Submitted by Maike Costa (maiksebas@gmail.com) on 2016-04-19T14:30:40Z No. of bitstreams: 1 arquivo total.pdf: 5424467 bytes, checksum: 801d02752f22cdbc2f419432ff437a77 (MD5) / Made available in DSpace on 2016-04-19T14:30:40Z (GMT). No. of bitstreams: 1 arquivo total.pdf: 5424467 bytes, checksum: 801d02752f22cdbc2f419432ff437a77 (MD5) Previous issue date: 2015-02-24 / Several institutions have issued alerts about the rise in global temperature in the past few years, and on its tendency to keep rising in the future. This temperature rise has been associated to human deaths, some of which related to cardiovascular dysfunctions, and to loss of physical and cognitive performance on humans. Purpose: To analyze the relation between cardiovascular parameters (blood pressure and heart rate) and cognitive performance of students submitted to changes of temperature in classrooms. Methods: The university students answered the survey adapted of Battery of Reasoning Tests (BPR-5) during three consecutive days in different temperatures, while thermal conditions and heart rate were measured. In these days, the blood pressure and the heart rate were evaluated before and after the test. Results: The blood pressure did not alter with different temperatures during cognitive activity. However, the average heart rate and the final increased at high temperatures. The accuracy of cognitive performance was not altered with changes of temperature, on the other hand, the execution time reduced at high temperatures. Using the analyzes by Generalized Linear Models, it was observed that the accuracy on cognitive test was related to mean blood pressure at the beginning of the test, the maximum heart rate during the test and the air temperature. Conclusion: This research concluded that accuracy in cognitive performance rises from 70% to 75%.when the students are submitted to temperatures which them consider neutral and maximum heart rate and mean blood pressure are compatible with activity. / Diversos institutos têm alertado sobre o aumento da temperatura do ar global nos últimos anos e a sua tendência em continuar aumentando. Este aumento tem sido associado a perda da produtividade física e cognitiva e a mortes humanas, algumas vezes relacionadas a disfunções cardiovasculares. Objetivo: Analisar a relação entre os parâmetros cardiovasculares (frequência cardíaca e pressão arterial) e o desempenho cognitivo de alunos submetidos à variação de temperatura do ar em ambientes de ensino. Métodos: Alunos universitários responderam a um questionário adaptado da Bateria de Provas de Raciocínio (BPR-5) em três dias consecutivos a diferentes temperaturas, enquanto as condições térmicas e frequência cardíaca foram medidas. Nestes dias, a pressão arterial e a frequência cardíaca foram avaliadas antes e depois do questionário. Resultados: A pressão arterial não foi alterada pela temperatura durante a realização de atividade cognitiva. Entretanto, tanto a frequência cardíaca média quanto a final aumentaram com o aumento da temperatura. Quanto ao desempenho, a acurácia do teste cognitivo não foi afetada pelas mudanças da temperatura. Por outro lado, houve redução no tempo de execução a altas temperaturas. Utilizando Modelos Lineares Generalizados foi observado que a acurácia no teste cognitivo foi relacionado à pressão arterial média ao início do teste, a frequência cardíaca máxima durante a atividade e a temperatura do ar. Conclusão: Esta pesquisa concluiu que a acurácia do desempenho cognitivo se eleva de 70% para 75% quando os alunos estão submetidos à temperatura que consideram neutra e com frequência cardíaca máxima e pressão arterial média adequadas para a atividade executada

This thesis is devoted to the development of creative thinking. The main objectives of the work are to identify, define and justify the psychological factors, stages and qualitative characteristics of creative thinking. Show through practical experiments that specially organized cognitive activity leads to the development of creative thinking through the development of its qualitative properties. In my work I analyze in detail the concept of creativity, creative thinking, and cognitive activity in terms of different scientific approaches. One important aspect is the detailed functional analysis of the process of creative thinking and cognitive activity. Cognitive activity in the context of my work is discussed as a functional space for the development of creative thinking. During the practical part by experimental work we confirm the hypothesis that the development of individual qualitative characteristics of creative thinking during a specially organized cognitive activity leads to the overall development of creative thinking. Practical work includes preparation and adaptation of Torrance figural test of creative thinking to identify creative potential, preparation of exercises and tasks for the development of each property of creative thinking, preparing a presentation to familiarize students with concepts: creativity, creative thinking, cognitive activity and the capacity to distinguish psychical phenomena influencing the creative thinking. Creating an appropriate atmosphere for the development of emotionally-positive attitude of students to the process of creative thinking. Ensuring an impact of detected psychological factors through the implementation of certain conditions. Carrying out classes targeted to the development of individual qualitative characteristics of creative thinking in the 5th, 6th and 7th classes of elementary school Janského. By creating a control and experimental groups we provide the ability to track changes in the practical section. After comparing and analyzing the results we can make the conclusion that the specially organized cognitive activity leads to the development of creative thinking. Own contribution of the work lies in the fact that the effect of each identified, evidence-based psychological factor in the development of creative thinking of individual is guaranteed due to creation of certain conditions to initiate and activate this process, while developing each of the four qualitative characteristics of creative thinking takes place gradually. The research results can be used in the practice of educational institutions to create a comprehensive program targeted to develop creative thinking and the implementation of this framework program in the school education process. During writing this thesis we used the following methods: a theoretical analysis of philosophical, psychological and pedagogical literature, examined the practical experience on the subject. Developing creative thinking of individual during cognitive activity was studied using experimental tests of J. Guilford, E.P. Torrance and others. The work consists of two parts. First, more theoretically oriented part, is divided into two chapters. The first chapter deals with definitions of basic terms, describes the process of creative thinking and its stages. The second chapter deals with the revelation of psychological factors and phenomena influencing the process of creative thinking and functional analysis. Second, practically oriented part, deals with the preparation of tests and tasks targeted to the development of individual qualities of creative thinking, practical implementation of research among primary school pupils and analysis of the results.

