Maria Thereza Costa Coelho de Souza

As relações entre afetividade e inteligência no desenvolvimento psicológico

RESUMO - Este texto apresenta consideracoes sobre as relacoes entre afetividade e inteligencia no desenvolvimento psicologico, a partir de quatro modelos teoricos: as perspectivas psicogeneticas de Piaget, Wallon, Vygotsky e concepcoes extraidas da teoria psicanalitica de Freud. O objetivo e apontar as enfases de cada abordagem para os aspectos afetivos e cognitivos e seu papel no desenvolvimento psicologico. Como conclusao, pode-se dizer que os modelos, interessados pela genese da construcao do conhecimento ou pela constituicao do psiquismo, apresentam diferentes tipos de relacao entre afetividade e inteligencia. Uns propoem relacoes de alternância (Wallon); complementaridade de um em relacao ao outro (Vygotsky) ou correspondencia (Piaget) entre afetividade e inteligencia, enquanto outro enfatiza aspectos pulsionais que interferem no funcionamento psicologico afetivo e cognitivo (Freud). Palavras-chave: afetividade; inteligencia; desenvolvimento psicologico ABSTRACT - This text presents some considerations about the relations between affectivity and intelligence in psychological development, based on four theoretical models: the psychogenetic approaches of Piaget, Wallon, Vygotsky and some concepts from Freud’s psychoanalysis theory. The main objective is to point out the emphasis of each approach regarding to affective and cognitive aspects and also their role in psychological development. What can be concluded is that the theoretical models, interested in knowledge construction or in psychic constitution, present different relations between affectivity and intelligence. Some of these propose relations of alternation (Wallon), relations based on one supplementing the other (Vygotsky) or on a correspondence between them (Piaget), while another focuses on pulsional aspects that interfere on affective and intellectual psychological functioning. Keywords: affectivity; intelligence; psychological development

PEER ACCEPTANCE AND COGNITIVE DEVELOPMENT

To verify whether development of cognitive skills and peer acceptance are necessarily linked, 212 students of low socioeconomic status in the first, second, and third grades of a public school in Brazil were studied. A sociometric evaluation of peer group acceptance in play and study situations was conducted. The cognitive tasks were the mental imaging and conservation of mass and length (operative casks) as well as location of dice and equidistancing arrangements (creation of possibilities tasks). Analysis showed the children identified as desirable study companions had highly developed general cognitive abilities, and those chosen as desirable for both study and play not only had highly developed general cognitive abilities but also highly developed operativeness. Children who were socially isolated, however, had even higher mean cognitive assessment score in relation to both creation of possibilities and general cognitive development than did those with ratings of negative or positive salience.

Chronic Toxoplasma gondii Infection Exacerbates Secondary Polymicrobial Sepsis

Sepsis is a severe syndrome that arises when the host response to an insult is exacerbated, leading to organ failure and frequently to death. How a chronic infection that causes a prolonged Th1 expansion affects the course of sepsis is unknown. In this study, we showed that mice chronically infected with Toxoplasma gondii were more susceptible to sepsis induced by cecal ligation and puncture (CLP). Although T. gondii-infected mice exhibited efficient control of the bacterial burden, they showed increased mortality compared to the control groups. Mechanistically, chronic T. gondii infection induces the suppression of Th2 lymphocytes via Gata3-repressive methylation and simultaneously induces long-lived IFN-γ-producing CD4+ T lymphocytes, which promotes systemic inflammation that is harmful during CLP. Chronic T. gondii infection intensifies local and systemic Th1 cytokines as well as nitric oxide production, which reduces systolic and diastolic arterial blood pressures after sepsis induction, thus predisposing the host to septic shock. Blockade of IFN-γ prevented arterial hypotension and prolonged the host lifespan by reducing the cytokine storm. Interestingly, these data mirrored our observation in septic patients, in which sepsis severity was positively correlated to increased levels of IFN-γ in patients who were serologically positive for T. gondii. Collectively, these data demonstrated that chronic infection with T. gondii is a critical factor for sepsis severity that needs to be considered when designing strategies to prevent and control the outcome of this devastating disease.

Aulas investigativas e a construção de conceitos de matemática: um estudo a partir da teoria de Piaget

O estudo e uma pesquisa qualitativa e colaborativa que tem o objetivo de compreender o processo de construcao dos conceitos de Matematica dos estudantes por meio de atividades de investigacao, pois pesquisas apontam que essas atividades mobilizam os estudantes a aprender de acordo com sua idade e amadurecimento. A fundamentacao teorica foi a teoria de Piaget no que tange aos conceitos de equilibracao e abstracao reflexionante. O metodo constituiu-se da observacao das aulas e atividades investigativas e das resolucoes destas, realizadas em conjunto por seis estudantes do 6o ano do Ensino Fundamental de uma escola municipal de Porto Alegre, em 2013. Os dados foram organizados em categorias relativas a interpretacao, a resolucao e a argumentacao, articulando os elementos do cenario investigativo com o Metodo Clinico de Piaget. Destaca-se como resultado da pesquisa a compreensao da forma como os estudantes constroem o conceito de multiplos e divisores de um numero natural nessas aulas.

