Inter-relação entre funções executivas e o processo de alfabetização
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tede/11407 |
Resumo: | Executive functions (EF) are essentials to learning, EF are among the most complex aspects of cognition. Defining EF can be like a set of cognitive and metacognitive processes that act directly while the activities realization, which requires planning and monitoring of intentional behaviors. Furthermore, EF allows adaptive behavior, self-organized and goal-oriented, interacting with learning processes. (GAZZANIGA et.al, 2006; MALLOY-DINIZ et.al, 2008; DIAMOND, 2013; CARVALHO e ABREU, 2014). Several studies about the executive functions in schools are towards to students’ adaptive behavior and EF acting in school in different areas, like homeschool, long-term projects, academic performance in general and, can also find, several works directed towards the cognitive stimulation for schools. However, there are searches that demonstrate the relation of reading and writing with others cognitive abilities, including the oral language and phonology conscious. Nevertheless, are few Brazilian studies that investigate relations between the writing language development and the executive functions, especially in the period of literacy. In view of it, the objective of this work was watching interrelationships of EF with the literacy process of 40 kids doing the second year of elementary school, showing different levels of writing (pre-syllabic, syllabic, syllabic-alphabetic and alphabetic). Data collected was made by: (i) application of diagnostic activity of the writing levels; (ii) collecting data about students obtained from the records provided by the school; (iii) the EF test performance (Attention by Cancellation Tests [ACT], by Montiel and Seabra, 2012, and Trails for Preschoolers [TT-P], by Trevisan and Seabra, 2012); (iv) performing subtests of the Cognitive-Linguistic Skills Assessment Protocol (sounds discrimination, rhythm, words and pseudo-words repetition, direct and indirect memory of numbers, copy forms, visual memory with images, automatic and speed naming of images and numbers), by Capellini, Smythe and Silva (2012). The results showed an interrelation between the writing development and EF because the more developed the writing level, better will be the performance of selective attention, inhibitory control, working memory, cognitive flexibility, hearing and visual processing and processing speed. |
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Preuss, Elena Ortizhttp://lattes.cnpq.br/1294160176645666Preuss, Elena OrtizSousa Filho, Sinval Martins deDias, Natália Martinshttp://lattes.cnpq.br/3315607025177993Lima, Vanessa Rodrigues de2021-06-01T11:55:52Z2021-06-01T11:55:52Z2020-03-16LIMA, V. R. Inter-relação entre funções executivas e o processo de alfabetização. 2020. 92 f. Dissertação (Mestrado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2020.http://repositorio.bc.ufg.br/tede/handle/tede/11407ark:/38995/001300000f4hvExecutive functions (EF) are essentials to learning, EF are among the most complex aspects of cognition. Defining EF can be like a set of cognitive and metacognitive processes that act directly while the activities realization, which requires planning and monitoring of intentional behaviors. Furthermore, EF allows adaptive behavior, self-organized and goal-oriented, interacting with learning processes. (GAZZANIGA et.al, 2006; MALLOY-DINIZ et.al, 2008; DIAMOND, 2013; CARVALHO e ABREU, 2014). Several studies about the executive functions in schools are towards to students’ adaptive behavior and EF acting in school in