Cognição social e funções executivas em crianças com TDAH

Detalhes bibliográficos
Autor(a) principal: Silva, Hannah Damaris Torres de Lima
Data de Publicação: 2023
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
Texto Completo: https://repositorio.ufpb.br/jspui/handle/123456789/29825
Resumo: The term Social Cognition (SC) is used to designate the set of cognitive functions, and structures responsible for the processing, as well as for the expression of social information; and has been observed as an impact factor on quality of life. They have also been observed as predictors of positive aspects of well-being: the Executive Functions (EF), these are fundamental for the competent development of self-regulation, planning and achievement of goals. These two variables, Social Cognition and Executive Functions, present profiles of atypical functioning in the presence of neurodevelopmental disorders, such as Attention Deficit/Hyperactivity Disorder (ADHD), whose main symptoms are inattention, impulsivity and hyperactivity. Given this context, a descriptive-correlational research was carried out in order to verify if there is a relationship between the three variables: ADHD, EF and CS; and whether Social Cognition may have a mediating effect on the relationship between ADHD and EF. The sample for this study was non-probabilistic, chosen by convenience, consisting of 30 individuals, aged between 5 and 8 years old, of both sexes; students regularly enrolled in public and private schools, studying between pre-school and the 4th year of elementary school. To achieve the aforementioned objective, the following tasks were used as instruments: Hearts and Flowers, Returning home, João's path and the Test of Incomplete Stories, answered by the participants, to evaluate respectively: inhibitory control, cognitive flexibility, working memory and socially skilled responses. The SNAP-IV was also used to track the core symptoms of ADHD through responses from those responsible; and the Socially Skilled Responses Questionnaire Parent Version (QRSH-Parents). The applications were carried out through virtual collection protocols, given the biosecurity measures in the face of the Covid-19 pandemic. For such collections, the survey was disseminated through social networks, enabling the voluntary participation of parents who expressed interest. Once collected, the data were analyzed for correlation, regression and mediator effect. It was possible to conclude that most items of the QRSH-Pais instrument had an impact on the CS variable; as well as that the CS variable had a mediating effect on the relationship between ADHD and EF.
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spelling Cognição social e funções executivas em crianças com TDAHCognição SocialTDAHFunções ExecutivasNeuropsicologiaSocial CognitionADHDExecutive FunctionsNeuropsychologyCNPQ::CIENCIAS HUMANAS::PSICOLOGIAThe term Social Cognition (SC) is used to designate the set of cognitive functions, and structures responsible for the processing, as well as for the expression of social information; and has been observed as an impact factor on quality of life. They have also been observed as predictors of positive aspects of well-being: the Executive Functions (EF), these are fundamental for the competent development of self-regulation, planning and achievement of goals. These two variables, Social Cognition and Executive Functions, present profiles of atypical functioning in the presence of neurodevelopmental disorders, such as Attention Deficit/Hyperactivity Disorder (ADHD), whose main symptoms are inattention, impulsivity and hyperactivity. Given this context, a descriptive-correlational research was carried out in order to verify if there is a relationship between the three variables: ADHD, EF and CS; and whether Social Cognition may have a mediating effect on the relationship between ADHD and EF. The sample for this study was non-probabilistic, chosen by convenience, consisting of 30 individuals, aged between 5 and 8 years old, of both sexes; students regularly enrolled in public and private schools, studying between pre-school and the 4th year of elementary school. To achieve the aforementioned objective, the following tasks were used as instruments: Hearts and Flowers, Returning home, João's path and the Test of Incomplete Stories, answered by the participants, to evaluate respectively: inhibitory control, cognitive flexibility, working memory and socially skilled responses. The SNAP-IV was also used to track the core symptoms of ADHD through responses from those responsible; and the Socially