Submitted by PPG Gerontologia Biom?dica (geronbio@pucrs.br) on 2017-08-17T13:48:58Z No. of bitstreams: 1 VASQUES_ADRIANA_MACHADO.pdf: 2518120 bytes, checksum: 7a0b3e0350846d9ac6cc0584973c0a19 (MD5) / Rejected by Caroline Xavier (caroline.xavier@pucrs.br), reason: Devolvido devido a falta de capa institucional. on 2017-08-21T12:19:24Z (GMT) / Submitted by PPG Gerontologia Biom?dica (geronbio@pucrs.br) on 2017-08-21T17:07:52Z No. of bitstreams: 1 VASQUES_ADRIANA_MACHADO_TESE.pdf: 6462123 bytes, checksum: b1fc71519ef4d65f8d2f3ed44e760d5a (MD5) / Approved for entry into archive by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-08-22T13:29:59Z (GMT) No. of bitstreams: 1 VASQUES_ADRIANA_MACHADO_TESE.pdf: 6462123 bytes, checksum: b1fc71519ef4d65f8d2f3ed44e760d5a (MD5) / Made available in DSpace on 2017-08-22T13:50:20Z (GMT). No. of bitstreams: 1 VASQUES_ADRIANA_MACHADO_TESE.pdf: 6462123 bytes, checksum: b1fc71519ef4d65f8d2f3ed44e760d5a (MD5) Previous issue date: 2017-06-21 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / With seniors increasing faster than younger populations, the average age of car drivers has gone up, and ageing-associated cognitive decline may interfere with the skills needed for safe driving. However, driving provides autonomy and quality of life, and being considered unfit to perform this task may restrict social life and lead to depression. As such, any restrictive measures should be based on careful assessment; however, the instruments available to evaluate the cognitive functions and the driving performance of the elderly need to be largely improved. Objective: To investigate the cognitive functions of elderly drivers and relate them to performance in a driving simulator, and to identify the most effective parameters of evaluation, thus contributing to traffic safety and to the creation of public policies. Method: This is a cross-sectional, descriptive-analytic study, involving 34 elderly drivers evaluated by a driving simulator and cognitive tests (Wechsler Intelligence Scale Codes, Divided Attention Test - TEADI, Trail Making test, Revised Addenbrooke Cognitive Examination - ACE-R and Rey Verbal Learning Test - RAVLT). Results: The tests that evaluate the cognitive functioning, especially those of verbal memory and the visuoconstructive abilities were the ones that demonstrated more relation with the performance in the driving simulator. Conclusions: The comparison between performance in cognitive tests and scores in the drive simulator shows a correlation between both, indicating that the worst performance in the simulator is associated with worse cognitive performance, proving to be a useful instrument to contribute to the evaluation of elderly drivers. / Com o aumento expressivo da popula??o idosa, cresce o n?mero de condutores automotivos em uma faixa et?ria frequentemente acometida por decl?nios cognitivos que podem interferir nas habilidades para uma condu??o segura. Sendo a condu??o automotiva essencial para a manuten??o da autonomia e qualidade de vida e sua interrup??o associada a efeitos negativos como restri??o ? vida social e aumento de sintomas depressivos, sua continuidade ou n?o deveria basear-se em uma avalia??o criteriosa. No entanto, apesar de relevante, ainda n?o foram estabelecidos os instrumentos mais eficazes para avaliar as fun??es cognitivas e o desempenho de idosos na condu??o automotiva. Objetivo: investigar as fun??es cognitivas de motoristas idosos e relacionar com o desempenho em um simulador de dire??o, buscando identificar os par?metros mais eficazes de avalia??o, contribuindo para seguran?a no tr?nsito e para a cria??o de pol?ticas p?blicas. M?todo: estudo do tipo transversal com abordagem descritivo-anal?tica, envolvendo 34 condutores idosos avaliados atrav?s de um simulador de dire??o e testes cognitivos (C?digos, da Escala de intelig?ncia Wechsler, Teste de aten??o Dividida-TEADI, Trail Making teste-TMT, Exame Cognitivo de Addenbrooke Revisado-ACE-R e Teste de aprendizado Verbal de Rey- RAVLT). Resultados: os testes que avaliam o funcionamento cognitivo, especialmente os de mem?ria verbal e as habilidades visuoconstrutivas foram os que mais demonstraram rela??o com o desempenho no simulador de condu??o. Conclus?es: a compara??o entre o desempenho nos testes cognitivos e os escores no simulador de dire??o, evidencia correla??o entre ambos, indicando que o pior desempenho no simulador associa-se ao pior desempenho cognitivo, revelando-se um instrumento ?til para contribuir na avalia??o de condutores idosos.

