Luciana Vellinho Corso

Qual o papel que a memória de trabalho exerce na aprendizagem da matemática

A memoria de trabalho e um sistema cognitivo que apoia o desenvolvimento de varias aprendizagens, entre elas, a matematica. Discute-se, no artigo, se as dificuldades na matematica estao associadas a defasagens em componentes especificos da memoria de trabalho, ou estao relacionadas a um deficit geral deste sistema, considerando o modelo de Baddeley e Hicht. Analisa-se a diversidade encontrada nos resultados das pesquisas que relacionam memoria de trabalho a dificuldades na matematica, apontando justificativas para tal situacao. Define-se o papel da memoria de trabalho na aprendizagem da matematica, destacando-se que tal aprendizagem esta diretamente ligada a outros processos cognitivos fundamentais para o bom desempenho matematico, como e o caso da velocidade de processamento e da recuperacao fluente de fatos aritmeticos da memoria de longo prazo. O desenvolvimento de mais pesquisas relacionando memoria de trabalho a dificuldades na matematica e de fundamental importância, possibilitando avancos nos processos de prevencao e intervencao.

Impacto do DSM-5 no diagnóstico de transtornos de aprendizagem em crianças e adolescentes com TDAH: um estudo de prevalência

Prevalence studies on learning disabilities (LD) in children and adolescents with Attention Deficit and Hyperactivity Disorder (ADHD) show inconclusive results, despite the frequent comorbidity between these syndromes. This article describes and analyzes the prevalence of LD in a referred sample of 270 children and adolescents with ADHD treated at Disorders Program of Attention Deficit / Hyperactivity / Hospital de Clinicas de Porto Alegre - Federal University of Rio Grande do Sul (PRODAH/HCPA-UFRGS), according to the diagnostic criteria of the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR). The prevalence of LD among the sample was of 46.7%. In that group, the most common LD was the Written Expression Disorder (32.6%). The impact of the changes in the diagnostic criteria for LD proposed by the DSM-5 in the prevalence of these disorders is discussed. Although changes will occur in the rates of LD prevalence, the impact of the DSM-5 on the prevalence, specificity and comorbidity of LD remains uncertain, as there are some proposed changes that will broaden the scope of the criteria and others that will reduce it.

Spelling performance of students with and without Attention Deficit Hyperactivity Disorder

Purpose: to characterize and compare the spelling performance of students with and without Attention Deficit Hyperactivity Disorder. Methods: sample including 244 Brazilian students from the 3rd to the 5th year, from three public schools (189 without and 55 with the disorder). Students were assessed and classified according to the spelling errors in a word dictation. The average performance was compared per school year, condition (having Attention Deficit Hyperactivity Disorder or not) and interaction between year and condition. The performance was also compared to the results of the study by Moojen (2011), on orthographic performance in Elementary School. Results: students with Attention Deficit Hyperactivity Disordershowed a higher average in the total number of errors, in the Phoneme/Grapheme Conversion, Simple Contextual Rules and Language Irregularities categories. In the group without Attention Deficit Hyperactivity Disorder, there was a greater reduction of errors among the school grades (3rd, 4th, 5th). In relation to the study by Moojen (2011), students with the disorder had a lower average. Conclusion: evidence showed that the presence ofAttention Deficit Hyperactivity Disorderinfluenced the spelling performance of the students evaluated.