Sleep and restless legs syndrome in female adolescents with idiopathic musculoskeletal pain / Sono e síndrome das pernas inquietas em adolescentes do sexo feminino com dor musculoesquelética idiopática

Abstract Objectives: To assess the presence of restless legs syndrome, periodic leg movement, and sleep disorders in female adolescents with idiopathic musculoskeletal pain through a sleep scale and polysomnography, and to compare these data in adolescents without pain history. Method: Twenty-six adolescents diagnosed with idiopathic musculoskeletal pain followed in a pain outpatient clinic and 25 healthy controls matched by age and education were recruited. The restless legs syndrome criteria were evaluated according to the International Restless Legs Syndrome Study Group, the Sleep Disturbance Scale for Children was completed, nocturnal polysomnography was performed, and anxiety symptoms were recorded. Results: The mean age of idiopathic musculoskeletal pain adolescents was 13.9 ± 1.6 years; in controls, it was 14.4 ± 1.4 years. One adolescent in the control group (4 %) and nine patients with idiopathic musculoskeletal pain (34.6 %) fulfilled the restless legs syndrome criteria (p = 0.011). The authors did not observe significant differences in Sleep Disturbance Scale for Children scores between the groups in all components: disorders of initiating and maintaining sleep (p = 0.290), sleep breathing disorders (p = 0.576), disorders of arousal (p = 0.162), sleep-wake transition disorders (p = 0.258), disorder of excessive daytime somnolence (p = 0.594), and sleep hyperhidrosis (p = 0.797). The neurophysiological, respiratory, and periodic leg movement parameters were similar in both groups. Having anxiety was not associated with restless legs syndrome (p = 0.11). Three patients with idiopathic musculoskeletal pain (11.5 %) presented restless legs syndrome and periodic leg movement simultaneously, which was absent in the control group. Conclusion: Female adolescents with idiopathic musculoskeletal pain present criteria for RLS more frequently than healthy adolescents. However, this study did not observe relevant changes in objective and subject sleep variables.

Resumo Objetivos: Avaliar a presença de síndrome das pernas inquietas, movimento periódico das pernas e distúrbios do sono em adolescentes do sexo feminino com dor musculoesquelética idiopática por meio da escala do sono e da polissonografia e comparar esses dados em adolescentes sem histórico de dor. Método: Foram recrutados 26 adolescentes diagnosticados com dor musculoesquelética idiopática acompanhados em um ambulatório de dor e 25 controles saudáveis pareados por idade e escolaridade. Avaliamos os critérios da síndrome das pernas inquietas de acordo com o Grupo Internacional de Estudos de Síndrome das Pernas Inquietas, a Escala de Distúrbios do Sono em Crianças, a polissonografia noturna e os sintomas de ansiedade. Resultados: A idade média dos adolescentes com dor musculoesquelética idiopática foi 13,9 ± 1,6 anos e dos controles foi 14,4 ± 1,4 anos. Um adolescente no grupo de controle (4%) e nove pacientes com dor musculoesquelética idiopática (34,6%) atenderam aos critérios da síndrome das pernas inquietas (p = 0,011). Não observamos diferenças significativas nos escores da Escala de Distúrbios do Sono em Crianças entre os grupos em todos os componentes: distúrbios do início e da manutenção do sono (p = 0,290), distúrbios respiratórios do sono (p = 0,576), distúrbios do despertar (p = 0,162), distúrbios da transição sono-vigília (p = 0,258), sonolência diurna excessiva (p = 0,594) e hiperidrose do sono (p = 0,797). Os parâmetros neurofisiológicos, respiratórios e o movimento periódico das pernas foram semelhantes nos dois grupos. Ansiedade não foi associada à síndrome das pernas inquietas (p = 0,11). Três pacientes com dor musculoesquelética idiopática (11,5%) apresentaram síndrome das pernas inquietas e movimento periódico das pernas simultaneamente, situação ausente no grupo de controle. Conclusão: As adolescentes do sexo feminino com dor musculoesquelética idiopática apresentaram critérios para síndrome das pernas inquietas com mais frequência do que as adolescentes saudáveis. Contudo, não observamos mudanças relevantes nas variáveis do sono objetivas e subjetivas.

Sleep and restless legs syndrome in female adolescents with idiopathic musculoskeletal pain.

