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Abstract(s)
Objetivo: As competências matemáticas são fundamentais à sobrevivência no mundo
moderno. Do pagamento de contas à contagem de calorias, todos os dias nos deparamos
com situações que requerem aptidões matemáticas. A aquisição de competências
matemáticas é afetada por vários fatores: cognitivos, sociais e/ou relacionais. Um dos
fatores cognitivos que influencia a aprendizagem, nomeadamente da matemática, é a
memória de trabalho (MT). A investigação tem demonstrado que a MT pode estar
prejudicada na epilepsia de ausências da infância (EAI), sendo que crianças com esta
síndrome tendem a manifestar dificuldades em matemática. Este estudo visa apurar se as
crianças com EAI têm, de facto, dificuldades na MT e determinar o seu impacto no
cálculo mental e no acesso a factos e procedimentos aritméticos.
Participantes e Método: Avaliámos 14 crianças com EAI e 14 controlos
saudáveis. As crianças com EAI realizaram as Matrizes Progressivas Coloridas de Raven
em paralelo, os sub-testes de Aritmética e Memória de Dígitos da WISC-III, os sub-testes
Corsi e Torre da BANC e o TEMA-3. Foi pedido aos cuidadores primários de ambos os
grupos que preenchessem um questionário de função executiva (BRIEF-2) sobre a criança.
Resultados: Crianças com EAI apresentaram capacidades executivas mais fracas
do que os controlos saudáveis. Além do mais, a MT previu o desempenho matemático
das crianças com EAI, a nível do cálculo mental e do acesso a factos e procedimentos
aritméticos. Conclusão: A MT condiciona as capacidades matemáticas das crianças com EAI.
Crianças com EAI apresentaram valores mais baixos de MT do que as crianças
tipicamente desenvolvidas. Por último, crianças com EAI demonstraram competências
executivas mais fracas do que controlos saudáveis.
Purpose: Mathematical ability is essential for modern world survival. From paying bills to counting calories, every day we are faced with situations that require mathematical skills. The acquisition of mathematical skills is affected by several factors, whether cognitive, social or relational. A major cognitive factor influencing learning, particularly mathematics, is working memory (WM). It is known that WM is impaired in childhood absence epilepsy (CAE), and that these children tend to experience difficulties in mathematics. This study aims to determine whether children with CAE do, in fact, have difficulties in WM and to understand the impact of these deficits on mental calculation and in accessing arithmetic facts and procedures. Participants and Method: We evaluated 14 children with CAE and 14 healthy controls. Children with CAE performed the Raven’s Colored Progressive Matricesparallel form, the WISC-III arithmetic and digit memory subtests, the BANC Corsi and Tower subtests and TEMA-3. Primary caregivers of both groups were asked to complete an executive function questionnaire (BRIEF-2) about their children. Results: Subjects with CAE demonstrated weaker executive skills than healthy controls. Furthermore, WM predicted mathematical performance of children with CAE, both in accessing arithmetic facts and procedures and in mental calculation. Conclusion: WM affects mathematical skills of children with CAE. Children with CAE showed poorer WM skills than typically developed children. Finally, children with CAE exhibited poorer executive skills than healthy controls.
Purpose: Mathematical ability is essential for modern world survival. From paying bills to counting calories, every day we are faced with situations that require mathematical skills. The acquisition of mathematical skills is affected by several factors, whether cognitive, social or relational. A major cognitive factor influencing learning, particularly mathematics, is working memory (WM). It is known that WM is impaired in childhood absence epilepsy (CAE), and that these children tend to experience difficulties in mathematics. This study aims to determine whether children with CAE do, in fact, have difficulties in WM and to understand the impact of these deficits on mental calculation and in accessing arithmetic facts and procedures. Participants and Method: We evaluated 14 children with CAE and 14 healthy controls. Children with CAE performed the Raven’s Colored Progressive Matricesparallel form, the WISC-III arithmetic and digit memory subtests, the BANC Corsi and Tower subtests and TEMA-3. Primary caregivers of both groups were asked to complete an executive function questionnaire (BRIEF-2) about their children. Results: Subjects with CAE demonstrated weaker executive skills than healthy controls. Furthermore, WM predicted mathematical performance of children with CAE, both in accessing arithmetic facts and procedures and in mental calculation. Conclusion: WM affects mathematical skills of children with CAE. Children with CAE showed poorer WM skills than typically developed children. Finally, children with CAE exhibited poorer executive skills than healthy controls.
Description
Keywords
Epilepsia de ausências infantil Desempenho matemático Competências matemáticas Memória de trabalho Childhood absence epilepsy Mathematic performance Mathematical skills Working memory