H?bitos de leitura e escrita : impacto sociocultural em cogni??o com ?nfase em fun??es executivas
Ano de defesa: | 2021 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Pontif?cia Universidade Cat?lica do Rio Grande do Sul
|
Programa de Pós-Graduação: |
Programa de P?s-Gradua??o em Psicologia
|
Departamento: |
Escola de Ci?ncias da Sa?de e da Vida
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://tede2.pucrs.br/tede2/handle/tede/9792 |
Resumo: | Sociocultural variables can positively influence cognitive development. However, reading and writing habits have received less attention in the investigation of their relationship with cognitive and executive functions throughout development, still very incipient in adolescence. Thus, these factors need to be better explored in order to clarify their contributions, for more accurate clinical and school evaluations and for the promotion of strategies for sociocultural neuropsychological interventions. Thus, this master's thesis was carried out from two studies. The first aimed to map the sociocultural variable reading and writing habits regarding its operationalization and characterization of the impact on cognition, more specifically in EFs, in different age groups of development. For this study, a systematic review of the literature was conducted using the PRISMA method. The final sample consisted of 49 empirical articles with a predominance of studies with children and adults and the elderly, a variability in the measurement of reading and writing habits in different age groups and positive impacts of this variable in different executive and cognitive domains, mainly in language, academic readiness and executive functions, both in healthy and clinical populations. The second study aimed to investigate the impact of the frequency of reading and writing habits (FRWH) of healthy adolescents on tasks of executive functions, intelligence and learning. In this empirical study, 47 healthy adolescents, aged between 12 years and 17 years and 11 months, from public and private schools participated, who underwent a neuropsychological evaluation. To compare scores in neuropsychological tests between high and low FRWH groups, a Student's T Test was performed. For the comparison of the distribution for sociodemographic variables, OneWay ANOVA analyses were performed and for categorical analyses between groups, Chi-square was conducted. Adolescents with higher FRWH performed better in EF tasks (semantic verbal fluency, second DNO title, errors in the FDT count), intelligence (vocabulary) and learning (correct answers, time and efficiency in aritmetics). It is also note point that adolescents with higher FHLE have parents who write more frequently. The FHLE factor as well as its quality should be part of neuropsychological research in clinical and research, as a variable that can lead to false negative, if very high, or false positive, if very low. Additionally, in neuropsychological intervention programs, the promotion of reading and writing habits can be an early-preventive strategy for different age groups and in different contexts, such as clinicians and areas of education, health and social assistance. |
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Fonseca, Rochele Pazhttp://lattes.cnpq.br/5918287268298812http://lattes.cnpq.br/2164050424674098Salem, Andressa Aparecida Garces Gamarra2021-07-22T18:37:04Z2021-03-05http://tede2.pucrs.br/tede2/handle/tede/9792Sociocultural variables can positively influence cognitive development. However, reading and writing habits have received less attention in the investigation of their relationship with cognitive and executive functions throughout development, still very incipient in adolescence. Thus, these factors need to be better explored in order to clarify their contributions, for more accurate clinical and school evaluations and for the promotion of strategies for sociocultural neuropsychological interventions. Thus, this master's thesis was carried out from two studies. The first aimed to map the sociocultural variable reading and writing habits regarding its operationalization and characterization of the impact on cognition, more specifically in EFs, in different age groups of development. For this study, a systematic review of the literature was conducted using the PRISMA method. The final sample consisted of 49 empirical articles with a predominance of studies with children and adults and the