OBJECTIVES: To assess the presence of restless legs syndrome, periodic leg movement, and sleep disorders in female adolescents with idiopathic musculoskeletal pain through a sleep scale and polysomnography, and to compare these data in adolescents without pain history. METHOD: Twenty-six adolescents diagnosed with idiopathic musculoskeletal pain followed in a pain outpatient clinic and 25 healthy controls matched by age and education were recruited. The restless legs syndrome criteria were evaluated according to the International Restless Legs Syndrome Study Group, the Sleep Disturbance Scale for Children was completed, nocturnal polysomnography was performed, and anxiety symptoms were recorded. RESULTS: The mean age of idiopathic musculoskeletal pain adolescents was 13.9±1.6 years; in controls, it was 14.4±1.4 years. One adolescent in the control group (4 %) and nine patients with idiopathic musculoskeletal pain (34.6 %) fulfilled the restless legs syndrome criteria (p=0.011). The authors did not observe significant differences in Sleep Disturbance Scale for Children scores between the groups in all components: disorders of initiating and maintaining sleep (p=0.290), sleep breathing disorders (p=0.576), disorders of arousal (p=0.162), sleep-wake transition disorders (p=0.258), disorder of excessive daytime somnolence (p=0.594), and sleep hyperhidrosis (p=0.797). The neurophysiological, respiratory, and periodic leg movement parameters were similar in both groups. Having anxiety was not associated with restless legs syndrome (p=0.11). Three patients with idiopathic musculoskeletal pain (11.5 %) presented restless legs syndrome and periodic leg movement simultaneously, which was absent in the control group. CONCLUSION: Female adolescents with idiopathic musculoskeletal pain present criteria for RLS more frequently than healthy adolescents. However, this study did not observe relevant changes in objective and subject sleep variables.

Numeracy musical training for school children with low achievement in mathematics / Entrenamiento musical numérico para niños escolares con bajo rendimiento en matemáticas

The present case-control, double-blind, and prospective study investigated the effects of Numeracy Music Training (NMT) on cognitive skills of primary school children. Participating in the study were 42 children aged 8 to 10 years divided into two groups: Low Achievement in Math (n = 21), and Average Achievement in Math (n = 21). The children underwent two evaluations before and after NMT, where cognitive tests and behavior scales were applied that assessed variables such as school performance, IQ, working memory, numerical cognition, anxiety and stress. NMT was developed in eight group sessions and aimed to stimulate the systems of numerical cognition and integrate basic musical knowledge, and symbolic representations. After the intervention, through musical training, the children in both groups showed significant improvements in school performance, systems of numerical cognition and working memory, as well as the reduction of manifestation of mathematics anxiety

El presente estudio caso-control, doble ciego, y prospectivo investigó los efectos del entrenamiento musical numérico (NMT; Numeracy Musical Training), sobre habilidades cognitivas en niños de enseñanza primaria. Participaron 42 niños de 8 a 10 años divididos en dos grupos: con Bajo Rendimiento Aritmético (N= 21), y con Rendimiento Aritmético Medio (N = 21). Los niños pasaron por dos evaluaciones, antes y después de la realización del NMT, en las cuales se aplicaron pruebas cognitivas y escalas de comportamiento, que evaluaban variables como: rendimiento escolar, CI, memoria operativa, cognición numérica, ansiedad y estrés. El NMT fue desarrollado en ocho sesiones colectivas y tuvo como objetivo estimular los sistemas de la cognición numérica e integrar conocimientos musicales básicos y representaciones simbólicas. Después de la intervención por medio del entrenamiento musical los niños de ambos grupos obtuvieron mejoras significativas en el rendimiento académico, en los sistemas de la cognición numérica y en la memoria operativa, así como una disminución de la manifestación de ansiedad a las matemáticas

Emotional Induction Through Music: Measuring Cardiac and Electrodermal Responses of Emotional States and Their Persistence.

