Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Silva, Luciana de Castro Ferreira e
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| Orientador(a): |
Preuss, Elena Ortiz
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| Banca de defesa: |
Preuss, Elena Ortiz,
Cândido, Gláucia Vieira,
Delgado, Isabelle Cahino |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal de Goiás
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| Programa de Pós-Graduação: |
Programa de Pós-graduação em Letras e Linguística (FL)
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| Departamento: |
Faculdade de Letras - FL (RG)
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://repositorio.bc.ufg.br/tede/handle/tede/10661
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Resumo: |
Down syndrome is a genetic condition, which results from the presence of the chromosome 21, causing several changes to the health condition during the subject’s overall development. One of the changes is the delay in the child's cognitive and linguistic development, who presents better performance in understanding language and a greater deficit in expressive language. Thus, the objective of this research was to analyze the linguistic-cognitive development of people with Down syndrome who received cognitive stimulation and went through the stages of literacy. The study has the following specific objectives: (i) present a theoretical overview of cognitive stimulation and linguistic development; (ii) analyze the written production and speech produced by participants with Down syndrome who received cognitive stimulation; (iii) analyze the performance of individuals with Down syndrome in tasks of working memory, inhibitory control and cognitive flexibility and in linguistic tasks; (iv) verify the occurrence of associations between the cognitive stimulation and the participants’ linguistic development. Data collection consisted of: (i) interviews with five participants; (ii) information from medical records; (iii) linguistic tasks, checking the linguistic performance of individuals with Down syndrome; (iv) tests related to executive functions, observing the performance of working memory, inhibitory control and cognitive flexibility; and (v) observation of the participants' behavior, recorded in the field notes. The results showed that most participants have difficulties to change strategies and resolve conflicts, which are skills related to cognitive flexibility and inhibitory control, on the other hand, they did not have as much difficulty in carrying out activities that involved working memory. The data obtained showed that the participants presented a significant number of understandable words and phrases in oral productions, however, they showed more difficulties in written productions. These results from the participants in cognitive and linguistic tasks corroborate two hypotheses of this research: the cognitive stimulation brings benefits for the linguistic development of people with Down syndrome, and, when carried out in the long term, it contributes to their lexical development. Pearson's Correlation tests showed positive correlations between a long time of cognitive stimulation and the participants’ performance in some cognitive and linguistic tests. Thus, it is concluded that the duration of cognitive stimulation can contribute to the linguistic and cognitive development of people with Down syndrome. |
