Teoria da mente : papel de componentes executivos, pragmático-inferenciais, idade, tipo de escola e desempenho escolar
Autor(a) principal: | |
---|---|
Data de Publicação: | 2019 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_RS |
Texto Completo: | http://tede2.pucrs.br/tede2/handle/tede/8953 |
Resumo: | The theory of mind (ToM), known as the ability to infer beliefs, desires, knowledge, behaviors of self and others, is a complex and essential cognitive component for social adaptation throughout human development. There is a vast theoretical field aiming to understand this mechanism and its relation with cognitive, social components, that concentrates mainly in the preschool age and only marginally in the later years. Thus, the purpose of this research, divided into two studies, was to verify the relationship between ToM with executive functions (FE), pragmatic-inferential processing, school performance, age and type of school (Study 1), promoting preliminary normative data for ToM of the subtest Theory of Mind in Complex Situations and Emotions (Study 2). The study included 98 children in typical development with a mean age of 7.47 (SD = 1.01), students from public and private schools in the city of Porto Alegre. They were examined with a battery of neuropsychological tasks and school performance. In Study 1, a network analysis was conducted to verify the partial correlations between ToM and the other investigated constructs. We found direct direct positive partial correlations between ToM with pragmatic-inferential processing, working memory and partial negative direct negative correlation between ToM and type of school. There were also indirect partial correlations (mediated by another variable) with ToM, namely: the positive intensity correlations of school-type with age and pragmatic-inferential processing with cognitive flexibility; the weak positive correlations of working memory with cognitive flexibility and type of school with inhibitory control; the negative correlation of moderate intensity between type of school and school performance; and the negative negative correlation between working memory and school performance. In study 2, to verify if there was effect of age and type of school in the measurement of ToM, a two-way ANOVA followed by post hoc of Tukey was performed. There were significant differences in ToM performance according to age (6 = 7 = 8 <9; 7 = 8 <9; 8 = 9) and type of school (private> public). Such findings have some implications for preventive neuropsychological assessment and intervention for children in typical development, as there appear to be cognitive subprocesses underlying pragmatics, theory of mind and working memory, with age effect mediating its relation to school performance. It is suggested that future studies seek to verify the relationship of the investigated variables through subscores of different neuropsychological instruments in larger samples of children from public and private schools. Preliminary performance standards provide initial reference to identify and map the development of verbal ToM in children 6 to 9 years of age, with identification of false positives by immaturity of the components examined. |
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Fonseca, Rochele Pazhttp://lattes.cnpq.br/5918287268298812http://lattes.cnpq.br/6054001529622868Abreu, Elissandra Serena de2019-10-21T11:31:27Z2019-02-26http://tede2.pucrs.br/tede2/handle/tede/8953The theory of mind (ToM), known as the ability to infer beliefs, desires, knowledge, behaviors of self and others, is a complex and essential cognitive component for social adaptation throughout human development. There is a vast theoretical field aiming to understand this mechanism and its relation with cognitive, social components, that concentrates mainly in the preschool age and only marginally in the later years. Thus, the purpose of this research, divided into two studies, was to verify the relationship between ToM with executive functions (FE), pragmatic-inferential processing, school performance, age and type of school (Study 1), promoting preliminary normative data for ToM of the subtest Theory of Mind in Complex Situations and Emotions (Study 2). The study included 98 children in typical development with a mean age of 7.47 (SD = 1.01), students from public and private schools in the city of Porto Alegre. They were examined with a battery of neuropsychological tasks and school performance. In Study 1, a network analysis was conducted to verify the partial correlations between ToM and the other investigated constructs. We found direct direct positive partial correlations between ToM with pragmatic-inferential processing, working memory and partial negative direct negative correlation between ToM