Attentional performance and executive functions in children with learning difficulties
Autor(a) principal: | |
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Data de Publicação: | 2011 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Psicologia (Universidade Federal do Rio Grande do Sul. Online) |
Texto Completo: | http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722011000400008 |
Resumo: | Studies have described changes in visual attention and executive function in children with developmental dyslexia. This study intended to compare the performance of children with and without learning difficulties on tasks of visual attention and executive functions. The participants were 23 students, aged between 9 and 14 years old, with a mean age of 10.8 years. They were divided into three groups: (a) with learning difficulties; (b) with dyslexia; and (c) control (without any difficulty). For the evaluation, Tests of Cancellation, Trail Making Test, Stroop Color-Word Test and Tower of London Test were used. The results indicated that children with dyslexia had the worst performance on different measures of attention and executive functions, indicating that such changes may be characteristic of the disorder and keep the deficit in the phonological component of language. |
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Psicologia (Universidade Federal do Rio Grande do Sul. Online) |
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Attentional performance and executive functions in children with learning difficultiesVisual AttentionExecutive FunctionsDyslexiaNeuropsychologyStudies have described changes in visual attention and executive function in children with developmental dyslexia. This study intended to compare the performance of children with and without learning difficulties on tasks of visual attention and executive functions. The participants were 23 students, aged between 9 and 14 years old, with a mean age of 10.8 years. They were divided into three groups: (a) with learning difficulties; (b) with dyslexia; and (c) control (without any difficulty). For the evaluation, Tests of Cancellation, Trail Making Test, Stroop Color-Word Test and Tower of London Test were used. The results indicated that children with dyslexia had the worst performance on different measures of attention and executive functions, indicating that such changes may be characteristic of the disorder and keep the deficit in the phonological component of language.Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul2011-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722011000400008Psicologia: Reflexão e Crítica v.24 n.4 2011reponame:Psicologia (Universidade Federal do Rio Grande do Sul. Online)instname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGS10.1590/S0102-79722011000400008info:eu-repo/semantics/openAccessLima,Ricardo Franco deAzoni,Cíntia Alves SalgadoCiasca,Sylvia Mariaeng2012-02-08T00:00:00Zoai:scielo:S0102-79722011000400008Revistahttps://www.scielo.br/j/prc/ONGhttps://old.scielo.br/oai/scielo-oai.phpprc@springeropen.com1678-71530102-7972opendoar:2012-02-08T00:00Psicologia (Universidade Federal do Rio Grande do Sul. Online) - Universidade Federal do Rio Grande do Sul (UFRGS)false |
dc.title.none.fl_str_mv |
Attentional performance and executive functions in children with learning difficulties |
title |
Attentional performance and executive functions in children with learning difficulties |
spellingShingle |
Attentional performance and executive functions in children with learning difficulties Lima,Ricardo Franco de Visual Attention Executive Functions Dyslexia Neuropsychology |
title_short |
Attentional performance and executive functions in children with learning difficulties |
title_full |
Attentional performance and executive functions in children with learning difficulties |
title_fullStr |
Attentional performance and executive functions in children with learning difficulties |
title_full_unstemmed |
Attentional performance and executive functions in children with learning difficulties |
title_sort |
Attentional performance and executive functions in children with learning difficulties |
author |
Lima,Ricardo Franco de |
author_facet |
Lima,Ricardo Franco de Azoni,Cíntia Alves Salgado Ciasca,Sylvia Maria |
author_role |
author |
author2 |
Azoni,Cíntia Alves Salgado Ciasca,Sylvia Maria |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Lima,Ricardo Franco de Azoni,Cíntia Alves Salgado Ciasca,Sylvia Maria |
dc.subject.por.fl_str_mv |
Visual Attention Executive Functions Dyslexia Neuropsychology |
topic |
Visual Attention Executive Functions Dyslexia Neuropsychology |
description |
Studies have described changes in visual attention and executive function in children with developmental dyslexia. This study intended to compare the performance of children with and without learning difficulties on tasks of visual attention and executive functions. The participants were 23 students, aged between 9 and 14 years old, with a mean age of 10.8 years. They were divided into three groups: (a) with learning difficulties; (b) with dyslexia; and (c) control (without any difficulty). For the evaluation, Tests of Cancellation, Trail Making Test, Stroop Color-Word Test and Tower of London Test were used. The results indicated that children with dyslexia had the worst performance on different measures of attention and executive functions, indicating that such changes may be characteristic of the disorder and keep the deficit in the phonological component of language. |
publishDate |
2011 |
dc.date.none.fl_str_mv |
2011-01-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722011000400008 |
url |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722011000400008 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
10.1590/S0102-79722011000400008 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
text/html |
dc.publisher.none.fl_str_mv |
Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul |
publisher.none.fl_str_mv |
Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul |
dc.source.none.fl_str_mv |
Psicologia: Reflexão e Crítica v.24 n.4 2011 reponame:Psicologia (Universidade Federal do Rio Grande do Sul. Online) instname:Universidade Federal do Rio Grande do Sul (UFRGS) instacron:UFRGS |
instname_str |
Universidade Federal do Rio Grande do Sul (UFRGS) |
instacron_str |
UFRGS |
institution |
UFRGS |
reponame_str |
Psicologia (Universidade Federal do Rio Grande do Sul. Online) |
collection |
Psicologia (Universidade Federal do Rio Grande do Sul. Online) |
repository.name.fl_str_mv |
Psicologia (Universidade Federal do Rio Grande do Sul. Online) - Universidade Federal do Rio Grande do Sul (UFRGS) |
repository.mail.fl_str_mv |
prc@springeropen.com |
_version_ |
1750134864788586496 |