Made available in DSpace on 2016-04-04T18:29:36Z (GMT). No. of bitstreams: 1 Dalva Alice Rocha Mol.pdf: 3149572 bytes, checksum: f806553a69f59c46eb1df3caf215be1e (MD5) Previous issue date: 2007-05-18 / The assessment of cognitive abilities of children who have learning disabilities (slow learners) is a major topic in psychology research. This doctorate thesis investigates the cognitive abilities of schoolchildren who have difficulty learning. Two different groups of informants were analyzed. The first group comprised 60 7- and 8-year-old schoolchildren of both genders 30 slow learners and 30 fast learners from two state schools in the State of S?o Paulo, Brazil. The second group comprised 8 primary school teachers also from two state schools in the State of S?o Paulo. We used Woodcock-Johnson III Tests of Cognitive Abilities (WJ-III) composed of 10 tests, a questionnaire filled out by the teachers and an analysis of the pupils marks in Portuguese, Math and Science. The results from the Multivariate and Univariate Analysis of Variance showed significant differences between the group of slow learners and the group of fast learners. The Pearson Assessments showed the children s performance improved as they moved to higher grades. The children s marks were consistent with the results from the WJ-III. Therefore we concluded that the cognitive abilities are significantly different between fast and slow learners and that WJ-III can be used to analyze learning disabilities. / A avalia??o das habilidades cognitivas de crian?as que apresentam dificuldades de aprendizagem constitui-se um importante campo de investiga??o psicol?gica. Este estudo objetivou investigar as habilidades cognitivas de crian?as com e sem dificuldades de aprendizagem pela Bateria Woodcock-Johnson. Duas amostras foram compostas: a primeira amostra por 60 crian?as de ambos os sexos, sendo 30 participantes sem indica??o de dificuldades de aprendizagem e 30 com indica??o de dificuldades de aprendizagem, que freq?entavam a primeira e segunda s?rie do Ensino Fundamental de duas escolas p?blicas do interior do estado de S?o Paulo. A segunda amostra foi composta por oito professores de primeira e segunda s?ries de duas escolas p?blicas do interior do estado de S?o Paulo. Utilizou-se a Bateria de habilidades cognitivas Woodcock-Johnson III (WJ III), composta por 10 testes, um question?rio escolar preenchido pelos professores e as notas escolares obtidas em Portugu?s, Matem?tica e Ci?ncias. As An?lises da Vari?ncia Multivariada e Univariada apontaram os efeitos significativos no tipo de grupo e de s?rie escolar das habilidades cognitivas avaliadas pela WJ III. A correla??o de Pearson mostrou a rela??o entre as habilidades cognitivas e os indicadores de dificuldades de aprendizagem, apontados pelo professor, sobre as crian?as com e sem dificuldades de aprendizagem. As notas escolares tamb?m se associaram significativamente aos resultados da WJ III. Desta forma, concluiu-se que existem diferen?as significativas nas habilidades cognitivas entre crian?as com dificuldades e crian?as sem dificuldades de aprendizagem, e que a WJ III ? uma medida v?lida para avaliar tais dificuldades.

