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  1. Book ; Online ; E-Book: Brain and Maths in Ibero-America

    Gomides, Mariuche / Starling-Alves, Isabela / Santos, Flavia H.

    2023  

    Author's details edited by Mariuche Gomides, Isabela Starling-Alves, and Flavia H. Santos
    Keywords Brain/Research
    Subject code 612.82
    Language English
    Size 1 online resource (160 pages)
    Edition First edition.
    Publisher Elsevier
    Publishing place Amsterdam, Netherlands
    Document type Book ; Online ; E-Book
    Remark Zugriff für angemeldete ZB MED-Nutzerinnen und -Nutzer
    ISBN 0-443-22311-4 ; 978-0-443-22311-2
    Database ZB MED Catalogue: Medicine, Health, Nutrition, Environment, Agriculture

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  2. Article ; Online: Preface.

    Starling-Alves, Isabella / Gomides, Mariuche / Santos, Flávia H

    Progress in brain research

    2023  Volume 282, Page(s) ix–xiii

    Language English
    Publishing date 2023-11-07
    Publishing country Netherlands
    Document type Editorial
    ISSN 1875-7855 ; 0079-6123
    ISSN (online) 1875-7855
    ISSN 0079-6123
    DOI 10.1016/S0079-6123(23)00124-3
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  3. Article ; Online: Children grow upwards, and so does the number line: Evidence from a directional number line paradigm.

    Leonard, Sophie J / Roche, Ciara / Durkan, Aoife / Gomides, Mariuche / Santos, Flavia H

    Progress in brain research

    2023  Volume 279, Page(s) 37–56

    Abstract: Technological advancements give researchers the opportunity to explore the internal metric that allows to mentally place numbers in a spatial and ordered way to establish relationships between quantities. In this study, we implement the cMNL, an embodied ...

    Abstract Technological advancements give researchers the opportunity to explore the internal metric that allows to mentally place numbers in a spatial and ordered way to establish relationships between quantities. In this study, we implement the cMNL, an embodied number line paradigm to investigate the configuration of children's number space mappings under multiple conditions. A sample of 185 primary school children aged 8-10years old completed digitally an embodied number line task encompassing directionality and modality as variables. Contrary to the premise of a fixed internal number line moving from left to right in many Western scripts, our results suggest that children's number-space mapping is more robust along a vertical axis. In addition, children's embodied number line estimation differed depending on input modality. The findings provide insight into the variability in children's number line estimation, and the usability of digital assessment in understanding the mechanisms of the developing number-space system.
    MeSH term(s) Child ; Humans ; Child Development ; Spatial Learning ; Mathematics
    Language English
    Publishing date 2023-03-21
    Publishing country Netherlands
    Document type Journal Article ; Research Support, Non-U.S. Gov't
    ISSN 1875-7855 ; 0079-6123
    ISSN (online) 1875-7855
    ISSN 0079-6123
    DOI 10.1016/bs.pbr.2023.03.002
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  4. Article: Are "cool" executive function impairments more salient in ADHD symptoms than in reading disability?

    Koltermann, Gabriella / Becker, Natália / Lopes-Silva, Júlia Beatriz / Gomides, Mariuche Rodrigues de Almeida / Paiva, Giulia Moreira / Haase, Vitor Geraldi / de Salles, Jerusa Fumagalli

    Dementia & neuropsychologia

    2020  Volume 14, Issue 1, Page(s) 47–55

    Abstract: Introduction: Reading disability (RD) and Attention Deficit Hyperactivity Disorder (ADHD) symptoms often co-occur in school-age children.: Methods: The present study evaluated the performance of 216 Brazilian children from 3: Results: MANOVA ... ...

    Abstract Introduction: Reading disability (RD) and Attention Deficit Hyperactivity Disorder (ADHD) symptoms often co-occur in school-age children.
    Methods: The present study evaluated the performance of 216 Brazilian children from 3
    Results: MANOVA analyses, controlling for age and nonverbal intelligence, showed worse performance for the RD group, compared to the ADHD symptoms group, on measures of phonological processing (phonemic awareness, phonological short-term memory, and lexical access) and "cool" EF components (orthographic verbal fluency and processing speed). The ADHD symptoms group did not differ from the control group on the majority of the "cool" EF tasks. Compared to the control group, the ADHD symptoms group and the RD group both showed significantly more errors in rapid automatized naming of figures, which evaluates the inhibition component of EF; performance on this task was similar for these groups.
    Conclusion: We conclude that children with RD have greater impairment in phonological processing and "cool" EF compared to those with ADHD symptoms. Furthermore, deficits in inhibitory control may be shared among children with both conditions.
    Language English
    Publishing date 2020-03-15
    Publishing country Brazil
    Document type Journal Article
    ISSN 1980-5764
    ISSN 1980-5764
    DOI 10.1590/1980-57642020dn14-010008
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  5. Article ; Online: Inattention Symptoms are Predictors of Neuropsychological Functioning in Children from 3rd and 4th Grades.

