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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.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/21555 |
| Date | 13 April 2015 |
| Creators | Madruga, Beatriz Mendes e |
| Contributors | 34616055068, http://lattes.cnpq.br/1325459110950508, Fontes, Ana Beatriz Areas da Luz, 03652526970, http://lattes.cnpq.br/0688056153125888, Bendassolli, Pedro Fernando, 26931410873, Alchieri, Jo?o Carlos |
| Publisher | PROGRAMA DE P?S-GRADUA??O EM PSICOLOGIA, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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