Emotional inductions through music (EIM) procedures have proved to evoke genuine emotions according to neuroimaging studies. However, the persistence of the emotional states after being exposed to musical excerpts remains mostly unexplored. This study aimed to investigate the curve of emotional state generated by an EIM paradigm over a 6-min recovery phase, monitored with valence and arousal self-report measures, and physiological parameters. Stimuli consisted of a neutral and two valenced musical excerpts previously reported to generate such states. The neutral excerpt was composed in a minimalist form characterized by simple sonorities, rhythms, and patterns; the positive excerpt had fast tempo and major tones, and the negative one was slower in tempo and had minor tone. Results of 24 participants revealed that positive and negative EIM effectively induced self-reported happy and sad emotions and elicited higher skin conductance levels (SCL). Although self-reported adjectives describing evoked-emotions states changed to neutral after 2 min in the recovery phase, the SCL data suggest longer lasting arousal for both positive and negative emotional states. The implications of these outcomes for musical research are discussed.

Persistent Effects of Musical Training on Mathematical Skills of Children With Developmental Dyscalculia.

Musical training (MT) is perceived as a multi-sensory program that simultaneously integrates visual, aural, oral, and kinesthetic senses. Furthermore, MT stimulates cognitive functions in a ludic way instead of tapping straight into the traditional context of school learning, including mathematics. Nevertheless, the efficacy of MT over mathematics remains understudied, especially concerning longstanding effects. For this reason, this longitudinal study explored the impact of MT on numerical cognition and abstract visual reasoning using a double-blind and quasi-experimental design. We assessed two groups of children from primary schools, namely one with developmental dyscalculia [DD; n = 22] and another comprising typically developing children [TD; n = 22], who concomitantly underwent MT. Numerical cognition measurement was carried out at four different time points: Baseline (pre-MT assessment), mid-test (after 7 weeks of MT), post-test (after 14 weeks of MT), and follow-up (10 weeks after the end of MT). Significant interactions were found between time and group for numerical cognition performance, in which the DD group showed higher scores in number comprehension, number production at mid-test, and calculation at post-test compared to baseline. A key finding was that number production, number comprehension, and calculation effects were time-resistant for the DD group since changes remained on follow-up. Moreover, no significant differences over time were found for abstract visual reasoning for both groups. In conclusion, the findings of this study showed that MT appears to be a useful tool for compensatory remediation of DD.

How Does Allocation of Emotional Stimuli Impact Working Memory Tasks? An Overview.

In this review, we investigated the influence of happy/pleasurable and sad/unpleasant emotional stimuli on working memory (WM) performance. Twenty-eight out of 356 articles were reviewed. We observed that emotional stimuli were used as mood inductors or as targets comprising the WM task. Results showed that WM modalities were influenced differently when updating, interference resolution, span, and complex tasks were applied. Specifically, we found distinct effects of emotional stimuli for updating tasks, in which (a) verbal modality seems to be impaired regardless of the emotional valence used compared to neutral stimuli, (b) visual updating processes appear to be improved by emotional stimuli as the targets of the task, and (c) emotional words improved interference resolution performance. As for storage, span, and complex WM tasks, sad/unpleasant emotional stimuli seem to decrease both verbal and visuospatial modalities when used as emotional inductors.

Can MoCA and MMSE Be Interchangeable Cognitive Screening Tools? A Systematic Review.

BACKGROUND AND OBJECTIVES: Cognitive disorders may be an early sign of neuropsychiatric disorders; however, it remains unclear whether the screening measures are interchangeable. The aim of this study was to contrast the most commonly used screening tools-Mini-Mental State Examination (MMSE) and Montreal Cognitive Assessment (MoCA)-for early detection of neurocognitive disorder (NCD). RESEARCH DESIGN AND METHODS: This study presents a descriptive systematic review and informative literature according to the Cochrane Foundation's guidelines. The keywords "Mini-Mental State Examination" and "Montreal Cognitive Assessment" were searched in the Web of Science, SciELO, and LILACS databases. RESULTS: Fifty-one studies were selected including a total sample of 11,870 participants (8,360 clinical patients and 3,510 healthy controls). Most studies were published in the past 5 years using a cross-sectional design, carried out across the world. They were organized by age ranges (18-69 years and 20-89 years), years of schooling, and mental status (with and without mental and behavior disorders). Sixteen of 18 studies had participants aged 18-69 years, and 21 out of 33 studies within the older set suggested that the MoCA is a more sensitive tool for detecting NCD. DISCUSSION AND IMPLICATIONS: Thirty-seven studies suggested that the MoCA is a more sensitive tool for NCD detection because it assesses executive function and visuospatial abilities. Some individuals who demonstrated normal cognitive function on the MMSE had lower performance on the MoCA. However, it seems necessary to establish different cutoffs based on years of schooling to avoid false positives. Future studies should contrast MoCA with other screening tools designed for NCD assessment.

