Working Memory Assessment in Fifth to Eight-Grade Students of Elementary School

Article Sidebar

PDF (Português (Brasil))
Published: Dec 1, 2009
Keywords:
neuropsychological assessmen auditory working memory visual working memory psychological tests validity

Main Article Content

Amanda Menezes
Universidade Presbiteriana Mackenzie
Silvia Godoy
Universidade Presbiteriana Mackenzie
Alessandra Gotuzo Seabra
Universidade Presbiteriana Mackenzie

Abstract

Working memory keeps, integrates and handles the information related to the task. It is essential to add academic abilities and its development is not completed until the beginning of the adult life, being important to evaluate it in preeschool children. This study has as objective to check the performance of the 5th to 8th grade students attending an Elementary school on tasks oriented to evaluate the working memory as well as to evidence the validity of the applied tests. 193 students were selected, who individually responded to Auditory Working Memory Test and Visual Working Memory Test. There were relation between instruments, being a low significant correlation, suggesting that instruments measure related abilities, but not similar. Results are compatible with previous studies and supply validity evidences to instruments for this sample.

Downloads

Download data is not yet available.

Article Details

Issue
Vol. 11 No. 3 (2009)
Section
Artigos

Copyright to articles published in The Journal Of Psychology: Theory and Practice belongs to the authors, who grant Mackenzie Presbyterian University the not exclusive rights to publish the content. 

 

References

ANDRADE, V. M.; SANTOS, F. H. BUENO, O. F. A. Neuropsicologia hoje. São Paulo: Artes Médicas, 2004.

ASSEF, E. C. dos S. Funções executivas e TDAH: um estudo de evidências de validade. 2005. Dissertação (Mestrado) – Universidade São Francisco, Itatiba, 2005.

BADDELEY, A. D. Working memory.Oxford, UK: Oxford University Press, 1986.

BADDELEY, A. D. Working memory and conscious awareness. Hove: Lawrence Erlbaum Associates, 1993.

BADDELEY, A. D. The episodic buffer: a new component of working memory? Trends in Cognitive Sciences,v. 11,p. 417-423, 2000.

BADDELEY, A. D. (Org). The essential handbook of memory disorders for clinicians. John Wiley & Sons Ltda., 2004.

BADDELEY, A. D; HITCH, G. Working memory. In: MORRIS, P. E.; CONWAY, M. A. (Org.). The psychology of memory. Aldershot: Edward Elgar Publishing Company, 1974. v. II, p. 134-176.

BOGOSIAN, M. A. D. S.; SANTOS, M. J. Adaptação brasileira: teste Illinois de habilidades psicolinguísticas. Florianópolis: Tamasa, 1977.

CAPOVILLA, A. G. S. et al. Avaliação da memória de trabalho em estudantes brasileiros de 1a a 4a série. Psicologia, Educação e Cultura, v. XII, p. 127-142, 2008.

CASEY, B. J; et al. Implication of right fronstriatal circuitry in response inhibition and attention-deficit/hiperactivity disorder. Journal of the American Academy of Child and Adolescent Psychiatry,v. 36, n. 3, p. 374-383, 1995.

COZZA, H. F. P. Avaliação das funções executivas em crianças e correlação com atenção e hiperatividade. 2005. Dissertação (Mestrado) – Universidade São Francisco, Itatiba, 2005.

DANEMAN, M.; CARPENTER, P. A. Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior,v. 19,p. 450-466, 1980.

DIAMOND, A. The development and neural bases of higher cognitive functions. New York: New York Academy of Sciences, 1990.

DAVIS, M. H.; JOHNSRUDE, I. S. Hierarchical processing in spoken language comprehension. The Journal of Neuroscience, v. 23, 2003.

GAZZANIGA, M. S.; HEATHERTON, T. F. Psychological science. New York: W.W. Norton e Company, 2003.

GAZZANIGA, M. S.; IVRY, R. B.; MANGUN, G. R. Neurociência cognitiva: a biologia da mente. Porto Alegre: Artmed, 2006.

GINDRI, G. Memória de trabalho, consciência fonológica e hipótese de escrita: um estudo com alunos de pré-escola e de primeira série. 2006. Dissertação (Mestrado) – Universidade Federal de Santa Maria, Rio Grande do Sul, 2006.

KRUSZIELSKI, L. Resolução de exercícios aritméticos e memória de trabalho. 2005. Dissertação (Mestrado) –Universidade Federal do Paraná, Curitiba, 2005.

LEZAK, M. D.; HOWIESON, D. B; LORING, D. W. Neuropsychological assessment. New York: Oxford University Press, 2004.

MAcLEAN, J. F.; HITCH, G. J. Working memory impairments in children with specific arithmetic learning difficulties. Journal of Experimental Child Psychology, v. 74,p. 240-260, 1999.

MIYAKE, A.; SHAH, P. Models of working memory: mechanisms of active maintenance and executive control. New York: Cambridge University Press, 1999.

MOOJEN, S. et al. Confias – Consciência fonológica: instrumento de avaliação seqüencial. São Paulo: Casa do Psicólogo, 2003.

OLIVEIRA, R. M. O conceito do executivo central e suas origens. Psicologia: teoria e pesquisa, v. 23, n. 4, p. 399-406, 2007.

PAPAZIAN, O.; ALFONSO, I; LUZONDO, R. J. Transtornos de lãs funciones ejecutivas. Revista de Neurología, v. 42, n. 3, p. 45-50, 2006.

PLISZKA, S. R. Neurociência para o clínico de saúde mental. Porto Alegre: Artmed, 2004.

PRIMI, R. Teste de memória de trabalho. Programa de computador. Itatiba: LabAPE, 2002.

SHAH, P.; MIYAKE, A. Models of working memory: an introdution. In: MIYAKE, A.; SHAH, P. (Org.). Models of working memory: mechanisms of active maintenance and executive control. New York: Cambridge University Press, 1999. p. 1-27.

STERNBERG, R. J. Psicologia cognitiva. Porto Alegre: Artmed, 2000.