Funções executivas: avaliação informatizada em crianças bilíngues

Detalhes bibliográficos
Autor(a) principal: Barbam, Aline
Data de Publicação: 2020
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações do Mackenzie
Texto Completo: http://dspace.mackenzie.br/handle/10899/26488
Resumo: Bilingualism is a worldwide phenomenon that has increased in Brazil. Research suggests that there are advantages for bilingual individuals when compared to monolinguals in tasks that measure executive functions, such as inhibitory control, working memory and cognitive flexibility. One explanation found in the literature is that this advantage appears to bilinguals because of the frequent use of two language codes. This daily practice leads the bilingual to inhibit the language that is not being used with a particular interlocutor, thus obtaining a practice in inhibitory control, which seems to contribute to the development of executive functions. However, the literature results are not consensual and there are few studies with Brazilian children. In this context, the present study aimed to analyze the development of executive functions along the preschool and the first year of elementary, and to analyze the relation of the EF to the language tests applied in Portuguese and English in order to verify if children with better performances (and therefore in a higher level of bilingualism) also presented better performances in the EF. The research was conducted with 65 students of bilingual schools located in São Paulo, with children from 4 to 7 years old. All students were Portuguese speakers that were exposed to English at school in an immersion educational method. English and Portuguese tests were used to evaluate the language as: Teste Infantil de Nomeação – versão reduzida (TIN-vr) and Teste de Vocabulário por Imagens Peabody (TVIP). Two other instruments were used to evaluate the executive functions: the Computerized Evaluation of Executive Functions (TAFE); and the Inventário de Dificuldades em Funções Executivas, Regulação e Aversão ao Adiamento para crianças e adolescentes (IFERA-I) filled in by teachers and parents. The results corroborate the theoretical assumptions about the grade effects of the executive functions on children in early childhood education and early elementary school, revealing that more advanced grades perform better than early grades. However, the number of significant correlations between the language tests and the executive functions tests was modest, and the results were not consistent, so some correlations pointed out advantages of bilingual children, while others pointed out the opposite. A moderate magnitude correlation was observed among the tests scores and the answers given by parents and teachers in the IFERA-I for the working memory and inhibitory control constructs. Such results can be studied more deeply in future research with children of other ages. In general, the Executive Functions instruments showed correlations with each other and progression throughout the series, however there was a relation with the proficiency level in Portuguese and English, which may suggest that, on this sample of bilingual children exposed to English in school immersion context, the proficiency on both languages doesn’t relate in an evident way to the Executive Functions
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spelling http://lattes.cnpq.br/7828325860191703Barbam, AlineSeabra, Alessandra Gotuzohttp://lattes.cnpq.br/11319850475112372020-10-08T13:32:38Z2020-12-07T15:07:03Z2020-12-07T15:07:03Z2020-02-06Bilingualism is a worldwide phenomenon that has increased in Brazil. Research suggests that there are advantages for bilingual individuals when compared to monolinguals in tasks that measure executive functions, such as inhibitory control, working memory and cognitive flexibility. One explanation found in the literature is that this advantage appears to bilinguals because of the frequent use of two language codes. This daily practice leads the bilingual to inhibit the language that is not being used with a particular interlocutor, thus obtaining a practice in inhibitory control, which seems to contribute to the development of executive functions. However, the literature results are not consensual and there are few studies with Brazilian children. In this context, the present study aimed to analyze the development of executive functions along the preschool and the first year of elementary, and to analyze the relation of the EF to the language tests applied in Portuguese and English in order to verify if children with better performances (and therefore in a higher level of bilingualism) also presented better performances in the EF. The research was conducted with 65 students of bilingual schools located in São Paulo, with children from 4 to 7 years old. All students were Portuguese speakers that were exposed to English at school in an immersion educational method. English and Portuguese tests were used to evaluate the language as: Teste Infantil de Nomeação – versão reduzida (TIN-vr) and Teste de Vocabulário por Imagens Peabody (TVIP). Two other instruments were used to evaluate the executive functions: the Computerized Evaluation of Executive Functions (TAFE); and the Inventário de Dificuldades em Funções Executivas, Regulação e Aversão ao Adiamento para crianças e adolescentes (IFERA-I) filled in by teachers and parents. The results corroborate the theoretical assumptions about the grade effects of the executive functions on children in early childhood education and early elementary school, revealing that more advanced grades perform