Publisher Correction: The Neurocognitive Architecture of Individual Differences in Math Anxiety in Typical Children.

A correction to this article has been published and is linked from the HTML and PDF versions of this paper. The error has been fixed in the paper.

The Neurocognitive Architecture of Individual Differences in Math Anxiety in Typical Children.

Math Anxiety (MA) is characterized by a negative emotional response when facing math-related situations. MA is distinct from general anxiety and can emerge during primary education. Prior studies typically comprise adults and comparisons between high- versus low-MA, where neuroimaging work has focused on differences in network activation between groups when completing numerical tasks. The present study used voxel-based morphometry (VBM) to identify the structural brain correlates of MA in a sample of 79 healthy children aged 7-12 years. Given that MA is thought to develop in later primary education, the study focused on the level of MA, rather than categorically defining its presence. Using a battery of cognitive- and numerical-function tasks, we identified that increased MA was associated with reduced attention, working memory and math achievement. VBM highlighted that increased MA was associated with reduced grey matter in the left anterior intraparietal sulcus. This region was also associated with attention, suggesting that baseline differences in morphology may underpin attentional differences. Future studies should clarify whether poorer attentional capacity due to reduced grey matter density results in the later emergence of MA. Further, our data highlight the role of working memory in propagating reduced math achievement in children with higher MA.

Functional resonance magnetic imaging (fMRI) in adolescents with idiopathic musculoskeletal pain: a paradigm of experimental pain.

BACKGROUND: Studies on functional magnetic resonance imaging (fMRI) have shown that adults with musculoskeletal pain syndromes tolerate smaller amount of pressure (pain) as well as differences in brain activation patterns in areas related to pain.The objective of this study was to evaluate, through fMRI, the brain activation in adolescents with idiopathic musculoskeletal pain (IMP) while performing an experimental paradigm of pain. METHODS: The study included 10 consecutive adolescents with idiopathic musculoskeletal pain (average age 16.3±1.0) and 10 healthy adolescents age-matched. fMRI exams were performed in a 3 T scanner (Magnetom Trio, Siemens) using an event-related design paradigm. Pressure stimuli were performed in the nondominant hand thumb, divided into two stages, fixed pain and variable pain. The two local Research Ethics Committees (Ethics Committee from Universidade Federal de São Paulo- Brazil, process number 0688/11, on July 1st, 2011 and Ethics Committee from Hospital Israelita Albert Einsten - Brazil, process number 1673, on October 19th, 2011) approved the study. RESULTS: The idiopathic musculoskeletal pain (IMP) group showed a reduced threshold for pain (3.7 kg/cm2 versus 4.45 kg/cm2, p = 0.005). Control group presented increased bain activation when compared to IMP group in the following areas: thalamus (p = 0.00001), precentral gyrus (p = 0.0004) and middle frontal gyrus (p = 0.03). In intragroup analysis, IMP group showed greater brain activation during the unpredictable stimuli of the variable pain stage, especially in the lingual gyrus (p = 0.0001), frontal lobe (p = 0.0001), temporal gyrus (p = 0.0001) and precentral gyrus (p = 0.03), when compared to predictable stimulus of fixed pain. The same intragroup analysis with the control group showed greater activation during the unpredictable stimuli in regions of the precentral gyrus (p = 0.0001), subcallosal area (p = 0.0001), right and left occipital fusiform gyrus (p = 0.0001; (p = 0.0007), middle gyrus (p = 0.01) and precuneus p = (0.02). CONCLUSION: Adolescents with idiopathic musculoskeletal pain (IMP) tend to request higher brain function in cognitive-emotional areas when interpreting unpredictable sensory-perceptual situations. Therefore, it is assumed that this difference in pain processing in adolescents with IMP make the subjective experience of pain something more intense and unpleasant.

