Normatização e validação das pirâmides coloridas de Pfister para crianças e adolescentes

• Ano de defesa: 2015
• Autor(a) principal: Chagas, Larissa Escher
• Orientador(a): Resende, Ana Cristina
• Banca de defesa: Villemor-amaral, Anna Elisa de , Zanini, Daniela Sacramento
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de Goiás
• Programa de Pós-Graduação: Programa de Pós-Graduação STRICTO SENSU em Psicologia
• Departamento: Ciências Humanas
• País: BR
• Palavras-chave em Português: Teste das Pirâmides Coloridas; crianças; adolescentes; normatização do teste; validade do teste
• Palavras-chave em Inglês: The Color Pyramid Test; children; adolescents; standardization of testing; test validity
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA
• Link de acesso: https://tede2.pucgoias.edu.br/handle/tede/1885

This thesis is organized in two articles that aim to contribute to the construction of Brazilian psychometric parameters of standardization and validity of using the Test of Pfisters Color Pyramid (TPC) for children and adolescents. With the gathering of the test standards performance of this age group in a Brazilian region not included in the psychological instrument manual, it is possible complement the normative test data, increasing its potential for use and reliability. The first article is the presentation of normative data for the study sample, and the comparison among different age groups, gender and type of school. The study included 367 children and adolescents, 7-14 years, with respect to which were performed comparative analyzes and survey descriptive statistics of performance in the TPC. The results indicate the presence of productions less developed cognitively and greater emotional immaturity in children 7-12 years, while teens have better organization of thought. Regarding gender, girls were more extroverted and anxious than boys who, in turn, had higher modulation capability of emotions. Considering the school origin, note that public school students demonstrated ability to conduct maintenance adapted in relation to emotions, while the private schools have obtained, mostly over high cognitive performance evidence. The second article is a validation study where one sees the possible correlations between the emotional and cognitive indicators of the TPC and the level of non-verbal general intelligence as measured by the Raven test. The study included 411 children and adolescents 7-14 years of age, whose data were analyzed from three groups of different levels of intelligence: lower, middle and upper. The results showed a significant positive correlation between the Formal aspects and levels of intelligence, where indicators of more primitive cognitive and emotional levels were observed in lower-level participants intelligence; intermediate productions correspond to the median intellectual levels; and the most sophisticated productions relate to the higher intellectual levels, which also showed higher anxiety and tension in dealing with emotions, the greater frequency of use of the violet color. This result can be considered evidence of TPC validation in children and adolescents, mainly related to their cognitive indicators. In general, the two dissertation articles seek to contribute to the best and highest use of the instrument, setting standards for certain population and verifying evidence of validity.