A memória de curto prazo e a síndrome de down: a relação entre contextos de desenvolvimento
Autor(a) principal: | |
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Data de Publicação: | 2011 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFRN |
Texto Completo: | https://repositorio.ufrn.br/jspui/handle/123456789/17218 |
Resumo: | Down syndrome (DS) is one of the most frequent causes of intellectual disability, affecting one in every 600 to 1000 live births. Studies have demonstrated that people with DS have a lower capacity for short-term memory (STM) and working memory (WM), which affects their capability to learn new words and to follow spoken instructions, specially when they involve multiple information or consecutive orders/orientations. It seems that the basis of the learning process, as it happens with language and mathematics comprehension and reasoning, relies in the STM and WM systems. Individuals with DS are increasingly included in mainstream education, and yet, very few researches have been conducted to investigate the influence of memory development and the type of enrollment (regular school and special school). This study investigated the relationship between the type of school enrollment with the performance on STM tests and also, the relationship of this performance with early stimulation (ES). The tests used in the first research were the digit span, free recall, word recognition and subtests of the Wechsler Intelligence Scale for Children Third Edition (WISC-III). Individuals enrolled in the regular schools group had higher scores on the digit span test and the subtests of the WISC-III. In the free recall and recognition tests, no differences were found. This study indicates that the type of enrollment might influence the memory development of individuals with DS and clearly points the need for future investigations. In the second research, the tests used were the digit span, free word recall and subtests of the WISC-III. The test results showed better performance by adults that received ES before six months of age. The studies showed improvement in STM both in people who attended or were attending regular school, as well as those who benefited from ES before six months of age. However, some issues still need to be better understood. What is the relation between this stimulation with the individual s education? Since ES may reflect a greater family involvement with the individual, what is the role of emotional components derived from this involvement in the cognitive improvement? These and other questions are part of the continuity of this study |
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Lima, Susana Maria Cardoso da Costahttp://lattes.cnpq.br/7722985787950295http://lattes.cnpq.br/0101190051087933Santos, Flávia Heloisa dosSANTOS, Flávia Heloisa dosRibeiro, Alessandra Mussihttp://lattes.cnpq.br/7373640456805525Lopes, Fívia de Araújohttp://lattes.cnpq.br/2583445528542625Barbosa, Flávio Freitashttp://lattes.cnpq.br/3611261597113820Silva, Regina Helena da2014-12-17T15:36:37Z2012-08-282014-12-17T15:36:37Z2011-08-19LIMA, Susana Maria Cardoso da Costa. A memória de curto prazo e a síndrome de down: a relação entre contextos de desenvolvimento. 2011. 88 f. Tese (Doutorado em Estudos de Comportamento; Psicologia Fisiológica) - Universidade Federal do Rio Grande do Norte, Natal, 2011.https://repositorio.ufrn.br/jspui/handle/123456789/17218Down syndrome (DS) is one of the most frequent causes of intellectual disability, affecting one in every 600 to 1000 live births. Studies have demonstrated that people with DS have a lower capacity for short-term memory (STM) and working memory (WM), which affects their capability to learn new words and to follow spoken instructions, specially when they involve multiple information or consecutive orders/orientations. It seems that the basis of the learning process, as it happens with language and mathematics comprehension and reasoning, relies in the STM and WM systems. Individuals with DS are increasingly included in mainstream education, and yet, very few researches have been conducted to investigate the influence of memory development and the type of enrollment (regular school and special school). This study investigated the relationship between the type of school enrollment with the performance on STM tests and also, the relationship of this performance with early stimulation (ES). The tests used in the first research were the digit span, free recall, word recognition and subtests of the Wechsler Intelligence Scale for Children Third Edition (WISC-III). Individuals enrolled in the regular schools group had higher scores on the digit span test and the subtests of the WISC-III. In the free recall and recognition tests, no differences were found. This study indicates that the type of enrollment might influence the memory development of individuals with DS and clearly points the need for future investigations. In the second research, the tests used were the digit span, free word recall and subtests of the WISC-III. The test results showed better performance by adults that received ES before six months of age. The studies showed improvement