Cláudia Patrocínio Pedroza Canal

Avaliação cognitiva psicométrica e assistida de crianças com baixa visão moderada

The dynamic assessment, which includes an intermediate phase of mediation, can promote a more optimistic percep- tion of cognitive performance. This study analyzed the performance of 12 children, ages 5 and 9 years old, with moderate visual impairment, in the dynamic (PBFG-DV-Through Question Game for Visually Impaired Children or CATM - Children Analogical Thinking Modifiability) and psychometric (Scale Columbia Mental Maturity - EMMC) tests. In the EEMC, the median was 68; in the PBFG-DV, the cognitive profile was the winner and in the CATM, all of four preschool children had cognitive profile as winner. The types of mediation most used by the examiner were instruction and feedback information, provided at an early phase of the dynamic assessment. These were sensitive to assess and to differ those children who had low scores on psychometric test, showing their potential for learning; however we also discuss the suitable of the CATM for this population.Provas assistidas, que incluem uma fase intermediaria de mediacao, podem promover uma percepcao mais otimista do desempenho cognitivo. Este estudo analisou o desempenho de 12 criancas, com idade entre cinco e nove anos, com baixa visao moderada, em provas assistidas (Jogo de Perguntas de Busca para Criancas com Deficiencia Visual -PBFG-DV ou Children Analogical Thinking Modifiability - CATM) e uma psicometrica (Escala de Maturidade Mental Columbia - EMMC). Na EEMC, a mediana foi 68; no PBFG-DV, o perfil cognitivo foi ganhador e, no CATM, todas as quatro criancas em idade pre-escolar tiveram perfil de desempenho ganhador. Os tipos de ajuda mais utilizados pela examinadora foram a instrucao e o feedback informativo, fornecidos desde a fase inicial das provas assistidas. Estas foram sensiveis para avaliar e diferenciar essas criancas que apresentaram baixa classificacao na prova psicometrica, mostrando seu potencial de aprendizagem; porem, discute-se, ainda, a adequacao do CATM para essa populacao.

Operacionalização de escala para análise de padrão de mediação materna: um estudo com díades mãe-criança com deficiência visual

The cognitive development of children with special needs can be affected by inadequate maternal mediation patterns, due to the mothers low expectations of her childs cognitive performance, which are affected by her inadequate comprehension of her childs actual learning limitations and possibilities. Thus, it is essential to asses the mothers mediation patterns using instruments that will result in indicators enabling the analysis of mediation occurring during mother child interaction. Toward this aim, the Mediated Learning Experience (MLE) Rate Scale, elaborated by Carol Lidz in 1991, based on the Mediated Learning Experience Theory was adapted and applied. This instrument assesses adult-child interaction, focusing on the adults mediation behaviors. These behaviors can promote the building of higher expectations as well as a more appropriate mediation pattern of interaction. After translating the MLE Scale into Portuguese, 36 behavioral categories were created to analyze the mother mediation pattern in 4 levels for each of the 12 components of the MLE Scale: intentionality, meaning, transcendence, joint regard, sharing of experiences, task regulation, encouragement, challenge, psychological differentiation, contingent responsiveness, affective involvement. This adapted version was applied to 12 mother-visually impairment children (5-9 years of age) dyads; 3 domino games sessions with increasing levels of difficulty were videotaped. The results showed that the adaptation of MLE Scale was useful in the quantitative and qualitative analysis the adult-child interactions in semi-structured learning situations, corroborated by an acceptable agreement rate (77.2%).

