Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-01-03T18:05:12Z No. of bitstreams: 1 BeatrizMendesEMadruga_DISSERT.pdf: 4167217 bytes, checksum: cc03f57f624e57f0e2f77e2f05146817 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-01-04T17:42:11Z (GMT) No. of bitstreams: 1 BeatrizMendesEMadruga_DISSERT.pdf: 4167217 bytes, checksum: cc03f57f624e57f0e2f77e2f05146817 (MD5) / Made available in DSpace on 2017-01-04T17:42:12Z (GMT). No. of bitstreams: 1 BeatrizMendesEMadruga_DISSERT.pdf: 4167217 bytes, checksum: cc03f57f624e57f0e2f77e2f05146817 (MD5) Previous issue date: 2015-04-13 / O bilinguismo tem sido correntemente investigado na literatura associado ? poss?veis vantagens cognitivas. Pesquisas contempor?neas seguem encontrando vantagens cognitivas consequentes do bilinguismo, enquanto outras n?o t?m encontrado vantagens significativas em grupos de bil?ngues. A presente pesquisa tem por objetivo investigar se em determinada faixa et?ria e modalidade de bilinguismo vantagens cognitivas podem aparecer: refere-se ? inf?ncia e ao bilinguismo escolar. As fun??es investigadas foram a flexibilidade cognitiva, atrav?s do Teste Wisconsin de Classifica??o de Cartas, e o controle inibit?rio, este atrav?s da Tarefa Simon e Tarefa Stroop. Os grupos da amostra analisada (36 sujeitos) foram subdivididos em: grupo less bilingual, com crian?as com at? dois anos de educa??o bil?ngue; grupo middle bilingual, com crian?as com 04 anos de educa??o bil?ngue; grupo more bilingual, cujas crian?as est?o h? pelo menos cinco anos sob educa??o bil?ngue. A m?dia et?ria da amostra foi de 9,97 anos de idade. N?o foram encontradas diferen?as significativas entre os grupos em rela??o aos itens do WCST. J? os testes do controle inibit?rio revelaram diferen?as quantitativas em favor do grupo com maior tempo de bilinguismo, no tempo de rea??o dos itens congruentes e incongruentes de ambos os testes: Simon e Stroop. Os resultados n?o s?o pass?veis de generaliza??es em virtude da amostra pequena e da aus?ncia de signific?ncia estat?stica. Entretanto, fazem eco a outras pesquisas contempor?neas que apresentam vantagens sutis para o grupo bil?ngue com mais tempo de exposi??o ao bilinguismo escolar. / The relationship between bilingualism and cognitive functions has been amply investigated. While several contemporary studies have found cognitive advantages as a consequence of bilingualism, others have not found significant diferences between monolingual and bilingual subjects. This study shows cognitive flexibility and inhibitory control data from children receiving bilingual education. Thirty six children (mean age of 9,97 years) with different amounts of time in bilingual educational programs were divided into three groups: up to 3 years of bilingual education; 4 years; 5 or more years of bilingual education. Participants? cognitive flexibility was evaluated using the Wisconsin Card Sorting Test (WCST). Results show little difference between the three groups, evidencing an overall homogeneous sample. Correlational analyses also reveal little relationship between bilingual education time and WCST scores. In addition, participants also performed two inhibitory control tasks: the Simon Task and The Stroop Task, which revealed quantitative diferences in reaction time for both congruente and incongruente items, favoring the group with longer exposition to bilingualism at school. The reduced sample size in this study does not allow generalizations; however, results echo several other contemporary studies, which point out to descrete cognitive advantadges associated with longer exposition to bilingualism.