in STM both in people who attended or were attending regular school, as well as those who benefited from ES before six months of age. However, some issues still need to be better understood. What is the relation between this stimulation with the individual s education? Since ES may reflect a greater family involvement with the individual, what is the role of emotional components derived from this involvement in the cognitive improvement? These and other questions are part of the continuity of this studyA síndrome de Down é uma das causas mais freqüentes da deficiência intelectual, afetando um a cada 600 a 1.000 bebês nascidos vivos. Estudos demonstram que pessoas com síndrome de Down (SD) apresentam uma menor capacidade de memória de curto prazo (MCP) e memória operacional (MO), que são apontadas como possível base dos processos de aprendizagem. Os indivíduos com SD são cada vez mais incluídos no sistema regular de ensino, e, no entanto, poucas pesquisas foram realizadas para investigar a influência do contexto escolar no desenvolvimento da memória nesses indivíduos. Nesse sentido, esse estudo buscou investigar a relação da escolar regular e da escola especial com o desempenho nos testes para MCP, assim como a relação desse desempenho com a estimulação precoce (EP). Duas pesquisas foram realizadas. Os testes utilizados na primeira pesquisa foram o span de dígito, o de recordação livre e de reconhecimento de palavras, e subtestes da Escala Wechsler de Inteligência para Crianças terceira edição (WISC-III). Os indivíduos matriculados na escola regular obtiveram maiores pontuações no teste de span de dígito e nos subtestes do WISC-III. Nos testes de recordação livre e de reconhecimento de palavras nenhuma diferença foi encontrada. Este estudo indicou que o contexto escolar pode influir no desenvolvimento da memória dos indivíduos com SD e aponta para a necessidade de futuras investigações. A segunda pesquisa investigou os efeitos da EP e os testes realizados foram o span de dígito, a recordação livre de palavras e subtestes do WISC-III. Os resultados dos testes evidenciaram melhor desempenho na fase adulta das pessoas que receberam EP antes dos seis meses de idade. Os dois trabalhos demonstraram melhora na MCP tanto nas pessoas que freqüentaram ou freqüentavam a escola regular, como aquelas que se beneficiaram da EP antes dos seis meses de idade. Entretanto, algumas questões ainda precisam ser aprofundadas. Qual a relação dessa estimulação com a escolarização do indivíduo? Uma vez que estimulação precoce pode refletir maior envolvimento familiar com o indivíduo, qual o papel dos componentes emocionais resultantes desse envolvimento na melhora cognitiva? Essas e outras questões fazem parte da continuidade desse estudoapplication/pdfporUniversidade Federal do Rio Grande do NortePrograma de Pós-Graduação em PsicobiologiaUFRNBREstudos de Comportamento; Psicologia FisiológicaMemóriaSíndrome de downDeficiência intelectualMemoryDown syndromeIntellectual disabilityCNPQ::CIENCIAS BIOLOGICAS::BIOLOGIA GERALA memória de curto prazo e a síndrome de down: a relação entre contextos de desenvolvimentoinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFRNinstname:Universidade Federal do Rio Grande do Norte (UFRN)instacron:UFRNORIGINALSusanaMCCL_TESE.pdfapplication/pdf1227375https://repositorio.ufrn.br/bitstream/123456789/17218/1/SusanaMCCL_TESE.pdf6eb36827ecd28243c12421ecff276fbdMD51TEXTSusanaMCCL_TESE.pdf.txtSusanaMCCL_TESE.pdf.txtExtracted texttext/plain122584https://repositorio.ufrn.br/bitstream/123456789/17218/6/SusanaMCCL_TESE.pdf.txt1cbc2809beb664f70c1288d3e50354dfMD56THUMBNAILSusanaMCCL_TESE.pdf.jpgSusanaMCCL_TESE.pdf.jpgIM Thumbnailimage/jpeg1795https://repositorio.ufrn.br/bitstream/123456789/17218/7/SusanaMCCL_TESE.pdf.jpgafc47f90ee93b1ed0822a50dc3d160c0MD57123456789/172182017-11-04 15:34:17.717oai:https://repositorio.ufrn.br:123456789/17218Repositório de PublicaçõesPUBhttp://repositorio.ufrn.br/oai/opendoar:2017-11-04T18:34:17Repositório Institucional da UFRN - Universidade Federal do Rio Grande do Norte (UFRN)false |
dc.title.por.fl_str_mv |
A memória de curto prazo e a síndrome de down: a relação entre contextos de desenvolvimento |
title |
A memória de curto prazo e a síndrome de down: a relação entre contextos de desenvolvimento |
spellingShingle |
A memória de curto prazo e a síndrome de down: a relação entre contextos de desenvolvimento Lima, Susana Maria Cardoso da Costa Memória Síndrome de down Deficiência intelectual Memory Down syndrome Intellectual disability CNPQ::CIENCIAS BIOLOGICAS::BIOLOGIA GERAL |
title_short |
A memória de curto prazo e a síndrome de down: a relação entre contextos de desenvolvimento |
title_full |
A memória de curto prazo e a síndrome de down: a relação entre contextos de desenvolvimento |
title_fullStr |
A memória de curto prazo e a síndrome de down: a relação entre contextos de desenvolvimento |
title_full_unstemmed |
A memória de curto prazo e a síndrome de down: a relação entre contextos de desenvolvimento |
title_sort |
A memória de curto prazo e a síndrome de down: a relação entre contextos de desenvolvimento |
author |
Lima, Susana Maria Cardoso da Costa |
author_facet |