different areas, like homeschool, long-term projects, academic performance in general and, can also find, several works directed towards the cognitive stimulation for schools. However, there are searches that demonstrate the relation of reading and writing with others cognitive abilities, including the oral language and phonology conscious. Nevertheless, are few Brazilian studies that investigate relations between the writing language development and the executive functions, especially in the period of literacy. In view of it, the objective of this work was watching interrelationships of EF with the literacy process of 40 kids doing the second year of elementary school, showing different levels of writing (pre-syllabic, syllabic, syllabic-alphabetic and alphabetic). Data collected was made by: (i) application of diagnostic activity of the writing levels; (ii) collecting data about students obtained from the records provided by the school; (iii) the EF test performance (Attention by Cancellation Tests [ACT], by Montiel and Seabra, 2012, and Trails for Preschoolers [TT-P], by Trevisan and Seabra, 2012); (iv) performing subtests of the Cognitive-Linguistic Skills Assessment Protocol (sounds discrimination, rhythm, words and pseudo-words repetition, direct and indirect memory of numbers, copy forms, visual memory with images, automatic and speed naming of images and numbers), by Capellini, Smythe and Silva (2012). The results showed an interrelation between the writing development and EF because the more developed the writing level, better will be the performance of selective attention, inhibitory control, working memory, cognitive flexibility, hearing and visual processing and processing speed.As funções executivas (FE) são essenciais para a aprendizagem, estando entre os aspectos mais complexos da cognição. Podem ser definidas como um conjunto de processos cognitivos e metacognitivos, que atuam diretamente durante a realização de atividades que demandam planejamento e monitoramento de comportamentos intencionais. Além disso, as FE possibilitam comportamentos adaptativos, auto-organizados e direcionados a metas, relacionando-se com processos de aprendizagem. (GAZZANIGA et.al., 2006; MALLOY-DINIZ et.al., 2008; DIAMOND, 2013; CARVALHO e ABREU, 2014). Muitos estudos sobre as funções executivas em escolares são voltados para o comportamento adaptativo dos alunos e sua atuação na escola em diferentes áreas, como nas tarefas de casa, projetos de longo prazo, desempenho acadêmico geral e pode-se encontrar ainda diversos trabalhos voltados para programas de estimulação cognitiva para escolares. Porém, há pesquisas que evidenciam a relação da leitura e da escrita com outras habilidades cognitivas, incluindo a linguagem oral e a consciência fonológica, mas são poucos os estudos brasileiros que investiguem as relações entre o desenvolvimento da linguagem escrita e as funções executivas, especialmente na fase da alfabetização. Em vista disso, o objetivo deste trabalho foi observar as inter-relações das FE com o processo de alfabetização de 40 crianças cursando o 2o ano do ensino fundamental, apresentando diferentes níveis de escrita (pré-silábica, silábica, silábico-alfabética e alfabética). A coleta de dados foi constituída por: (i) aplicação da atividade de diagnóstico dos níveis de escrita; (ii) levantamento de dados sobre os alunos obtidos nos registros fornecidos pela escola; (iii) realização dos testes de FE (Testes de Atenção por Cancelamento [TAC], de Montiel e Seabra, 2012, e Trilhas para Pré-escolares [TT-P], de Trevisan e Seabra, 2012); (iv) realização de subtestes do Protocolo de Avaliação de Habilidades