References of "Tourinho De Abreu Neto, Carlos José 50003213"
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See detailExecutive functioning and reading achievement in school: a study of Brazilian children assessed by their teachers as “poor readers”
Engel de Abreu, Pascale UL; Abreu, Neander; Nikaedo, Carolina et al

in Frontiers in Psychology [=FPSYG] (2014), 5

This study examined executive functioning and reading achievement in 106 6- to 8-year-old Brazilian children from a range of social backgrounds of whom approximately half lived below the poverty line. A ... [more ▼]

This study examined executive functioning and reading achievement in 106 6- to 8-year-old Brazilian children from a range of social backgrounds of whom approximately half lived below the poverty line. A particular focus was to explore the executive function profile of children whose classroom reading performance was judged below standard by their teachers and who were matched to controls on chronological age, sex, school type (private or public), domicile (Salvador/BA or São Paulo/SP) and socioeconomic status. Children completed a battery of 12 executive function tasks that were conceptual tapping cognitive flexibility, working memory, inhibition and selective attention. Each executive function domain was assessed by several tasks. Principal component analysis extracted four factors that were labeled “Working Memory/Cognitive Flexibility,” “Interference Suppression,” “Selective Attention,” and “Response Inhibition.” Individual differences in executive functioning components made differential contributions to early reading achievement. The Working Memory/Cognitive Flexibility factor emerged as the best predictor of reading. Group comparisons on computed factor scores showed that struggling readers displayed limitations in Working Memory/Cognitive Flexibility, but not in other executive function components, compared to more skilled readers. These results validate the account that working memory capacity provides a crucial building block for the development of early literacy skills and extends it to a population of early readers of Portuguese from Brazil. The study suggests that deficits in working memory/cognitive flexibility might represent one contributing factor to reading difficulties in early readers. This might have important implications for how educators might intervene with children at risk of academic under achievement. [less ▲]

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See detailWorking memory screening, school context, and socioeconomic status: An analysis of the effectiveness of the Working Memory Rating Scale in Brazil
Engel de Abreu, Pascale UL; Nikaedo, C.; Abreu, N. et al

in Journal of Attention Disorders (2014), 18(4), 301-311

Objective: The study explores the psychometric properties of the Brazilian-Portuguese version of the Working Memory Rating Scale (WMRS-Br) in a population of 355 young children from diverse socioeconomic ... [more ▼]

Objective: The study explores the psychometric properties of the Brazilian-Portuguese version of the Working Memory Rating Scale (WMRS-Br) in a population of 355 young children from diverse socioeconomic status and schooling backgrounds. Method: Public and private school teachers completed the WMRS-Br and children were assessed on a range of objective cognitive measures of fluid intelligence, working memory, and attention. Results: Reliability and validity of the WMRS-Br were excellent across the public and private school sample. The WMRS-Br manifested substantial links with objective measures of working memory and medium links with selective attention, switching, and interference suppression. Confirmatory factor analyses suggest that a shorter version of the scale provides an adequate fit to the data. Conclusion: The WMRS-Br represents a valid screening tool in a Latin American context that has the potential to improve the early detection of working memory deficits in children growing up in poverty. [less ▲]

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See detailBilingualism enriches the poor: Enhanced cognitive control in low-income minority children
Engel de Abreu, Pascale UL; Cruz-Santos, A; Tourinho De Abreu Neto, Carlos José UL et al

Scientific Conference (2013, September 04)

Living in poverty is often accompanied by conditions that can negatively influence cognitive development. Is it possible that being bilingual might counteract these effects? Although previous research has ... [more ▼]

Living in poverty is often accompanied by conditions that can negatively influence cognitive development. Is it possible that being bilingual might counteract these effects? Although previous research has shown that being bilingual enhances executive functioning in middle-class children, less is known about how it affects lower income populations. This study was the first to explore whether the cognitive advantage associated with bilingualism in executive functioning extends to young immigrant children challenged by poverty and, if it does, which specific processes are most affected. A total of 80 second graders from low-income families participated in the study. Half of the children were first or second generation immigrants to Luxembourg, originally from Northern Portugal, who spoke both Luxembourgish and Portuguese on a daily basis. The other matched half of children lived in Northern Portugal and spoke only Portuguese. Children completed measures of vocabulary and visuospatial tests of working memory, abstract reasoning, selective attention, and interference suppression. Two broad cognitive factors of executive functioning — representation (abstract reasoning and working memory) and control (selective attention and interference suppression) — emerged from principal component analysis. Although the bilingual children knew fewer words than their monolingual peers, and did not show an advantage in representation, the bilinguals performed significantly better than did the monolinguals in cognitive control. These results demonstrate, first, that the bilingual advantage is neither confounded with nor limited by socioeconomic and cultural factors and, second, that separable aspects of executive functioning are differentially affected by bilingualism. The bilingual advantage lies in control but not in visuospatial representational processes. This is the first study to show that, although they may face linguistic challenges, minority bilingual children from low-income families demonstrate important strengths in other cognitive domains. The study therefore informs efforts to reduce the achievement gap between children of different socioeconomic backgrounds. [less ▲]

