Specifics of errors and time spent in perceptual discrimination of graphic symbols in students with learning difficulties

Detalhes bibliográficos
Autor(a) principal: Pereira, Fernando Oliveira
Data de Publicação: 2023
Tipo de documento: Artigo
Idioma: por
Título da fonte: Psicologia Revista (Online)
Texto Completo: https://revistas.pucsp.br/index.php/psicorevista/article/view/53887
Resumo: The perceptual discrimination of symbols depends on the perceptual organization of the individual as a complex bio-psychosocial system in action. Objective: To study the specifics of perceptual discrimination of symbols in students with learning difficulties. Sample: 550 participants - 275 with learning difficulties and 275 without; aged 7 to 15; educational levels ranging from the 1st to 3rd cycles of basic education. Methodological instruments included clinical-psychological interviews, psychological observations, and the Symbols Digit Modalities Test (SDMT). Results: Students with learning difficulties tend to display more incorrect and fewer correct digit-symbol pairings, and they invest considerably more time in task execution. Consequently, they achieve fewer correct pairings per minute compared to students without learning difficulties. Conclusion: Learning difficulties are associated with increased errors and fewer correct pairings in the task of pairing symbols when time constraints exist. Conversely, when ample time is available, it mitigates the quantity of inaccuracies. Learning difficulties necessitate more time for task completion due to slower information processing. The time spent on decoding, identifying digit-symbol correspondences, and perceptual discrimination does not align with the speed required for simultaneity and automation of the task.
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spelling Specifics of errors and time spent in perceptual discrimination of graphic symbols in students with learning difficultiesParticularidades de los errores cometidos y el tiempo empleado en la actividad de la discriminación perceptiva de símbolos gráficos en estudiantes con dificultades de aprendizajeEspecificidades dos erros cometidos e do tempo despendido na actividade discriminação perceptiva de símbolos gráficos em alunos com dificuldades de aprendizagemDificuldades de aprendizagemDiscriminação perceptivaLearning difficultiesPerceptual discriminationDificultades de aprendizajeDiscriminación perceptivaThe perceptual discrimination of symbols depends on the perceptual organization of the individual as a complex bio-psychosocial system in action. Objective: To study the specifics of perceptual discrimination of symbols in students with learning difficulties. Sample: 550 participants - 275 with learning difficulties and 275 without; aged 7 to 15; educational levels ranging from the 1st to 3rd cycles of basic education. Methodological instruments included clinical-psychological interviews, psychological observations, and the Symbols Digit Modalities Test (SDMT). Results: Students with learning difficulties tend to display more incorrect and fewer correct digit-symbol pairings, and they invest considerably more time in task execution. Consequently, they achieve fewer correct pairings per minute compared to students without learning difficulties. Conclusion: Learning difficulties are associated with increased errors and fewer correct pairings in the task of pairing symbols when time constraints exist. Conversely, when ample time is available, it mitigates the quantity of inaccuracies. Learning difficulties necessitate more time for task completion due to slower information processing. The time spent on decoding, identifying digit-symbol correspondences, and perceptual discrimination does not align with the speed required for simultaneity and automation of the task.La discriminación perceptiva de los símbolos depende de la organización perceptiva del sujeto de la acción como un complejo sistema bio-psico-social. Objetivo: estudiar las especificidades de la discriminación perceptiva de símbolos en estudiantes con dificultades de aprendizaje. Muestra: 550 participantes - 275 con y 275 sin dificultades de aprendizaje; edades de 7 a 15 años; escolaridad - 1º, 2º y 