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Introdução: A trajetória de desenvolvimento da memória de trabalho na população préescolar portuguesa tem sido um tema de discussão científica com relevância na compreensão do desenvolvimento cognitivo. A caraterização da trajetória intra-individual da memória de trabalho em diferentes domínios verbais e não verbais não foi ainda investigado na população portuguesa pré-escolar. Metodologia: Foram recrutadas 54 crianças entre os 5 e os 6 anos (M = 5.64; DP = 0.29), incluindo 26 participantes do sexo masculino e 28 participantes do sexo feminino de um agrupamento de escolas no distrito de Setúbal. O protoloco de avaliação é constituído por quatro medidas de memória de trabalho, nomeadamente, memória fonológica e memória visuo-espacial (respetivamente, NotThis e MrAnt da Early Years Toolbox), memória de dígitos (adaptada da WISC-III) e memória narrativa (NEPSY-II). Estes instrumentos foram aplicados em dois momentos distintos no tempo, com um intervalo de 6 meses. Resultados: Encontraram-se diferenças no padrão de desenvolvimento intra-individual da memória de trabalho, mas sem diferenças estatisticamente significativas entre sexos quanto à progressão da performance ao longo do tempo. Observou-se uma progressão significativa nas tarefas de Memória Narrativa, Memória de Dígitos em sentido direto e na tarefa NotThis. No entanto, a performance em tarefas com menor peso verbal, como o Mr.Ant e a memória de dígitos em sentido inverso, permaneceram constantes, não apresentando uma progressão significativa ao longo do período analisado. Conclusão: O presente estudo representa a primeira análise da trajetória intra-individual da população portuguesa pré-escolar quanto a diferentes tipos de memória de trabalho. Do ponto de vista educativo e clínico, os resultados obtidos poderão ser úteis para a compreensão do desenvolvimento típico, na medida em que os diferentes tipos de memória de trabalho podem não apresentar a mesma progressão podendo a relação estímulo-maturação cerebral, já discutida na literatura, fundamentar estas especificidades de progressão em idades pré-escolares. No entanto, considerando a falta de valores normativos para a população portuguesa para alguns dos instrumentos usados (ex: Early Years Toolbox e NEPSY-II), são necessárias mais investigações e uma maior amostra para uma representatividade nacional destes resultados.
Introduction: The developmental trajectory of working memory in the portuguese preschool population has been a topic of scientific discussion with relevance for understanding cognitive development. The characterization of the intra-individual trajectory of working memory in different verbal and non-verbal domains has not yet been investigated in the Portuguese pre-school population. Methodology: 54 children aged between 5 and 6 (M = 5.64; SD = 0.29) were recruited, including 26 male and 28 female participants from a school cluster in the district of Setúbal. The assessment prototype consists of four working memory measures, namely phonological memory and visual-spatial memory (respectively, NotThis and MrAnt from the Early Years Toolbox), digit memory (adapted from the WISC-III) and narrative memory (NEPSY-II). These instruments were applied at two different points in time, 6 months apart. Results: Differences were found in the pattern of intra-individual development of working memory, but there were no statistically significant differences between the sexes in terms of progression of performance over time. Significant progression was observed in the Narrative Memory, Direct Digit Memory and NotThis tasks. However, performance on tasks with less verbal weight, such as Mr.Ant and reverse digit memory, remained constant and did not show a significant increase over time. Conclusion: This study is the first to analyse the intra-individual trajectory of the Portuguese pre-school population in terms of different types of working memory. From an educational and clinical point of view, the results obtained could be useful for understanding typical development, insofar as the different types of working memory may not show the same progression, and the stimulus-brain maturation relationship, already discussed in the literature, may underpin these specificities of progression at preschool ages. However, considering the lack of normative values for the Portuguese population for some of the instruments used (e.g. Early Years Toolbox and NEPSY-II), more research and a larger sample are needed to ensure that these results are nationally representative.
Introduction: The developmental trajectory of working memory in the portuguese preschool population has been a topic of scientific discussion with relevance for understanding cognitive development. The characterization of the intra-individual trajectory of working memory in different verbal and non-verbal domains has not yet been investigated in the Portuguese pre-school population. Methodology: 54 children aged between 5 and 6 (M = 5.64; SD = 0.29) were recruited, including 26 male and 28 female participants from a school cluster in the district of Setúbal. The assessment prototype consists of four working memory measures, namely phonological memory and visual-spatial memory (respectively, NotThis and MrAnt from the Early Years Toolbox), digit memory (adapted from the WISC-III) and narrative memory (NEPSY-II). These instruments were applied at two different points in time, 6 months apart. Results: Differences were found in the pattern of intra-individual development of working memory, but there were no statistically significant differences between the sexes in terms of progression of performance over time. Significant progression was observed in the Narrative Memory, Direct Digit Memory and NotThis tasks. However, performance on tasks with less verbal weight, such as Mr.Ant and reverse digit memory, remained constant and did not show a significant increase over time. Conclusion: This study is the first to analyse the intra-individual trajectory of the Portuguese pre-school population in terms of different types of working memory. From an educational and clinical point of view, the results obtained could be useful for understanding typical development, insofar as the different types of working memory may not show the same progression, and the stimulus-brain maturation relationship, already discussed in the literature, may underpin these specificities of progression at preschool ages. However, considering the lack of normative values for the Portuguese population for some of the instruments used (e.g. Early Years Toolbox and NEPSY-II), more research and a larger sample are needed to ensure that these results are nationally representative.
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Keywords
Memória de trabalho Verbal e não verbal População pré-escolar Diferenças entre sexos Desenvolvimento Working memory Verbal and non-verbal Preschool population Gender differences Development