Cognitivo-Linguísticas (discriminação dos sons, ritmo, repetição de palavras e de pseudopalavras, memória direta e indireta de dígitos, cópia de formas, memória visual com figuras, nomeação automática e rápida de figuras e dígitos), de Capellini, Smythe e Silva (2012). Os resultados apontaram inter-relação entre o desenvolvimento da escrita e as FE, pois quanto mais desenvolvido o nível de escrita, melhor o desempenho de atenção seletiva, controle inibitório, memória de trabalho, flexibilidade cogitiva, processamentos auditivo e visual e velocidade de processamento.Submitted by Marlene Santos (marlene.bc.ufg@gmail.com) on 2021-05-31T16:57:41Z No. of bitstreams: 2 license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5) Dissertação - Vanessa Rodrigues de Lima - 2020.pdf: 1910730 bytes, checksum: 79b8960fc70b9fbdcd8707bdccfb5dad (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2021-06-01T11:55:52Z (GMT) No. of bitstreams: 2 license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5) Dissertação - Vanessa Rodrigues de Lima - 2020.pdf: 1910730 bytes, checksum: 79b8960fc70b9fbdcd8707bdccfb5dad (MD5)Made available in DSpace on 2021-06-01T11:55:52Z (GMT). No. of bitstreams: 2 license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5) Dissertação - Vanessa Rodrigues de Lima - 2020.pdf: 1910730 bytes, checksum: 79b8960fc70b9fbdcd8707bdccfb5dad (MD5) Previous issue date: 2020-03-16OutroporUniversidade Federal de GoiásPrograma de Pós-graduação em Letras e Linguística (FL)UFGBrasilFaculdade de Letras - FL (RG)Attribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessFunções executivasLinguagem escritaNíveis de escritaExecutive functionsWritten languageWriting levelsLINGUISTICA, LETRAS E ARTES::LINGUISTICAInter-relação entre funções executivas e o processo de alfabetizaçãoInterrelation between executive functions and the literacy processinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis67500500500500187695reponame:Repositório Institucional da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGLICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repositorio.bc.ufg.br/tede/bitstreams/c7fe88f2-9222-44fc-a604-38fb134e202d/download8a4605be74aa9ea9d79846c1fba20a33MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8805http://repositorio.bc.ufg.br/tede/bitstreams/c8aefe1b-0275-4552-b504-31e17f8546b8/download4460e5956bc1d1639be9ae6146a50347MD52ORIGINALDissertação - Vanessa Rodrigues de Lima - 2020.pdfDissertação - Vanessa Rodrigues de Lima - 2020.pdfapplication/pdf1910730http://repositorio.bc.ufg.br/tede/bitstreams/6d620b37-48f2-4d89-9e41-021b238c6aea/download79b8960fc70b9fbdcd8707bdccfb5dadMD53tede/114072021-06-01 08:55:52.684http://creativecommons.org/licenses/by-nc-nd/4.0/Attribution-NonCommercial-NoDerivatives 4.0 Internationalopen.accessoai:repositorio.bc.ufg.br:tede/11407http://repositorio.bc.ufg.br/tedeRepositório InstitucionalPUBhttp://repositorio.bc.ufg.br/oai/requesttasesdissertacoes.bc@ufg.bropendoar:2021-06-01T11:55:52Repositório Institucional da UFG - Universidade Federal de Goiás (UFG)falseTk9URTogUExBQ0UgWU9VUiBPV04gTElDRU5TRSBIRVJFClRoaXMgc2FtcGxlIGxpY2Vuc2UgaXMgcHJvdmlkZWQgZm9yIGluZm9ybWF0aW9uYWwgcHVycG9zZXMgb25seS4KCk5PTi1FWENMVVNJVkUgRElTVFJJQlVUSU9OIExJQ0VOU0UKCkJ5IHNpZ25pbmcgYW5kIHN1Ym1pdHRpbmcgdGhpcyBsaWNlbnNlLCB5b3UgKHRoZSBhdXRob3Iocykgb3IgY29weXJpZ2h0Cm93bmVyKSBncmFudHMgdG8gRFNwYWNlIFVuaXZlcnNpdHkgKERTVSkgdGhlIG5vbi1leGNsdXNpdmUgcmlnaHQgdG8gcmVwcm9kdWNlLAp0cmFuc2xhdGUgKGFzIGRlZmluZWQgYmVsb3cpLCBhbmQvb3IgZGlzdHJpYnV0ZSB5b3VyIHN1Ym1pc3Npb24gKGluY2x1ZGluZwp0aGUgYWJzdHJhY3QpIHdvcmxkd2lkZSBpbiBwcmludCBhbmQgZWxlY3Ryb25pYyBmb3JtYXQgYW5kIGluIGFueSBtZWRpdW0sCmluY2x1ZGluZyBidXQgbm90IGxpbWl0ZWQgdG8gYXVkaW8gb3IgdmlkZW8uCgpZb3UgYWdyZWUgdGhhdCBEU1UgbWF5LCB3aXRob3V0IGNoYW5naW5nIHRoZSBjb250ZW50LCB0cmFuc2xhdGUgdGhlCnN1Ym1pc3Npb24gdG8gYW55IG1lZGl1bSBvciBmb3JtYXQgZm9yIHRoZSBwdXJwb3NlIG9mIHByZXNlcnZhdGlvbi4KCllvdSBhbHNvIGFncmVlIHRoYXQgRFNVIG1heSBrZWVwIG1vcmUgdGhhbiBvbmUgY29weSBvZiB0aGlzIHN1Ym1pc3Npb24gZm9yCnB1cnBvc2VzIG9mIHNlY3VyaXR5LCBiYWNrLXVwIGFuZCBwcmVzZXJ2YXRpb24uCgpZb3UgcmVwcmVzZW50IHRoYXQgdGhlIHN1Ym1pc3Npb24gaXMgeW91ciBvcmlnaW5hbCB3b3JrLCBhbmQgdGhhdCB5b3UgaGF2ZQp0aGUgcmlnaHQgdG8gZ3JhbnQgdGhlIHJpZ2h0cyBjb250YWluZWQgaW4gdGhpcyBsaWNlbnNlLiBZb3UgYWxzbyByZXByZXNlbnQKdGhhdCB5b3VyIHN1Ym1pc3Npb24gZG9lcyBub3QsIHRvIHRoZSBiZXN0IG9mIHlvdXIga25vd2xlZGdlLCBpbmZyaW5nZSB1cG9uCmFueW9uZSdzIGNvcHlyaWdodC4KCklmIHRoZSBzdWJtaXNzaW9uIGNvbnRhaW5zIG1hdGVyaWFsIGZvciB3aGljaCB5b3UgZG8gbm90IGhvbGQgY29weXJpZ2h0LAp5b3UgcmVwcmVzZW50IHRoYXQgeW91IGhhdmUgb2J0YWluZWQgdGhlIHVucmVzdHJpY3RlZCBwZXJtaXNzaW9uIG9mIHRoZQpjb3B5cmlnaHQgb3duZXIgdG8gZ3JhbnQgRFNVIHRoZSByaWdodHMgcmVxdWlyZWQgYnkgdGhpcyBsaWNlbnNlLCBhbmQgdGhhdApzdWNoIHRoaXJkLXBhcnR5IG93bmVkIG1hdGVyaWFsIGlzIGNsZWFybHkgaWRlbnRpZmllZCBhbmQgYWNrbm93bGVkZ2VkCndpdGhpbiB0aGUgdGV4dCBvciBjb250ZW50IG9mIHRoZSBzdWJtaXNzaW9uLgoKSUYgVEhFIFNVQk1JU1NJT04gSVMgQkFTRUQgVVBPTiBXT1JLIFRIQVQgSEFTIEJFRU4gU1BPTlNPUkVEIE9SIFNVUFBPUlRFRApCWSBBTiBBR0VOQ1kgT1IgT1JHQU5JWkFUSU9OIE9USEVSIFRIQU4gRFNVLCBZT1UgUkVQUkVTRU5UIFRIQVQgWU9VIEhBVkUKRlVMRklMTEVEIEFOWSBSSUdIVCBPRiBSRVZJRVcgT1IgT1RIRVIgT0JMSUdBVElPTlMgUkVRVUlSRUQgQlkgU1VDSApDT05UUkFDVCBPUiBBR1JFRU1FTlQuCgpEU1Ugd2lsbCBjbGVhcmx5IGlkZW50aWZ5IHlvdXIgbmFtZShzKSBhcyB0aGUgYXV0aG9yKHMpIG9yIG93bmVyKHMpIG9mIHRoZQpzdWJtaXNzaW9uLCBhbmQgd2lsbCBub3QgbWFrZSBhbnkgYWx0ZXJhdGlvbiwgb3RoZXIgdGhhbiBhcyBhbGxvd2VkIGJ5IHRoaXMKbGljZW5zZSwgdG8geW91ciBzdWJtaXNzaW9uLgo= |
dc.title.pt_BR.fl_str_mv |
Inter-relação entre funções executivas e o processo de alfabetização |
dc.title.alternative.eng.fl_str_mv |
Interrelation between executive functions and the literacy process |
title |
Inter-relação entre funções executivas e o processo de alfabetização |
spellingShingle |
Inter-relação entre funções executivas e o processo de alfabetização Lima, Vanessa Rodrigues de Funções executivas Linguagem escrita Níveis de escrita Executive functions Written language Writing levels LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
title_short |
Inter-relação entre funções executivas e o processo de alfabetização |
title_full |
Inter-relação entre funções executivas e o processo de alfabetização |
title_fullStr |
Inter-relação entre funções executivas e o processo de alfabetização |
title_full_unstemmed |
Inter-relação entre funções executivas e o processo de alfabetização |
title_sort |
Inter-relação entre funções executivas e o processo de alfabetização |
author |
Lima, Vanessa Rodrigues de |
author_facet |
Lima, Vanessa Rodrigues de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Preuss, Elena Ortiz |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1294160176645666 |
dc.contributor.referee1.fl_str_mv |
Preuss, Elena Ortiz |
dc.contributor.referee2.fl_str_mv |
Sousa Filho, Sinval Martins de |
dc.contributor.referee3.fl_str_mv |
Dias, Natália Martins |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/3315607025177993 |
dc.contributor.author.fl_str_mv |
Lima, Vanessa Rodrigues de |
contributor_str_mv |
Preuss, Elena Ortiz Preuss, Elena Ortiz Sousa Filho, Sinval Martins de Dias, Natália Martins |
dc.subject.por.fl_str_mv |
Funções executivas Linguagem escrita Níveis de escrita |
topic |
Funções executivas Linguagem escrita Níveis de escrita Executive functions Written language Writing levels LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
