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Metadados | Descrição | Idioma |
---|---|---|
Autor(es): dc.contributor | Universidade Estadual Paulista (UNESP) | - |
Autor(es): dc.contributor | Universidade de São Paulo (USP) | - |
Autor(es): dc.creator | Da Silva, Eder Ricardo [UNESP] | - |
Autor(es): dc.creator | Dos Santos Baldin, Mayara | - |
Autor(es): dc.creator | Dos Santos, Flávia Heloísa [UNESP] | - |
Data de aceite: dc.date.accessioned | 2022-08-04T22:06:43Z | - |
Data de disponibilização: dc.date.available | 2022-08-04T22:06:43Z | - |
Data de envio: dc.date.issued | 2022-04-28 | - |
Data de envio: dc.date.issued | 2022-04-28 | - |
Data de envio: dc.date.issued | 2017-09-01 | - |
Fonte completa do material: dc.identifier | http://dx.doi.org/10.1037/pne0000098 | - |
Fonte completa do material: dc.identifier | http://hdl.handle.net/11449/220938 | - |
Fonte: dc.identifier.uri | http://educapes.capes.gov.br/handle/11449/220938 | - |
Descrição: dc.description | Musical training has been shown to have beneficial effects on several human cognitive functions, including cognition, spoken language, socialization, and logical-mathematical thinking. Evidence also shows that musical training boosts several cognitive skills in children. However, few studies have focused on its effects for numerical cognition in preschoolers. We developed a brief unedited numeracy musical training (NMT) program that was tested in a pseudorandomized, blinded, prospective study. The participants included 40 preschoolers (5 years old) with typical development from the countryside of São Paulo state, Brazil. The sample was divided into 2 gender-balanced groups: An experimental group (EG; n = 20) that underwent 8 NMT sessions and a control group (CG; n = 20) that did not receive NMT. All of the participants were assessed at 2 time points by applying instruments related to the following domains: Abstract reasoning, verbal and visuospatial working memory, and numeracy. Only the EG presented improvements in 2 cognitive domains in the second assessment. Our findings need to be replicated, but they provide preliminary evidence that NMT may boost numerical cognition and working memory in preschoolers. | - |
Descrição: dc.description | Program in Psychology of Development and Learning São Paulo State University | - |
Descrição: dc.description | Pos-graduacao Do Hospital de Reabilitacao de Anomalias Craniofaciais da Universidade de São Paulo | - |
Descrição: dc.description | Program in Psychology of Development and Learning São Paulo State University University of Minho., 14-01 Engenheiro Luiz Edmundo Carrijo Coube Avenue | - |
Descrição: dc.description | Program in Psychology of Development and Learning São Paulo State University | - |
Descrição: dc.description | Program in Psychology of Development and Learning São Paulo State University University of Minho., 14-01 Engenheiro Luiz Edmundo Carrijo Coube Avenue | - |
Formato: dc.format | 281-296 | - |
Idioma: dc.language | en | - |
Relação: dc.relation | Psychology and Neuroscience | - |
???dc.source???: dc.source | Scopus | - |
Palavras-chave: dc.subject | Cognitive effects | - |
Palavras-chave: dc.subject | Musical training | - |
Palavras-chave: dc.subject | Preschoolers | - |
Palavras-chave: dc.subject | Transfer | - |
Título: dc.title | Cognitive effects of numeracy musical training in brazilian preschool children: A prospective pilot study | - |
Tipo de arquivo: dc.type | livro digital | - |
Aparece nas coleções: | Repositório Institucional - Unesp |
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