Skilled Responses Questionnaire Parent Version (QRSH-Parents). The applications were carried out through virtual collection protocols, given the biosecurity measures in the face of the Covid-19 pandemic. For such collections, the survey was disseminated through social networks, enabling the voluntary participation of parents who expressed interest. Once collected, the data were analyzed for correlation, regression and mediator effect. It was possible to conclude that most items of the QRSH-Pais instrument had an impact on the CS variable; as well as that the CS variable had a mediating effect on the relationship between ADHD and EF.NenhumaO termo Cognição Social (CS) é empregado para designar o conjunto de funções cognitivas, e estruturas responsáveis pelo processamento, bem como pela expressão de informações sociais; e tem sido observado como fator de impacto na qualidade de vida. Também têm sido observadas como preditoras de aspectos positivos do bem-estar: as Funções Executivas (FE), estas são fundamentais para o desenvolvimento competente de autorregulação, planejamento e consecução de objetivos. Essas duas variáveis, Cognição Social e Funções Executivas, apresentam perfis de funcionamento atípico em presença de transtornos do neurodesenvolvimento, como o Transtorno de Déficit de Atenção/Hiperatividade (TDAH), cujos principais sintomas são a desatenção, a impulsividade e a hiperatividade. Diante deste contexto, foi realizada uma pesquisa descritiva-correlacional a fim de verificar se há relação entre as três variáveis: TDAH, FE e CS; e se a Cognição Social pode ter efeito mediador na relação entre TDAH e FE. A amostra para este estudo foi não probabilística, elegida por conveniência, sendo composta por 30 indivíduos, com idades entre 5 e 8 anos, de ambos os sexos; estudantes regularmente matriculados em escolas públicas e privadas, cursando entre a pré-escola e o 4º ano do ensino fundamental. Para atingir o objetivo supracitado, foram empregados como instrumentos as tarefas: Corações e Flores, Voltando para casa, O caminho de João e o Teste das Histórias Incompletas, respondidas pelos participantes, para avaliar respectivamente: controle inibitório, flexibilidade cognitiva, memória de trabalho e respostas socialmente habilidosas. Também foi utilizado o SNAP- IV para rastreio dos sintomas nucleares do TDAH por meio das respostas dos responsáveis; e o Questionário de Respostas Socialmente Habilidosas Versão para Pais (QRSH-Pais). As aplicações foram realizadas através de protocolos de coleta virtuais, dadas as medidas de biossegurança diante da pandemia do Covid-19. Para tais coletas a pesquisa foi divulgada através de redes socais, viabilizando a participação voluntária de pais, que manifestaram interesse. Uma vez coletados os dados foram analisados quanto à correlação, regressão e efeito mediador. Foi possível concluir que a maioria dos itens do instrumento QRSH-Pais teve impacto sobre a varável CS; bem como que a variável CS teve efeito mediador na relação entre TDAH e FE.Universidade Federal da ParaíbaBrasilPsicologiaPrograma de Pós-Graduação em Neurociência Cognitiva e ComportamentoUFPBMinervino, Carla Alexandra da Silva Moitahttp://lattes.cnpq.br/2458875511918628Silva, Hannah Damaris Torres de Lima2024-03-11T12:14:29Z2023-06-292024-03-11T12:14:29Z2023-03-30info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesishttps://repositorio.ufpb.br/jspui/handle/123456789/29825porAttribution-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nd/3.0/br/info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFPBinstname:Universidade Federal da Paraíba (UFPB)instacron:UFPB2024-03-12T06:07:30Zoai:repositorio.ufpb.br:123456789/29825Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufpb.br/PUBhttp://tede.biblioteca.ufpb.br:8080/oai/requestdiretoria@ufpb.br|| diretoria@ufpb.bropendoar:2024-03-12T06:07:30Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)false
dc.title.none.fl_str_mv Cognição social e funções executivas em crianças com TDAH
title Cognição social e funções executivas em crianças com TDAH
spellingShingle Cognição social e funções executivas em crianças com TDAH
Silva, Hannah Damaris Torres de Lima
Cognição Social
TDAH
Funções Executivas
Neuropsicologia
Social Cognition
ADHD
Executive Functions
Neuropsychology
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA
title_short Cognição social e funções executivas em crianças com TDAH
title_full Cognição social e funções executivas em crianças com TDAH
title_fullStr Cognição social e funções executivas em crianças com TDAH
title_full_unstemmed Cognição social e funções executivas em crianças com TDAH
