Dificuldade de aprendizagem em escrita, memória e contradições

AUTOR(ES)

Adriana Regina Marques de Souza

DATA DE PUBLICAÇÃO

2000

RESUMO

The objective this research was study the relationship between memory levels, contradictions and difficulties in written learning. Based on the hypothesis that children without difficulties in written learning present a higher level of memory than other children at the same grade with difficulties in written learning. Children without learning difficulties show a higher contradiction level than those of the same with difficulties in written learning. The population surveyed was formed of 80 children ( 40 children with difficulties in written learning and 40 children without difficulties in written learning) from second and third grade of elementary school of a public school of Campinas, selected through a saying. The groups passed by an evaluation in memory test; Technique II, simple serial configuration; Piaget (1973) and a performance in a contradiction test; The full and the empty; Piaget (1974). The results confirmed that children without learning difficulties present a higher level than the children with difficulties in written learning and children without difficulties in written learning present an indicative level of contradiction overcoming unlike the children of the same grade with difficulties in written learning, who present evolutive elementary habits facing situations of contradiction.

ASSUNTO(S)

escrita cognição disturbios de aprendizagem desenvolvimento cognitivo memoria

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