Cognição Numérica em Crianças com Transtornos Específicos de Aprendizagem

Detalhes bibliográficos
Autor(a) principal: Da Silva, Paulo Adilson [UNESP]
Data de Publicação: 2015
Outros Autores: Ribeiro, Fabiana Silva, Santos, Flávia Heloísa [UNESP]
Tipo de documento: Artigo
Idioma: por
Título da fonte: Repositório Institucional da UNESP
Texto Completo: http://dx.doi.org/10.9788/TP2015.1-13
http://hdl.handle.net/11449/227981
Resumo: The aim of this study was to investigate the development of specific domains of Numerical Cognition (Number Sense - NS, Number Comprehension - NC, Number Production - NP, and Calculation - CA) in Brazilian children with Specific Learning Disorders. The study included 72 children (36 boys), from 9- to 10-years-old, enrolled in 4th and 5th years of elementary school of public schools at countryside of Sao Paulo State, Brazil. They were divided into three groups: control (CT, N = 42), Developmental Dyslexia (DL, N = 11) and Developmental Dyscalculia combined with dyslexia (DDc, N = 19). All participants had intellectual level within the normal range, however, children from the last two groups had Learning Disorders classified by School Achievement Test - TDE (Stein, 1994) and DDc children received necessarily classification as 'inferior' in Arithmetic Test of TDE. The children did not differ in NS. DL and DDc children showed slight deficits in NC. However, DDc children had moderate in NP and mild to moderate deficits in CA, which indicates a more generalized impairment in Numerical Cognition. Furthermore, DDc children showed discrepancy in Numerical Cognition performance when compared to the other groups. Thus, children with Learning Disorders showed different performances in Numerical Cognition, although both groups had preserved SN, DDc children showed higher deficits and discrepancy in relation DL and typically developing children.
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spelling Cognição Numérica em Crianças com Transtornos Específicos de AprendizagemNumerical cognition in children with specific learning disabilitiesChildrenDevelopmental DyscalculiaDevelopmental DyslexiaNumerical CognitionSpecific learning disabilitiesThe aim of this study was to investigate the development of specific domains of Numerical Cognition (Number Sense - NS, Number Comprehension - NC, Number Production - NP, and Calculation - CA) in Brazilian children with Specific Learning Disorders. The study included 72 children (36 boys), from 9- to 10-years-old, enrolled in 4th and 5th years of elementary school of public schools at countryside of Sao Paulo State, Brazil. They were divided into three groups: control (CT, N = 42), Developmental Dyslexia (DL, N = 11) and Developmental Dyscalculia combined with dyslexia (DDc, N = 19). All participants had intellectual level within the normal range, however, children from the last two groups had Learning Disorders classified by School Achievement Test - TDE (Stein, 1994) and DDc children received necessarily classification as 'inferior' in Arithmetic Test of TDE. The children did not differ in NS. DL and DDc children showed slight deficits in NC. However, DDc children had moderate in NP and mild to moderate deficits in CA, which indicates a more generalized impairment in Numerical Cognition. Furthermore, DDc children showed discrepancy in Numerical Cognition performance when compared to the other groups. Thus, children with Learning Disorders showed different performances in Numerical Cognition, although both groups had preserved SN, DDc children showed higher deficits and discrepancy in relation DL and typically developing children.Universidade Estadual Paulista Júlio de MesquitaEscola de Psicologia, Universidade do MinhoUniversidade Estadual Paulista Júlio de Mesquita Filho, Programa de Pós-Graduação em Psicologia do Desenvolvimento e Aprendizagem, Campus Bauru, Av. Engenheiro Luiz Edmundo Carrijo Coube, 14-01Departamento de Psicologia Básica, Universidade do MinhoUniversidade Estadual Paulista Júlio de MesquitaUniversidade Estadual Paulista Júlio de Mesquita Filho, Programa de Pós-Graduação em Psicologia do Desenvolvimento e Aprendizagem, Campus Bauru, Av. Engenheiro Luiz Edmundo Carrijo Coube, 14-01Universidade Estadual Paulista (UNESP)Escola de Psicologia, Universidade do MinhoDa Silva, Paulo Adilson [UNESP]Ribeiro, Fabiana SilvaSantos, Flávia Heloísa [UNESP]2022-04-29T07:26:02Z2022-04-29T07:26:02Z2015-01-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article197-210http://dx.doi.org/10.9788/TP2015.1-13Temas em Psicologia, v. 23, n. 1, p. 197-210, 2015.2175-36521413-389Xhttp://hdl.handle.net/11449/22798110.9788/TP2015.1-132-s2.0-84930337682Scopusreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporTemas em Psicologiainfo:eu-repo/semantics/openAccess2024-04-29T15:53:55Zoai:repositorio.unesp.br:11449/227981Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-05T18:59:38.567308Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false