dc.subject.eng.fl_str_mv |
Executive functions Written language Writing levels |
dc.subject.cnpq.fl_str_mv |
LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
description |
Executive functions (EF) are essentials to learning, EF are among the most complex aspects of cognition. Defining EF can be like a set of cognitive and metacognitive processes that act directly while the activities realization, which requires planning and monitoring of intentional behaviors. Furthermore, EF allows adaptive behavior, self-organized and goal-oriented, interacting with learning processes. (GAZZANIGA et.al, 2006; MALLOY-DINIZ et.al, 2008; DIAMOND, 2013; CARVALHO e ABREU, 2014). Several studies about the executive functions in schools are towards to students’ adaptive behavior and EF acting in school in different areas, like homeschool, long-term projects, academic performance in general and, can also find, several works directed towards the cognitive stimulation for schools. However, there are searches that demonstrate the relation of reading and writing with others cognitive abilities, including the oral language and phonology conscious. Nevertheless, are few Brazilian studies that investigate relations between the writing language development and the executive functions, especially in the period of literacy. In view of it, the objective of this work was watching interrelationships of EF with the literacy process of 40 kids doing the second year of elementary school, showing different levels of writing (pre-syllabic, syllabic, syllabic-alphabetic and alphabetic). Data collected was made by: (i) application of diagnostic activity of the writing levels; (ii) collecting data about students obtained from the records provided by the school; (iii) the EF test performance (Attention by Cancellation Tests [ACT], by Montiel and Seabra, 2012, and Trails for Preschoolers [TT-P], by Trevisan and Seabra, 2012); (iv) performing subtests of the Cognitive-Linguistic Skills Assessment Protocol (sounds discrimination, rhythm, words and pseudo-words repetition, direct and indirect memory of numbers, copy forms, visual memory with images, automatic and speed naming of images and numbers), by Capellini, Smythe and Silva (2012). The results showed an interrelation between the writing development and EF because the more developed the writing level, better will be the performance of selective attention, inhibitory control, working memory, cognitive flexibility, hearing and visual processing and processing speed. |
publishDate |
2020 |
dc.date.issued.fl_str_mv |
2020-03-16 |
dc.date.accessioned.fl_str_mv |
2021-06-01T11:55:52Z |
dc.date.available.fl_str_mv |
2021-06-01T11:55:52Z |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
LIMA, V. R. Inter-relação entre funções executivas e o processo de alfabetização. 2020. 92 f. Dissertação (Mestrado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2020. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/11407 |
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ark:/38995/001300000f4hv |
identifier_str_mv |
LIMA, V. R. Inter-relação entre funções executivas e o processo de alfabetização. 2020. 92 f. Dissertação (Mestrado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2020. ark:/38995/001300000f4hv |
url |
http://repositorio.bc.ufg.br/tede/handle/tede/11407 |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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openAccess |
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UFG |
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Universidade Federal de Goiás |
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