Validity Evidences of Luria-Nebraska Test for Children:: Relations with Education and Intelligence

Detalhes bibliográficos
Autor(a) principal: Silvestrin, Mateus
Data de Publicação: 2016
Outros Autores: Lima, Ricardo Franco de, Lima, Fernanda, Crenitte, Patrícia Abreu Pinheiro, Ciasca, Sylvia Maria
Tipo de documento: Artigo
Idioma: por
Título da fonte: Psicologia (Universidade de Brasília. Online)
Texto Completo: https://periodicos.unb.br/index.php/revistaptp/article/view/18056
Resumo: This study sought evidences of validity of the Luria-Nebraska Test for Children (TLN-C) in its relation toeducation and intelligence. The participants were 120 children with learning difficulties (2st to 6th grades) assessed with theTLN-C and the Wechsler Intelligence Scale for Children-Third Revision. Results showed influence of education and intellectualperformance on the TLN-C total score and Rhythm, Visual Skill, Motor Skill, Writing, Reading, Mathematical Reasoning andImmediate Memory subtests. The results allowed to differentiate between performance of children of the 2nd and 3rd gradesfrom that of children from others school years, and the performance of intellectually disabled children from that of childrenwith other intellectual levels. Positive and significant correlations were obtained between TLN-C scores and the WISC totalscore of intelligence. The instrument was adequate for differentiating performance by education and intelligence..
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spelling Validity Evidences of Luria-Nebraska Test for Children:: Relations with Education and IntelligenceEvidências de Validade do Teste Luria-Nebraska para Crianças:: Relações com Escolaridade e InteligênciaNeuropsicologia; PsicometriaNeuropsicologiaAvaliaçãoCogniçãoValidaçãoNeuropsychologyAssessmentCognitionValidityThis study sought evidences of validity of the Luria-Nebraska Test for Children (TLN-C) in its relation toeducation and intelligence. The participants were 120 children with learning difficulties (2st to 6th grades) assessed with theTLN-C and the Wechsler Intelligence Scale for Children-Third Revision. Results showed influence of education and intellectualperformance on the TLN-C total score and Rhythm, Visual Skill, Motor Skill, Writing, Reading, Mathematical Reasoning andImmediate Memory subtests. The results allowed to differentiate between performance of children of the 2nd and 3rd gradesfrom that of children from others school years, and the performance of intellectually disabled children from that of childrenwith other intellectual levels. Positive and significant correlations were obtained between TLN-C scores and the WISC totalscore of intelligence. The instrument was adequate for differentiating performance by education and intelligence..Objetivou-se obter evidências de validade do Teste Luria-Nebraska para Crianças (TLN-C) em sua relação com a escolaridade e inteligência. Participaram 120 crianças com dificuldades escolares (1ª à 5ª série) avaliados com o TLN-C e a Escala de Inteligência Wechsler para Crianças. Os resultados evidenciaram influência da escolaridade e desempenho intelectual no escore total do TLN-C e subtestes Ritmo, Habilidade Motora, Habilidade Visual, Escrita, Leitura, Raciocínio Matemático e Memória Imediata, diferenciando principalmente os dois primeiros anos escolares e o nível intelectualmente deficiente dos demais. Foram encontradas correlações positivas e significativas entre os escores do TLN-C e o quociente de inteligência total da WISC, mesmo quando controlado efeito da idade. O instrumento mostrou-se adequado para diferenciar desempenho por escolaridade e inteligência.Instituto de Psicologia - Universidade de Brasília2016-02-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.unb.br/index.php/revistaptp/article/view/18056Psicologia: Teoria e Pesquisa; Vol. 31 No. 4 (2015): Revista Psicologia: teoria e pesquisa; 461-469Psicologia: Teoria e Pesquisa; Vol. 31 Núm. 4 (2015): Revista Psicologia: teoria e pesquisa; 461-469Psicologia: Teoria e Pesquisa; Vol. 31 No. 4 (2015): Revista Psicologia: teoria e pesquisa; 461-469Psicologia: Teoria e Pesquisa; v. 31 n. 4 (2015): Revista Psicologia: teoria e pesquisa; 461-4691806-34460102-3772reponame:Psicologia (Universidade de Brasília. Online)instname:Universidade de Brasília (UnB)instacron:UNBporhttps://periodicos.unb.br/index.php/revistaptp/article/view/18056/16552https://periodicos.unb.br/index.php/revistaptp/article/view/18056/17344Silvestrin, MateusLima, Ricardo Franco deLima, FernandaCrenitte, Patrícia Abreu PinheiroCiasca, Sylvia Mariainfo:eu-repo/semantics/openAccess2018-11-01T14:54:16Zoai:ojs.pkp.sfu.ca:article/18056Revistahttps://periodicos.unb.br/index.php/revistaptp/indexPUBhttps://periodicos.unb.br/index.php/revistaptp/oairevistaptp@gmail.com1806-34460102-3772opendoar:2018-11-01T14:54:16Psicologia (Universidade de Brasília. Online) - Universidade de Brasília (UnB)false
