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Previous issue date: 2011-08-19 === Down syndrome (DS) is one of the most frequent causes of intellectual disability,
affecting one in every 600 to 1000 live births. Studies have demonstrated that
people with DS have a lower capacity for short-term memory (STM) and working
memory (WM), which affects their capability to learn new words and to follow
spoken instructions, specially when they involve multiple information or
consecutive orders/orientations. It seems that the basis of the learning process,
as it happens with language and mathematics comprehension and reasoning,
relies in the STM and WM systems. Individuals with DS are increasingly included
in mainstream education, and yet, very few researches have been conducted to
investigate the influence of memory development and the type of enrollment
(regular school and special school). This study investigated the relationship
between the type of school enrollment with the performance on STM tests and
also, the relationship of this performance with early stimulation (ES). The tests
used in the first research were the digit span, free recall, word recognition and
subtests of the Wechsler Intelligence Scale for Children Third Edition (WISC-III).
Individuals enrolled in the regular schools group had higher scores on the digit
span test and the subtests of the WISC-III. In the free recall and recognition tests,
no differences were found. This study indicates that the type of enrollment might
influence the memory development of individuals with DS and clearly points the
need for future investigations. In the second research, the tests used were the
digit span, free word recall and subtests of the WISC-III. The test results showed
better performance by adults that received ES before six months of age. The
studies showed improvement in STM both in people who attended or were
attending regular school, as well as those who benefited from ES before six
months of age. However, some issues still need to be better understood. What is
the relation between this stimulation with the individual s education? Since ES
may reflect a greater family involvement with the individual, what is the role of
emotional components derived from this involvement in the cognitive
improvement? These and other questions are part of the continuity of this study === A s?ndrome de Down ? uma das causas mais freq?entes da defici?ncia
intelectual, afetando um a cada 600 a 1.000 beb?s nascidos vivos. Estudos
demonstram que pessoas com s?ndrome de Down (SD) apresentam uma menor
capacidade de mem?ria de curto prazo (MCP) e mem?ria operacional (MO), que
s?o apontadas como poss?vel base dos processos de aprendizagem. Os
indiv?duos com SD s?o cada vez mais inclu?dos no sistema regular de ensino, e,
no entanto, poucas pesquisas foram realizadas para investigar a influ?ncia do
contexto escolar no desenvolvimento da mem?ria nesses indiv?duos. Nesse
sentido, esse estudo buscou investigar a rela??o da escolar regular e da escola
especial com o desempenho nos testes para MCP, assim como a rela??o desse
desempenho com a estimula??o precoce (EP). Duas pesquisas foram
realizadas. Os testes utilizados na primeira pesquisa foram o span de d?gito, o
de recorda??o livre e de reconhecimento de palavras, e subtestes da Escala
Wechsler de Intelig?ncia para Crian?as terceira edi??o (WISC-III). Os
indiv?duos matriculados na escola regular obtiveram maiores pontua??es no
teste de span de d?gito e nos subtestes do WISC-III. Nos testes de recorda??o
livre e de reconhecimento de palavras nenhuma diferen?a foi encontrada. Este
estudo indicou que o contexto escolar pode influir no desenvolvimento da
mem?ria dos indiv?duos com SD e aponta para a necessidade de futuras
investiga??es. A segunda pesquisa investigou os efeitos da EP e os testes
realizados foram o span de d?gito, a recorda??o livre de palavras e subtestes do
WISC-III. Os resultados dos testes evidenciaram melhor desempenho na fase
adulta das pessoas que receberam EP antes dos seis meses de idade. Os dois
trabalhos demonstraram melhora na MCP tanto nas pessoas que freq?entaram
ou freq?entavam a escola regular, como aquelas que se beneficiaram da EP
antes dos seis meses de idade. Entretanto, algumas quest?es ainda precisam
ser aprofundadas. Qual a rela??o dessa estimula??o com a escolariza??o do
indiv?duo? Uma vez que estimula??o precoce pode refletir maior envolvimento
familiar com o indiv?duo, qual o papel dos componentes emocionais resultantes
desse envolvimento na melhora cognitiva? Essas e outras quest?es fazem parte
da continuidade desse estudo
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