Correlação entre WISC e rendimento escolar na escola pública e na escola particular

DalVesco, Álida; Mattos, Diogo M. F.; Silva, Ciomara Benincá Ribeiro; Tarasconi, Carla Ventura

doi:10.1590/s0102-79721998000300008

Cited by 10 publications

(7 citation statements)

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“…The results were similar to other IQ studies in the Brazilian population (DalVesco et al, 1998;Shayer, 2007), which confirm that some intellectual ability measures may be vulnerable to cultural patterns, favoring children of a higher socioeconomic status.…”

Section: Discussionsupporting

confidence: 89%

Performance of a Brazilian sample on the computerized Wisconsin Card Sorting Test.

Coelho

Rosário

Mastrorosa

et al. 2012

Psychology & Neuroscience

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The computerized version of the Wisconsin Card Sorting Test (WCST) is based on the same normative data developed previously for the manual version. However, equivalence of the measures of both versions is controversial. This study investigated the performance of a Brazilian student sample with subjects aged 6-15 years in the computerized version of the WCST. As a result of the analyses, the study pointed out that type of school (public or private) was significant in almost all measures and also that age and gender effects were similar to those previously described in the manual version. These results showed that the computerized WCST may not be free of cultural and socioeconomic influences and that the validation and standardization of this version is warranted.

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Section: Discussionsupporting

confidence: 89%

Performance of a Brazilian sample on the computerized Wisconsin Card Sorting Test.

Coelho

Rosário

Mastrorosa

et al. 2012

Psychology & Neuroscience

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“…However, a review of the existing literature on these two factors shows a dearth of comparative research on the influence of school type (Rosselli, Matute, & Ardila, 2006;Duncan, 2006;Matute, Sanz, Gumá, Rosselli, & Ardila, 2009;Rosselli-Cock et al, 2004;Nogueira et al, 2005) on neuropsychological development. Most such comparative studies have focused on cognitive-linguistic skills in children (DalVesco, Mattos, Benincá, & Tarasconi, 1998;Leybart, Alégria, Deltour, & Skinkel, 1997;Lins e Silva & Spinillo, 1998;Salles et al, 2010). This concern is apparent in comparative studies on the performance of children attending different school types, which have been carried out in the U.S. from 1980 (Coleman, Hoffer, & Kilgore, 1982;Wolfle, 1987) to the present time (Avram & Dronkers, 2010), and, more recently, have surfaced in Latin America as well (Cervini, 2003).…”

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confidence: 99%

Comparison of Neuropsychological Performance between Students from Public and Private Brazilian Schools

et al. 2012

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Neuropsychological assessment reveals that certain cognitive changes that take place during the neural development process may be associated with biopsychosocial issues. A substantial body of research has focused on cognitive development in children and adults, but few such studies have been carried out on adolescents. Therefore, research into the processing of neuropsychological functions in adolescents, taking into account the role of major socio-cultural factors such as school type (public vs. private), is highly relevant. The present study sought to assess whether differences in neuropsychological development exist between adolescent students of public (government-funded) and private schools. A total of 373 grade-matched students between the ages of 12 and 18, 190 from public schools and 183 from private schools, took part in the study. All subjects had no self-reported neurologic or psychiatric conditions and sensory disorders. The NEUPSILIN Brazilian Brief Neuropsychological Assessment Battery was administered to this sample. Comparison of mean scores (one-way ANCOVA with socioeconomic score and age as covariates) showed that adolescents attending private schools generally outperformed their public-school peers in tasks involving sustained attention, memory (working and visual), dictated writing, and constructional and reflective abilities. We conclude that school type should be taken into account during standardization of neuropsychological assessment instruments for adolescent and, probably, child populations.

