Nelimar Ribeiro de Castro

Capacidade atencional: há decréscimo como passar da idade?

El objetivo del estudio fue procurar evidencia de validez basada en la variable edad para el Test de Atencion Alternada - TEALT. Para eso, fue verificado si la capacidad de alternar la atencion disminuiria con el aumento de edad. Participaron 798 individuos, de los Estados de Bahia y de Sergipe, siendo 442 (55,4%) de Bahia y 356 (44,6%) de Sergipe, del sexo masculino y femenino, y con edades variando entre 18 y 72 anos (M=26,56, DP=8,30). En Sergipe, los participantes fueron estudiantes universitarios de diferentes cursos, y, en Bahia, fueron personas que pasaron por la evaluacion psicologica para la obtencion del carnet de conducir. EL TEALT fue aplicado colectivamente en el Estado de Sergipe, y de forma individual en Bahia. Los resultados evidenciaron correlacion negativa y significativa entre la puntuacion del TEALT y la edad, siendo formadas tres franjas etarias que se diferenciaron en el desempeno en el teste. De esa forma, se concluyo por evidencia de validez para el TEALT en funcion de la edad, siendo que su aumento correspondio a una disminucion de la capacidad de atencion alternada.O objetivo do estudo foi procurar evidencia de validade baseada na variavel idade para o Teste de Atencao Alternada - TEALT. Para isso, foi verificado se a capacidade de alternar a atencao diminuiria com o passar da idade. Participaram 798 individuos, dos Estados da Bahia e de Sergipe, sendo 442 (55,4%) da Bahia e 356 (44,6%) de Sergipe, do sexo masculino e feminino, e com idades variando entre 18 e 72 anos (M=26,56, DP=8,30). Em Sergipe, os participantes foram estudantes universitarios de diferentes cursos, e, na Bahia, foram pessoas que passaram pela avaliacao psicologica para a obtencao da carteira de motorista. O TEALT foi aplicado coletivamente no Estado de Sergipe, e de forma individual na Bahia. Os resultados evidenciaram correlacao negativa e significativa entre a pontuacao do TEALT e a idade, sendo formadas tres faixas etarias que se diferenciaram no desempenho no teste. Dessa forma, concluiu-se por evidencia de validade para o TEALT em funcao da idade, sendo que o seu aumento correspondeu a uma diminuicao da capacidade de atencao alternada.

Análise de Artigos sobre Avaliação Psicológica no Contexto do Trabalho: Revisão Sistemática

Este estudo teve por objetivo realizar uma revisao sistematica da literatura da area da avaliacao psicologica no trabalho na base de dados PePSIC entre 2000 e 2009, utilizando as palavras-chave “Psicologia do trabalho”, “Psicologia organizacional” e “Avaliacao psicologica”. A maioria dos artigos empiricos encontrados se concentrou em 2007, de autoria multipla, com temas relacionados a saude do trabalhador e aspectos organizacionais. Somente um dos instrumentos versava sobre um teste psicologico especifi co da area do trabalho, embora tenham sido encontrados ao todo 14 instrumentos psicologicos. A analise dos resultados demonstrou que embora tenha sido verifi cado um aumento de artigos envolvendo a avaliacao psicologica no contexto do trabalho no periodo estudado, ainda e evidente a carencia de producao em relacao ao tema, sendo necessarios outros artigos que possam suprir as necessidades ainda vigentes. Espera-se que este estudo possa fomentar novas pesquisas dentro do contexto da avaliacao psicologica voltada ao trabalho, preenchendo as lacunas observadas.

Conteudos e Metodologias de Ensino de Avaliacao Psicologica: um Estudo com Professores

The aim in this study was to verify the contents taught and teaching methods used by undergraduate Psychology teachers, specifically in the subjects related to psychological assessment. A two-part questionnaire was used: the first part served to characterize the participants, and the second the subjects taught. Twenty-two teachers participated. Among the respondents, 72.7% were female, 77.3% were psychological assessment teachers and 45.5% had graduated from public universities. For the open question, about the subjects taught, analysis and expert analysis categories were established. About the subjects taught, most respondents teach the techniques and theoretical foundations of tests. In contrast, the history of assessment and the elaboration principles of psychological documents were the topics taught least.The aim in this study was to verify the contents taught and teaching methods used by undergraduate Psychology teachers, specifi cally in the subjects related to psychological assessment. A two-part questionnaire was used: the fi rst part served to characterize the participants, and the second the subjects taught. Twenty-two teachers participated. Among the respondents, 72.7% were female, 77.3% were psychological assessment teachers and 45.5% had graduated from public universities. For the open question, about the subjects taught, analysis and expert analysis categories were established. About the subjects taught, most respondents teach the techniques and theoretical foundations of tests. In contrast, the history of assessment and the elaboration principles of psychological documents were the topics taught least.

