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Publication
A memória de trabalho em crianças com perturbação de hiperactividade com défice de atenção: Identificação dos Domínios da Memória de Trabalho e sua relação com os alunos sinalizados com Perturbação de Hiperactividade com Défice de Atenção
Advisor(s)
Abstract(s)
Este estudo teve como objectivo contribuir, para um melhor conhecimento da Memória de Trabalho (MT) em crianças, com Perturbação de Hiperactividade com Défice de Atenção (PHDA), com idades compreendidas entre os 6 e os 14 anos.
Procurámos investigar se as crianças com PHDA obtêm resultados inferiores na MT ou em alguns dos seus componentes, Executivo Central, Fonológico e Visuo-espacial, quando comparadas com as crianças sem PHDA. Utilizamos como instrumento de pesquisa, os testes da bateria “Working Memory and Test Battery for Children” (WMTB-C; Pickering & Gathercole, 2001). Baseamo-nos no modelo teórico de MT, de Baddeley e Hitch (1974).
A extensão da amostra foi de 95 participantes (74.7% do sexo masculino e 25.3% do sexo feminino). Foram constituídos dois grupos de crianças, provenientes da zona de Lisboa e Vale do Tejo. Um grupo de crianças com PHDA (N=45) e um grupo de controlo sem PHDA (N=50).
Registamos uma média superior no componente Executivo, nas crianças sem PHDA (M=13.58, DP=3.33) face às crianças com PHDA (M=10.01, DP=3.51). O mesmo se observa para o componente Fonológico, registando-se uma média superior nas crianças sem PHDA (M=34.21, DP=5.76) analogamente com as crianças com PHDA (M=27.02, DP=7.05). Da mesma forma, podemos verificar uma média superior no componente Visuo-espacial, em que as crianças sem PHDA revelam (M=23.29, DP=3.83) valores superiores face às crianças com PHDA (M=20.24, DP=5.20). De umaforma geral, os resultados evidenciaram um desempenho cognitivo nos diferentes componentes de memória significativamente superior nas crianças sem PHDA, face ao grupo de crianças com PHDA.
This study focused on the investigation of Working Memory (WM) of children, between six and fourteen years old, with Attention Deficit Hyperactivity Disorders (ADHD). Children with and without ADHD were compared to verify if the first obtains lower values of WM, or in its Central Executive, Phonological Loop and Visuospatial-Sketchpad components. Working Memory and Test Battery for Children (WMTB-C; Pickering & Gathercole, 2001) was used as instrument of research, based on the Baddeley and Hitch (1974) WM model. A sample of ninety five children from Lisbon metropolitan area was used, 74.7% male and 25.3% female. The sample had two groups, the first with forty five children with ADHD, the second having fifty children without ADHD. A higher average of the executive component was registered in children without ADHD (M=13.58, SD=3.33) when compared to children with ADHD (M=10.01, SD=3.51). The same was observed for the phonological component, which average was higher in children without ADHD (M=34.21, SD=5.76) than in children with ADHD (M=27.02, SD=7.05). Likewise, a higher average in the Visuo-spatial component was identified in children without ADHD (M=23.29, SD=3.83) when compared to children with ADHD (M=20.24, SD=5.20). In general terms, the results showed a significantly higher cognitive performance in different memory components for children without ADHD in comparison to children with ADHD.
This study focused on the investigation of Working Memory (WM) of children, between six and fourteen years old, with Attention Deficit Hyperactivity Disorders (ADHD). Children with and without ADHD were compared to verify if the first obtains lower values of WM, or in its Central Executive, Phonological Loop and Visuospatial-Sketchpad components. Working Memory and Test Battery for Children (WMTB-C; Pickering & Gathercole, 2001) was used as instrument of research, based on the Baddeley and Hitch (1974) WM model. A sample of ninety five children from Lisbon metropolitan area was used, 74.7% male and 25.3% female. The sample had two groups, the first with forty five children with ADHD, the second having fifty children without ADHD. A higher average of the executive component was registered in children without ADHD (M=13.58, SD=3.33) when compared to children with ADHD (M=10.01, SD=3.51). The same was observed for the phonological component, which average was higher in children without ADHD (M=34.21, SD=5.76) than in children with ADHD (M=27.02, SD=7.05). Likewise, a higher average in the Visuo-spatial component was identified in children without ADHD (M=23.29, SD=3.83) when compared to children with ADHD (M=20.24, SD=5.20). In general terms, the results showed a significantly higher cognitive performance in different memory components for children without ADHD in comparison to children with ADHD.
Description
Keywords
Perturbação de Hiperactividade e Défice de Atenção Memória de Trabalho Executivo Central Componente Fonológico Componente Visuo-Espacial Attention Deficit Hyperactivity Disorders Working Memory Phonological Loop Component Central Executive Component Visuospatial Sketchpad Component