dc.title.none.fl_str_mv Cognição Numérica em Crianças com Transtornos Específicos de Aprendizagem
Numerical cognition in children with specific learning disabilities
title Cognição Numérica em Crianças com Transtornos Específicos de Aprendizagem
spellingShingle Cognição Numérica em Crianças com Transtornos Específicos de Aprendizagem
Da Silva, Paulo Adilson [UNESP]
Children
Developmental Dyscalculia
Developmental Dyslexia
Numerical Cognition
Specific learning disabilities
title_short Cognição Numérica em Crianças com Transtornos Específicos de Aprendizagem
title_full Cognição Numérica em Crianças com Transtornos Específicos de Aprendizagem
title_fullStr Cognição Numérica em Crianças com Transtornos Específicos de Aprendizagem
title_full_unstemmed Cognição Numérica em Crianças com Transtornos Específicos de Aprendizagem
title_sort Cognição Numérica em Crianças com Transtornos Específicos de Aprendizagem
author Da Silva, Paulo Adilson [UNESP]
author_facet Da Silva, Paulo Adilson [UNESP]
Ribeiro, Fabiana Silva
Santos, Flávia Heloísa [UNESP]
author_role author
author2 Ribeiro, Fabiana Silva
Santos, Flávia Heloísa [UNESP]
author2_role author
author
dc.contributor.none.fl_str_mv Universidade Estadual Paulista (UNESP)
Escola de Psicologia, Universidade do Minho
dc.contributor.author.fl_str_mv Da Silva, Paulo Adilson [UNESP]
Ribeiro, Fabiana Silva
Santos, Flávia Heloísa [UNESP]
dc.subject.por.fl_str_mv Children
Developmental Dyscalculia
Developmental Dyslexia
Numerical Cognition
Specific learning disabilities
topic Children
Developmental Dyscalculia
Developmental Dyslexia
Numerical Cognition
Specific learning disabilities
description The aim of this study was to investigate the development of specific domains of Numerical Cognition (Number Sense - NS, Number Comprehension - NC, Number Production - NP, and Calculation - CA) in Brazilian children with Specific Learning Disorders. The study included 72 children (36 boys), from 9- to 10-years-old, enrolled in 4th and 5th years of elementary school of public schools at countryside of Sao Paulo State, Brazil. They were divided into three groups: control (CT, N = 42), Developmental Dyslexia (DL, N = 11) and Developmental Dyscalculia combined with dyslexia (DDc, N = 19). All participants had intellectual level within the normal range, however, children from the last two groups had Learning Disorders classified by School Achievement Test - TDE (Stein, 1994) and DDc children received necessarily classification as 'inferior' in Arithmetic Test of TDE. The children did not differ in NS. DL and DDc children showed slight deficits in NC. However, DDc children had moderate in NP and mild to moderate deficits in CA, which indicates a more generalized impairment in Numerical Cognition. Furthermore, DDc children showed discrepancy in Numerical Cognition performance when compared to the other groups. Thus, children with Learning Disorders showed different performances in Numerical Cognition, although both groups had preserved SN, DDc children showed higher deficits and discrepancy in relation DL and typically developing children.
publishDate 2015
dc.date.none.fl_str_mv 2015-01-01
2022-04-29T07:26:02Z
2022-04-29T07:26:02Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://dx.doi.org/10.9788/TP2015.1-13
Temas em Psicologia, v. 23, n. 1, p. 197-210, 2015.
2175-3652
1413-389X
http://hdl.handle.net/11449/227981
10.9788/TP2015.1-13
2-s2.0-84930337682
url http://dx.doi.org/10.9788/TP2015.1-13
http://hdl.handle.net/11449/227981
identifier_str_mv Temas em Psicologia, v. 23, n. 1, p. 197-210, 2015.
2175-3652
1413-389X
10.9788/TP2015.1-13
2-s2.0-84930337682
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv Temas em Psicologia
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 197-210
dc.source.none.fl_str_mv Scopus
reponame:Repositório Institucional da UNESP
instname:Universidade Estadual Paulista (UNESP)
instacron:UNESP
instname_str Universidade Estadual Paulista (UNESP)
instacron_str UNESP
institution UNESP
reponame_str Repositório Institucional da UNESP
collection Repositório Institucional da UNESP
repository.name.fl_str_mv Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)
repository.mail.fl_str_mv
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