and type of school. There were also indirect partial correlations (mediated by another variable) with ToM, namely: the positive intensity correlations of school-type with age and pragmatic-inferential processing with cognitive flexibility; the weak positive correlations of working memory with cognitive flexibility and type of school with inhibitory control; the negative correlation of moderate intensity between type of school and school performance; and the negative negative correlation between working memory and school performance. In study 2, to verify if there was effect of age and type of school in the measurement of ToM, a two-way ANOVA followed by post hoc of Tukey was performed. There were significant differences in ToM performance according to age (6 = 7 = 8 <9; 7 = 8 <9; 8 = 9) and type of school (private> public). Such findings have some implications for preventive neuropsychological assessment and intervention for children in typical development, as there appear to be cognitive subprocesses underlying pragmatics, theory of mind and working memory, with age effect mediating its relation to school performance. It is suggested that future studies seek to verify the relationship of the investigated variables through subscores of different neuropsychological instruments in larger samples of children from public and private schools. Preliminary performance standards provide initial reference to identify and map the development of verbal ToM in children 6 to 9 years of age, with identification of false positives by immaturity of the components examined.A teoria da mente (ToM), conhecida como a habilidade de inferir crenças, desejos, conhecimentos, comportamentos de si e dos outros, é um componente cognitivo complexo e essencial para a adaptação social ao longo de todo o desenvolvimento humano. Há um vasto campo teórico visando compreender esse mecanismo e sua relação com componentes cognitivos e sociais, que se concentra principalmente na idade pré-escolar e apenas marginalmente nos anos posteriores. Assim, o objetivo dessa pesquisa, dividida em dois estudos, foi verificar a relação da ToM com funções executivas (FE), processamento pragmático-inferencial, desempenho escolar, idade e o tipo de escola (Estudo 1), promovendo dados normativos preliminares para a tarefa Teoria da Mente em Situações e Emoções Complexas (Estudo 2). Participaram da pesquisa 98 crianças em desenvolvimento típico com idade média de 7,47 (DP= 1,01), estudantes de escolas públicas e privadas da cidade de Porto Alegre. Foram examinadas com uma bateria de tarefas neuropsicológicas e de desempenho escolar. No Estudo 1, conduziu-se uma análise de rede, para verificar as correlações parciais entre a ToM e os demais construtos investigados. Foram encontradas correlações parciais positivas diretas fracas entre a ToM com processamento pragmático-inferencial, memória de trabalho e correlação parcial negativa direta fraca entre a ToM e tipo de escola. Houve, ainda, correlações parciais indiretas (mediadas por outra variável) com a ToM: as correlações de intensidade moderada positivas de tipo de escola com idade e de processamento pragmático-inferencial com flexibilidade cognitiva; as correlações positivas fracas de memória de trabalho com flexibilidade cognitiva e de tipo de escola com controle inibitório; a correlação negativa de intensidade moderada entre tipo de escola e desempenho escolar; e a correlação negativa fraca entre memória de trabalho e desempenho escolar. No estudo 2, para verificar se houve efeito da idade e do tipo de escola na medida de ToM, foi realizada uma two-way ANOVA seguido de post hoc de Tukey. Houve diferenças significativas no desempenho em ToM conforme a idade (6 = 7 = 8 < 9; 7 = 8 < 9; 8 = 9) e do tipo de escola (privada > pública). Tais achados trazem algumas implicações para avaliação e intervenção neuropsicológicas preventivas para crianças em desenvolvimento típico, na medida em que parece haver subprocessos cognitivos subjacentes à pragmática, teoria da mente e memória de trabalho, com efeito da idade e tipo de escola em relação a ToM. Sugere-se que estudos futuros busquem averiguar a relação das variáveis investigadas por meio de subescores de diferentes instrumentos neuropsicológicos em amostras maiores de crianças de escolas públicas e privadas. As normas preliminares de desempenho fornecem referência inicial para identificar e mapear o desenvolvimento de ToM verbal em crianças de 6 a 9 anos de idade, com identificação de falsos positivos por imaturidade dos componentes examinados.Submitted by PPG Psicologia (psicologia-pg@pucrs.br) on 2019-10-07T13:13:05Z No. of bitstreams: 1 ELISSANDRA_SERENA_DE_ABREU_DIS.pdf: 1889122 bytes, checksum: 56bffc1c42136316f66d6edf691256e8 (MD5)Approved for entry into archive by