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Syftet med den aktuella studien var att undersöka om det finns något samband mellanfysisk aktivitet och kognitiv aktivitet kopplat till den kognitiva förmågan i åldersgruppen 65+.Det har studerats om det finns något samband mellan olika mängd på fysisk aktivitet (mycketansträngande, måttligt ansträngande, promenader) samt stillasittande och den kognitivaförmågan (exekutiva funktioner, analytiskt tänkande, bearbetningshastighet). Totalt deltog 30personer, varav 63% kvinnor, i åldrarna 65 till 84 år (M = 73,93, SD = 5.85) som rekryteradesvia offentliga mötesplatser för åldersgruppen samt via personliga kontakter. Deltagarnabesvarade frågeformulär med bakgrundsfrågor (kön, ålder, utbildningsnivå) samt ettsjälvskattningsformulär om fysiska aktivitetsvanor (International Physical ActivitiesQuestionnaire, IPAQ) och ett självskattningsformulär om kognitiva aktivitetsvanor (FloridaCognitive Activities Scale, FCAS). Efter detta fick deltagarna genomföra de fyrakognitionstesterna; Trail Making Test A (TMT A), Symbol Digit Modalities Test (SDMT)som mäter bearbetningshastigheten, Trail Making Test B (TMT B) som mäter exekutivfunktion samt Cognitive Reflection Test (CRT) som mäter analytiskt tänkande.Resultatet visade på signifikant samband mellan ålder och bearbetningshastighet samtexekutiv funktion. Signifikant samband fanns även mellan kognitiv aktivitet ochbearbetningshastighet samt exekutiv funktion. Signifikant samband kunde även identifierasmellan promenader och analytiskt tänkande. Inga signifikanta resultat kunde hittas förresterande variabler och kognitiv förmåga.Resultatet från aktuell studie tyder på att högre grad av kognitiv aktivitet har ettsamband med bearbetningshastighet och exekutiva funktioner. Resultatet visar även attpromenader är relaterat till analytiskt tänkande. Ålder visade sig signifikant ha ett sambandmed bearbetningshastighet och exekutiva funktioner. / The purpose of the current study was to investigate whether there is any relationshipbetween physical activity and cognitive activity linked to cognitive ability in the age group65+. The study investigated whether there is any relationship between different amounts ofphysical activity (very strenuous, moderately strenuous, walking) as well as sedentary timeand cognitive ability (executive functions, analytical thinking, processing speed). A total of 30people participated, of which 63% were women, aged between 65 to 84 years (M = 73.93, SD= 5.85), who were recruited via public meeting places for the age group as well as viapersonal contacts. The participants answered questionnaires with background questions(gender, age, level of education) as well as a self-assessment questionnaire on physicalactivity habits (International Physical Activities Questionnaire, IPAQ) and a self-assessmentquestionnaire on cognitive activity habits (Florida Cognitive Activities Scale, FCAS). Afterthis, the participants had to complete the four cognitive tests; Trail Making Test A (TMT A),Symbol Digit Modalities Test (SDMT) which measures processing speed, Trail Making TestB (TMT B) which measures executive function and the Cognitive Reflection Test (CRT)which measures analytical thinking.The results showed a significant relationship between age and processing speed aswell as executive function. There was also a significant relationship between cognitiveactivity and processing speed as well as executive function. A significant relationship couldalso be identified between walking and analytical thinking. No significant results could befound for the remaining variables and cognitive ability.The results from the current study indicate that a higher degree of cognitive activityhas a relationship with processing speed and executive functions. The result also shows thatwalking is related to analytical thinking. Age was found to be significantly related toprocessing speed and executive functions.