ResumoEste estudo se propôs a comparar as habilidades intelectuais e criativas entre pessoas na meia idade e idosos. AbstractThis study aimed to compare intellectual and creative skills of middle-aged and elderly individuals. Eighty one people (61.73% from 45 to 59 years old and 38.27% over 60) participated in the survey. The tests "Intellectual Abilities for Adults" and "Thinking Creatively with Words and Pictures" were used for data collection and were individually administered. The results demonstrated that verbal, visual processing and creativity tests were signifi cantly infl uenced by the educational level. Memory tests were also under signifi cant infl uence of schooling and showed greater decrease at older ages. Intelligence and creativity were signifi cantly correlated. In conclusion, schooling is a signifi cant factor affecting cognitive and creative performance in the middle and old age stages.
Tests need to be constructed and validated for the Brazilian situation. The purpose of the present study was to investigate the factor structure of the Brazilian Adult Intelligence Battery (BAIAD) to confirm its validity. The sample consisted of 748 Brazilian college students (60.3% women) who were enrolled in public and private universities in six states in Brazil, mostly from São Paulo (84.9). The students majored in different areas. The BAIAD is composed of six tests: antonyms, synonyms, vocabulary, analogies, logical reasoning, and spatial reasoning. The BAIAD's major structure was hypothesized to fit in two main dimensions-Gc (crystallized intelligence) and Gf (fluid intelligence)-with a major correlated factor (G). The confirmatory factor analysis indicated that Model 3 had an adequate model fit (Goodness-of-Fit Index = .983, Root-Mean Square Error of Approximation = .066, Normed Fit Index = .978). According to this model, crystallized intelligence (Gc) comprised antonyms, synonyms, and vocabulary. Fluid intelligence (Gf) comprised verbal analogies, logical thinking, and spatial reasoning. Vocabulary was found to be correlated with both types of intelligence. The G-factor correlated with both Gc and Gf. Gender differences were observed on the vocabulary, antonyms, and analogies tests. In conclusion, we found evidence of validity for the BAIAD's internal structure. We recommend that gender differences in performance should be examined further.
A child with Down syndrome, like any other child, may benefit from interacting with memory stimuli, but needs additional support and help. The use of special teaching methods, which add playfulness and use of the computer, can enhance the memory processes of these children. In this work, we present the virtual environment "Nossa Vida (Our Life)", which was developed to assist children with Down syndrome to memorize action sequences of their daily routine. A daily routine memorization test (DRMT), consisting of a weekly reminder of typical daily routines completed by the children and parents, was performed before (pre-test) and after (post-test) the intervention. The work involved a multidisciplinary team and assessed the effectiveness of the test performed by 30 children with Down syndrome from APAE, a special education school for children with intellectual disabilities in São Paulo, Brazil. The children were separated into two groups (Experimental -GE and Control -GC) with homogeneity and normality of the data. Two hypotheses were tested in this study: H0 and H1, where: H0 = There is no statistical difference between memorizing daily tasks between individuals with Down syndrome who used our ludic virtual environment and those who used the conventional memory method.H1 = There is a difference between the group of subjects with Down Syndrome who used our virtual game environment and the group that did not use it in relation to memorizing the daily task. This produces t = -14.98 and p <0.0001, with H1 being accepted. The results showed that the EG presented significance in relation to the CG and the evolution mean of the children in the EG was 81.82% higher. According to experts (psychologist and pedagogue) from APAE and parents, the playful activities implemented in this virtual environment have been of great interest to children, who had fun, tested hypotheses and questioned them about the sequences of actions performed in their routine daily.
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