Intervenciones con juegos: estudio sobre el Tangram

The aim of this article is to present ways of analyzing protocols for problem situations with Tangram game and propose procedures of observation and interpretation. The protocols collected in the context of games workshops, were produced by 40 participants, aged between nine and eleven, and analyzed in three perspectives: (a) classification of right and wrong; (B) study of solution methods and types of errors produced; (C) look for evidence of the procedures adopted by the children. The results indicated that construct parts without putting figures on the basis of instructions to perform and read assembly are a significant challenge and errors have the highest percentage (85% and 75% in buildings, 53% of the reading). These analyzes can serve as a reference to assess and to step in, contributing to broaden their professional forms of observation records in favor of achieving interventions that favor overcoming mistakes.The aim of this article is to present ways of analyzing protocols for problem situations with Tangram game and propose procedures of observation and interpretation. The protocols collected in the context of games workshops, were produced by 40 participants, aged between nine and eleven, and analyzed in three perspectives: (a) classification of right and wrong; (B) study of solution methods and types of errors produced; (C) look for evidence of the procedures adopted by the children. The results indicated that construct parts without putting figures on the basis of instructions to perform and read assembly are a significant challenge and errors have the highest percentage (85% and 75% in buildings, 53% of the reading). These analyzes can serve as a reference to assess and to step in, contributing to broaden their professional forms of observation records in favor of achieving interventions that favor overcoming mistakes.

Intervention in the game context: a study with Tangram

The aim of this article is to present ways of analyzing protocols for problem situations with Tangram game and propose procedures of observation and interpretation. The protocols collected in the context of games workshops, were produced by 40 participants, aged between nine and eleven, and analyzed in three perspectives: (a) classification of right and wrong; (B) study of solution methods and types of errors produced; (C) look for evidence of the procedures adopted by the children. The results indicated that construct parts without putting figures on the basis of instructions to perform and read assembly are a significant challenge and errors have the highest percentage (85% and 75% in buildings, 53% of the reading). These analyzes can serve as a reference to assess and to step in, contributing to broaden their professional forms of observation records in favor of achieving interventions that favor overcoming mistakes.The aim of this article is to present ways of analyzing protocols for problem situations with Tangram game and propose procedures of observation and interpretation. The protocols collected in the context of games workshops, were produced by 40 participants, aged between nine and eleven, and analyzed in three perspectives: (a) classification of right and wrong; (B) study of solution methods and types of errors produced; (C) look for evidence of the procedures adopted by the children. The results indicated that construct parts without putting figures on the basis of instructions to perform and read assembly are a significant challenge and errors have the highest percentage (85% and 75% in buildings, 53% of the reading). These analyzes can serve as a reference to assess and to step in, contributing to broaden their professional forms of observation records in favor of achieving interventions that favor overcoming mistakes.

Intervenção com jogos: estudo sobre o Tangram

The aim of this article is to present ways of analyzing protocols for problem situations with Tangram game and propose procedures of observation and interpretation. The protocols collected in the context of games workshops, were produced by 40 participants, aged between nine and eleven, and analyzed in three perspectives: (a) classification of right and wrong; (B) study of solution methods and types of errors produced; (C) look for evidence of the procedures adopted by the children. The results indicated that construct parts without putting figures on the basis of instructions to perform and read assembly are a significant challenge and errors have the highest percentage (85% and 75% in buildings, 53% of the reading). These analyzes can serve as a reference to assess and to step in, contributing to broaden their professional forms of observation records in favor of achieving interventions that favor overcoming mistakes.The aim of this article is to present ways of analyzing protocols for problem situations with Tangram game and propose procedures of observation and interpretation. The protocols collected in the context of games workshops, were produced by 40 participants, aged between nine and eleven, and analyzed in three perspectives: (a) classification of right and wrong; (B) study of solution methods and types of errors produced; (C) look for evidence of the procedures adopted by the children. The results indicated that construct parts without putting figures on the basis of instructions to perform and read assembly are a significant challenge and errors have the highest percentage (85% and 75% in buildings, 53% of the reading). These analyzes can serve as a reference to assess and to step in, contributing to broaden their professional forms of observation records in favor of achieving interventions that favor overcoming mistakes.