Perfil de niños con déficits en la cognición numérica / Profile of Children with Deficits in Numerical Cognition

Resumen La presente investigación tuvo como objetivo caracterizar el perfil neurocognitivo de niños en relación con las habilidades cuantitativas, intelectuales, de memoria operativa y sus aspectos emocionales. La muestra fue de 42 niños de edad escolar de 8 a 10 años, divididos en dos grupos: con dificultades en aritmética (CDA = 21) y sin dificultades en aritmética (SDA = 21), que fueron evaluados a través de pruebas cognitivas y escalas de comportamiento, que analizaron variables como: rendimiento escolar, razonamiento abstracto, memoria operativa, cognición numérica, ansiedad y estrés. El perfil de los niños CDA se caracterizó por dificultades en el rendimiento escolar de forma general. Se encontraron síntomas de estrés compatibles con fases de alerta y resistencia, baja capacidad de memoria operativa y de cognición numérica, específicamente de procesamiento numérico y cálculo.

Abstract This study aimed to characterize the neurocognitive profile of children regarding quantitative, intellectual, and mnemonic skills; and their emotional state. The sample consisted of 42 school children 8-10 years old, divided into two groups: those with difficulties in arithmetic (CDA = 21) and without difficulties in arithmetic (SDA = 21). The children were evaluated through cognitive tests and behaviour scales, which analysed variables such as scholar achievement, abstract reasoning, working memory, numerical cognition, anxiety and stress. The profile of CDA children was characterized by global difficulties in schooling achievement. Also they had stress symptoms compatible with alert and resistance phases, low capacity in working memory and numerical cognition, specifically for numerical processing and calculation.

Interações entre memória operacional e criatividade: revisão sistemática / Interactions between working memory and creativity: a systematic review / Las interacciones en tre la memoria operativa y la creatividad: una revisión sistemática

A criatividade e a memória operacional são marcadores de sucesso acadêmico e profissional. Paradoxalmente, estudos correlacionais nem sempre encontram associações entre esses constructos, algumas pesquisas evidenciam associações positivas entre os mesmos, e outras, associações negativas. Provavelmente, os achados contraditórios decorrem de parâmetros distintos, sendo importante identificá-los para uma compreensão mais coerente de tais relações. Assim, esta revisão sistemática de literatura teve como objetivo responder às questões: "Qual a relação entre memória operacional e criatividade? Processos mnemônicos de atualização e de recordação serial interferem igualmente na produção de pensamento convergente ou divergente?" Para tanto, um levantamento com descritores específicos gerou 384 artigos encontrados nas bases de dados da Scopus, Web of Science e Pubmed, dos quais, foram seleciona dos 15 estudos. Apesar da variabilidade metodológica apresentada entre os estudos selecionados, os resultados encontrados sugerem associações entre memória operacional e criatividade, que se explicam pelos processos atencionais, inibitórios, analíticos e motivacionais envolvidos. A revisão sistemática desses estudos permitiu concluir que as características das tarefas experimentais para estudo da criatividade e de memória operacional utilizadas podem influenciar nos resultados obtidos de tal associação. Depreende-se, também, que a sobrecarga de memória operacional pode prejudicar o desempenho criativo.

Creativity and working memory are academic and professional success markers. Paradoxically, correlational studies do not always find associations between these constructs; some studies show positive associations between them and others show negative associations. Probably, the contradictory findings arise from different parameters, because of that it is important to identify them in order have a more coherent understanding of this relationship. Thus, this systematic literature review aimed to answer the questions: "What is the relationship between working memory and creativity? Do update and serial recall mnemonic processes also interfere in the production of convergent or divergent thinking?" For this purpose, a survey of specific descriptors generated 384 articles found in Scopus, Web of Science and Pubmed databases, from which fifteen studies were selected. Despite the methodological variability between the selected studies, the results found suggest associations between working memory and creativity, which are explained by the attentional, inhibitory, analytical and motivational processes involved. A systematic review of these studies concluded that the characteristics of experimental tasks to study creativity and working memory used can influence the results of this association. It is also possible to infer that working memory overload can impair creative performance.

