Memória visuoespacial e cinestésica de curto prazo em crianças de 7 a 10 anos

Abstract

ResumoNós investigamos a memória visuoespacial e cinestésica de curto prazo em crianças entre 7 e 10 anos utilizando a tarefa de Blocos de Corsi. O desempenho melhora com a idade, é afetado pela extensão das séries e pelo número de cruzamentos. O desempenho é melhor na modalidade visual do que na cinestésica; ambas as modalidades são afetadas da mesma forma pela extensão e pelo número de cruzamentos. As curvas de posição serial apresentam forte efeito de primazia; o efeito de recência está presente apenas na modalidade visual. Nas séries com seis e sete blocos, quando considerado o número de cruzamentos, o desempenho tende a melhorar numa taxa mais elevada para a modalidade visual do que para cinestésica. Os resultados não permitem supor um sistema de memória cinestésico independente do espacial, mas sugere que ambos contribuem para o desempenho na tarefa de Corsi.Palavras-chave: Memória visuoespacial; memória cinestésica; teste de blocos de Corsi. AbstractVisuospatial and kinesthetic short-term memory in children between 7 and 10 years old. We investigated the visuo-spatial and kinesthetic short term memory in children aged between 7 and 10 years through the Corsi Block test. The results showed that performance gets better with age that it is affected by sequence extension and by number of crossings paths. The performance is better in the visual modality than in the kinesthetic one; both modalities are affected in the same way by the sequence extension and number of crossing paths. Serial position curves are marked by primacy effect; recency effect is present just in visual modality. In sequences with six and seven blocks, when considered the number of crossing paths, the performance tends to get better in a higher tax for visual modality than for kinesthetic. The results do not support a kinesthetic memory independent of the spatial system, but suggests that both components contribute to the performance in the Corsi block test.

Tarefas que avaliam a memória operacional na infância e adolescência: uma revisão sistemática da literatura

“…As tarefas mais utilizadas para a avaliação da alça fonológica e o esboço visuoespacial da MO foram: a tarefa de amplitude de dígitos (digit span) da Escala Wechsler de Inteligência (WISC-III) e Cubos de Corsi (Corsi's Block-tapping), respectivamente, (Corso, 2012;Coutinho, Mattos, & Malloy-Diniz, 2009;Cowan, Saults, & Morey, 2006;Franklin et al, 2010;Galera & Souza, 2010;Gö-the, Esser, Gendt, & Kliegl, 2012;Grivol & Hage, 2011;Iuculano, Moro, & Butterworth, 2011;Rienstra, Spaan, & Sch mand, 2010;Rodrigues & Befi -lopes, 2009;Swanson, 2011;Vaz, Cordeiro, Macedo, & Lukasova, 2010 Corsi's Block-tapping 6 a 12 (Milner, 1971) (Franklin et al, 2010;Galera & Souza, 2010) Visual matrix task 7 a 9 anos (Swanson, 2011) (Swanson, 2011 Groton Maze Learning Test 9 a 45 anos (Pietrzak et al, 2008) (Pietrzak et al, 2008) Memória sequencial não-verbal com apoio visual 9 a 11 anos (Giangiacomo, & Navas, 2008) (Giangiacomo, & Navas, 2008) Esboço Visuoespacial e Alça Fonológica…”

Do boys with MAOA_LPR*2R allele present cognitive and learning impairments?

“…General cognitive abilities (Intelligence) Raven's Coloured Progressive Matrices (CPM) Angelini et al 32 School achievement TDE -Arithmetic subtest and Spelling subtest Oliveira-Ferreira et al 33 , and Gomides et al 34 Verbal and visuospatial short-term and working memory WISC-III Digits (Verbal Short Term and Working Memory) and Corsi Blocks Figueiredo and Nascimento 35 , and Galera and Souza 36 Numerical and arithmetic abilities Arabic number dictation, Addition, Subtraction, Multiplication Gomides et al 34 WISC-III: Wechsler Intelligence Scale for Children III. With exception of Raven's CPM, normative data were obtained from reference 33.…”

Memory performance, oral comprehension and learning process between children with attention deficit hyperactivity disorder and children with anxiety disorder

“…The number of blocks of a sequence is increased gradually until the subject is no longer able to evoke the entire sequence. In the present study we used the protocol elaborated by Galera et al 20 . The total score for the child (number of points when he remembered the exact order of the blocks plus the number of points when he remembered all blocks, but in the wrong order) was used for statistical analysis.…”