Procedimentos de contagem de pontos em um jogo com conteúdo matemático

Students may have great difficulties in mathematics, particularly in the content of integers. Several studies demonstrate how games help in building knowledge. In this work we explore procedures used to perform the operations of counting points in a game. 34 students from the 7th and 9th years of elementary school took part of the research. They played two rounds of three games against opponents from the same grade. The data were classified into a) point-counting procedures and b) correct and incorrect counting. The results show an association between the simpler procedures with the 7th year and more complex procedures with the 9th grade. However, participants told incorrectly points in most games. Thus, despite the association between higher educational level and more complex strategies, they have not determined the correct count in the game. This reveals the difficulty in performing and understanding of the operations evaluated.Students may have great difficulties in mathematics, particularly in the content of integers. Several studies demonstrate how games help in building knowledge. In this work we explore procedures used to perform the operations of counting points in a game. 34 students from the 7th and 9th years of elementary school took part of the research. They played two rounds of three games against opponents from the same grade. The data were classified into a) point-counting procedures and b) correct and incorrect counting. The results show an association between the simpler procedures with the 7th year and more complex procedures with the 9th grade. However, participants told incorrectly points in most games. Thus, despite the association between higher educational level and more complex strategies, they have not determined the correct count in the game. This reveals the difficulty in performing and understanding of the operations evaluated.

El dibujo como elemento de investigación del desarrollo cognitivo de niños con TDAH sometidos a experiencias de aprendizaje de natación

This study targets the investigation of the cognitive appropriation of notions of space, known as executive function (EF), for students who suffer from ADHD aged 7 to 9 years old and who participated in an experimental program to learn to swim. With a theoretical framework based on the genetic epistemology of Jean Piaget, this study uses drawing as a tool to graphically represent what was practised (plane of actions), internalised, and therefore learnt. The results of the comparisons of the drawings before and after the partaken in a swimming experimental program show a structural leap of the cognitive functions from the kids with ADHD, that bypass the perceptive structuring, adequated to the sensorimotor period, to a representative structuring, in accordance with the preoperative period. Therefore, swimming, an activity that stimulates all sensory-perceptual and motor sets of the exerciser, becomes a high-level educational element, making it an important resource for the development of successful action strategies in the learning processes of children with ADHD.

Counting points in a game with mathematical content: some procedures

Students may have great difficulties in mathematics, particularly in the content of integers. Several studies demonstrate how games help in building knowledge. In this work we explore procedures used to perform the operations of counting points in a game. 34 students from the 7th and 9th years of elementary school took part of the research. They played two rounds of three games against opponents from the same grade. The data were classified into a) point-counting procedures and b) correct and incorrect counting. The results show an association between the simpler procedures with the 7th year and more complex procedures with the 9th grade. However, participants told incorrectly points in most games. Thus, despite the association between higher educational level and more complex strategies, they have not determined the correct count in the game. This reveals the difficulty in performing and understanding of the operations evaluated.Students may have great difficulties in mathematics, particularly in the content of integers. Several studies demonstrate how games help in building knowledge. In this work we explore procedures used to perform the operations of counting points in a game. 34 students from the 7th and 9th years of elementary school took part of the research. They played two rounds of three games against opponents from the same grade. The data were classified into a) point-counting procedures and b) correct and incorrect counting. The results show an association between the simpler procedures with the 7th year and more complex procedures with the 9th grade. However, participants told incorrectly points in most games. Thus, despite the association between higher educational level and more complex strategies, they have not determined the correct count in the game. This reveals the difficulty in performing and understanding of the operations evaluated.

Procedimientos de conteo de puntos en juego con contenido matemático

Students may have great difficulties in mathematics, particularly in the content of integers. Several studies demonstrate how games help in building knowledge. In this work we explore procedures used to perform the operations of counting points in a game. 34 students from the 7th and 9th years of elementary school took part of the research. They played two rounds of three games against opponents from the same grade. The data were classified into a) point-counting procedures and b) correct and incorrect counting. The results show an association between the simpler procedures with the 7th year and more complex procedures with the 9th grade. However, participants told incorrectly points in most games. Thus, despite the association between higher educational level and more complex strategies, they have not determined the correct count in the game. This reveals the difficulty in performing and understanding of the operations evaluated.Students may have great difficulties in mathematics, particularly in the content of integers. Several studies demonstrate how games help in building knowledge. In this work we explore procedures used to perform the operations of counting points in a game. 34 students from the 7th and 9th years of elementary school took part of the research. They played two rounds of three games against opponents from the same grade. The data were classified into a) point-counting procedures and b) correct and incorrect counting. The results show an association between the simpler procedures with the 7th year and more complex procedures with the 9th grade. However, participants told incorrectly points in most games. Thus, despite the association between higher educational level and more complex strategies, they have not determined the correct count in the game. This reveals the difficulty in performing and understanding of the operations evaluated.

