In relation to age, there was no any difference in the retention of stimuli. In the tests for visual span (direct and inverse orders) the male children showed a better performance, but the differences were not significant. Female children showed a better performance in relation to the other gender, as well as a better retention ability as for two-syllable words with different phonology and semantics. RESULTS: there was a significant variance between genders only in the test involving disyllabic words with phonology similar to and semantics different from verbal span. All subjects were submitted to evaluation tests for both verbal and visual spans in direct and inverse orders. METHOD: 20 subjects - 10 female children and 10 male children - from six and five months to seven years old took part in this study. PURPOSE: to evaluate the working memory analyzing the retention ability of auditory stimuli (verbal span) and visual stimuli (visual span), and to establish its relation to gender (male and female). Conclusion: The WISC-III is shown to be sensitive in the diagnosis of children with ADHD and is a useful tool to assist in the evaluation of children with this disorder. The majority of this percentage had an IQ in the medium term, and those who did not have ADHD have a much higher IQ.
Results: Of the participants assessed, 67.5% had ADHD. Sample of 80 participants, aged 6-15 years, 26 females and 54 males. Objective: To evaluate, through the Wechsler Intelligence Scale III (WISC III), the intelligence quotient (IQ) Global, Verbal and Performance and measure the performance indices in Factorials and identifying whether or not the presence of ADHD. There are several tools that can aid in the diagnosis of this disorder and one of them is the index of resistance to distractibility (IRD) of the WISC-III Digit Span and Arithmetic subtests. Keywords: Socially skillful behavior, sharing, executive functioning, prosocial behavior.Īttention deficit hyperactivity disorder (ADHD) is characterized by decreased attention span, impulsivity and hyperactivity, affecting children, adolescents and adults. It is suggested that cognitive flexibility contributes to engaging in skillful behavior by allowing individuals to use alternative planning strategies for appropriate management of social situations and mediation of conflicts. No associations were observed between ef, ss and cd, although cognitive flexibility and skillful behaviors were significantly correlated. It was found that older children had better performance in ef tasks, higher frequency of socially skillful behaviors and donated more stickers than younger ones.
The instruments used were the Multimedia Children’s Social Skills System, the Tower of Hanoi, a Stroop task and a dictatorial game, with stickers as resources to be distributed.
79 children (44.3 % boys) with typical development, between seven and twelve years old, participated in the study. The present study tested the existence of associations between executive functions -ef-, social skills -ss- and distributive behavior -db- in childhood, as well as the effects of age and sex on these variables. Several studies have analyzed the association between cognitive functions and behaviors emitted in social interaction. Desta forma, optou-se por realizar a testagem dos efeitos relacionados ao sexo e ida- de sobre as principais variáveis dependentes do estudo e sobre as possíveis interações entre elas. Quanto às Funções Executivas, as evidências disponíveis não apontam para diferenças significativas relacio- nadas ao sexo (Ferreira, Zanini & Seabra, 2015 Lemes & Rossini, 2014), e a explicação para isso estaria relacionada ao fato das fe estarem associa- das a uma capacidade cada vez mais elaborada de interação social, sendo, portanto, universal e não dependente do sexo ( Barros et al., 2016 Shayer et al., 2015). No que diz respeito especificamente à questão do sexo, os resultados produzidos até o momento ainda são controversos, pois há estudos que demonstram diferenças na forma como meninos e meninas manifestam habilidades sociais (Grol & Andretta, 2016 Pizato, Marturano & Fontaine, 2014) e distribuem recursos na infância (Aguilar-Pardo, Martínez-Arias & Colmenares, 2013) e outros que não identificaram essas diferenças (Braga & Celeste, 2011 Sampaio & Pires, 2015).
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