La creatividad y la memoria operativa son marcadores académicos y profesionales de éxito. Paradójicamente, los estudios de correlación no siempre encuentran asociaciones entre estos constructos; algunos estudios muestran asociaciones positivas entre ellos y otros muestran asociaciones negativas. Probablemente los hallazgos contradictorios surgen de diferentes parámetros, por lo que es importante estabelecer una comprensión más coherente de tales relaciones. Por lo tanto, esta revisión sistemática de la literatura tiene como objetivo responder a las preguntas: "¿Cuál es la relación entre la memoria operativa y la creatividad? Los processos de actualizaciónmnem ónica y recuerdo serial afectan también la producción de pensamiento convergente o divergente?" Con este fin, una encuesta de descriptores específicos genera 384 artículos que se encuentran en las bases de datos Scopus, Web de Ciencia y Pubmed, de los cuales se seleccionaron 15 e studios. A pesar de la variabilidad metodológica presentada entre los estudios elegidos, los resultados sugieren una asociaciones entre la memoria operativa y la creatividad, de atención, inhibitorios, de análisis y de motivación en cuestión. La revisión sistemática de estos estudios concluyó que las características de las tareas experimentales para el estudio de la creatividad y la memoria operativa utilizadas pueden influir en los resultados de una asociación de este tipo. De ello se deduce, también, que la sobrecarga de memoria operativapuede dañar el rendimiento creativo.

Cognição numérica de crianças pré-escolares brasileiras pela ZAREKI-K / Numerical cognition in brazilian preschool children by the ZAREKI-K / Cognición numérica de niños preescolares brasileños por la ZAREKI-K

A Cognição Numérica é influenciada por fatores biológicos, cognitivos, educacionais e culturais. Constitui- se tanto de um sistema primário, chamado de Senso Numérico que seria inato e de abrangência universal, quanto de sistemas secundários, como o Cálculo que está implicado a realização de operações matemáticas por meio de símbolos ou palavras e o Processamento Numérico, que se divide em dois componentes, a Compreensão Numérica, que está relacionada ao entendimento de símbolos numéricos e a Produção Numérica: que inclui a leitura, escrita e contagem de números. Entretanto, os estudos que evidenciam o desenvolvimento destas funções em crianças de idade pré-escolar são escassos. Diante disso os objetivos do presente estudo foram investigar a cognição numérica em crianças brasileiras pré-escolares e demonstrar a validade de construto da ZAREKI-K (Bateria Neuropsicológica para Avaliação do Tratamento dos Números e do Cálculo para Crianças pré-escolares). Participaram da pesquisa 42 crianças, entre 5 e 6 anos de idade, de ambos os sexos, estudantes de escolas públicas de educação pré-escolar, que foram avaliadas pelos subtestes da ZAREKI-K e WISC-III. Os Resultados indicaram diferenças significativas associadas à idade em que crianças de 6 anos obtiveram melhores pontuações em subtestes relacionados a Produção numérica, Compreensão numérica e Cálculo, bem como correlações moderadas a fortes entre alguns subtestes de ambos os instrumentos, demonstrando a validade de constructo da bateria. Em conclusão, foram obtidos dados normativos preliminares para a ZAREKI-K, ademais as análises sugerem tratar-se de um instrumento promissor para a avaliação da cognição numérica em crianças pré-escolares.(AU).

The Numerical Cognition is influenced by biological, cognitive, educational and cultural factors. It consists of a primary system, called Number Sense that would be innate and universal, also of secondary systems: the Calculation, implied to perform mathematical operations by means of symbols or words and Number Processing, which is divided into two components, Number Comprehension, related with the understanding of numerical symbols and Number Production, which includes reading, writing and counting numbers. However, studies that show the development of these functions in children of preschool age are scarce. Therefore, aims of this study were to investigate numerical cognition in preschool Brazilian children to demonstrate the construct validity of the ZAREKI-K (A Neuropsychological Battery for the Assessment of Treatment of Numbers and Calculation for preschool children). The participants were 42 children of both genders, who attended public elementary schools; the children were evaluated by this battery and WISC-III. The results indicated significant differences associated with age which children of 6 years had better scores on subtests related to Number Production, Calculation and Number Comprehension, as well moderate and high correlations between some subtests of both instruments, demonstrating the construct validity of the battery. In conclusion, preliminary normative data were obtained for ZAREKI-K. The analyses suggested that it is a promising tool for the assessment of numerical cognition in preschool children.(AU).

