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Carmen Elvira Flores-Mendoza Pradohttp://lattes.cnpq.br/8739465750938224http://lattes.cnpq.br/3921801674842621Gabriela Cristina Pereira Anunciação2022-09-29T18:29:10Z2022-09-29T18:29:10Z2022-02-23http://hdl.handle.net/1843/45755A psicometria caracteriza a superdotação cognitiva como a capacidade intelectual muito acima da média da população normal. O presente estudo objetivou verificar se uma prova escolar de alta demanda cognitiva poderia rastrear com sucesso o alto desempenho cognitivo. A amostra foi composta por 93 crianças das cinco regiões brasileiras, com idade entre 9 e 10 anos e 6 meses, remotamente avaliadas pelo Desenho da Figura Humana, Subtestes Verbais do WISCIV, uma Escala Comportamental (EC) e a Prova Escolar (PE). A análise fatorial identificou três fatores que explicaram 46% da variância nos resultados apresentados na PE. Os três fatores foram identificados como: F1 (Conhecimento Numérico), F2 (Raciocínio Numérico) e F3 (Raciocínio/Conhecimento Verbal). Os Fatores 1 e 3 apresentaram cargas moderadas no fator de ordem superior (fator g), enquanto o Fator 2 foi o que apresentou alta carga fatorial. Foram encontradas correlações significativas moderadas entre F3 e ICV (Índice de Compreensão Verbal) e entre F2 e IMO (Índice de Memória Operacional), resultados corroborados em análises de regressão. Esses resultados indicariam que, dependendo do tipo de raciocínio exigido por uma prova escolar, neste estudo, raciocínio numérico, sua associação será maior com habilidades cognitivas equivalentes presentes em testes de inteligência. Por outro lado, nenhuma correlação significativa foi encontrada entre os fatores da PE e o DFH. Correlações baixas, mas significativas foram encontradas entre o Fator 1 (Sociabilidade) da EC e o DFH e o Fator 2 da EC (Interesses Cognitivos) e o ICV. Ainda assim, esses resultados indicariam que o DFH e a EC não se constituem como formas válidas de identificação da superdotação. De forma geral, a PE, especialmente o conteúdo que demandava raciocínio, conseguiu discriminar o alto desempenho detectado em testes cognitivos. Contudo, são necessários novos estudos com amostras maiores e preferencialmente em coletas presenciais.Psychometrics characterizes cognitive giftedness as intellectual capacity far above the average of the normal population. The present study aimed to verify whether a high cognitive demand school test could successfully track high cognitive performance. The sample consisted of 93 children from the five Brazilian regions, aged between 9 and 10 years and 6 months, remotely evaluated by the Human Figure Drawing, WISC-IV Verbal Subtests, a Behavioral Scale (EC), and the School Test (PE). Factor analysis identified three factors that explained 46% of the variance in the results presented in the PE. The three factors were identified as F1 (Numerical Knowledge), F2 (Numerical Reasoning), and F3 (Reasoning/Knowledge Verbal). Factors F1 and F3 showed moderate loads on the higher-order factor (g factor), while Factor 2 was the one with the highest factor loading. Significative moderate correlations were found between F3 and ICV (Verbal Comprehension Index) and between F2 and IMO (Working Memory Index), results corroborated in regression analyses. Those results would indicate that, depending on the type of reasoning required by a school test, in this study, numerical reasoning, its association will be greater with equivalents cognitive abilities in intelligence tests. On the other hand, no significant correlation was found between the factors of PE and DFH. Low correlations, but significant were found between Factor 1 (Sociability) of EC and DFH and Factor 2 of EC (Cognitive Interests) and the ICV. Even so, these results would indicate that the DFH and the CE do not constitute valid forms of identification of giftedness. In general, the PE, especially the content that demanded logical thinking, managed to discriminate the high performance detected in cognitive tests. However, further studies with larger samples and preferably in faceto-face collections are needed.CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorporUniversidade Federal de Minas GeraisPrograma de Pós-Graduação em NeurociênciasUFMGBrasilICB - INSTITUTO DE CIÊNCIAS BIOLOGICASNeurociênciasCogniçãoCriança superdotadaTestes de inteligênciaEscalas de WechslerSuperdotação cognitivaProva escolarInteligênciaWISC-IVElaboração de um protocolo de rastreio do alto desempenho cognitivo para uso de professoresinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMGinstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGLICENSElicense.txtlicense.txttext/plain; charset=utf-82118https://repositorio.ufmg.br/bitstream/1843/45755/5/license.txtcda590c95a0b51b4d15f60c9642ca272MD55ORIGINALDissertação Gabriela C Pereira Anunciacao.pdfDissertação Gabriela C Pereira Anunciacao.pdfapplication/pdf5545102https://repositorio.ufmg.br/bitstream/1843/45755/4/Disserta%c3%a7%c3%a3o%20Gabriela%20C%20Pereira%20Anunciacao.pdfe9b513e3f58df264aa2057291cbf1e41MD541843/457552022-09-29 