title_sort Cognição social e funções executivas em crianças com TDAH
author Silva, Hannah Damaris Torres de Lima
author_facet Silva, Hannah Damaris Torres de Lima
author_role author
dc.contributor.none.fl_str_mv Minervino, Carla Alexandra da Silva Moita
http://lattes.cnpq.br/2458875511918628
dc.contributor.author.fl_str_mv Silva, Hannah Damaris Torres de Lima
dc.subject.por.fl_str_mv Cognição Social
TDAH
Funções Executivas
Neuropsicologia
Social Cognition
ADHD
Executive Functions
Neuropsychology
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA
topic Cognição Social
TDAH
Funções Executivas
Neuropsicologia
Social Cognition
ADHD
Executive Functions
Neuropsychology
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA
description The term Social Cognition (SC) is used to designate the set of cognitive functions, and structures responsible for the processing, as well as for the expression of social information; and has been observed as an impact factor on quality of life. They have also been observed as predictors of positive aspects of well-being: the Executive Functions (EF), these are fundamental for the competent development of self-regulation, planning and achievement of goals. These two variables, Social Cognition and Executive Functions, present profiles of atypical functioning in the presence of neurodevelopmental disorders, such as Attention Deficit/Hyperactivity Disorder (ADHD), whose main symptoms are inattention, impulsivity and hyperactivity. Given this context, a descriptive-correlational research was carried out in order to verify if there is a relationship between the three variables: ADHD, EF and CS; and whether Social Cognition may have a mediating effect on the relationship between ADHD and EF. The sample for this study was non-probabilistic, chosen by convenience, consisting of 30 individuals, aged between 5 and 8 years old, of both sexes; students regularly enrolled in public and private schools, studying between pre-school and the 4th year of elementary school. To achieve the aforementioned objective, the following tasks were used as instruments: Hearts and Flowers, Returning home, João's path and the Test of Incomplete Stories, answered by the participants, to evaluate respectively: inhibitory control, cognitive flexibility, working memory and socially skilled responses. The SNAP-IV was also used to track the core symptoms of ADHD through responses from those responsible; and the Socially Skilled Responses Questionnaire Parent Version (QRSH-Parents). The applications were carried out through virtual collection protocols, given the biosecurity measures in the face of the Covid-19 pandemic. For such collections, the survey was disseminated through social networks, enabling the voluntary participation of parents who expressed interest. Once collected, the data were analyzed for correlation, regression and mediator effect. It was possible to conclude that most items of the QRSH-Pais instrument had an impact on the CS variable; as well as that the CS variable had a mediating effect on the relationship between ADHD and EF.
publishDate 2023
dc.date.none.fl_str_mv 2023-06-29
2023-03-30
2024-03-11T12:14:29Z
2024-03-11T12:14:29Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/masterThesis
format masterThesis
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://repositorio.ufpb.br/jspui/handle/123456789/29825
url https://repositorio.ufpb.br/jspui/handle/123456789/29825
dc.language.iso.fl_str_mv por
language por
dc.rights.driver.fl_str_mv Attribution-NoDerivs 3.0 Brazil
http://creativecommons.org/licenses/by-nd/3.0/br/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Attribution-NoDerivs 3.0 Brazil
http://creativecommons.org/licenses/by-nd/3.0/br/
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Universidade Federal da Paraíba
Brasil
Psicologia
Programa de Pós-Graduação em Neurociência Cognitiva e Comportamento
UFPB
publisher.none.fl_str_mv Universidade Federal da Paraíba
Brasil
Psicologia
Programa de Pós-Graduação em Neurociência Cognitiva e Comportamento
UFPB
dc.source.none.fl_str_mv reponame:Biblioteca Digital de Teses e Dissertações da UFPB
instname:Universidade Federal da Paraíba (UFPB)
instacron:UFPB
instname_str Universidade Federal da Paraíba (UFPB)
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institution UFPB
reponame_str Biblioteca Digital de Teses e Dissertações da UFPB
collection Biblioteca Digital de Teses e Dissertações da UFPB
repository.name.fl_str_mv Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)
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