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Teoria da mente ao longo do desenvolvimento normativo : Da idade escolar até à idade adulta
Publication . Martins, Carla; Barreto, Ana Luísa; Castiajo, Paula
A teoria da mente, enquanto marco do desenvolvimento sócio-cognitivo normativo emergente em
idade pré-escolar, define-se como a capacidade para compreender e atribuir estados mentais – desejos,
cognições, crenças e emoções – a si e aos outros, o que, por seu turno, permite a previsão e
interpretação do comportamento dos outros (Astington & Barriault, 2001). Mas como se carateriza a
teoria da mente no âmbito do desenvolvimento normativo ao longo do ciclo vital? E como se avalia?
O presente artigo pretende responder a ambas as questões através de uma revisão teórica deste
constructo no âmbito do desenvolvimento normativo em idade escolar, adolescência e idade adulta e
uma síntese das principais metodologias desenvolvidas para a sua avaliação.
Emotion understanding in preschool children : The role of executive functions
Publication . Martins, Eva Costa; Osório, Ana; Veríssimo, Manuela; Martins, Carla
Abstract
This investigation was aimed at studying the relations between executive functions (EFs) and categorical emotion understanding while
controlling for preschoolers’ IQ, language ability and theory of mind (ToM). Specifically, we wanted to analyse the association between
emotion understanding and set shifting, due to the lack of studies with this EF. Data of 75 children aged 4½ years (52% boys) was
collected in two laboratory visits. Emotion understanding was assessed using the Emotion Recognition Questionnaire, inhibitory control
using the Head-Toes-Knees-Shoulders task and set shifting using a version of the Dimensional Change Card Sort task. IQ was evaluated
using the WPPSI-R, language using the Peabody Picture Vocabulary Test – Revised; and ToM using six standardized tasks. Set shifting, but
not inhibitory control, predicted emotion understanding, over and above mothers’ age, and children’s IQ, language ability, and ToM.
Mothers’ age and children’s language ability were also significant predictors in the final regression model. Results suggest that the
capacity to shift mental sets is linked with inter-individual differences in children’s understanding of situational causes of emotion. Therefore
studying EFs as correlates of emotion understanding is an important focus of future research.
Does social–behavioral adjustment mediate the relation between executive function and academic readiness?
Publication . Baptista, Joana; Osório, Ana; Martins, Eva Costa; Veríssimo, Manuela; Martins, Carla
Research shows that executive function and social–behavioral adjustment during the preschool years are both
associated with the successful acquisition of academic readiness abilities. However, studies bringing these constructs
together in one investigation are lacking. This study addresses this gap by testing the extent to which social
and behavioral adjustment mediated the association between executive function and academic readiness.
Sixty-nine 63–76month old children, enrolled in the last semester of the preschool year, participated in the present
study. Tasks were administered to measure executive function and preacademic abilities, and teachers rated
preschoolers' social–behavioral adjustment. Hierarchical regression analyses revealed that social–behavioral adaptation
was a significant mediator of the effect of executive function on academic readiness, even after controlling
for maternal education and child verbal ability. These findings extend prior research and suggest that
executive function contributes to early academic achievement by influencing preschoolers' opportunities to be
engaged in optimal social learning activities.
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Funding agency
Fundação para a Ciência e a Tecnologia
Funding programme
5876-PPCDTI
Funding Award Number
PTDC/PSI-EDD/114527/2009