Relação entre memória de trabalho e compreensão da leitura: um estudo teórico

Abstract

This study presents considerations on the working memory component of the brain executive function, and the possible impacts on the learning process, starting from the theoretical assumptions of cognitive neuropsychology. We also discuss the relation between working memory and the readers‟ performance on written texts comprehension tasks. The objectives aim to understand how working memory relates to the learning process, in order to try to explain why the deficits in working memory can impair the performance of cognitive tasks and also, investigate the relation among working memory and reading comprehension by identifying the theoretical foundation that supports the hypothesis that the working memory is associated to abilities of reading comprehension. Studies suggest that the learning difficulties faced by some children are related with the overload on working memory which can impair performance in cognitive activities such as daily routine activities of the classroom. The resources of working memory seem to affect the individual ability to perform many of the associated processes with the construction of the text representation, such as the integration and inference processes. Failures in the processing variables and knowledge can lead to comprehension difficulties covering inefficient lexical processing, impaired ability of inference and the ability of comprehension monitoring beyond working memory limitations.