La cognición numérica es influenciada por factores biológicos, educativos, cognitivos y culturales. Posee un sistema primario innato y universal, que es el Sentido Numérico y sistemas secundarios: el Cálculo, para realizar operaciones matemáticas por medio de símbolos o palabras y el Procesamiento Numérico, que se divide en dos componentes, la Comprensión Numérica, que implica la comprensión de los símbolos numéricos, y la Producción Numérica que incluye la lectura, escritura y conteo de números. Sin embargo, hay pocos estudios que muestran el desarrollo de estos sistemas en los niños de edad preescolar. Los objetivos de este estudio fueran investigar la cognición numérica en niños brasileños en edad preescolar y demostrar la validez de constructo de la ZAREKI-K (Batería Neuropsicológica para la Evaluación del Tratamiento de los Números y el Cálculo para los Niños en edad Preescolar; Weinhold-Zulauf, Schweiter, & von Aster, 2003). Los participantes fueron 42 niños de entre 5 y 6 años de edad, de ambos sexos, que estudiaban en escuelas públicas de educación preescolar, los niños fueron evaluados por la referida batería y la WISC-III. Los resultados indicaron que los niños de seis años presentaron mejores puntuaciones en las pruebas relacionadas con Producción Numérica, Cálculo y la Comprensión Numérica, así como las correlaciones altas y moderadas entre algunos subtest de ambos instrumentos, lo que demuestra la validez construirla batería. En conclusión, se obtuvieron datos preliminares normativos para el ZAREKI-K. Los análisis sugieren que este es un instrumento prometedor para la evaluación de la cognición numérica en niños preescolares.(AU).

Cognição numérica em crianças com transtornos específicos de aprendizagem / . Numerical cognition in children with specific learning disabilities / Cognición numérica en niños con trastornos específicos de aprendizaje

O objetivo do presente estudo foi investigar o desenvolvimento de sistemas específicos da Cognição Numérica (Senso Numérico - SN, Compreensão Numérica - CN, Produção Numérica - PN e Cálculo - CA) em crianças brasileiras com Transtornos Específicos de Aprendizagem. Participaram do estudo 72 crianças (36 meninos), entre 9 e 10 anos, cursando os 4º ou 5º Anos do Ensino Fundamental em escolas públicas da região centro-oeste do Estado de São Paulo, Brasil; divididas em três grupos: controle (CT, N=42), com perfil de Dislexia do Desenvolvimento (DL, N = 11) e com perfil de Discalculia do Desenvolvimento combinada com dislexia (DDc, N = 19). Todas apresentavam nível intelectual médio para faixa etária. Os Transtornos Específicos de Aprendizagem foram aferidos pelo Teste de Desempenho Escolar (Stein, 1994), no qual as crianças com DDc obtiveram necessariamente classificação 'inferior' no Teste de Aritmética. Os três grupos foram similares em SN. As crianças DL e DDc apresentaram prejuízos leves em CN. Contudo, crianças com DDc apresentaram prejuízos moderados em PN e de leve a moderado em CA, o que indica um comprometimento mais generalizado em Cognição Numérica quando comparadas aos outros grupos. Em conclusão, crianças com DDc apresentaram maiores prejuízos e defasagem em relação às crianças DL e com desenvolvimento típico nos diferentes sistemas da Cognição Numérica.(AU).

The aim of this study was to investigate the development of specific domains of Numerical Cognition (Number Sense - NS, Number Comprehension - NC, Number Production - NP, and Calculation - CA) in Brazilian children with Specific Learning Disorders. The study included 72 children (36 boys), from 9-to 10-years-old, enrolled in 4th and 5th years of elementary school of public schools at countryside of Sao Paulo State, Brazil. They were divided into three groups: control (CT, N = 42), Developmental Dyslexia (DL, N = 11) and Developmental Dyscalculia combined with dyslexia (DDc, N = 19). All participants had intellectual level within the normal range, however, children from the last two groups had Learning Disorders classified by School Achievement Test - TDE (Stein, 1994) and DDc children received necessarily classification as 'inferior' in Arithmetic Test of TDE. The children did not differ in NS. DL and DDc children showed slight deficits in NC. However, DDc children had moderate in NP and mild to moderate deficits in CA, which indicates a more generalized impairment in Numerical Cognition. Furthermore, DDc children showed discrepancy in Numerical Cognition performance when compared to the other groups. Thus, children with Learning Disorders showed different performances in Numerical Cognition, although both groups had preserved SN, DDc children showed higher deficits and discrepancy in relation DL and typically developing children.(AU).