Lima, Susana Maria Cardoso da Costa |
author_role |
author |
dc.contributor.authorID.por.fl_str_mv |
|
dc.contributor.authorLattes.por.fl_str_mv |
http://lattes.cnpq.br/7722985787950295 |
dc.contributor.advisorID.por.fl_str_mv |
|
dc.contributor.advisorLattes.por.fl_str_mv |
http://lattes.cnpq.br/0101190051087933 |
dc.contributor.referees1.pt_BR.fl_str_mv |
Santos, Flávia Heloisa dos |
dc.contributor.referees1ID.por.fl_str_mv |
|
dc.contributor.referees1Lattes.por.fl_str_mv |
SANTOS, Flávia Heloisa dos |
dc.contributor.referees2.pt_BR.fl_str_mv |
Ribeiro, Alessandra Mussi |
dc.contributor.referees2ID.por.fl_str_mv |
|
dc.contributor.referees2Lattes.por.fl_str_mv |
http://lattes.cnpq.br/7373640456805525 |
dc.contributor.referees3.pt_BR.fl_str_mv |
Lopes, Fívia de Araújo |
dc.contributor.referees3ID.por.fl_str_mv |
|
dc.contributor.referees3Lattes.por.fl_str_mv |
http://lattes.cnpq.br/2583445528542625 |
dc.contributor.referees4.pt_BR.fl_str_mv |
Barbosa, Flávio Freitas |
dc.contributor.referees4ID.por.fl_str_mv |
|
dc.contributor.referees4Lattes.por.fl_str_mv |
http://lattes.cnpq.br/3611261597113820 |
dc.contributor.author.fl_str_mv |
Lima, Susana Maria Cardoso da Costa |
dc.contributor.advisor1.fl_str_mv |
Silva, Regina Helena da |
contributor_str_mv |
Silva, Regina Helena da |
dc.subject.por.fl_str_mv |
Memória Síndrome de down Deficiência intelectual |
topic |
Memória Síndrome de down Deficiência intelectual Memory Down syndrome Intellectual disability CNPQ::CIENCIAS BIOLOGICAS::BIOLOGIA GERAL |
dc.subject.eng.fl_str_mv |
Memory Down syndrome Intellectual disability |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS BIOLOGICAS::BIOLOGIA GERAL |
description |
Down syndrome (DS) is one of the most frequent causes of intellectual disability, affecting one in every 600 to 1000 live births. Studies have demonstrated that people with DS have a lower capacity for short-term memory (STM) and working memory (WM), which affects their capability to learn new words and to follow spoken instructions, specially when they involve multiple information or consecutive orders/orientations. It seems that the basis of the learning process, as it happens with language and mathematics comprehension and reasoning, relies in the STM and WM systems. Individuals with DS are increasingly included in mainstream education, and yet, very few researches have been conducted to investigate the influence of memory development and the type of enrollment (regular school and special school). This study investigated the relationship between the type of school enrollment with the performance on STM tests and also, the relationship of this performance with early stimulation (ES). The tests used in the first research were the digit span, free recall, word recognition and subtests of the Wechsler Intelligence Scale for Children Third Edition (WISC-III). Individuals enrolled in the regular schools group had higher scores on the digit span test and the subtests of the WISC-III. In the free recall and recognition tests, no differences were found. This study indicates that the type of enrollment might influence the memory development of individuals with DS and clearly points the need for future investigations. In the second research, the tests used were the digit span, free word recall and subtests of the WISC-III. The test results showed better performance by adults that received ES before six months of age. The studies showed improvement in STM both in people who attended or were attending regular school, as well as those who benefited from ES before six months of age. However, some issues still need to be better understood. What is the relation between this stimulation with the individual s education? Since ES may reflect a greater family involvement with the individual, what is the role of emotional components derived from this involvement in the cognitive improvement? These and other questions are part of the continuity of this study |
publishDate |
2011 |
dc.date.issued.fl_str_mv |
2011-08-19 |
dc.date.available.fl_str_mv |
2012-08-28 2014-12-17T15:36:37Z |
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2014-12-17T15:36:37Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
LIMA, Susana Maria Cardoso da Costa. A memória de curto prazo e a síndrome de down: a relação entre contextos de desenvolvimento. 2011. 88 f. Tese (Doutorado em Estudos de Comportamento; Psicologia Fisiológica) - Universidade Federal do Rio Grande do Norte, Natal, 2011. |
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https://repositorio.ufrn.br/jspui/handle/123456789/17218 |
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LIMA, Susana Maria Cardoso da Costa. A memória de curto prazo e a síndrome de down: a relação entre contextos de desenvolvimento. 2011. 88 f. Tese (Doutorado em Estudos de Comportamento; Psicologia Fisiológica) - Universidade Federal do Rio Grande do Norte, Natal, 2011. |
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https://repositorio.ufrn.br/jspui/handle/123456789/17218 |
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Universidade Federal do Rio Grande do Norte |
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