3º ciclo de educación básica. Instrumentos metodológicos: entrevista clínico-psicológica, observación psicológica, Test de Símbolos y Dígitos (SDMT). Resultados: Los estudiantes con dificultades de aprendizaje tienden a mostrar una mayor cantidad de emparejamientos dígito-símbolo incorrectos y menos correctos y dedican mucho más tiempo a la ejecución de la tarea; por lo tanto, realizan menos emparejamientos correctos por minuto, en comparación con los estudiantes sin dificultades de aprendizaje. Conclusión: En las dificultades de aprendizaje se cometen más errores y se notan menos emparejamientos correctos en la tarea de emparejamiento, cuando hay límites en el tiempo de ejecución; de lo contrario, la disponibilidad de tiempo es compensatoria, reduciendo el número de inexactitudes. En las dificultades de aprendizaje, se necesita más tiempo para realizar la tarea de emparejamiento, debido al procesamiento más lento de la información; el tiempo que se consume en decodificar e identificar las correspondencias dígito-símbolo y la discriminación perceptiva no ocurre tan rápidamente como es necesario para la simultaneidad y automatización del acto.A discriminação perceptiva de símbolos depende da organização perceptiva do sujeito da ação como sistema bio-psico-social complexo. Objectivo: estudo de especificidades da discriminação perceptiva de símbolos em alunos com dificuldades de aprendizagem. Amostra: 550 participantes – 275 com e 275 sem dificuldades de aprendizagem; idades 7 – 15 anos; escolaridade – 1º, 2º e 3º ciclo do ensino básico. Instrumentos metodológicos – entrevista clínico-psicológica, observação psicológica, Teste de Símbolos e Dígitos (SDMT). Resultados: Alunos com dificuldades de aprendizagem tendem a evidenciar mais emparelhamentos dígito-símbolo incorretos e menos corretos e a despenderem bastante mais tempo na execução da tarefa; portanto, executam menos emparelhamentos corretos por minuto, comparativamente a alunos sem dificuldades de aprendizagem. Conclusão: Nas dificuldades de aprendizagem, cometem-se mais erros e assinalam-se menos emparelhamentos correctos na tarefa de emparelhamento, quando há limites no tempo de execução; caso contrário, a disponibilidade de tempo compensa, reduzindo a quantidade de incorreções. Nas dificuldades de aprendizagem, é necessário mais tempo para executar a tarefa de emparelhamento, devido ao processamento de informação mais lento; tempo consumido na decodificação e identificação das correspondências dígito-símbolo e a discriminação perceptiva não se infirma com a rapidez necessária à simultaneidade e automatização do ato.Pontifícia Universidade Católica de São Paulo - Faculdade de Ciências Humanas e da Saúde2023-10-17info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.pucsp.br/index.php/psicorevista/article/view/5388710.23925/2594-3871.2023v32i1p166-190Psicologia Revista; v. 32 n. 1 (2023); 166-1902594-38711413-4063reponame:Psicologia Revista (Online)instname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPporhttps://revistas.pucsp.br/index.php/psicorevista/article/view/53887/43377Copyright (c) 2023 Fernando Oliveira Pereirahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessPereira, Fernando Oliveira2023-10-17T18:11:16Zoai:ojs.pkp.sfu.ca:article/53887Revistahttps://revistas.pucsp.br/psicorevistaPRIhttps://revistas.pucsp.br/psicorevista/oaipsicorevista@pucsp.br2594-38711413-4063opendoar:2023-10-17T18:11:16Psicologia Revista (Online) - Pontifícia Universidade Católica de São Paulo (PUC-SP)false
dc.title.none.fl_str_mv Specifics of errors and time spent in perceptual discrimination of graphic symbols in students with learning difficulties
Particularidades de los errores cometidos y el tiempo empleado en la actividad de la discriminación perceptiva de símbolos gráficos en estudiantes con dificultades de aprendizaje
Especificidades dos erros cometidos e do tempo despendido na actividade discriminação perceptiva de símbolos gráficos em alunos com dificuldades de aprendizagem
title Specifics of errors and time spent in perceptual discrimination of graphic symbols in students with learning difficulties
spellingShingle Specifics of errors and time spent in perceptual discrimination of graphic symbols in students with learning difficulties