    Koltermann, Gabriella / Becker, Natália / Paiva, Giulia Moreira / De Almeida Gomides, Mariuche Rodrigues / Haase, Vitor Geraldi / Fumagalli De Salles, Jerusa

    Developmental neuropsychology

    2020  Volume 45, Issue 6, Page(s) 396–413

    Abstract: Symptoms of inattention and hyperactivity/impulsivity, arranged along a continuum, are commonly associated with neuropsychological and academic deficits, even in the general population. The aim of this study is to analyze how Attention Deficit ... ...

    Abstract Symptoms of inattention and hyperactivity/impulsivity, arranged along a continuum, are commonly associated with neuropsychological and academic deficits, even in the general population. The aim of this study is to analyze how Attention Deficit Hyperactivity Disorder (ADHD) symptoms are associated with the performance in neuropsychological and academic abilities (phonological processing, processing speed/automatic attention, executive functions, reading, and spelling) in school-age children. The sample consisted of 216 children from 3
    MeSH term(s) Attention/physiology ; Attention Deficit Disorder with Hyperactivity/diagnosis ; Child ; Executive Function/physiology ; Female ; Humans ; Male ; Neuropsychological Tests/standards
    Language English
    Publishing date 2020-10-10
    Publishing country England
    Document type Journal Article ; Research Support, Non-U.S. Gov't
    ZDB-ID 632665-1
    ISSN 1532-6942 ; 8756-5641
    ISSN (online) 1532-6942
    ISSN 8756-5641
    DOI 10.1080/87565641.2020.1828424
    Database MEDical Literature Analysis and Retrieval System OnLINE

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    In stock of ZB MED Cologne/Königswinter

    Zs.B 2838: Show issues Location:
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    bis Jg. 2021: Bestellungen von Artikeln über das Online-Bestellformular
    ab Jg. 2022: Lesesaal (EG)

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  6. Article: The quandary of diagnosing mathematical difficulties in a generally low performing population.

    Gomides, Mariuche Rodrigues de Almeida / Starling-Alves, Isabella / Paiva, Giulia Moreira / Caldeira, Leidiane da Silva / Aichinger, Ana Luíza Pedrosa Neves / Carvalho, Maria Raquel Santos / Bahnmueller, Julia / Moeller, Korbinian / Lopes-Silva, Júlia Beatriz / Haase, Vitor Geraldi

    Dementia & neuropsychologia

    2021  Volume 15, Issue 2, Page(s) 267–274

    Abstract: Brazilian students' mathematical achievement was repeatedly observed to fall below average levels of mathematical attainment in international studies such as PISA.: Objective: In this article, we argue that this general low level of mathematical ... ...

    Abstract Brazilian students' mathematical achievement was repeatedly observed to fall below average levels of mathematical attainment in international studies such as PISA.
    Objective: In this article, we argue that this general low level of mathematical attainment may interfere with the diagnosis of developmental dyscalculia when a psychometric criterion is used establishing an arbitrary cut-off (e.g., performance<percentile 10) may result in misleading diagnoses.<br />Methods: Therefore, the present study evaluated the performance of 706 Brazilian school children from 3
    Results: In line with PISA results, children presented difficulties in all arithmetic operations investigated. Even after five years of formal schooling, less than half of 5
    Conclusions: As such, these data substantiate the argument that the sole use of a psychometric criterion might not be sensible to diagnose dyscalculia in the context of a generally low performing population, such as Brazilian children of our sample. When the majority of children perform poorly on the task at hand, it is hard to distinguish atypical from typical numerical development. As such, other diagnostic approaches, such as Response to Intervention, might be more suitable in such a context.
    Language English
    Publishing date 2021-06-11
    Publishing country Brazil
    Document type Journal Article
    ISSN 1980-5764
    ISSN 1980-5764
    DOI 10.1590/1980-57642021dn15-020015
    Database MEDical Literature Analysis and Retrieval System OnLINE

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    Inter-library loan at ZB MED

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  7. Article: Heterogeneity of math difficulties and its implications for interventions in multiplication skills.

