Inter-relação entre funções executivas e o processo de alfabetização

• Ano de defesa: 2020
• Autor(a) principal: Lima, Vanessa Rodrigues de
• Orientador(a): Preuss, Elena Ortiz
• Banca de defesa: Preuss, Elena Ortiz, Sousa Filho, Sinval Martins de, Dias, Natália Martins
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Letras e Linguística (FL)
• Departamento: Faculdade de Letras - FL (RG)
• País: Brasil
• Palavras-chave em Português: Funções executivas; Linguagem escrita; Níveis de escrita
• Palavras-chave em Inglês: Executive functions; Written language; Writing levels
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/11407

Executive functions (EF) are essentials to learning, EF are among the most complex aspects of cognition. Defining EF can be like a set of cognitive and metacognitive processes that act directly while the activities realization, which requires planning and monitoring of intentional behaviors. Furthermore, EF allows adaptive behavior, self-organized and goal-oriented, interacting with learning processes. (GAZZANIGA et.al, 2006; MALLOY-DINIZ et.al, 2008; DIAMOND, 2013; CARVALHO e ABREU, 2014). Several studies about the executive functions in schools are towards to students’ adaptive behavior and EF acting in school in different areas, like homeschool, long-term projects, academic performance in general and, can also find, several works directed towards the cognitive stimulation for schools. However, there are searches that demonstrate the relation of reading and writing with others cognitive abilities, including the oral language and phonology conscious. Nevertheless, are few Brazilian studies that investigate relations between the writing language development and the executive functions, especially in the period of literacy. In view of it, the objective of this work was watching interrelationships of EF with the literacy process of 40 kids doing the second year of elementary school, showing different levels of writing (pre-syllabic, syllabic, syllabic-alphabetic and alphabetic). Data collected was made by: (i) application of diagnostic activity of the writing levels; (ii) collecting data about students obtained from the records provided by the school; (iii) the EF test performance (Attention by Cancellation Tests [ACT], by Montiel and Seabra, 2012, and Trails for Preschoolers [TT-P], by Trevisan and Seabra, 2012); (iv) performing subtests of the Cognitive-Linguistic Skills Assessment Protocol (sounds discrimination, rhythm, words and pseudo-words repetition, direct and indirect memory of numbers, copy forms, visual memory with images, automatic and speed naming of images and numbers), by Capellini, Smythe and Silva (2012). The results showed an interrelation between the writing development and EF because the more developed the writing level, better will be the performance of selective attention, inhibitory control, working memory, cognitive flexibility, hearing and visual processing and processing speed.