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See detailBilingualism Enriches the Poor: Enhanced Cognitive Control in Low-Income Minority Children
Engel de Abreu, Pascale UL; Cruz-Santos, A; Tourinho De Abreu Neto, Carlos José UL et al

Poster (2013, June 24)

This study explores whether the cognitive advantage associated with bilingualism in executive functioning extends to young children challenged by poverty and if so, which specific processes are most ... [more ▼]

This study explores whether the cognitive advantage associated with bilingualism in executive functioning extends to young children challenged by poverty and if so, which specific processes are most affected. Forty Portuguese-Luxembourgish bilingual children from low-income immigrant families in Luxembourg and 40 matched monolingual children from Portugal completed visuo-spatial tests of working memory, abstract reasoning, selective attention, and interference suppression. Two broad cognitive factors of executive functioning labeled representation (abstract reasoning and working memory) and control (selective attention and interference suppression) emerged from principal components analysis. Whereas there were no group differences in representation, the bilinguals performed significantly better than the monolinguals in control. These results demonstrate first, that the bilingual advantage is neither confounded with nor limited by socioeconomic and cultural factors and second, that separable aspects of executive functioning are differentially affected by bilingualism. The bilingual advantage lies in control but not in visuo-spatial representational processes. [less ▲]

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See detailBilingualism Enriches the Poor: Enhanced Cognitive Control in Low-Income Minority Children
Engel de Abreu, Pascale UL; Cruz-Santos, A.; Tourinho De Abreu Neto, Carlos José UL et al

in Psychological Science : A Journal of the American Psychological Society (2012), 23(11), 1364-1371

This study explores whether the cognitive advantage associated with bilingualism in executive functioning extends to young children challenged by poverty and if so, which specific processes are most ... [more ▼]

This study explores whether the cognitive advantage associated with bilingualism in executive functioning extends to young children challenged by poverty and if so, which specific processes are most affected. Forty Portuguese-Luxembourgish bilingual children from low-income immigrant families in Luxembourg and 40 matched monolingual children from Portugal completed visuo-spatial tests of working memory, abstract reasoning, selective attention, and interference suppres-sion. Two broad cognitive factors of executive functioning labeled representation (abstract reason-ing and working memory) and control (selective attention and interference suppression) emerged from principal components analysis. Whereas there were no group differences in representation, the bilinguals performed significantly better than the monolinguals in control. These results demon-strate first, that the bilingual advantage is neither confounded with nor limited by socioeconomic and cultural factors and second, that separable aspects of executive functioning are differentially af-fected by bilingualism. The bilingual advantage lies in control but not in visuo-spatial representa-tional processes. [less ▲]

Detailed reference viewed: 235 (27 UL)
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See detailWorking memory, executive functions, language, and socio-economic status - A Latent Variable Study of Children From Brazil
Engel de Abreu, Pascale UL; Nikaedo, C; Abreu, N et al

Scientific Conference (2011, July)

This study explores the underlying factor structure of executive functions, working memory, and language in young children from a range of social backgrounds. A particular interest was to investigate the ... [more ▼]

This study explores the underlying factor structure of executive functions, working memory, and language in young children from a range of social backgrounds. A particular interest was to investigate the effect of socioeconomic status on the identified factor structure and to explore whether potential links might be mediated by stimulation in the home and/or nutritional status. A population of 400, six- and eight-year-olds, completed multiple measures of working memory, short-term memory, response inhibition, conflict resolution, focused attention, fluid intelligence, and language. Socioeconomic status was indexed by the education and occupation of the caregivers and household income. Anthropometrical assessments were conducted to establish nutritional status; Environmental stimulation was explored via interviews conducted with the caregivers. The results contribute to theoretical conceptions of the components of executive functions in childhood and their link with related cognitive systems. They also contribute to an increased understanding of the relationship between poverty and cognitive achievement. [less ▲]