elderly, a variability in the measurement of reading and writing habits in different age groups and positive impacts of this variable in different executive and cognitive domains, mainly in language, academic readiness and executive functions, both in healthy and clinical populations. The second study aimed to investigate the impact of the frequency of reading and writing habits (FRWH) of healthy adolescents on tasks of executive functions, intelligence and learning. In this empirical study, 47 healthy adolescents, aged between 12 years and 17 years and 11 months, from public and private schools participated, who underwent a neuropsychological evaluation. To compare scores in neuropsychological tests between high and low FRWH groups, a Student's T Test was performed. For the comparison of the distribution for sociodemographic variables, OneWay ANOVA analyses were performed and for categorical analyses between groups, Chi-square was conducted. Adolescents with higher FRWH performed better in EF tasks (semantic verbal fluency, second DNO title, errors in the FDT count), intelligence (vocabulary) and learning (correct answers, time and efficiency in aritmetics). It is also note point that adolescents with higher FHLE have parents who write more frequently. The FHLE factor as well as its quality should be part of neuropsychological research in clinical and research, as a variable that can lead to false negative, if very high, or false positive, if very low. Additionally, in neuropsychological intervention programs, the promotion of reading and writing habits can be an early-preventive strategy for different age groups and in different contexts, such as clinicians and areas of education, health and social assistance.Vari?veis socioculturais podem influenciar positivamente no desenvolvimento cognitivo. Contudo, os h?bitos de leitura e de escrita t?m recebido menor aten??o na investiga??o da sua rela??o com fun??es cognitivas e executivas ao longo do desenvolvimento, ainda de modo muito incipiente na adolesc?ncia. Assim, esses fatores precisam ser melhor explorados visando ao esclarecimento de suas contribui??es, para avalia??es cl?nicas e escolares mais acuradas e para a promo??o de estrat?gias de interven??es neuropsicol?gicas socioculturais. Dessa maneira, a presente disserta??o de mestrado foi realizada a partir de dois estudos. O primeiro teve o objetivo de mapear a vari?vel sociocultural h?bitos de leitura e de escrita quanto a sua operacionaliza??o e caracteriza??o do impacto na cogni??o, mais especificamente nas FE, em diferentes faixas et?rias do desenvolvimento. Para esse estudo, foi conduzida uma revis?o sistem?tica da literatura a partir do m?todo PRISMA. A amostra final foi composta por 49 artigos emp?ricos com uma predomin?ncia de estudos com crian?as e adultos e idosos, uma variabilidade na mensura??o dos h?bitos de leitura e de escrita nas diferentes faixas et?rias e impactos positivos dessa vari?vel em diferentes dom?nios executivos e cognitivos, principalmente em linguagem, prontid?o acad?mica e fun??es executivas, tanto em popula??es saud?veis quanto cl?nicas. O segundo estudo teve como objetivo investigar o impacto da frequ?ncia dos h?bitos de leitura e de escrita (FHLE) de adolescentes saud?veis em tarefas de fun??es executivas, intelig?ncia e aprendizagem. Nesse estudo emp?rico participaram 47 adolescentes saud?veis, com idade entre 12 anos e 17 anos e 11 meses, de escolas p?blicas e privadas, que foram submetidos a uma avalia??o neuropsicol?gica. Para comparar escores nos testes neuropsicol?gicos entre grupos de alta e baixa FHLE, realizou-se um Teste T de Student. Para a compara??o da distribui??o quanto a vari?veis sociodemogr?ficas foram realizadas an?lises OneWay ANOVA e para as categ?ricas entre grupos, conduziu-se Qui-quadrado. Adolescentes com maior FHLE tiveram melhor desempenho em tarefas de FE (flu?ncia verbal sem?ntica, segundo t?tulo do DNO, erros na contagem do FDT), intelig?ncia (vocabul?rio) e aprendizagem (acertos, tempo e efici?ncia em aritm?tica). Ressalta-se tamb?m que adolescentes com maior FHLE tem pais que escrevem mais frequentemente. O fator FHLE assim como sua qualidade deve fazer parte da investiga??o neuropsicol?gica na cl?nica e na pesquisa, como uma vari?vel que pode levar ao falso negativo, se muito elevada, ou ao falso positivo, se muito rebaixada. Adicionalmente, em programas de interven??o neuropsicol?gica, a promo??o de h?bitos de leitura e de