    Gomides, Mariuche Rodrigues de Almeida / Martins, Gizele Alves / Alves, Isabela Starling / Júlio-Costa, Annelise / Jaeger, Antônio / Haase, Vitor Geraldi

    Dementia & neuropsychologia

    2018  Volume 12, Issue 3, Page(s) 256–263

    Abstract: Math learning disability (MLD) is a heterogeneous condition characterized by severe and persistent difficulties in learning math, including difficulties in learning multiplication facts.: Objective: In this article, we compared the responses of two ... ...

    Abstract Math learning disability (MLD) is a heterogeneous condition characterized by severe and persistent difficulties in learning math, including difficulties in learning multiplication facts.
    Objective: In this article, we compared the responses of two MLD children to multiplication facts training.
    Methods: One of the children was a 9 year-old girl (HV) who presented mild math difficulties associated with lower accuracy of the Approximate Number System (ANS). The other was an 11 year-old boy (GA) who presented severe math difficulties related to impaired phonological processing due to developmental dyslexia. Both children underwent an intervention for multiplication, comprising conceptual instructions and retrieval practice of the times table.
    Results: HV's accuracy and response speed improved consistently on both training tasks, while GA's accuracy improved on the Simple Calculation Task only. Error analyses indicated that, after training, HV produced fewer errors of the type "close miss", and GA produced less omission but more operand errors.
    Conclusion: We argue that these differences between their responses to the training tasks were caused by differences in the mechanisms underlying their math difficulties. These results support the notion that individual specificities regarding math disabilities should be taken into account during preparation of training interventions.
    Language English
    Publishing date 2018-10-23
    Publishing country Brazil
    Document type Journal Article
    ISSN 1980-5764
    ISSN 1980-5764
    DOI 10.1590/1980-57642018dn12-030006
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  8. Article ; Online: Intragroup differences and similarities in performance on rapid automatized naming tasks in children with ADHD symptoms, children with reading disabilities, and controls.

    Koltermann, Gabriella / Becker, Natália / Wauke, Ana Paula Toome / de Oliveira, Cristiano Pereira / Gomides, Mariuche Rodrigues de Almeida / Paiva, Giulia Moreira / Haase, Vitor Geraldi / de Salles, Jerusa Fumagalli

    Trends in psychiatry and psychotherapy

    2020  Volume 42, Issue 2, Page(s) 190–194

    Abstract: Introduction Rapid automatized naming (RAN) is the ability to name, as fast as possible, symbols such as letters, digits and figures. The present study aimed to investigate intragroup performance patterns on RAN tasks in children with attention deficit ... ...

    Abstract Introduction Rapid automatized naming (RAN) is the ability to name, as fast as possible, symbols such as letters, digits and figures. The present study aimed to investigate intragroup performance patterns on RAN tasks in children with attention deficit hyperactivity disorder (ADHD) symptoms alone, children with reading disability (RD) alone and controls with typical development. Methods A total of 216 Brazilian children between 8 to 11 years old were selected from public schools located in two Brazilian capitals, namely Porto Alegre and Belo Horizonte, to participate in the study. Mixed 3 (participant group: ADHD symptoms, RD or control group) × 3 (type of stimulus: letters, numbers or figures) ANOVAs were performed using response time and number of errors as dependent variables. Only intragroup comparisons are described in this paper. Results The groups with ADHD symptoms and RD showed similar performance results on naming speed. There were no differences between letters and numbers within each group, but we found slower responses in figure naming compared to the other tasks for both groups. Concerning accuracy, children with ADHD symptoms showed a similar number of errors in all three tasks. These patterns were distinct from the performance of the control group. Conclusion Results suggest a shared deficit in naming speed of alphanumeric stimuli in children with ADHD symptoms and those with RD, and impairments in naming digits correctly in children with ADHD symptoms.
    MeSH term(s) Attention Deficit Disorder with Hyperactivity/physiopathology ; Child ; Dyslexia/physiopathology ; Female ; Humans ; Language Tests ; Male ; Pattern Recognition, Visual/physiology ; Psychomotor Performance/physiology ; Reaction Time/physiology ; Speech/physiology
    Language English
    Publishing date 2020-06-05
    Publishing country Brazil
    Document type Comparative Study ; Journal Article
    ZDB-ID 2708374-3
    ISSN 2238-0019 ; 2238-0019
    ISSN (online) 2238-0019
    ISSN 2238-0019
    DOI 10.1590/2237-6089-2019-0014
    Database MEDical Literature Analysis and Retrieval System OnLINE

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