Cognição Numérica de Crianças Pré-Escolares Brasileiras pela ZAREKI-K

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Autor(es): dc.contributorUniversidade Federal de São Paulo (UNIFESP)-
Autor(es): dc.contributorEscola de Psicologia, Universidade do Minho-
Autor(es): dc.contributorUniversidade Estadual Paulista (UNESP)-
Autor(es): dc.contributorPsychology Department, University of Potsdam-
Autor(es): dc.creatorMolina, Juliana-
Autor(es): dc.creatorRibeiro, Fabiana Silva-
Autor(es): dc.creatorSantos, Flávia Heloísa-
Autor(es): dc.creatorVon Aster, Michael-
Data de aceite: dc.date.accessioned2025-08-21T19:25:33Z-
Data de disponibilização: dc.date.available2025-08-21T19:25:33Z-
Data de envio: dc.date.issued2022-04-29-
Data de envio: dc.date.issued2022-04-29-
Data de envio: dc.date.issued2015-01-01-
Fonte completa do material: dc.identifierhttp://dx.doi.org/10.9788/TP2015.1-09-
Fonte completa do material: dc.identifierhttp://hdl.handle.net/11449/227982-
Fonte: dc.identifier.urihttp://educapes.capes.gov.br/handle/11449/227982-
Descrição: dc.descriptionThe Numerical Cognition is influenced by biological, cognitive, educational and cultural factors. It consists of a primary system, called Number Sense that would be innate and universal, also of secondary systems: the Calculation, implied to perform mathematical operations by means of symbols or words and Number Processing, which is divided into two components, Number Comprehension, related with the understanding of numerical symbols and Number Production, which includes reading, writing and counting numbers. However, studies that show the development of these functions in children of preschool age are scarce. Therefore, aims of this study were to investigate numerical cognition in preschool Brazilian children to demonstrate the construct validity of the ZAREKI-K (A Neuropsychological Battery for the Assessment of Treatment of Numbers and Calculation for preschool children). The participants were 42 children of both genders, who attended public elementary schools; the children were evaluated by this battery and WISC-III. The results indicated significant differences associated with age which children of 6 years had better scores on subtests related to Number Production, Calculation and Number Comprehension, as well moderate and high correlations between some subtests of both instruments, demonstrating the construct validity of the battery. In conclusion, preliminary normative data were obtained for ZAREKI-K. The analyses suggested that it is a promising tool for the assessment of numerical cognition in preschool children.-
Descrição: dc.descriptionUniversidade Federal de São Paulo-
Descrição: dc.descriptionEscola de Psicologia, Universidade do Minho-
Descrição: dc.descriptionUniversidade Estadual Paulista Júlio de Mesquita Filho, Programa de Pós-Graduação em Psicologia do Desenvolvimento e Aprendizagem, Campus Bauru, Av. Engenheiro Luiz Edmundo Carrijo Coube, no 14-01-
Descrição: dc.descriptionDepartamento de Psicologia Básica, Universidade do Minho-
Descrição: dc.descriptionPsychology Department, University of Potsdam-
Descrição: dc.descriptionUniversidade Estadual Paulista Júlio de Mesquita Filho, Programa de Pós-Graduação em Psicologia do Desenvolvimento e Aprendizagem, Campus Bauru, Av. Engenheiro Luiz Edmundo Carrijo Coube, no 14-01-
Formato: dc.format123-135-
Idioma: dc.languagept_BR-
Relação: dc.relationTemas em Psicologia-
???dc.source???: dc.sourceScopus-
Palavras-chave: dc.subjectDevelopmental dyscalculia-
Palavras-chave: dc.subjectMathematics-
Palavras-chave: dc.subjectNumber-
Palavras-chave: dc.subjectPreschoolers-
Palavras-chave: dc.subjectWorking memory-
Título: dc.titleCognição Numérica de Crianças Pré-Escolares Brasileiras pela ZAREKI-K-
Título: dc.titleNumerical cognition in Brazilian preschool children by the ZAREKI-K-
Tipo de arquivo: dc.typelivro digital-
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