dc.title.none.fl_str_mv Validity Evidences of Luria-Nebraska Test for Children:: Relations with Education and Intelligence
Evidências de Validade do Teste Luria-Nebraska para Crianças:: Relações com Escolaridade e Inteligência
title Validity Evidences of Luria-Nebraska Test for Children:: Relations with Education and Intelligence
spellingShingle Validity Evidences of Luria-Nebraska Test for Children:: Relations with Education and Intelligence
Silvestrin, Mateus
Neuropsicologia; Psicometria
Neuropsicologia
Avaliação
Cognição
Validação
Neuropsychology
Assessment
Cognition
Validity
title_short Validity Evidences of Luria-Nebraska Test for Children:: Relations with Education and Intelligence
title_full Validity Evidences of Luria-Nebraska Test for Children:: Relations with Education and Intelligence
title_fullStr Validity Evidences of Luria-Nebraska Test for Children:: Relations with Education and Intelligence
title_full_unstemmed Validity Evidences of Luria-Nebraska Test for Children:: Relations with Education and Intelligence
title_sort Validity Evidences of Luria-Nebraska Test for Children:: Relations with Education and Intelligence
author Silvestrin, Mateus
author_facet Silvestrin, Mateus
Lima, Ricardo Franco de
Lima, Fernanda
Crenitte, Patrícia Abreu Pinheiro
Ciasca, Sylvia Maria
author_role author
author2 Lima, Ricardo Franco de
Lima, Fernanda
Crenitte, Patrícia Abreu Pinheiro
Ciasca, Sylvia Maria
author2_role author
author
author
author
dc.contributor.author.fl_str_mv Silvestrin, Mateus
Lima, Ricardo Franco de
Lima, Fernanda
Crenitte, Patrícia Abreu Pinheiro
Ciasca, Sylvia Maria
dc.subject.por.fl_str_mv Neuropsicologia; Psicometria
Neuropsicologia
Avaliação
Cognição
Validação
Neuropsychology
Assessment
Cognition
Validity
topic Neuropsicologia; Psicometria
Neuropsicologia
Avaliação
Cognição
Validação
Neuropsychology
Assessment
Cognition
Validity
description This study sought evidences of validity of the Luria-Nebraska Test for Children (TLN-C) in its relation toeducation and intelligence. The participants were 120 children with learning difficulties (2st to 6th grades) assessed with theTLN-C and the Wechsler Intelligence Scale for Children-Third Revision. Results showed influence of education and intellectualperformance on the TLN-C total score and Rhythm, Visual Skill, Motor Skill, Writing, Reading, Mathematical Reasoning andImmediate Memory subtests. The results allowed to differentiate between performance of children of the 2nd and 3rd gradesfrom that of children from others school years, and the performance of intellectually disabled children from that of childrenwith other intellectual levels. Positive and significant correlations were obtained between TLN-C scores and the WISC totalscore of intelligence. The instrument was adequate for differentiating performance by education and intelligence..
publishDate 2016
dc.date.none.fl_str_mv 2016-02-22
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.unb.br/index.php/revistaptp/article/view/18056
url https://periodicos.unb.br/index.php/revistaptp/article/view/18056
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.unb.br/index.php/revistaptp/article/view/18056/16552
https://periodicos.unb.br/index.php/revistaptp/article/view/18056/17344
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Instituto de Psicologia - Universidade de Brasília
publisher.none.fl_str_mv Instituto de Psicologia - Universidade de Brasília
dc.source.none.fl_str_mv Psicologia: Teoria e Pesquisa; Vol. 31 No. 4 (2015): Revista Psicologia: teoria e pesquisa; 461-469
Psicologia: Teoria e Pesquisa; Vol. 31 Núm. 4 (2015): Revista Psicologia: teoria e pesquisa; 461-469
Psicologia: Teoria e Pesquisa; Vol. 31 No. 4 (2015): Revista Psicologia: teoria e pesquisa; 461-469
Psicologia: Teoria e Pesquisa; v. 31 n. 4 (2015): Revista Psicologia: teoria e pesquisa; 461-469
1806-3446
0102-3772
reponame:Psicologia (Universidade de Brasília. Online)
instname:Universidade de Brasília (UnB)
instacron:UNB
instname_str Universidade de Brasília (UnB)
instacron_str UNB
institution UNB
reponame_str Psicologia (Universidade de Brasília. Online)
collection Psicologia (Universidade de Brasília. Online)
repository.name.fl_str_mv Psicologia (Universidade de Brasília. Online) - Universidade de Brasília (UnB)
repository.mail.fl_str_mv revistaptp@gmail.com
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