Memory and intellectual styles: Performance of students with learning disabilities

Abstract

Studies addressing issues related to information processing are necessary to understand some of the explanatory aspects of the changes in the learning process. The objective of the this study was to evaluate memory and intellectual styles in Elementary and Middle school students diagnosed with dyslexia and Attention Deficit Hyperactivity Disorder and in students without learning disabilities. A total of 370 students from public schools were individually evaluated using the Rey Complex Figure Test and the Thinking Styles Inventory – Revised II. The results showed significant differences in the memory condition between students with Attention Deficit Hyperactivity Disorder and those without learning disabilities. Significant differences in the scores of the Thinking Styles Inventory were also found between the three groups evaluated. Memory was negatively correlated with the conservative style. The difference between the groups and the correlation between these instruments pointed to the need for further research to assess these variables in the groups of students with learning disabilities.

The relationship between intellectual styles, intelligence and learning strategies

“…Therefore, further studies with the purpose of investigating these relations in an exploratory way and using more representative samples of verbal intelligence are required to verify if these results can be confirmed. However, Inácio, Oliveira, and Santos (2018) found a relationship between visual perception ability with styles of type I and II, but the correlations were statistically negative in the latter. Statistically negative relations between visual memory ability and the conservative style were also observed.…”

Homenagem à Acácia Aparecida Angeli dos Santos - Universidade São Francisco

“…Seu estilo arrojado e dinâmico está sempre pronto para "o saber", "o aprender", por isso não estranhe se encontrá-la assistindo palestras e conferências em congressos, como ela sempre diz "Sempre temos algo a aprender e algo bom para tirar das situações". Nessa perspectiva, em uma de suas publicações escreve que o ser humano tem uma curiosidade inata direcionada ao aprendizado, o que lhe imprime um modo característico de aprender e sempre buscar se aprimorar (Inácio, Oliveira, & Santos, 2018).…”

Conhecimento dos professores sobre a respiração oral antes e após programa de orientação

“…It is essential that the school, the family and health professionals should be aware of the specific demands of each student, so that preventative measure can be taken to avoid any possible difficulties at school (1,2) . Extrinsic or intrinsic factors may be the reason for these difficulties, for example from a lack of stimuli and resources in the family environment to attention deficit hyperactivity disorder (ADHD) and/or dyslexia (1)(2)(3)(4) .…”