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Dementia & Neuropsychologia

Print version ISSN 1980-5764

Dement. neuropsychol. vol.2 no.1 São Paulo Jan./Mar. 2008

https://doi.org/10.1590/S1980-57642009DN20100006 

Original Articles

Planning abilities of children aged 4 years and 9 months to 8 1/2 years: Effects of age, fluid intelligence and school type on performance in the Tower of London test

Habilidades de planejamento em crianças com idade entre 4 anos e nove meses e 8 anos e meio: efeitos da idade, inteligência fluida, tipo de escola na performance do teste da Torre de Londres.

Leandro Fernandes Malloy-Diniz 1  

Cláudia Cardoso-Martins 2  

Elaine Pacheco Nassif 1  

Angela Maria Levy 1  

Wellington Borges Leite 3  

Daniel Fuentes 4  

1Universidade FUMEC - Grupo de pesquisa em Neuropsicologia e Neurociências. Nova Lima. Belo Horizonte. Brasil.

2Departamento de Psicologia da Faculdade de Filosofia e Ciências Humanas da Universidade Federal de Minas Gerais.

3GEDAHI - (Grupo de Estudos dos Distúrbios da Aprendizagem, Atenção e Hiperatividade).

4Unidade de Psicologia e Neuropsicologia do Hospital das Clínicas da USP, São Paulo, Brasil.


Abstract

The present study investigated the relationship between age and one type of environmental factor, namely, type of school (i.e., private vs. public), and the development of mental planning ability, as measured by the Tower of London (TOL) test. Methods: Participants comprised 197 public and 174 private school students, ranging in age from 4 years and 9 months to 8 years and 6 months. Besides the TOL test, students were administered Raven's Colored Matrices. Results: Results confirmed the findings of previous studies that both age and school type are important predictors of mental planning. Furthermore, results also suggest that the relationship between type of school and mental planning ability cannot be accounted for by differences in students' fluid intelligence. Conclusion: In the present study, the TOL test continued to differentiate public from private school students, even after we controlled for the effect of differences on the Raven test.

Key words: planning; cognition; neuropsychology; private vs. public school; socioeconomic status; child development

Resumo

O presente estudo investigou a relação entre idade, e um tipo de fator ambiental, o tipo de ambiente escolar (público x privado) e o desenvolvimento das habilidades mentais de planejamento medidas pelo teste da Torre de Londres (TOL). Métodos: Os participantes foram 197 estudantes de escolas públicas e 174 de escolas privadas com idade variando de 4 anos e 9 meses a 8 anos e 6 meses. Além do TOL, foi administrado o teste das Matrizes Coloridas de Raven. Resultados: Os resultados confirmam os achados de estudos prévios de que tanto a idade e o tipo de escola são importantes preditores das habilidades de planejamento. Além disso, eles também sugerem que a relação entre o tipo de escola e as habilidades de planejamento não podem ser explicadas por diferenças na inteligência fluída dos estudantes. Conclusão: No presente estudo, o teste da torre de Londres diferenciou crianças de escolas públicas e privadas mesmo após ter sido controlado o efeito das diferenças medidas pelo teste das Matrizes Coloridas de Raven.

Palavras-chave: planejamento; cognição; neuropsicologia; escola particular vs. escola pública; fatores socioeconômicos; desenvolvimento infantil

Texto completo disponível apenas em PDF.

Full text available only in PDF format.

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Received: January 15, 2008; Revised: February 16, 2008; Accepted: February 23, 2008

Leandro Fernandes Malloy-Diniz - Avenida do Contorno, 3979 / sala 404 - CEP Belo Horizonte MG - Brazil. E-mail: malloy.diniz@gmail.com

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