predictors of academic performance and general cognitive ability. This article presents the results of the analysis of the relationship between processing speed and general academic performance. A sample of 223 students (53% women) of preschool and primary school was evaluated. The results show a difference in the predictive capacity of the perceptual component (&#946; = .76, p &lt; .001) and conceptual (&#946; = .09; p = .121) of the processing speed in basic academic processes of reading and mathematics, as well as similar adjustments in regression models from their conceptualization as general (R 2 = .68) or specific (R 2 = .69) ability. The analysis of the grade-to-grade relationship showed changes in the predictive capacity of processing speed over academic skills as the educational process progresses, supporting previously established models in the area (Cai, Li &amp; Deng, 2013; Demetriou, Spanodius &amp; Shayer, 2014). Finally, a model of structural equations (X 2 = 1.431, p = .232, CFI = 1.000, TLI = .999, NFI = .999, RFI = .996, RMSEA = .044) was used to prove the adjustment of the proposed models to data.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[habilidades cognitivas]]></kwd>
<kwd lng="es"><![CDATA[Modelo CHC]]></kwd>
<kwd lng="es"><![CDATA[rendimiento académico]]></kwd>
<kwd lng="es"><![CDATA[velocidad de procesamiento]]></kwd>
<kwd lng="es"><![CDATA[Woodcock-Johnson III]]></kwd>
<kwd lng="en"><![CDATA[academic achievement]]></kwd>
<kwd lng="en"><![CDATA[CHC intelligence model]]></kwd>
<kwd lng="en"><![CDATA[cognitive skills]]></kwd>
<kwd lng="en"><![CDATA[processing speed, Woodcock-Johnson III]]></kwd>
</kwd-group>
</article-meta>
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