escrita pode ser uma estrat?gia precoce-preventiva para as diferentes faixas et?rias e em diferentes contextos, como cl?nicos e ?reas da educa??o, sa?de e assist?ncia social.Submitted by PPG Psicologia (psicologia-pg@pucrs.br) on 2021-07-22T11:22:40Z No. of bitstreams: 1 Andressa Ap. G. G. Salem_vers?o final disserta??o PUCRS.pdf: 1437064 bytes, checksum: 73b8c50c57b89967525c732cbb0617bc (MD5)Approved for entry into archive by Sarajane Pan (sarajane.pan@pucrs.br) on 2021-07-22T18:22:13Z (GMT) No. of bitstreams: 1 Andressa Ap. G. G. Salem_vers?o final disserta??o PUCRS.pdf: 1437064 bytes, checksum: 73b8c50c57b89967525c732cbb0617bc (MD5)Made available in DSpace on 2021-07-22T18:37:04Z (GMT). No. of bitstreams: 1 Andressa Ap. G. G. Salem_vers?o final disserta??o PUCRS.pdf: 1437064 bytes, checksum: 73b8c50c57b89967525c732cbb0617bc (MD5) Previous issue date: 2021-03-05Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPESapplication/pdfhttp://tede2.pucrs.br:80/tede2/retrieve/181659/DIS_ANDRESSA_APARECIDA_GARCES_GAMARRA_SALEM_CONFIDENCIAL.pdf.jpgporPontif?cia Universidade Cat?lica do Rio Grande do SulPrograma de P?s-Gradua??o em PsicologiaPUCRSBrasilEscola de Ci?ncias da Sa?de e da VidaH?bitos de LeituraH?bitos de EscritaFrequ?ncia de H?bitos de Leitura e EscritaFun??es ExecutivasAvalia??o Neuropsicol?gicaReading HabitsWriting HabitsFrequency of Reading and Writing HabitsExecutive FunctionsNeuropsychological AssessmentCIENCIAS HUMANAS::PSICOLOGIAH?bitos de leitura e escrita : impacto sociocultural em cogni??o com ?nfase em fun??es executivasinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisTrabalho ser? publicado como artigo ou livro60 meses22/07/2026438234878069743636150050060034118672558173774233590462550136975366info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_RSinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSTHUMBNAILDIS_ANDRESSA_APARECIDA_GARCES_GAMARRA_SALEM_CONFIDENCIAL.pdf.jpgDIS_ANDRESSA_APARECIDA_GARCES_GAMARRA_SALEM_CONFIDENCIAL.pdf.jpgimage/jpeg4087http://tede2.pucrs.br/tede2/bitstream/tede/9792/3/DIS_ANDRESSA_APARECIDA_GARCES_GAMARRA_SALEM_CONFIDENCIAL.pdf.jpg794ce3babde05a91d2125b351d783a57MD53TEXTDIS_ANDRESSA_APARECIDA_GARCES_GAMARRA_SALEM_CONFIDENCIAL.pdf.txtDIS_ANDRESSA_APARECIDA_GARCES_GAMARRA_SALEM_CONFIDENCIAL.pdf.txttext/plain2386http://tede2.pucrs.br/tede2/bitstream/tede/9792/4/DIS_ANDRESSA_APARECIDA_GARCES_GAMARRA_SALEM_CONFIDENCIAL.pdf.txt572b8c35a84b783c8939275bc2d0cc0dMD54ORIGINALDIS_ANDRESSA_APARECIDA_GARCES_GAMARRA_SALEM_CONFIDENCIAL.pdfDIS_ANDRESSA_APARECIDA_GARCES_GAMARRA_SALEM_CONFIDENCIAL.pdfapplication/pdf380464http://tede2.pucrs.br/tede2/bitstream/tede/9792/2/DIS_ANDRESSA_APARECIDA_GARCES_GAMARRA_SALEM_CONFIDENCIAL.pdfcfef027488e2ada15abfbba81a7bfb4bMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-8590http://tede2.pucrs.br/tede2/bitstream/tede/9792/1/license.txt220e11f2d3ba5354f917c7035aadef24MD51tede/97922021-07-23 12:00:14.472oai:tede2.pucrs.br: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Biblioteca Digital de Teses e Dissertaçõeshttp://tede2.pucrs.br/tede2/PRIhttps://tede2.pucrs.br/oai/requestbiblioteca.central@pucrs.br||opendoar:2021-07-23T15:00:14Biblioteca Digital de Teses e Dissertações da PUC_RS - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false |
dc.title.por.fl_str_mv |
H?bitos de leitura e escrita : impacto sociocultural em cogni??o com ?nfase em fun??es executivas |
title |
H?bitos de leitura e escrita : impacto sociocultural em cogni??o com ?nfase em fun??es executivas |
spellingShingle |
H?bitos de leitura e escrita : impacto sociocultural em cogni??o com ?nfase em fun??es executivas Salem, Andressa Aparecida Garces Gamarra H?bitos de Leitura H?bitos de Escrita Frequ?ncia de H?bitos de Leitura e Escrita Fun??es Executivas Avalia??o Neuropsicol?gica Reading Habits Writing Habits Frequency of Reading and Writing Habits Executive Functions Neuropsychological Assessment CIENCIAS HUMANAS::PSICOLOGIA |
title_short |
H?bitos de leitura e escrita : impacto sociocultural em cogni??o com ?nfase em fun??es executivas |
title_full |
H?bitos de leitura e escrita : impacto sociocultural em cogni??o com ?nfase em fun??es executivas |
title_fullStr |
H?bitos de leitura e escrita : impacto sociocultural em cogni??o com ?nfase em fun??es executivas |
title_full_unstemmed |
H?bitos de leitura e escrita : impacto sociocultural em cogni??o com ?nfase em fun??es executivas |
title_sort |