better than early grades. However, the number of significant correlations between the language tests and the executive functions tests was modest, and the results were not consistent, so some correlations pointed out advantages of bilingual children, while others pointed out the opposite. A moderate magnitude correlation was observed among the tests scores and the answers given by parents and teachers in the IFERA-I for the working memory and inhibitory control constructs. Such results can be studied more deeply in future research with children of other ages. In general, the Executive Functions instruments showed correlations with each other and progression throughout the series, however there was a relation with the proficiency level in Portuguese and English, which may suggest that, on this sample of bilingual children exposed to English in school immersion context, the proficiency on both languages doesn’t relate in an evident way to the Executive FunctionsO bilinguismo é um fenômeno mundial que tem aumentado no Brasil. Pesquisas sugerem que existem vantagens para indivíduos bilíngues em tarefas cognitivas, tais como as que mensuram funções executivas (FEs), um conjunto de habilidades que inclui os componentes de controle inibitório (CI), memória de trabalho (MT) e flexibilidade cognitiva (FC). Uma explicação encontrada na literatura é que o uso frequente de dois códigos linguísticos leva o bilíngue a inibir a língua que não está sendo utilizada, obtendo consequentemente um maior desenvolvimento das FEs. Porém os resultados da literatura não são consensuais e há poucos estudos com crianças brasileiras. O presente trabalho teve como objetivo analisar o desenvolvimento de funções executivas ao longo das séries Maternal, Jardim e 1º ano e a relação das FEs com os testes de linguagem aplicados em português e inglês, de modo a verificar se as crianças com melhores desempenhos (portanto, com maior nível de bilinguismo) também apresentavam melhores desempenhos em FEs. A pesquisa foi feita com 65 estudantes de escolas bilíngues em São Paulo, de 4 a 7 anos, falantes do português e com exposição ao inglês no contexto escolar em método de imersão. Instrumentos em inglês e português foram utilizados para avaliar a linguagem: o Teste Infantil de Nomeação – versão reduzida e o Teste de Vocabulário por Imagens Peabody (TVIP). Para avaliar as FEs, foram usados dois instrumentos: Teste informatizado de Avaliação de Funções Executivas para as habilidades de CI, MT e FC; e o Inventário de Dificuldades em Funções Executivas, Regulação e Aversão ao Adiamento para crianças e adolescentes (IFERA-I) respondido pelos professores e pais das crianças. Os resultados corroboraram os pressupostos teóricos sobre os efeitos de séries das FEs em crianças da educação infantil e início do fundamental, revelando que as séries mais avançadas têm melhores desempenhos do que as iniciais. Porém o número de correlações significativas entre os testes de linguagem e de FEs foi modesto e os resultados não foram consistentes, de modo que algumas correlações apontaram vantagens das crianças bilíngues, enquanto outras apontaram o oposto. Observou-se correlação com grau de magnitude moderada entre os escores dos testes e as respostas dadas pelos pais e professores no IFERA-I para os construtos de MT e CI. Tais resultados poderão ser estudados mais profundamente em pesquisas futuras com crianças de outras idades. De modo geral, os instrumentos de FEs mostraram correlações entre si e progressão ao longo das séries, porém houve pouca relação com o grau de proficiência em português e em inglês, o que pode sugerir que, nessa amostra de crianças bilíngues expostas ao inglês em contexto de imersão escolar, a proficiência nos dois idiomas não se relaciona de forma evidente às FEsCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfBARBAM, Aline. Funções executivas: avaliação informatizada em crianças bilíngues. 2020. 114 f. Dissertação (Distúrbios do Desenvolvimento) - Universidade Presbiteriana Mackenzie, São Paulo.http://dspace.mackenzie.br/handle/10899/26488bilingualisminhibitory controlworking memorycognitive flexibilitycomputerized testporUniversidade Presbiteriana Mackenziehttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessbilinguismocontrole inibitóriomemória de trabalhoflexibilidade cognitivateste informatizadoCNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA COGNITIVAFunções executivas: avaliação informatizada em crianças bilínguesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisreponame:Biblioteca Digital de Teses e Dissertações do Mackenzieinstname:Universidade Presbiteriana Mackenzie (MACKENZIE)instacron:MACKENZIECarreiro, Luiz Renato Rodrigueshttp://lattes.cnpq.br/0203967709311323Maluf, Maria Reginahttp://lattes.cnpq.br/5305774332490934BrasilCentro de Ciências Biológicas e da Saúde (CCBS)UPMDistúrbios do DesenvolvimentoORIGINALAline Barbam .pdfAline Barbam .pdfapplication/pdf1359684https://dspace.mackenzie.br/bitstreams/17611c22-6c15-4018-9846-4e6fa08c9577/download223ebc976df3c0cc51ff797151f8b6ddMD51TEXTAline Barbam .pdf.txtAline Barbam .pdf.txtExtracted texttext/plain225383https://dspace.mackenzie.br/bitstreams/afd084a1-e1f1-4dbc-bba9-c46fb9bc4deb/download6425bd3cbbd879cedcbf9c3f15206fe9MD52THUMBNAILAline Barbam .pdf.jpgAline Barbam .pdf.jpgGenerated Thumbnailimage/jpeg1133https://dspace.mackenzie.br/bitstreams/58614871-5c6c-4f56-acc8-c0769c6a3d6e/downloade2f19e49d7b4393aad51d537385818d0MD5310899/264882022-03-14 19:53:32.609http://creativecommons.org/licenses/by-nc-nd/4.0/Acesso Abertooai:dspace.mackenzie.br:10899/26488https://dspace.mackenzie.brBiblioteca Digital de Teses e Dissertaçõeshttp://tede.mackenzie.br/jspui/PRIhttps://adelpha-api.mackenzie.br/server/oai/repositorio@mackenzie.br||paola.damato@mackenzie.bropendoar:102772022-03-14T19:53:32Biblioteca Digital de Teses e Dissertações do Mackenzie - Universidade Presbiteriana Mackenzie (MACKENZIE)false