Evidências de validade para o Teste de Atenção Alternada - TEALT

O objetivo deste estudo foi buscar evidencias de validade para o Teste de Atencao Alternada (TEALT) pela relacao com os Tes- tes de Atencao Dividida (AD) e Sustentada (AS). Participaram da pesquisa 133 estudantes universitarios de uma instituicao particular do estado de Sergipe, de ambos os sexos, com media de 24,83 anos. Os instrumentos foram aplicados coletivamen- te e em sala de aula. Os resultados indicaram correlacoes positivas, em sua maioria, baixas e moderadas, entre o TEALT e o AD e AS. Isso demonstrou que ao aumento no desempenho no TEALT lhe correspondeu um aumento no desempenho nos demais testes. Assim, a evidencia de validade para o TEALT pela correlacao com o AD e AS foi verificada.

Contenidos y Métodos de Enseñanza de Evaluación Psicológica: un Estudio con Maestros

The aim in this study was to verify the contents taught and teaching methods used by undergraduate Psychology teachers, specifically in the subjects related to psychological assessment. A two-part questionnaire was used: the first part served to characterize the participants, and the second the subjects taught. Twenty-two teachers participated. Among the respondents, 72.7% were female, 77.3% were psychological assessment teachers and 45.5% had graduated from public universities. For the open question, about the subjects taught, analysis and expert analysis categories were established. About the subjects taught, most respondents teach the techniques and theoretical foundations of tests. In contrast, the history of assessment and the elaboration principles of psychological documents were the topics taught least.The aim in this study was to verify the contents taught and teaching methods used by undergraduate Psychology teachers, specifi cally in the subjects related to psychological assessment. A two-part questionnaire was used: the fi rst part served to characterize the participants, and the second the subjects taught. Twenty-two teachers participated. Among the respondents, 72.7% were female, 77.3% were psychological assessment teachers and 45.5% had graduated from public universities. For the open question, about the subjects taught, analysis and expert analysis categories were established. About the subjects taught, most respondents teach the techniques and theoretical foundations of tests. In contrast, the history of assessment and the elaboration principles of psychological documents were the topics taught least.

Contents and Methods of Psychological Assessment Teaching: a Study Involving Professors

The aim in this study was to verify the contents taught and teaching methods used by undergraduate Psychology teachers, specifically in the subjects related to psychological assessment. A two-part questionnaire was used: the first part served to characterize the participants, and the second the subjects taught. Twenty-two teachers participated. Among the respondents, 72.7% were female, 77.3% were psychological assessment teachers and 45.5% had graduated from public universities. For the open question, about the subjects taught, analysis and expert analysis categories were established. About the subjects taught, most respondents teach the techniques and theoretical foundations of tests. In contrast, the history of assessment and the elaboration principles of psychological documents were the topics taught least.The aim in this study was to verify the contents taught and teaching methods used by undergraduate Psychology teachers, specifi cally in the subjects related to psychological assessment. A two-part questionnaire was used: the fi rst part served to characterize the participants, and the second the subjects taught. Twenty-two teachers participated. Among the respondents, 72.7% were female, 77.3% were psychological assessment teachers and 45.5% had graduated from public universities. For the open question, about the subjects taught, analysis and expert analysis categories were established. About the subjects taught, most respondents teach the techniques and theoretical foundations of tests. In contrast, the history of assessment and the elaboration principles of psychological documents were the topics taught least.

Evidências de Validade Convergente e pela Comparação com Construtos Relacionados para o Teste de Inteligência

Este estudo tem por objetivo a busca de evidencias de validade convergente e de validade baseada na comparacao com construtos relacionados para o Teste de Inteligencia (TI), respectivamente pela correlacao deste ultimo com o Teste de Nao-Verbal de Inteligencia (R1) e o Teste de Atencao Concentrada (AC). Participaram do estudo 484 candidatos a Carteira Nacional de Habilitacao, com idade entre 18 e 67 anos (M=26,56, DP=8,81), sendo 63,8% homens. Os resultados indicaram coeficientes de correlacao moderados e positivos (acima de 0,509) entre o TI e o R1, o que, de acordo com a literatura, pode ser interpretado como evidencia de validade convergente, bem como correlacoes variando entre 0,20 e 0,50 entre o TI e o AC, indicando evidencia de validade pela comparacao com testes que avaliam construtos relacionados