Made available in DSpace on 2016-04-04T18:29:56Z (GMT). No. of bitstreams: 1 Marcelo Gulini Chiodi.pdf: 2654186 bytes, checksum: 8afcc46d0d34b2195ce3af9b190696ab (MD5) Previous issue date: 2012-02-28 / Pontif?cia Universidade Cat?lica de Campinas / The study on how the different intellectual abilities interact and operate has always aroused man's curiosity due to his need to explain individual differences in the use of information. In this sense, this paper aims to adapt and validate the ten subtests that make up the extended version of the Woodcock-Johnson III Cognitive Abilities Battery (WJ-III Extended) taking into account the Brazilian reality. To this end, we developed four different studies: 1 - Adaptation of the battery (translation, creation and adaptation of items to the Brazilian reality); 2 - Convergent validation by comparing the results of the WJ-III Standard Battery with the Extended version; 3 and 4 - Validation of convergent criteria by comparing the results of two clinical groups, i.e., children diagnosed with Benign Childhood Epilepsy with Centrotemporal Spikes (BCECS) and children diagnosed with Attention Deficit and Hyperactivity Disorder (ADHD). To perform study 2, convergent validation, we evaluated 70 public primary and secondary school children, 43 male and 27 female, aged between 7 and 12. The obtained results were analyzed using Pearson's correlation and a Variance Analysis regarding sex and age of each instrument. Significant correlations were found between the total scores of the expanded WJ-III version and total scores of the standard WJ-III version (0.80), as well as between the subtests which assess Crystallized Intelligence (Gc) of both the expanded and the standard WJ-III (Gc) (0.77). Significant correlations were also observed when we compared the subtests used to assess other skills of both versions of the WJ-III battery (0.73). The Age variable differed significantly in both the expanded and the standard version, whereas the influence of the Sex X Age variable was only significant in the WJ-III standard version. To perform studies 3 and 4 that validated convergent criteria, we analyzed 21 children diagnosed with BCECS and 20 children diagnosed with ADHD aged between 7 and 12 of both sexes. The two clinical groups were matched with children without neurological disorders of the same age and sex. Information obtained in the tests was analyzed by means of a Variance Analysis for group, sex and age. The results of study 3 showed a lower performance of all evaluated skills in the BCECS group compared to the performance of children without neurological disorders. Regarding Study 4, the ADHD children group also showed lower performance in all skills when compared to the control group. Those data demonstrate the convergent validity between the Extended WJ-III and the Standard WJ-III, as well as the convergent criteria validity by differentiating two clinical groups. This could contribute to a more detailed diagnosis of the different cognitive abilities and widen the range of instruments used for intellectual evaluation. / O estudo da intera??o e funcionamento das diferentes habilidades intelectuais sempre despertou curiosidade devido ? necessidade do ser humano de esclarecer as diferen?as individuais no uso das informa??es. Neste sentido, o presente trabalho prop?s a adaptar e validar, para a realidade brasileira, os dez subtestes que comp?em a vers?o Ampliada da Bateria de Habilidades Cognitivas Woodcock-Johnson III (WJ-III Ampliada). Para a realiza??o deste projeto foram desenvolvidos 4 diferentes estudos: 1- adapta??o da bateria (tradu??o, cria??o e adapta??o de itens para a realidade brasileira); 2- validade convergente, comparando os resultados da bateria WJ-III Padr?o com a Ampliada; 3 e 4 - validade de crit?rio tipo concorrente, comparando os resultados de dois grupos cl?nicos, crian?as diagnosticadas com Epilepsia Benigna da Inf?ncia com Pontas centro-temporais (EBICT) e crian?as com o diagn?stico de Transtorno do D?ficit de Aten??o e Hiperatividade (TDAH). Para o estudo 2 de validade convergente, foram avaliadas 70 crian?as de escola p?blica do Ensino Fundamental e M?dio, sendo 43 do sexo masculino e 27 do sexo feminino, com faixa et?ria entre 7 e 12 anos. Os resultados obtidos foram analisados segundo a correla??o de Pearson e An?lise da Vari?ncia entre sexo e idade para cada instrumento. Foram encontradas correla??es significativas entre as pontua??es totais da WJ-III Ampliada e as pontua??es totais na WJ-III vers?o Padr?o de (0,80), assim como, entre os subtestes que avaliam Intelig?ncia Cristalizada (Gc) da WJ-III Ampliada com a WJ-III Padr?o (Gc) (0,77). Tamb?m foram observadas correla??es significativas quando relacionados os subtestes que avaliam as demais habilidades de ambas as vers?es da Bateria WJ-III (0,73). Houve diferen?a significativa para a vari?vel Idade tanto na vers?o Ampliada quanto na vers?o Padr?o. J? a influ?ncia da vari?vel Sexo X Idade foi significativa apenas na vers?o Padr?o da WJ-III. Com rela??o aos estudos 3 e 4 de validade de crit?rio do tipo concorrente, foram estudadas 21 crian?as diagnosticadas com EBICT e 20 diagnosticadas com TDAH, com faixa et?ria entre 7 e 12 anos e de ambos os sexos. Os dois grupos cl?nicos foram pareados por crian?as de mesma idade, sexo e diagnosticadas sem dist?rbios neurol?gicos. As informa??es obtidas nos testes foram analisadas segundo a An?lise de Vari?ncia entre grupo, sexo e idade. Os resultados do estudo 3 apontaram para um desempenho inferior em todas as habilidades avaliadas no grupo EBICT em compara??o ao desempenho de crian?as diagnosticadas sem dist?rbios neurol?gicos. No estudo 4 o grupo de crian?as diagnosticadas com TDAH tamb?m apresentou desempenho inferior em todas as habilidades ao comparar com o desempenho do grupo controle. Portanto, tais dados indicam que a Bateria WJ-III vers?o Ampliada possui validade convergente com a WJ-III vers?o Padr?o e validade de crit?rio tipo concorrente ao diferenciar dois grupos cl?nicos, podendo assim contribuir para um diagn?stico mais detalhado das v?rias habilidades cognitivas e enriquecer ainda mais as possibilidades de instrumentos para avalia??o intelectual.