dc.title.por.fl_str_mv Funções executivas: avaliação informatizada em crianças bilíngues
title Funções executivas: avaliação informatizada em crianças bilíngues
spellingShingle Funções executivas: avaliação informatizada em crianças bilíngues
Barbam, Aline
bilinguismo
controle inibitório
memória de trabalho
flexibilidade cognitiva
teste informatizado
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA COGNITIVA
title_short Funções executivas: avaliação informatizada em crianças bilíngues
title_full Funções executivas: avaliação informatizada em crianças bilíngues
title_fullStr Funções executivas: avaliação informatizada em crianças bilíngues
title_full_unstemmed Funções executivas: avaliação informatizada em crianças bilíngues
title_sort Funções executivas: avaliação informatizada em crianças bilíngues
author Barbam, Aline
author_facet Barbam, Aline
author_role author
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/7828325860191703
dc.contributor.author.fl_str_mv Barbam, Aline
dc.contributor.advisor1.fl_str_mv Seabra, Alessandra Gotuzo
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/1131985047511237
contributor_str_mv Seabra, Alessandra Gotuzo
dc.subject.por.fl_str_mv bilinguismo
controle inibitório
memória de trabalho
flexibilidade cognitiva
teste informatizado
topic bilinguismo
controle inibitório
memória de trabalho
flexibilidade cognitiva
teste informatizado
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA COGNITIVA
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA COGNITIVA
description Bilingualism is a worldwide phenomenon that has increased in Brazil. Research suggests that there are advantages for bilingual individuals when compared to monolinguals in tasks that measure executive functions, such as inhibitory control, working memory and cognitive flexibility. One explanation found in the literature is that this advantage appears to bilinguals because of the frequent use of two language codes. This daily practice leads the bilingual to inhibit the language that is not being used with a particular interlocutor, thus obtaining a practice in inhibitory control, which seems to contribute to the development of executive functions. However, the literature results are not consensual and there are few studies with Brazilian children. In this context, the present study aimed to analyze the development of executive functions along the preschool and the first year of elementary, and to analyze the relation of the EF to the language tests applied in Portuguese and English in order to verify if children with better performances (and therefore in a higher level of bilingualism) also presented better performances in the EF. The research was conducted with 65 students of bilingual schools located in São Paulo, with children from 4 to 7 years old. All students were Portuguese speakers that were exposed to English at school in an immersion educational method. English and Portuguese tests were used to evaluate the language as: Teste Infantil de Nomeação – versão reduzida (TIN-vr) and Teste de Vocabulário por Imagens Peabody (TVIP). Two other instruments were used to evaluate the executive functions: the Computerized Evaluation of Executive Functions (TAFE); and the Inventário de Dificuldades em Funções Executivas, Regulação e Aversão ao Adiamento para crianças e adolescentes (IFERA-I) filled in by teachers and parents. The results corroborate the theoretical assumptions about the grade effects of the executive functions on children in early childhood education and early elementary school, revealing that more advanced grades perform better than early grades. However, the number of significant correlations between the language tests and the executive functions tests was modest, and the results were not consistent, so some correlations pointed out advantages of bilingual children, while others pointed out the opposite. A moderate magnitude correlation was observed among the tests scores and the answers given by parents and teachers in the IFERA-I for the working memory and inhibitory control constructs. Such results can be studied more deeply in future research with children of other ages. In general, the Executive Functions instruments showed correlations with each other and progression throughout the series, however there was a relation with the proficiency level in Portuguese and English, which may suggest that, on this sample of bilingual children exposed to English in school immersion context, the proficiency on both languages doesn’t relate in an evident way to the Executive Functions
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2020-12-07T15:07:03Z
dc.date.available.fl_str_mv 2020-12-07T15:07:03Z
dc.date.issued.fl_str_mv 2020-02-06
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dc.identifier.citation.fl_str_mv BARBAM, Aline. Funções executivas: avaliação informatizada em crianças bilíngues. 2020. 114 f. Dissertação (Distúrbios do Desenvolvimento) - Universidade Presbiteriana Mackenzie, São Paulo.
dc.identifier.uri.fl_str_mv http://dspace.mackenzie.br/handle/10899/26488
identifier_str_mv BARBAM, Aline. Funções executivas: avaliação informatizada em crianças bilíngues. 2020. 114 f. Dissertação (Distúrbios do Desenvolvimento) - Universidade Presbiteriana Mackenzie, São Paulo.
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