Estrategias psicopedagógicas para mejorar memoria semántica y atención sostenida en estudiantes con necesidades educativas específicas: Psychopedagogical strategies to improve semantic memory and sustained attention in students with specific educational needs

Darwin Antonio Leal Urribarri; Evelyn Damaris García Roldán; Herman Arnulfo Cevallos Sánchez

doi:10.33936/cognosis.v11i2.8614

Authors

Darwin Antonio Leal Urribarri Facultad de Posgrado. Universidad Casa Grande. Guayaquil, Ecuador. https://orcid.org/0009-0006-2501-5606
Evelyn Damaris García Roldán Facultad de Ciencias de la Educación. Universidad Técnica de Manabí. Ecuador. https://orcid.org/0009-0001-7860-6219
Herman Arnulfo Cevallos Sánchez Facultad de Ciencias de la Educación. Universidad Técnica de Manabí. Ecuador. https://orcid.org/0000-0002-7446-2609

DOI:

https://doi.org/10.33936/cognosis.v11i2.8614

Abstract

The study analyzed the effectiveness of psychopedagogical strategies aimed at improving semantic memory and sustained attention in students with specific educational needs, in alignment with the inclusive education approach. The objective was to determine the impact of a structured program on both cognitive functions and their contribution to school learning. A quantitative approach was adopted using a quasi-experimental pretest–posttest design with a non-equivalent control group. The sample consisted of seventy-two students from lower and upper secondary levels of Basic General Education in three urban public schools, distributed into an experimental group and a control group. Standardized tests of conceptual categorization, semantic fluency, and sustained attention tasks were administered, along with classroom observational records. The experimental group participated for ten weeks in systematic sessions based on semantic network activation, graphic organizers, spaced retrieval, and sustained attention exercises. The results showed significant increases in semantic memory and sustained attention in the experimental group, with large effect sizes and statistically significant differences compared to the control group. A positive relationship between both variables was also identified after the intervention. It was concluded that the planned application of psychopedagogical strategies grounded in neurocognitive evidence strengthened essential learning processes and represented a viable alternative to enhance the educational response for students with specific educational needs.

KEYWORDS: semantic memory; sustained attention; inclusive education; pedagogical strategies; special educational needs.

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Author Biographies

Darwin Antonio Leal Urribarri, Facultad de Posgrado. Universidad Casa Grande. Guayaquil, Ecuador.

Psicólogo Clínico, Magister en Neuropsicología.

Evelyn Damaris García Roldán, Facultad de Ciencias de la Educación. Universidad Técnica de Manabí. Ecuador.

Psicóloga Clínica.

Herman Arnulfo Cevallos Sánchez, Facultad de Ciencias de la Educación. Universidad Técnica de Manabí. Ecuador.

Doctor en Ciencias de la Educación. Decano de la Facultad de Ciencias de la Educación.

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Psychopedagogical strategies to improve semantic memory and sustained attention in students with specific educational needs