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Apoiado na literatura que destaca a necessidade de instrumentos de avaliação específicos das competências mnésicas para despiste de problemas de aprendizagem, o presente estudo tem como objetivo analisar o desempenho na memória auditiva-verbal de alunos portugueses com diferentes rendimentos escolares. A amostra é composta por 153 estudantes do 7.º ano de escolaridade com idades entre 12 e 14 anos (M=12,43; DP=0,63). O desempenho da memória foi avaliado pelo teste de memória de histórias pertencente à Bateria de Avaliação Neuropsicológica de Coimbra (BANC; Simões et al., 2008). O rendimento académico das crianças foi obtido através das pautas de avaliação lançadas pelos Professores. Os principais resultados deste estudo mostraram que: (i) bons desempenhos na memória auditiva-verbal estão significativamente associados ao sucesso escolar; (ii) melhores desempenhos na evocação imediata de histórias do que na diferida. As conclusões evidenciam a importância da avaliação neuropsicológica em contexto escolar por forma a superar a falta de ferramentas de diagnóstico.
Supported in the literature that highlights the need of memory assessment to screening learning difficulties, the aim of this study is to analyse the auditory verbal memory of students with different academic performance. The used sample was composed by 153 Portuguese students with ages between 12 and 14 years old (AVG= 12.43; SD=.63). The memory performance was evaluated by the narrative memory tasks, one of the tests of Coimbra’s Neuropsychological Assessment Battery (BANC; Simões et al., 2008). The children’s academic performances were evaluated by the Teacher’s Report. The main results showed that: (i) good auditory-verbal memory performance was associated with academic success at school; (ii) better performers in the immediate recall of stories than in the deferred. These results are discussed in terms of the need to increase the use of neuropsychological tools in the Portuguese school context to overcome the lack of diagnostic tools.
Supported in the literature that highlights the need of memory assessment to screening learning difficulties, the aim of this study is to analyse the auditory verbal memory of students with different academic performance. The used sample was composed by 153 Portuguese students with ages between 12 and 14 years old (AVG= 12.43; SD=.63). The memory performance was evaluated by the narrative memory tasks, one of the tests of Coimbra’s Neuropsychological Assessment Battery (BANC; Simões et al., 2008). The children’s academic performances were evaluated by the Teacher’s Report. The main results showed that: (i) good auditory-verbal memory performance was associated with academic success at school; (ii) better performers in the immediate recall of stories than in the deferred. These results are discussed in terms of the need to increase the use of neuropsychological tools in the Portuguese school context to overcome the lack of diagnostic tools.
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Avaliação neuropsicológica Memória auditiva-verbal Resultados escolares Crianças Neuropsychological assessment Auditory-verbal memory Academic performance Children