15:29:10.948oai:repositorio.ufmg.br:1843/45755TElDRU7Dh0EgREUgRElTVFJJQlVJw4fDg08gTsODTy1FWENMVVNJVkEgRE8gUkVQT1NJVMOTUklPIElOU1RJVFVDSU9OQUwgREEgVUZNRwoKQ29tIGEgYXByZXNlbnRhw6fDo28gZGVzdGEgbGljZW7Dp2EsIHZvY8OqIChvIGF1dG9yIChlcykgb3UgbyB0aXR1bGFyIGRvcyBkaXJlaXRvcyBkZSBhdXRvcikgY29uY2VkZSBhbyBSZXBvc2l0w7NyaW8gSW5zdGl0dWNpb25hbCBkYSBVRk1HIChSSS1VRk1HKSBvIGRpcmVpdG8gbsOjbyBleGNsdXNpdm8gZSBpcnJldm9nw6F2ZWwgZGUgcmVwcm9kdXppciBlL291IGRpc3RyaWJ1aXIgYSBzdWEgcHVibGljYcOnw6NvIChpbmNsdWluZG8gbyByZXN1bW8pIHBvciB0b2RvIG8gbXVuZG8gbm8gZm9ybWF0byBpbXByZXNzbyBlIGVsZXRyw7RuaWNvIGUgZW0gcXVhbHF1ZXIgbWVpbywgaW5jbHVpbmRvIG9zIGZvcm1hdG9zIMOhdWRpbyBvdSB2w61kZW8uCgpWb2PDqiBkZWNsYXJhIHF1ZSBjb25oZWNlIGEgcG9sw610aWNhIGRlIGNvcHlyaWdodCBkYSBlZGl0b3JhIGRvIHNldSBkb2N1bWVudG8gZSBxdWUgY29uaGVjZSBlIGFjZWl0YSBhcyBEaXJldHJpemVzIGRvIFJJLVVGTUcuCgpWb2PDqiBjb25jb3JkYSBxdWUgbyBSZXBvc2l0w7NyaW8gSW5zdGl0dWNpb25hbCBkYSBVRk1HIHBvZGUsIHNlbSBhbHRlcmFyIG8gY29udGXDumRvLCB0cmFuc3BvciBhIHN1YSBwdWJsaWNhw6fDo28gcGFyYSBxdWFscXVlciBtZWlvIG91IGZvcm1hdG8gcGFyYSBmaW5zIGRlIHByZXNlcnZhw6fDo28uCgpWb2PDqiB0YW1iw6ltIGNvbmNvcmRhIHF1ZSBvIFJlcG9zaXTDs3JpbyBJbnN0aXR1Y2lvbmFsIGRhIFVGTUcgcG9kZSBtYW50ZXIgbWFpcyBkZSB1bWEgY8OzcGlhIGRlIHN1YSBwdWJsaWNhw6fDo28gcGFyYSBmaW5zIGRlIHNlZ3VyYW7Dp2EsIGJhY2stdXAgZSBwcmVzZXJ2YcOnw6NvLgoKVm9jw6ogZGVjbGFyYSBxdWUgYSBzdWEgcHVibGljYcOnw6NvIMOpIG9yaWdpbmFsIGUgcXVlIHZvY8OqIHRlbSBvIHBvZGVyIGRlIGNvbmNlZGVyIG9zIGRpcmVpdG9zIGNvbnRpZG9zIG5lc3RhIGxpY2Vuw6dhLiBWb2PDqiB0YW1iw6ltIGRlY2xhcmEgcXVlIG8gZGVww7NzaXRvIGRlIHN1YSBwdWJsaWNhw6fDo28gbsOjbywgcXVlIHNlamEgZGUgc2V1IGNvbmhlY2ltZW50bywgaW5mcmluZ2UgZGlyZWl0b3MgYXV0b3JhaXMgZGUgbmluZ3XDqW0uCgpDYXNvIGEgc3VhIHB1YmxpY2HDp8OjbyBjb250ZW5oYSBtYXRlcmlhbCBxdWUgdm9jw6ogbsOjbyBwb3NzdWkgYSB0aXR1bGFyaWRhZGUgZG9zIGRpcmVpdG9zIGF1dG9yYWlzLCB2b2PDqiBkZWNsYXJhIHF1ZSBvYnRldmUgYSBwZXJtaXNzw6NvIGlycmVzdHJpdGEgZG8gZGV0ZW50b3IgZG9zIGRpcmVpdG9zIGF1dG9yYWlzIHBhcmEgY29uY2VkZXIgYW8gUmVwb3NpdMOzcmlvIEluc3RpdHVjaW9uYWwgZGEgVUZNRyBvcyBkaXJlaXRvcyBhcHJlc2VudGFkb3MgbmVzdGEgbGljZW7Dp2EsIGUgcXVlIGVzc2UgbWF0ZXJpYWwgZGUgcHJvcHJpZWRhZGUgZGUgdGVyY2Vpcm9zIGVzdMOhIGNsYXJhbWVudGUgaWRlbnRpZmljYWRvIGUgcmVjb25oZWNpZG8gbm8gdGV4dG8gb3Ugbm8gY29udGXDumRvIGRhIHB1YmxpY2HDp8OjbyBvcmEgZGVwb3NpdGFkYS4KCkNBU08gQSBQVUJMSUNBw4fDg08gT1JBIERFUE9TSVRBREEgVEVOSEEgU0lETyBSRVNVTFRBRE8gREUgVU0gUEFUUk9Dw41OSU8gT1UgQVBPSU8gREUgVU1BIEFHw4pOQ0lBIERFIEZPTUVOVE8gT1UgT1VUUk8gT1JHQU5JU01PLCBWT0PDiiBERUNMQVJBIFFVRSBSRVNQRUlUT1UgVE9ET1MgRSBRVUFJU1FVRVIgRElSRUlUT1MgREUgUkVWSVPDg08gQ09NTyBUQU1Cw4lNIEFTIERFTUFJUyBPQlJJR0HDh8OVRVMgRVhJR0lEQVMgUE9SIENPTlRSQVRPIE9VIEFDT1JETy4KCk8gUmVwb3NpdMOzcmlvIEluc3RpdHVjaW9uYWwgZGEgVUZNRyBzZSBjb21wcm9tZXRlIGEgaWRlbnRpZmljYXIgY2xhcmFtZW50ZSBvIHNldSBub21lKHMpIG91IG8ocykgbm9tZXMocykgZG8ocykgZGV0ZW50b3IoZXMpIGRvcyBkaXJlaXRvcyBhdXRvcmFpcyBkYSBwdWJsaWNhw6fDo28sIGUgbsOjbyBmYXLDoSBxdWFscXVlciBhbHRlcmHDp8OjbywgYWzDqW0gZGFxdWVsYXMgY29uY2VkaWRhcyBwb3IgZXN0YSBsaWNlbsOnYS4KRepositório InstitucionalPUBhttps://repositorio.ufmg.br/oaiopendoar:2022-09-29T18:29:10Repositório Institucional da UFMG - Universidade Federal de Minas Gerais (UFMG)false
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