Teste de memória de trabalho em crianças de 3 a 6 anos de idade

• Ano de defesa: 2013
• Autor(a) principal: Morais, Adriana Cristina de
• Orientador(a): Brunoni, Decio
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Presbiteriana Mackenzie
• Palavras-chave em Português: memória de trabalho; pré-escolares; avaliação psicológica; psicometria
• Palavras-chave em Inglês: working memory; preschoolers; psychological assessment; psychometrics
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA
• Link de acesso: http://dspace.mackenzie.br/handle/10899/22528

Pre-school children constitute a population group that deserves attention due to the characteristics of biological maturation as well as the impact of this period in the later stages of development. At this stage, many cognitive skills develop at an accelerated rate, among them the memory. The assessment of memory is important to identify potential learning difficulties and intervention activities. In this sense, the evaluation of working memory during the pre-school education is relevant, it has been considered a good predictor of academy success and helps in understanding, organizing and reorganizing the information received. The objective of this project is to assess working memory between typical children 3-6 years of age. For both have been individually assessed 235 children of both sexes in public and private schools, aged between 3 and 6 years(M = 4,5 ; DP= 1,12). Analyzes show no significant differences in relation to gender. Analyzes compared group Private School and Public School showed that private school kids get better performance on tests of TMT, however Box Plot analysis showed that regardless of the type of school working memory has a progression. Analysis of the results indicated significant correlations between all subtests of TMT as well as each of the subtests with the total score. In order to verify the reliability of the instrument analyzes were conducted using internal consistency coefficient alpha, the result was 0.84 showing good suitability of the instrument. Validity evidence for developmental change were found, revealing a trend of increasing TMT performance with increasing age of the children. Therefore, we obtain evidence that the skill assessed by TMT increases with the progression of age. Analyzes showed that children under 3 years of age hit less than all the others. In addition, children 6 years scored higher than all the others. This work may contribute to the provision of an instrument to assess working memory in preschool children.