Sheila Dias (sheila.dias@pucrs.br) on 2019-10-21T11:25:32Z (GMT) No. of bitstreams: 1 ELISSANDRA_SERENA_DE_ABREU_DIS.pdf: 1889122 bytes, checksum: 56bffc1c42136316f66d6edf691256e8 (MD5)Made available in DSpace on 2019-10-21T11:31:27Z (GMT). No. of bitstreams: 1 ELISSANDRA_SERENA_DE_ABREU_DIS.pdf: 1889122 bytes, checksum: 56bffc1c42136316f66d6edf691256e8 (MD5) Previous issue date: 2019-02-26Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfhttp://tede2.pucrs.br:80/tede2/retrieve/176890/DIS_ELISSANDRA_SERENA_DE_ABREU_CONFIDENCIAL.pdf.jpgporPontifícia Universidade Católica do Rio Grande do SulPrograma de Pós-Graduação em PsicologiaPUCRSBrasilEscola de Ciências da Saúde e da VidaTeoria da MenteFunções ExecutivasDesempenho EscolarPragmáticaInferênciasCIENCIAS HUMANAS::PSICOLOGIATeoria da mente : papel de componentes executivos, pragmático-inferenciais, idade, tipo de escola e desempenho escolarinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisTrabalho será publicado como artigo ou livro60 meses21/10/2024438234878069743636150050060034118672558173774233590462550136975366info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_RSinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSORIGINALDIS_ELISSANDRA_SERENA_DE_ABREU_CONFIDENCIAL.pdfDIS_ELISSANDRA_SERENA_DE_ABREU_CONFIDENCIAL.pdfapplication/pdf494421http://tede2.pucrs.br/tede2/bitstream/tede/8953/5/DIS_ELISSANDRA_SERENA_DE_ABREU_CONFIDENCIAL.pdf94ad1e3d3db56a3d138f28a1fd2af595MD55THUMBNAILDIS_ELISSANDRA_SERENA_DE_ABREU_CONFIDENCIAL.pdf.jpgDIS_ELISSANDRA_SERENA_DE_ABREU_CONFIDENCIAL.pdf.jpgimage/jpeg4091http://tede2.pucrs.br/tede2/bitstream/tede/8953/4/DIS_ELISSANDRA_SERENA_DE_ABREU_CONFIDENCIAL.pdf.jpgbe531718b47ec22e30cc8026d5ab1d10MD54TEXTDIS_ELISSANDRA_SERENA_DE_ABREU_CONFIDENCIAL.pdf.txtDIS_ELISSANDRA_SERENA_DE_ABREU_CONFIDENCIAL.pdf.txttext/plain1466http://tede2.pucrs.br/tede2/bitstream/tede/8953/3/DIS_ELISSANDRA_SERENA_DE_ABREU_CONFIDENCIAL.pdf.txta77b1c39e86f5ca7d2e95ce22f193620MD53LICENSElicense.txtlicense.txttext/plain; charset=utf-8590http://tede2.pucrs.br/tede2/bitstream/tede/8953/1/license.txt220e11f2d3ba5354f917c7035aadef24MD51tede/89532019-10-21 18:57:51.203oai:tede2.pucrs.br:tede/8953QXV0b3JpemE/P28gcGFyYSBQdWJsaWNhPz9vIEVsZXRyP25pY2E6IENvbSBiYXNlIG5vIGRpc3Bvc3RvIG5hIExlaSBGZWRlcmFsIG4/OS42MTAsIGRlIDE5IGRlIGZldmVyZWlybyBkZSAxOTk4LCBvIGF1dG9yIEFVVE9SSVpBIGEgcHVibGljYT8/byBlbGV0cj9uaWNhIGRhIHByZXNlbnRlIG9icmEgbm8gYWNlcnZvIGRhIEJpYmxpb3RlY2EgRGlnaXRhbCBkYSBQb250aWY/Y2lhIFVuaXZlcnNpZGFkZSBDYXQ/bGljYSBkbyBSaW8gR3JhbmRlIGRvIFN1bCwgc2VkaWFkYSBhIEF2LiBJcGlyYW5nYSA2NjgxLCBQb3J0byBBbGVncmUsIFJpbyBHcmFuZGUgZG8gU3VsLCBjb20gcmVnaXN0cm8gZGUgQ05QSiA4ODYzMDQxMzAwMDItODEgYmVtIGNvbW8gZW0gb3V0cmFzIGJpYmxpb3RlY2FzIGRpZ2l0YWlzLCBuYWNpb25haXMgZSBpbnRlcm5hY2lvbmFpcywgY29ucz9yY2lvcyBlIHJlZGVzID9zIHF1YWlzIGEgYmlibGlvdGVjYSBkYSBQVUNSUyBwb3NzYSBhIHZpciBwYXJ0aWNpcGFyLCBzZW0gP251cyBhbHVzaXZvIGFvcyBkaXJlaXRvcyBhdXRvcmFpcywgYSB0P3R1bG8gZGUgZGl2dWxnYT8/byBkYSBwcm9kdT8/byBjaWVudD9maWNhLgo=Biblioteca Digital de Teses e Dissertaçõeshttp://tede2.pucrs.br/tede2/PRIhttps://tede2.pucrs.br/oai/requestbiblioteca.central@pucrs.br||opendoar:2019-10-21T20:57:51Biblioteca Digital de Teses e Dissertações da PUC_RS - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false |
dc.title.por.fl_str_mv |
Teoria da mente : papel de componentes executivos, pragmático-inferenciais, idade, tipo de escola e desempenho escolar |
title |
Teoria da mente : papel de componentes executivos, pragmático-inferenciais, idade, tipo de escola e desempenho escolar |
spellingShingle |
Teoria da mente : papel de componentes executivos, pragmático-inferenciais, idade, tipo de escola e desempenho escolar Abreu, Elissandra Serena de Teoria da Mente Funções Executivas Desempenho Escolar Pragmática Inferências CIENCIAS HUMANAS::PSICOLOGIA |
title_short |
Teoria da mente : papel de componentes executivos, pragmático-inferenciais, idade, tipo de escola e desempenho escolar |
title_full |
Teoria da mente : papel de componentes executivos, pragmático-inferenciais, idade, tipo de escola e desempenho escolar |
title_fullStr |
Teoria da mente : papel de componentes executivos, pragmático-inferenciais, idade, tipo de escola e desempenho escolar |
title_full_unstemmed |
Teoria da mente : papel de componentes executivos, pragmático-inferenciais, idade, tipo de escola e desempenho escolar |
title_sort |
Teoria da mente : papel de componentes executivos, pragmático-inferenciais, idade, tipo de escola e desempenho escolar |
author |
Abreu, Elissandra Serena de |
author_facet |
Abreu, Elissandra Serena de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Fonseca, Rochele Paz |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/5918287268298812 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/6054001529622868 |