Made available in DSpace on 2016-04-04T18:27:38Z (GMT). No. of bitstreams: 1 Marcelo Gulini Chiodi.pdf: 363388 bytes, checksum: 0578a0c625e8841b1da092c135b88eb8 (MD5) Previous issue date: 2007-12-14 / Pontif?cia Universidade Cat?lica de Campinas / The study of intellectual evaluation has shown great diversity through out the time. Currently, the theory recognized as the most extensive to explain the mental functioning is the C-H-C (Cattell-Horn-Carroll). Among the tests internationally availables, the only one that meets this proposal is the theoretical battery Woodcock Johnson III (WJ - IIII). Accordingly, the objective of this study was to verify the convergence validity battery of Cognitives Abilities Woodcock-Johnson III, comparing it with the Wechsler Intelligence Scale for Children - WISC-III, already validated for our reality. The sample was composed of 30 students from public school of Primary and Secondary Education, being 15 men and 15 women aged between 13 and 15 years. It was applied to the participants, with parents permission, the two sets of Cognitive Abilities WJ-III and WISC-III. The results were analyzed according to the Pearson correlation and it was performed the Analysis of Variance between gender and age for each instrument. The results pointed to a significant correlation between the total score of Woodcock and the total score in the WISC of 0,865, between Woodcock and the scale implementation 0,766 and the scale verbal 0,843. As for the Analysis of Variance, in the instrument WISC-III there was no significant difference in age and in subtestes Complete Figures and Cubes Sex x Age to the subtest vocabulary. In addition, for the instrument WJ-III there were differences of Sex X Age only for subtest Verbal Understanding. The Battery Woodcock Johnson III is considered the most complete in order to allow the evaluation of different differents cognitive abilities of the model C-HC, and therefore, according to the presents results, the battery WJ-III can be used in Brazil to replace the WISC - III. / O estudo da avalia??o intelectual tem apresentado grande diversidade atrav?s dos tempos. Atualmente, a teoria reconhecida como sendo a mais ampla para explicar o funcionamento mental ? a C-H-C (Cattell-Horn-Carroll) . Dentre os testes dispon?veis internacionalmente, o ?nico que atende a esta proposta te?rica ? a Bateria Woodcock-Johnson III (WJ-IIII). Neste sentido, o objetivo deste trabalho foi verificar a validade convergente da Bateria de Habilidades Cognitivas Woodcock Johnson-III, comparando-a com a Escala Wechsler de Intelig?ncia para Crian?as WISC- III, que j? apresenta evidencias de validada para a nossa realidade. A amostra foi composta por 30 estudantes de escola p?blica do Ensino Fundamental e M?dio, sendo 15 homens e 15 mulheres com idades entre 13 e 15 anos. Foram aplicadas nos participantes, com a autoriza??o dos pais, as duas baterias de Habilidades Cognitivas WJ-III e WISC-III. Os resultados obtidos foram analisadas segundo a correla??o de Pearson e foi realizada a An?lise de Vari?ncia entre sexo e idade para cada instrumento. Os resultados apontaram para uma correla??o significativa entre a pontua??o total do Woodcock e a pontua??o total no WISC de 0,865, entre o Woodcock e a escala execu??o 0,766 e com a escala verbal 0,843. Com rela??o a An?lise de Vari?ncia, no instrumento WISC-III houve diferen?a significativa da Idade nos subtestes Completar Figuras e Cubos e de Sexo X Idade para o subteste Vocabul?rio. J? com o instrumento WJ-III houve diferen?as de Sexo X Idade somente para o subteste Compreens?o Verbal. Tais dados nos indicam que a Bateria de Habilidades Cognitivas Woodcock-Johnson- III- WJ-III permite uma avalia??o e um diagn?stico mais detalhado das v?rias habilidades cognitivas, podendo enriquecer ainda mais as possibilidades de instrumentos para avalia??o intelectual.