19 documents found, page 1 of 2

The education of students with high abilities in Brazil: Between norms and chal...

This study analyzes the evolution of Brazilian educational policies for gifted students, highlighting the transition from special education to an inclusive model the documentary research analysis of the norms and their application in the school context. The analyzed norms show efforts to guarantee the right to inclusive education, focusing on developing the potential and well-being of students with high capacit...

BANC: Dados Normativos através de Análises de Regressão para Adolescentes de 16...

A BANC permite a avaliação de um conjunto de funções neurocognitivas (memória, linguagem, atenção, funções executivas, motricidade e lateralidade) dos 5 aos 15 anos de idade. Este estudo teve por objetivo a estimação de dados normativos para os 16 e 17 anos de idade através de análises de regressão. Foi utilizada a amostra de aferição da BANC (Simões et al., 2016) constituída por 1104 crianças e adolescentes, e...

Psicologia educacional: Investigação e intervenção em Portugal, Vol. II

A presente obra tem como principal objectivo dar a conhecer, num 2º volume, a investigação e a intervenção em Psicologia Educacional desenvolvida no âmbito do Programa de Doutoramento Interuniversitário em Psicologia, especialidade de Psicologia da Educação, uma iniciativa conjunta da Faculdade de Psicologia e de Ciências da Educação da Universidade de Coimbra e da Faculdade de Psicologia da Universidade de Lis...

BRIEF-A: Factor structure and measurement invariance across self-report and inf...

This study analyzes the psychometric properties of the two forms (self-report and informant) of the Behavior Rating Inventory of Executive Function-Adult version (BRIEF-A) in a sample of healthy Portuguese adults. The participants were 608 adults, 304 of whom answered the self-report form (ages 18–59; 137 male and 167 female) and 304 who answered the informant form (ages 18–70; 110 male and 194 female). The int...

Factor structure and measurement invariance of the BRIEF2 Parent Form across ge...

This study aimed to investigate the factor structure and the measurement invariance across gender of the BRIEF2 Parent Form in Portuguese typically developing children. Participants were 700 typically developing children (n = 352 girls and n = 348 boys) aged 6–16 years. Confirmatory factor analysis was used to test five competing factor models. Consistent with the BRIEF2 original dimensional structure, the thre...

Neural Responses of the Anterior Ventral Occipitotemporal Cortex in Development...

For the past 2 decades, neuroimaging studies in dyslexia have pointed toward a hypoactivation of the ventral occipitotemporal cortex (VOTC), a region that has been closely associated to reading through the extraction of a representation of words which is invariant to position, size, font or case. However, most of the studies are confined to the visual word form area (VWFA), while recent studies have demonstrate...

Factor Structure and Measurement Invariance of the Coimbra Neuropsychological A...

Visual Perception and Reading: New Clues to Patterns of Dysfunction Across Mult...

PURPOSE. The specificity of visual channel impairment in dyslexia has been the subject of much controversy. The purpose of this study was to determine if a differential pattern of impairment can be verified between visual channels in children with developmental dyslexia, and in particular, if the pattern of deficits is more conspicuous in tasks where the magnocellular–dorsal system recruitment prevails. Additio...

Neurocognitive functioning in children with developmental dyslexia and attentio...

Developmental Dyslexia and Phonological Processing in European Portuguese Ortho...

This study analysed the performance of phonological processing, the diagnostic accuracy and the influence on reading in children who were native speakers of an orthography of intermediate depth. Portuguese children with developmental dyslexia (DD; N=24; aged 10-12 years), chronological age (CA)-matched controls (N=24; aged 10-12 years) and reading level (RL)-matched controls (N=24; aged 7-9 years) were tested o...