dc.contributor.author.fl_str_mv |
Abreu, Elissandra Serena de |
contributor_str_mv |
Fonseca, Rochele Paz |
dc.subject.por.fl_str_mv |
Teoria da Mente Funções Executivas Desempenho Escolar Pragmática Inferências |
topic |
Teoria da Mente Funções Executivas Desempenho Escolar Pragmática Inferências CIENCIAS HUMANAS::PSICOLOGIA |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::PSICOLOGIA |
description |
The theory of mind (ToM), known as the ability to infer beliefs, desires, knowledge, behaviors of self and others, is a complex and essential cognitive component for social adaptation throughout human development. There is a vast theoretical field aiming to understand this mechanism and its relation with cognitive, social components, that concentrates mainly in the preschool age and only marginally in the later years. Thus, the purpose of this research, divided into two studies, was to verify the relationship between ToM with executive functions (FE), pragmatic-inferential processing, school performance, age and type of school (Study 1), promoting preliminary normative data for ToM of the subtest Theory of Mind in Complex Situations and Emotions (Study 2). The study included 98 children in typical development with a mean age of 7.47 (SD = 1.01), students from public and private schools in the city of Porto Alegre. They were examined with a battery of neuropsychological tasks and school performance. In Study 1, a network analysis was conducted to verify the partial correlations between ToM and the other investigated constructs. We found direct direct positive partial correlations between ToM with pragmatic-inferential processing, working memory and partial negative direct negative correlation between ToM and type of school. There were also indirect partial correlations (mediated by another variable) with ToM, namely: the positive intensity correlations of school-type with age and pragmatic-inferential processing with cognitive flexibility; the weak positive correlations of working memory with cognitive flexibility and type of school with inhibitory control; the negative correlation of moderate intensity between type of school and school performance; and the negative negative correlation between working memory and school performance. In study 2, to verify if there was effect of age and type of school in the measurement of ToM, a two-way ANOVA followed by post hoc of Tukey was performed. There were significant differences in ToM performance according to age (6 = 7 = 8 <9; 7 = 8 <9; 8 = 9) and type of school (private> public). Such findings have some implications for preventive neuropsychological assessment and intervention for children in typical development, as there appear to be cognitive subprocesses underlying pragmatics, theory of mind and working memory, with age effect mediating its relation to school performance. It is suggested that future studies seek to verify the relationship of the investigated variables through subscores of different neuropsychological instruments in larger samples of children from public and private schools. Preliminary performance standards provide initial reference to identify and map the development of verbal ToM in children 6 to 9 years of age, with identification of false positives by immaturity of the components examined. |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-10-21T11:31:27Z |
dc.date.issued.fl_str_mv |
2019-02-26 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
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http://tede2.pucrs.br/tede2/handle/tede/8953 |
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http://tede2.pucrs.br/tede2/handle/tede/8953 |
dc.language.iso.fl_str_mv |
por |
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por |
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4382348780697436361 |
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500 500 600 |
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3411867255817377423 |
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3590462550136975366 |
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info:eu-repo/semantics/openAccess |
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openAccess |
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Pontifícia Universidade Católica do Rio Grande do Sul |
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Programa de Pós-Graduação em Psicologia |
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PUCRS |
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Brasil |
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Escola de Ciências da Saúde e da Vida |
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Pontifícia Universidade Católica do Rio Grande do Sul |
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