SciELO - Scientific Electronic Library Online

 
vol.22 número2Fonoaudiólogos doutores no Brasil: perfil da formação no período de 1976 a 2008Treinamento auditivo: avaliação do benefício em idosos usuários de próteses auditivas índice de autoresíndice de assuntospesquisa de artigos
Home Pagelista alfabética de periódicos  

Serviços Personalizados

Journal

Artigo

Indicadores

Links relacionados

Compartilhar


Pró-Fono Revista de Atualização Científica

versão impressa ISSN 0104-5687

Resumo

VAZ, Ivanilde Aparecida; CORDEIRO, Priscila Maria; MACEDO, Elizeu Coutinho de  e  LUKASOVA, Katerina. Working memory in children assessed by the Brown-Peterson Task. Pró-Fono R. Atual. Cient. [online]. 2010, vol.22, n.2, pp.95-99. ISSN 0104-5687.  http://dx.doi.org/10.1590/S0104-56872010000200005.

BACKGROUND: the working memory is a cognitive skill that contributes to adequate development of language and to the acquisition of reading and writing. A consistent evaluation of the working memory in pre-school and basic school children demonstrates to be important for the early identification of possible learning impairments. AIM: to evaluate the development of working memory along the first school grades of basic education and to verify the applicability of the Brown-Peterson Task in the assessment of this function in children. METHOD: 103 children, 63 males, with the mean age of 9.75, recruited from 1st to 6th grades of basic school participated in the study. The children were assessed with the Brown-Peterson Task, the Digit Span forward and the Digit Span Backward. The results were compared for the variables of gender, age and grade. RESULTS: the score on the Brown-Peterson Task increased along the school grades and age groups. A linear decrease in scoring was observed in longer interference intervals. A positive correlation was found between the Brown-Peterson Task and the Digit Span, yet the Brown-Peterson Task proved to better differentiate school grades. CONCLUSION: the study confirmed that working memory development continues during the basic education years, indicating late maturation of related brain areas. The Brown-Peterson Task proved to be an adequate tool for the assessment of working memory in children.

Palavras-chave : Memory; Outcome Assessment; Basic Education.

        · resumo em Português     · texto em Português | Inglês     · Português ( pdf ) | Inglês ( pdf )

 

Creative Commons License Todo o conteúdo deste periódico, exceto onde está identificado, está licenciado sob uma Licença Creative Commons