Pereira, Fernando Oliveira
Dificuldades de aprendizagem
Discriminação perceptiva
Learning difficulties
Perceptual discrimination
Dificultades de aprendizaje
Discriminación perceptiva
title_short Specifics of errors and time spent in perceptual discrimination of graphic symbols in students with learning difficulties
title_full Specifics of errors and time spent in perceptual discrimination of graphic symbols in students with learning difficulties
title_fullStr Specifics of errors and time spent in perceptual discrimination of graphic symbols in students with learning difficulties
title_full_unstemmed Specifics of errors and time spent in perceptual discrimination of graphic symbols in students with learning difficulties
title_sort Specifics of errors and time spent in perceptual discrimination of graphic symbols in students with learning difficulties
author Pereira, Fernando Oliveira
author_facet Pereira, Fernando Oliveira
author_role author
dc.contributor.author.fl_str_mv Pereira, Fernando Oliveira
dc.subject.por.fl_str_mv Dificuldades de aprendizagem
Discriminação perceptiva
Learning difficulties
Perceptual discrimination
Dificultades de aprendizaje
Discriminación perceptiva
topic Dificuldades de aprendizagem
Discriminação perceptiva
Learning difficulties
Perceptual discrimination
Dificultades de aprendizaje
Discriminación perceptiva
description The perceptual discrimination of symbols depends on the perceptual organization of the individual as a complex bio-psychosocial system in action. Objective: To study the specifics of perceptual discrimination of symbols in students with learning difficulties. Sample: 550 participants - 275 with learning difficulties and 275 without; aged 7 to 15; educational levels ranging from the 1st to 3rd cycles of basic education. Methodological instruments included clinical-psychological interviews, psychological observations, and the Symbols Digit Modalities Test (SDMT). Results: Students with learning difficulties tend to display more incorrect and fewer correct digit-symbol pairings, and they invest considerably more time in task execution. Consequently, they achieve fewer correct pairings per minute compared to students without learning difficulties. Conclusion: Learning difficulties are associated with increased errors and fewer correct pairings in the task of pairing symbols when time constraints exist. Conversely, when ample time is available, it mitigates the quantity of inaccuracies. Learning difficulties necessitate more time for task completion due to slower information processing. The time spent on decoding, identifying digit-symbol correspondences, and perceptual discrimination does not align with the speed required for simultaneity and automation of the task.
publishDate 2023
dc.date.none.fl_str_mv 2023-10-17
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.pucsp.br/index.php/psicorevista/article/view/53887
10.23925/2594-3871.2023v32i1p166-190
url https://revistas.pucsp.br/index.php/psicorevista/article/view/53887
identifier_str_mv 10.23925/2594-3871.2023v32i1p166-190
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.pucsp.br/index.php/psicorevista/article/view/53887/43377
dc.rights.driver.fl_str_mv Copyright (c) 2023 Fernando Oliveira Pereira
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Fernando Oliveira Pereira
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Pontifícia Universidade Católica de São Paulo - Faculdade de Ciências Humanas e da Saúde
publisher.none.fl_str_mv Pontifícia Universidade Católica de São Paulo - Faculdade de Ciências Humanas e da Saúde
dc.source.none.fl_str_mv Psicologia Revista; v. 32 n. 1 (2023); 166-190
2594-3871
1413-4063
reponame:Psicologia Revista (Online)
instname:Pontifícia Universidade Católica de São Paulo (PUC-SP)
instacron:PUC_SP
instname_str Pontifícia Universidade Católica de São Paulo (PUC-SP)
instacron_str PUC_SP
institution PUC_SP
reponame_str Psicologia Revista (Online)
collection Psicologia Revista (Online)
repository.name.fl_str_mv Psicologia Revista (Online) - Pontifícia Universidade Católica de São Paulo (PUC-SP)
repository.mail.fl_str_mv psicorevista@pucsp.br
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