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See detailExecutive functions, language, and socio-economic status
Engel de Abreu, Pascale UL; Nikaedo, C; Abreu, N et al

Scientific Conference (2011, June)

Detailed reference viewed: 47 (3 UL)
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See detailO EFEITO DO NIVEL SOCIOECONÔMICO NO DESENVOLVIMENTO COGNITIVO INFANTIL
Carneiro; Guedes; Rossi et al

Poster (2011, May)

A inteligência humana pode ser dividida em dois tipos de inteligência: a cristalizada, a qual se baseia em habilidades adquiridas e aprendizado passado, e a fluida, que se refere à capacidade de ... [more ▼]

A inteligência humana pode ser dividida em dois tipos de inteligência: a cristalizada, a qual se baseia em habilidades adquiridas e aprendizado passado, e a fluida, que se refere à capacidade de relacionar idéias e de resolver novos problemas. Esse estudo explora os efeitos do nível socioeconômico (NSE) no desenvolvimento de habilidades cognitivas fluidas e cristalizadas em crianças. A pesquisa contou com um total de 105 participantes de 6 a 8 anos, pertencentes a três diferentes níveis socioeconômicos (alto, médio e baixo) de acordo com o Critério de Classificação Econômica Brasil (ABEP). Foram recrutadas crianças do primeiro e segundo ano do ensino fundamental de escolas particulares, de bairro e públicas em Salvador. Cada grupo continha 35 participantes equiparados em idade, sexo e ano de escolaridade. Os grupos não diferiram significativamente em aspectos nutricionais, estado emocional, peso ao nascer e tempo de gestação. As crianças foram avaliadas por uma extensa bateria de medidas comportamentais que exploraram a inteligência cristalizada (vocabulário, sintaxe e desempenho acadêmico) e a inteligência fluida (memória operacional e raciocínio indutivo). Os resultados apontaram que crianças inseridas em condições desprivilegiadas (baixo NSE) apresentaram desempenho significativamente pior nas medidas de inteligência cristalizada, quando comparadas às crianças que cresceram em ambiente mais favorável (alto NSE); com tamanho do efeito significativo. As crianças de baixo NSE apresentaram, também, um pior desempenho nos testes de inteligência fluida, que, embora significativo, foram menos expressivos que os efeitos correspondentes nas medidas de linguagem. Este estudo mostra que o crescimento em ambientes de baixo NSE constitui um sério fator de risco para o desenvolvimento cognitivo infantil. Sugere, ainda, que alguns sistemas neurocognitivos são mais sensíveis ao NSE que outros: o sistema de linguagem é fortemente impactado pelo NSE, enquanto a memória operacional e a resolução de conflitos são moderadamente influenciadas. Tais achados relacionados ao perfil neurocognitivo do NSE na infância são essenciais no sentido de testar hipóteses mais específicas sobre mecanismos causais e maximizar o efeito de intervenções. Deste modo, pais e escolas desempenham um papel fundamental em prover um ambiente cognitivo estimulante, a fim de otimizar o desenvolvimento intelectual infantil. [less ▲]

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See detailMemória Operacional e Aprendizado - Guia prático
Engel de Abreu, Pascale UL; Tourinho De Abreu Neto, Carlos José UL

Article for general public (2011)

A memória operacional é uma área particular da cognição fluída que recebeu grande atenção nos últimos anos. Mais e mais evidências sugerem que ela tem um papel chave que respalda o aprendizado de crianças ... [more ▼]

A memória operacional é uma área particular da cognição fluída que recebeu grande atenção nos últimos anos. Mais e mais evidências sugerem que ela tem um papel chave que respalda o aprendizado de crianças através dos anos escolares e, muito além, durante toda a vida adulta. A identificação de dificul-dades de memória operacional em sala de aula é, portanto, uma área promissora que pode ajudar professores, pais e autoridades educacionais a dispor a seus filhos/alunos a intervenção adequada em caso de dificuldades educacionais. Este guia prático foi especificamente desenvolvido para professores, pais, autoridades educacionais e quaisquer outras pessoas envolvidas em ambientes escolares ou interessadas em memória operacional e aprendizado. Será abordado o conceito de memória operacional no nosso dia-a-dia e principalmente no contexto escolar. Depois de lê-lo você vai ter um melhor entendimento do que é memória operacional, como ela se relaciona com o desempenho escolar da criança, e como os problemas de memória operacional podem ser reconhecidos e até mesmo remediados ou reduzidos por professores. [less ▲]

Detailed reference viewed: 153 (3 UL)