Treino musical como proposta para a estimulação da cognição numérica em crianças de idade escolar
Deficits in numerical cognition can impair lastingly school performance, emotional functioning, and professional training of the individual; it is necessary to develop and intervention to stimule the systems of numerical cognition in children with low arithmetic performance. Evidence from different...
| Autor: | |
|---|---|
| Tipo de documento: | Tesis de maestría |
| Estado: | Published version |
| Fecha de publicación: | 2015 |
| País: | Brasil |
| Institución: | UNESP |
| Repositorio: | Repositório Institucional da UNESP |
| Lenguaje: | Portugués |
| OAI Identifier: | oai:repositorio.unesp.br:11449/126427 |
| Acceso en línea: | http://hdl.handle.net/11449/126427 http://www.athena.biblioteca.unesp.br/exlibris/bd/cathedra/18-08-2015/000842766.pdf |
| Nivel de acceso: | Acceso abierto |
| Palabra clave: | Cognição Numeros naturais Memoria Formação profissional Cognition |
| Sumario: | Deficits in numerical cognition can impair lastingly school performance, emotional functioning, and professional training of the individual; it is necessary to develop and intervention to stimule the systems of numerical cognition in children with low arithmetic performance. Evidence from different studies reveals positive associations between musical simulation and several cognitive abilities. The present study aims to investigate the effects of musical training in regards to numerical cognition, working memory, and consequently the arithmetic performance in elementary shool children. The study enrolled 42 children aged 8 to 10 years divided into two groups: with difficulties in arithmetic (CDA = 21) and without difficulties in arithmetic (SDA = 21). The children underwent two evaluations, one before musical training and another, four months later, after musical training, in which were applied cognitive tests and behavior scales, concerning to school performance, IQ, working memory, numerical cognition, anxiety and stress. The musical training was developed in eight group sessions and aimed to stimulate the systems of numerical cognition and integrate basic musical knowledge, and symbolic representations. CDA children had low capacity of numerical processing, calculation, and working memory; reflected in poor performance in shool achievement tests, as well as stress symptoms compatible with warning stages and resistance, according to the classification of the inventory of stress symptoms for children. After the intervention through the musical training the children of both groups achieved significant improvements in shools performance, in the systems of numerical cognition, and working memory, as well as reducing the manifestation of math anxiety |
|---|