Browsing by Author "Rato, Joana"
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- Contributo da formação musical no desempenho académico e cognitivo de crianças e adolescentes: uma revisão sistemáticaPublication . Azevedo, Susana; Rato, Joana; Caldas, Alexandre CastroThis systematic review aimed to analyze the recent literature on the influence that the study of music can exert on academic performance in general and on mathematics; in cognitive functions; and in brain plasticity. The review includes studies published between 2007 and 2018 in the PubMed and Complementary Index databases, Academic Search Complete, Education Source, Psychology and Behavioral Sciences Collection, Science Direct and PsycArticles, using the descriptor musical training, combined with descriptors linked to academic performance in general and in mathematics - academic achievement, mathematics and academic development -, and cognitive development - brain development and cognitive development. The studies were selected according to the following criteria: studies (i) published in peer-reviewed scientific journals, (ii) with children and adolescents up to 18 years of age, (iii) which included musical training in its theoretical and/or instrumental components. The relationship between musical education and academic performance in general and mathematics was inconsistent, and there was no consensus in the literature about the benefits of the former over the latter. Cognitive benefits and evidence for structural brain plasticity induced by early childhood music training were found, taking into account differences in gray matter volume.
- How is the digital age shaping young minds?: a rapid systematic review of executive functions in children and adolescents with exposure to ICTPublication . Maeneja, Reinaldo; Rato, Joana; Ferreira, Inês SaraivaObjectives: This review assesses how daily exposure to Information and Communication Technologies (ICTs) affects executive functions in children and adolescents and explores the roles of parents in mitigating potential negative impacts on cognitive development and emotional regulation. Methods: Following PRISMA guidelines, a systematic search was conducted from 2022 to 2024 using PubMed, Scopus, and Cochrane Library. The study criteria included cohort studies, randomized controlled trials (RCTs), quasi-RCTs, and systematic reviews. Data extraction and risk-of-bias assessments were performed using ROBIS and ROBINS-E tools. Due to the heterogeneity of the results, a narrative synthesis was carried out. Results: Ten studies were included for analysis, comprising a total of 231,117 children from nine countries on three continents. Most studies indicated that excessive ICT exposure negatively affects executive functions, particularly working memory, inhibitory control, cognitive flexibility, and attention. Adverse effects were linked to increased screen time, poor sleep quality, and multitasking. However, two studies found no significant association, highlighting the influence of contextual factors like socioeconomic status, parental mediation, and screen content type. Shared ICT use with parents or siblings appeared to reduce negative effects. Conclusions: Excessive ICT exposure is associated with impaired executive function development in children and adolescents. Parental supervision and structured ICT use may mitigate risks. Future research should investigate moderating factors, such as socioeconomic status and ICT content, to develop guidelines for healthy digital engagement in youth.
- Neuromitos nos diretores de agrupamentos escolares e o efeito de formação de curta duraçãoPublication . Rato, Joana; Ramos, Alexandra; Amorim, Jorge; Rodrigues, Filipa; Caldas, Alexandre CastroAos diretores de agrupamentos escolares, enquanto líderes empenhados na procura de excelência das práticas escolares, compete aprovar os planos de formação dos docentes (DecretoLei n.º 137/2012 de 2 de julho), pelo que se torna de especial importância que estes profissionais estejam cientificamente atualizados por forma a tomar as melhores decisões. Em colaboração com a Direção-Geral da Educação (DGE) foi realizado o seminário “Processos de aprendizagem abordados na interligação de três áreas de estudo: as Neurociências, a Psicologia e as Ciências da Educação” que contou com a participação de 91 diretores de agrupamentos escolares de norte a sul do país. Esta ação de formação de curta duração realizou-se num formato à distância e foi concebida para esclarecer o que a ciência transdisciplinar informa sobre o que já foi mensurado e o que é especulação. Foi aplicado um questionário, antes e depois da formação, constituído por 17 mitos e 17 factos com o objetivo de verificar como os itens seriam classificados. Recolhemos dados de 57 diretores antes da formação e de 34 após a formação e foram encontradas diferenças significativas no grupo que respondeu no final da formação tendo sido mais preciso na identificação dos neuromitos apresentados. Conclui-se que estas ações, mesmo de curta duração, podem desconstruir mitos que ainda circulam em contextos escolares.