Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-11-01T20:56:49Z No. of bitstreams: 1 LuanaReisMetta_DISSERT.pdf: 881890 bytes, checksum: 2bec5b10c078300e95c9168eee263b78 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-11-06T21:49:50Z (GMT) No. of bitstreams: 1 LuanaReisMetta_DISSERT.pdf: 881890 bytes, checksum: 2bec5b10c078300e95c9168eee263b78 (MD5) / Made available in DSpace on 2017-11-06T21:49:50Z (GMT). No. of bitstreams: 1 LuanaReisMetta_DISSERT.pdf: 881890 bytes, checksum: 2bec5b10c078300e95c9168eee263b78 (MD5) Previous issue date: 2017-09-21 / A mem?ria, enquanto processo cognitivo, possibilita a aquisi??o, a conserva??o e a evoca??o (ou recorda??o) de informa??es origin?rias de eventos externos ou internos. Identifica-se diferentes classifica??es para a mem?ria, considerando aspectos relativos ao tempo de dura??o da informa??o, o conte?do do material armazenado e a fun??o. Dentre os sistemas de mem?ria destaca-se a mem?ria de curto prazo, respons?vel pelo armazenamento tempor?rio de um n?mero reduzido de informa??es, verbais ou visuais, por curto intervalo de tempo. A mem?ria de curto prazo visual (MCPV) tem sido associada ao desempenho adequado em atividades cotidianas, tais como reconhecimento de objetos, constru??o de imagens mentais, orienta??o espacial, bem como para a aprendizagem e o racioc?nio visoespaciais. Por?m, apesar de sua import?ncia para os dom?nios da escolariza??o e das atividades laborais, ainda s?o escassos os instrumentos de investiga??o, em especial, aqueles que possibilitam a investiga??o em separado da MCPV e da mem?ria de trabalho. Tal situa??o ? agravada se for considerado o contexto da inf?ncia e da adolesc?ncia. Considerando a relev?ncia da MCPV para os processos t?picos e at?picos, de desenvolvimento e aprendizagem, de crian?as e adolescentes, bem como a escassez de instrumentos normatizados para a popula??o brasileira, o presente teve como objetivo a constru??o de dados normativos do Teste Pict?rico de Mem?ria Visual (TEPIC-M), para crian?as e adolescentes de seis a 16 anos da cidade de Natal/RN. Adicionalmente, investigou a interfer?ncia das vari?veis idade, sexo e tipo de escola sobre o desempenho no teste. O TEPIC-M investiga a capacidade de o indiv?duo recuperar uma informa??o num curto per?odo de tempo. Participaram da pesquisa 542 estudantes, sendo 301 do sexo feminino e 241 do sexo masculino. Deste total, 256 pertenciam ? rede de p?blica de ensino e 286 ? rede privada. Os dados obtidos foram submetidos a an?lises estat?sticas descritivas e inferenciais previamente inspiradas na proposi??o dos autores do instrumento. Para verificar o n?vel de signific?ncia das diferen?as entre os desempenhos obtidos em fun??o das vari?veis sexo e tipo de escola, foi realizado o teste estat?stico inferencial U de Mann-Whitney, cujo resultado indica que n?o houve diferen?a significativa entre os dois grupos em fun??o da vari?vel sexo (p=0,808), todavia quando analisada a vari?vel tipo de escola encontra-se diferen?a significativa entre os desempenhos, em benef?cio da escola particular (p<0,001). Posteriormente foi realizado o teste de correla??o de Spearman que verificou a interfer?ncia da vari?vel idade sobre o desempenho no teste da amostra total (p<0,001). Posteriormente, foi realizada an?lise de vari?ncia multi-variada (n-Anova) e an?lise post-hoc (Teste LSD), comparando os desempenhos de cada grupo et?rio em fun??o dos demais. Com base nas signific?ncias encontradas na an?lise post-hoc, prop?e-se nesse estudo o agrupamento das crian?as e adolescentes em quatro grupos et?rios: 6 e 7; 8 e 9; 10 e 11; 12 a 16, bem como a divis?o destas por tipo de escola. Os dados apresentados no presente estudo atestam a validade desenvolvimental do Teste Pict?rico de Mem?ria Visual (TEPIC-M), apresentando dados normativos para a faixa et?ria dos 6 aos 16 anos, ampliando assim o potencial de alcance do teste na sua proposi??o original. Desta forma, disponibiliza para os profissionais brasileiros, que trabalham com avalia??o psicol?gica, um instrumento com evid?ncias de validade e que se prop?e a investigar o sistema de mem?ria de curto prazo visual, para o qual se identifica escassez de instrumentos dispon?veis. / Memory, as a cognitive process, allows the acquisition, the maintenance as well as the recall of information already stored of information may originate from an external or internal event. It?s possible to identify the different classifications for memory, considering aspects related to the duration of the information, the content of the stored material and the function. Within the mnemonic system we have the short-term memory, which displays temporary storage of a reduced number of information for a short period of time, playing a crucial role in everyday activities such as object recognition, mental imagery, spatial orientation, including the learning process and visual spatial reasoning. However, despite of their importance in the domains of education process and work activities, research instruments are still scarce, especially those that allow the separate investigation of short-term visual memory and working memory. This situation is aggravated if one considers the context of childhood and adolescence. Considering the relevance of MCPV to the typical and atypical processes of development and learning of children and adolescents, as well as a shortage of normative instruments for the Brazilian population, the present study had as objective the construction of normative data of the Pictorial Test of Visual Memory (TEPIC-M), for children and adolescents from six to 16 years of age in the city of Natal / RN. Farther, Investigated the interference of variables age, sex, and school type on test performance. TEPIC-M investigates the individual's ability to retrieve information in a short period of time. A total of 542 students from the city of Natal participated in the study, 301 of whom were female and 241 were male. Of this total, 256 belong to public school and 286 to private school. The data obtained in the experiment were submitted to descriptive and inferential statistical analyzes inspired by the authors' instrument. In order to verify the magnitude of discrepancy between the performances obtained according to gender and school type variables, a statistic inferential test - the U de Mann-Whitney - was performed indicating that there was no significant difference between the two groups (p = 0.808). However, the analyses of the type of school showed a significant difference towards the benefit of the private school system (p <0.001). Subsequently, a Spearman correlation test was performed to verify the existence of a correlation between age variables (p <00.01). Also regarding age variables, a multi-varied analysis (n-Anova) and a post-hoc analysis (LSD Test) were performed, seeking to verify if there was a significant difference between the performances, according to age groups, to the whole sample. Based on the significance found in the post-hoc analysis, this study suggests the grouping of children and adolescents into age groups, proposing the categorization into four age groups: 6 and 7; 8 and 9; 10 and 11; 12 to 16, as well as the division of these by type of school, since the inferential analysis of this variable has a significant result (p <0.001). The data presented in this study attest to the developmental validity of the Pictorial Memory Test (TEPIC-M), exhibiting normative data for the age group of 6 to 16, hence extending the potential scope of the test since its original proposition. As a result, it makes available to Brazilian professionals currently working with psychological evaluation, an instrument with evidence of efficacy and that proposes to investigate the visual short-term memory system, for which a shortage of instruments are currently available.