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“…Pesquisas comparando o desempenho neuropsicolinguístico de crianças/adolescentes de escolas públicas e privadas têm sido feitas no Brasil (DalVesco, Mattos, Benincá, & Tarasconi, 1998;Ferreira e Dias, 2002;Malloy-Diniz e cols., 2008;Silva & Spinillo, 1998) e em outros países, como Argentina (Nogueira e cols., 2005;Pagliuso & Pasian, 2007). É importante salientar que a realidade da escola pública pode ser vista como bastante diversa da escola privada, sendo necessários mais estudos de comparação de alunos de escolas públicas entre si.…”

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Leitura/escrita de crianças: comparações entre grupos de diferentes escolas públicas

Salles

Parente

Freitas

2010

Paidéia (Ribeirão Preto)

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Resumo: A fim de traçar perfis e comparar o desempenho de leitura/escrita de 110 crianças de 2ª série de cinco escolas públicas, foram avaliadas leitura e escrita de palavras/pseudopalavras isoladas e compreensão de leitura textual. Na análise de cluster, identificaram-se três subgrupos: desempenho elevado em leitura/escrita (86,36%); desempenho baixo em leitura/ escrita (10%) e desempenho muito baixo em leitura/escrita (3,64%). Um total de 15 crianças (13,64% da amostra) apresentou alguma dificuldade de leitura e escrita de palavras. As diferenças de desempenho não foram estatisticamente significativas para a leitura de palavras, mas na escrita o desempenho das crianças da escola 3 foi significativamente superior ao das crianças das escolas 1, 2 e 5. Mesmo sendo todas escolas públicas, que atendiam a uma população predominantemente de classe média-baixa, houve variabilidade de desempenhos em leitura e escrita, mais expressiva na escrita e na compreensão de leitura textual.Palavras-chave: leitura, escrita, escolas, compreensão, linguagem escrita. Children's reading/writing: comparison among groups of different public schoolsAbstract: Aiming to define the profile and compare the reading/writing performance of 110 2 nd grade children from five public schools, their reading and writing of isolated words/pseudowords and reading comprehension were evaluated. Through cluster analysis, three sub-groups were identified: high (86.36%) reading/writing performance; low (10%) reading/writing performance; and very low (3.64%) reading/writing performance. A total of 15 children (13.64% of the total sample) displayed some difficulty in reading and writing words. The differences in performance were not statistically significant for word reading, though the written performance of children from School 3 was significantly better than that of children from the Schools 1, 2 and 5. Even though all the studied schools were public schools in areas where the low-middle social class predominate, variable reading and writing performance was observed, more expressive in writing and reading comprehension.Keywords: Reading, writing, schools, comprehension, written language. Lectura/escrita de niños: comparación entre grupos de diferentes escuelas públicasResumen: Con el fin de trazar perfiles y comparar el rendimiento de la lectura/escrita de 110 alumnos de 2º año de cinco esuelas públicas, fueron evaluadas la lectura y la escrita de palabras/pseudopalabras aisladas y la comprensión de la lectura de texto. En el análisis de cluster se identificaron tres subgrupos: alto rendimiento en lectura /escrita (86,36%); bajo rendimiento en lectura/escrita (10%) y muy bajo rendimiento en lectura/escrita (3,64%). Un total de 15 alumnos (13,64% de la muestra) mostró alguna dificultad de lectura y escrita de palabras. Las diferencias de rendimiento no fueron estadísticamente significativas en la lectura de palabras, sin embargo en la escrita el rendimiento de los alumnos de la escuela 3 fue significativamente superior al de los niños de las escuelas 1, 2 ...

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Correlação entre WISC e rendimento escolar na escola pública e na escola particular

Cited by 10 publications

References 1 publication

Performance of a Brazilian sample on the computerized Wisconsin Card Sorting Test.

Performance of a Brazilian sample on the computerized Wisconsin Card Sorting Test.

Comparison of Neuropsychological Performance between Students from Public and Private Brazilian Schools

Leitura/escrita de crianças: comparações entre grupos de diferentes escolas públicas

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