O jogo dominó das 4cores: estudo sobre análise de protocolos

Esta investigacion tuvo como objetivo analizar protocolos con registros del juego Domino de los 4 colores, para investigar diferentes formas de resolucion propuestas por 46 ninos, de edad entre siete y once anos, que frecuentaban actividades en un contexto de talleres de juegos. Para la recolecta de datos, los participantes solucionaron situaciones-problema y las informaciones fueron obtenidas por intermedio del analisis de los protocolos. Tras este analisis, fue posible caracterizar los modos de resolucion en terminos de respeto a las reglas, estrategias, errores y aciertos. Los resultados indicaron que: 1- los sujetos jugaron de acuerdo con las reglas; 2- actuaron regularmente por ensayo-y-error; 3- hubo alta frecuencia de erros percibidos a posteriori. Como consecuencia, fue posible proponer intervenciones para desencadenar la observacion de las acciones y la construccion de nuevos procedimientos y actitudes favorables al jugar, asi como al desarrollo y al aprendizaje escolar.

Simbolismos infantis e a mágica dos contos: uma compreensão piagetiana

The aim of this paper is to discuss children’s interpretations of popular tales according to Piaget’s theory. It is known that psychoanalysis gives great importance to symbolization and symbols, which allows people to find meanings to feelings, life situations and, mainly for children, distresses linked to development. This would be the relief provided by fairy tales. When Piaget studied how children perceive reality, he pointed out the magic-phenomenalistic thought, which interferes on children’s beliefs and understanding of magic in the domain of interpretations performed by younger children. Researches regarding interpretations of popular fairy tales, conducted with children from 4 to 11 years of age, showed that younger children admitted, without effort, magical plots and valued fictional aspects, while older children expressed the real impossibility for magical situations and valued real aspects. These elements can be associated to their level of psychological development. The understanding of magic also seems to be influenced by the cultural context of the groups in which children live, as shown in a research carried out in cooperation with the University of Lausanne, Switzerland, with children of nine years of age.The aim of this paper is to discuss children’s interpretations of popular tales according to Piaget’s theory. It is known that psychoanalysis gives great importance to symbolization and symbols, which allows people to find meanings to feelings, life situations and, mainly for children, distresses linked to development. This would be the relief provided by fairy tales. When Piaget studied how children perceive reality, he pointed out the magic-phenomenalistic thought, which interferes on children’s beliefs and understanding of magic in the domain of interpretations performed by younger children. Researches regarding interpretations of popular fairy tales, conducted with children from 4 to 11 years of age, showed that younger children admitted, without effort, magical plots and valued fictional aspects, while older children expressed the real impossibility for magical situations and valued real aspects. These elements can be associated to their level of psychological development. The understanding of magic also seems to be influenced by the cultural context of the groups in which children live, as shown in a research carried out in cooperation with the University of Lausanne, Switzerland, with children of nine years of age.

Children symbolisms and the magic of tales: a piagetian understanding

The aim of this paper is to discuss children’s interpretations of popular tales according to Piaget’s theory. It is known that psychoanalysis gives great importance to symbolization and symbols, which allows people to find meanings to feelings, life situations and, mainly for children, distresses linked to development. This would be the relief provided by fairy tales. When Piaget studied how children perceive reality, he pointed out the magic-phenomenalistic thought, which interferes on children’s beliefs and understanding of magic in the domain of interpretations performed by younger children. Researches regarding interpretations of popular fairy tales, conducted with children from 4 to 11 years of age, showed that younger children admitted, without effort, magical plots and valued fictional aspects, while older children expressed the real impossibility for magical situations and valued real aspects. These elements can be associated to their level of psychological development. The understanding of magic also seems to be influenced by the cultural context of the groups in which children live, as shown in a research carried out in cooperation with the University of Lausanne, Switzerland, with children of nine years of age.The aim of this paper is to discuss children’s interpretations of popular tales according to Piaget’s theory. It is known that psychoanalysis gives great importance to symbolization and symbols, which allows people to find meanings to feelings, life situations and, mainly for children, distresses linked to development. This would be the relief provided by fairy tales. When Piaget studied how children perceive reality, he pointed out the magic-phenomenalistic thought, which interferes on children’s beliefs and understanding of magic in the domain of interpretations performed by younger children. Researches regarding interpretations of popular fairy tales, conducted with children from 4 to 11 years of age, showed that younger children admitted, without effort, magical plots and valued fictional aspects, while older children expressed the real impossibility for magical situations and valued real aspects. These elements can be associated to their level of psychological development. The understanding of magic also seems to be influenced by the cultural context of the groups in which children live, as shown in a research carried out in cooperation with the University of Lausanne, Switzerland, with children of nine years of age.