LAUSR

espanolIntroduccion. El modelo de Baddeley sobre memoria de trabajo establece la base para identificar los componentes que intervienen en las tareas de repeticion inmediata de materiales verbales. Partiendo del mismo, se propone este estudio cuyo objetivo general es analizar la relacion entre memoria secuencial auditiva y memoria verbal en alumnado con discapacidad intelectual y, asi, proponer una escala que permita comparar, segun la edad mental, las puntuaciones de cada sujeto en estas pruebas. Metodo. Estudio cuantitativo, no experimental, transversal, descriptivo y correlacional. Muestra no probabilistica incidental en la que participaron 250 alumnos con discapacidad intelectual (123 alumnas y 127 alumnos), evaluados mediante el subtest de memoria secuencial auditiva del Test Illinois de Aptitudes Psicolinguisticas (ITPA) y las dos listas de oraciones con alta carga de significado y gramatical del Test Sentence Repetition (SentRep). Resultados. Se observan relaciones significativas y positivas entre las listas de mediacion semantica y morfosintactica, y la memoria verbal, e igualmente entre cada una de ellas, la edad mental del sujeto y la memoria secuencial auditiva. Resultados que sustentan la construccion de dos baremos para establecer la edad mental equivalente a la repeticion de los dos tipos de oraciones, en memoria verbal y en memoria secuencial auditiva. Discusion/Conclusiones. Se ha demostrado la complementariedad de las pruebas aplicadas y que los baremos construidos permiten comparar las puntuaciones obtenidas por un sujeto en relacion a su grupo. No obstante, una propuesta futura es extender la muestra y, de este modo, obtener baremos representativos de la poblacion con discapacidad intelectual que apoyen la formulacion de hipotesis diagnosticas sobre el nivel funcional alcanzado por este alumnado en el procesamiento fonologico, sintactico y semantico. EnglishIntroduction.Baddeley's model of working memory establishes the basis for identifying the components that intervene in the tasks of immediate repetition of verbal materials. Based on the same, this study is proposed whose general objective is to analyze the relationship between auditory sequential memory and verbal memory in students with intellectual disabilities and thus propose a scale that allows comparing, according to mental age, the scores of each subject in these tests. Method. Quantitative, non-experimental, cross-sectional, descriptive and correlational study. Incidental non-probabilistic sample in which 250 students with intellectual disabilities (123 students and 127 students) participated, evaluated by means of the auditory sequential memory subtest of the Illinois Test of Psycholinguistic Aptitudes (ITPA) and the two lists of sentences with high load of meaning and grammar of the Test Sentence Repetition (SentRep). Results. Significant and positive relationships are observed between the lists of semantic and morph syntactic mediation and verbal memory, and also between each one, the subject's men-tal age and sequential auditory memory. Results that support the construction of two scales to establish the mental age equivalent to the repetition of the two types of sentences, in verbal memory and in auditory sequential memory. Discussion/Conclusion. The complementarity of the applied tests has been demonstrated and that the constructed scales allow comparing the scores obtained by a subject in relation to their group. However, a future proposal is to extend the sample and thus obtain representative scales of the population with intellectual disabilities that support the formulation of diagnostic hypotheses about the functional level reached by this student in phonological, syntactic and semantic processing