H?bitos de leitura e escrita : impacto sociocultural em cogni??o com ?nfase em fun??es executivas |
author |
Salem, Andressa Aparecida Garces Gamarra |
author_facet |
Salem, Andressa Aparecida Garces Gamarra |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Fonseca, Rochele Paz |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/5918287268298812 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/2164050424674098 |
dc.contributor.author.fl_str_mv |
Salem, Andressa Aparecida Garces Gamarra |
contributor_str_mv |
Fonseca, Rochele Paz |
dc.subject.por.fl_str_mv |
H?bitos de Leitura H?bitos de Escrita Frequ?ncia de H?bitos de Leitura e Escrita Fun??es Executivas Avalia??o Neuropsicol?gica |
topic |
H?bitos de Leitura H?bitos de Escrita Frequ?ncia de H?bitos de Leitura e Escrita Fun??es Executivas Avalia??o Neuropsicol?gica Reading Habits Writing Habits Frequency of Reading and Writing Habits Executive Functions Neuropsychological Assessment CIENCIAS HUMANAS::PSICOLOGIA |
dc.subject.eng.fl_str_mv |
Reading Habits Writing Habits Frequency of Reading and Writing Habits Executive Functions Neuropsychological Assessment |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::PSICOLOGIA |
description |
Sociocultural variables can positively influence cognitive development. However, reading and writing habits have received less attention in the investigation of their relationship with cognitive and executive functions throughout development, still very incipient in adolescence. Thus, these factors need to be better explored in order to clarify their contributions, for more accurate clinical and school evaluations and for the promotion of strategies for sociocultural neuropsychological interventions. Thus, this master's thesis was carried out from two studies. The first aimed to map the sociocultural variable reading and writing habits regarding its operationalization and characterization of the impact on cognition, more specifically in EFs, in different age groups of development. For this study, a systematic review of the literature was conducted using the PRISMA method. The final sample consisted of 49 empirical articles with a predominance of studies with children and adults and the elderly, a variability in the measurement of reading and writing habits in different age groups and positive impacts of this variable in different executive and cognitive domains, mainly in language, academic readiness and executive functions, both in healthy and clinical populations. The second study aimed to investigate the impact of the frequency of reading and writing habits (FRWH) of healthy adolescents on tasks of executive functions, intelligence and learning. In this empirical study, 47 healthy adolescents, aged between 12 years and 17 years and 11 months, from public and private schools participated, who underwent a neuropsychological evaluation. To compare scores in neuropsychological tests between high and low FRWH groups, a Student's T Test was performed. For the comparison of the distribution for sociodemographic variables, OneWay ANOVA analyses were performed and for categorical analyses between groups, Chi-square was conducted. Adolescents with higher FRWH performed better in EF tasks (semantic verbal fluency, second DNO title, errors in the FDT count), intelligence (vocabulary) and learning (correct answers, time and efficiency in aritmetics). It is also note point that adolescents with higher FHLE have parents who write more frequently. The FHLE factor as well as its quality should be part of neuropsychological research in clinical and research, as a variable that can lead to false negative, if very high, or false positive, if very low. Additionally, in neuropsychological intervention programs, the promotion of reading and writing habits can be an early-preventive strategy for different age groups and in different contexts, such as clinicians and areas of education, health and social assistance. |
publishDate |
2021 |
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2021-07-22T18:37:04Z |
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2021-03-05 |
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Pontif?cia Universidade Cat?lica do Rio Grande do Sul |
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Programa de P?s-Gradua??o em Psicologia |
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PUCRS |
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Brasil |
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