Psychometric and dynamic assessment of children with moderate low vision

The dynamic assessment, which includes an intermediate phase of mediation, can promote a more optimistic percep- tion of cognitive performance. This study analyzed the performance of 12 children, ages 5 and 9 years old, with moderate visual impairment, in the dynamic (PBFG-DV-Through Question Game for Visually Impaired Children or CATM - Children Analogical Thinking Modifiability) and psychometric (Scale Columbia Mental Maturity - EMMC) tests. In the EEMC, the median was 68; in the PBFG-DV, the cognitive profile was the winner and in the CATM, all of four preschool children had cognitive profile as winner. The types of mediation most used by the examiner were instruction and feedback information, provided at an early phase of the dynamic assessment. These were sensitive to assess and to differ those children who had low scores on psychometric test, showing their potential for learning; however we also discuss the suitable of the CATM for this population.Provas assistidas, que incluem uma fase intermediaria de mediacao, podem promover uma percepcao mais otimista do desempenho cognitivo. Este estudo analisou o desempenho de 12 criancas, com idade entre cinco e nove anos, com baixa visao moderada, em provas assistidas (Jogo de Perguntas de Busca para Criancas com Deficiencia Visual -PBFG-DV ou Children Analogical Thinking Modifiability - CATM) e uma psicometrica (Escala de Maturidade Mental Columbia - EMMC). Na EEMC, a mediana foi 68; no PBFG-DV, o perfil cognitivo foi ganhador e, no CATM, todas as quatro criancas em idade pre-escolar tiveram perfil de desempenho ganhador. Os tipos de ajuda mais utilizados pela examinadora foram a instrucao e o feedback informativo, fornecidos desde a fase inicial das provas assistidas. Estas foram sensiveis para avaliar e diferenciar essas criancas que apresentaram baixa classificacao na prova psicometrica, mostrando seu potencial de aprendizagem; porem, discute-se, ainda, a adequacao do CATM para essa populacao.

Evaluación cognitiva psicométrica y dinámica de niños con baja discapacidad visual moderada

The dynamic assessment, which includes an intermediate phase of mediation, can promote a more optimistic percep- tion of cognitive performance. This study analyzed the performance of 12 children, ages 5 and 9 years old, with moderate visual impairment, in the dynamic (PBFG-DV-Through Question Game for Visually Impaired Children or CATM - Children Analogical Thinking Modifiability) and psychometric (Scale Columbia Mental Maturity - EMMC) tests. In the EEMC, the median was 68; in the PBFG-DV, the cognitive profile was the winner and in the CATM, all of four preschool children had cognitive profile as winner. The types of mediation most used by the examiner were instruction and feedback information, provided at an early phase of the dynamic assessment. These were sensitive to assess and to differ those children who had low scores on psychometric test, showing their potential for learning; however we also discuss the suitable of the CATM for this population.Provas assistidas, que incluem uma fase intermediaria de mediacao, podem promover uma percepcao mais otimista do desempenho cognitivo. Este estudo analisou o desempenho de 12 criancas, com idade entre cinco e nove anos, com baixa visao moderada, em provas assistidas (Jogo de Perguntas de Busca para Criancas com Deficiencia Visual -PBFG-DV ou Children Analogical Thinking Modifiability - CATM) e uma psicometrica (Escala de Maturidade Mental Columbia - EMMC). Na EEMC, a mediana foi 68; no PBFG-DV, o perfil cognitivo foi ganhador e, no CATM, todas as quatro criancas em idade pre-escolar tiveram perfil de desempenho ganhador. Os tipos de ajuda mais utilizados pela examinadora foram a instrucao e o feedback informativo, fornecidos desde a fase inicial das provas assistidas. Estas foram sensiveis para avaliar e diferenciar essas criancas que apresentaram baixa classificacao na prova psicometrica, mostrando seu potencial de aprendizagem; porem, discute-se, ainda, a adequacao do CATM para essa populacao.