El objetivo de este estudio fue investigar el desarrollo de los sistemas específicos de la Cognición Numérica (el Sentido Numérico - SN, la comprensión numérica - CN, la producción numérica - PN y el Cálculo - CA) en niños brasileños con Trastornos Específicos de Aprendizaje. El estudio incluyó a 72 niños (36 chicos), con edad entre 9 y 10 años, estudiantes de los años 4to y 5to de primaria en escuelas públicas de un pueblo del Estado de São Paulo, Brasil; divididos en tres grupos: control (CT, N = 42), perfil de la Dislexia de Desarrollo (DL, N = 11) y el perfil de la Discalculia del Desarrollo combinado con dislexia (DDc, N = 19). Todos tenían el nivel intelectual dentro del rango medio. Los trastornos del aprendizajes e evaluaron a través de la Prueba de Rendimiento Académico (Stein, 1994), en el que los niños con DDc obtuvieron una clasificación necesariamente "inferior" en la prueba de aritmética. Los tres grupos fueron similares en SN. Los niños con DL y DDc mostraron ligeras pérdidas en CN. Sin embargo, los niños con DDc sufrieron daños moderados en PN y de leves a moderados en CA, por lo tanto, exhibieron un deterioro más generalizado en la cognición numérica en comparación a los otros grupos. En conclusión, los niños con DDc presentaron mayores perjuicios do que niños con DL o desarrollo típico de los diferentes sistemas de la Cognición Numérica.(AU).

Cognição numérica em crianças com transtornos específicos de aprendizagem / Numerical cognition in children with specific learning disabilities / Cognición numérica en niños con trastornos específicos de aprendizaje

O objetivo do presente estudo foi investigar o desenvolvimento de sistemas específicos da Cognição Numérica (Senso Numérico - SN, Compreensão Numérica - CN, Produção Numérica - PN e Cálculo - CA) em crianças brasileiras com Transtornos Específicos de Aprendizagem. Participaram do estudo 72 crianças (36 meninos), entre 9 e 10 anos, cursando os 4º ou 5º Anos do Ensino Fundamental em escolas públicas da região centro-oeste do Estado de São Paulo, Brasil; divididas em três grupos: controle (CT, N=42), com perfil de Dislexia do Desenvolvimento (DL, N = 11) e com perfil de Discalculia do Desenvolvimento combinada com dislexia (DDc, N = 19). Todas apresentavam nível intelectual médio para faixa etária. Os Transtornos Específicos de Aprendizagem foram aferidos pelo Teste de Desempenho Escolar (Stein, 1994), no qual as crianças com DDc obtiveram necessariamente classificação 'inferior' no Teste de Aritmética. Os três grupos foram similares em SN. As crianças DL e DDc apresentaram prejuízos leves em CN. Contudo, crianças com DDc apresentaram prejuízos moderados em PN e de leve a moderado em CA, o que indica um comprometimento mais generalizado em Cognição Numérica quando comparadas aos outros grupos. Em conclusão, crianças com DDc apresentaram maiores prejuízos e defasagem em relação às crianças DL e com desenvolvimento típico nos diferentes sistemas da Cognição Numérica.

The aim of this study was to investigate the development of specific domains of Numerical Cognition (Number Sense - NS, Number Comprehension - NC, Number Production - NP, and Calculation - CA) in Brazilian children with Specific Learning Disorders. The study included 72 children (36 boys), from 9-to 10-years-old, enrolled in 4th and 5th years of elementary school of public schools at countryside of Sao Paulo State, Brazil. They were divided into three groups: control (CT, N = 42), Developmental Dyslexia (DL, N = 11) and Developmental Dyscalculia combined with dyslexia (DDc, N = 19). All participants had intellectual level within the normal range, however, children from the last two groups had Learning Disorders classified by School Achievement Test - TDE (Stein, 1994) and DDc children received necessarily classification as 'inferior' in Arithmetic Test of TDE. The children did not differ in NS. DL and DDc children showed slight deficits in NC. However, DDc children had moderate in NP and mild to moderate deficits in CA, which indicates a more generalized impairment in Numerical Cognition. Furthermore, DDc children showed discrepancy in Numerical Cognition performance when compared to the other groups. Thus, children with Learning Disorders showed different performances in Numerical Cognition, although both groups had preserved SN, DDc children showed higher deficits and discrepancy in relation DL and typically developing children.

El objetivo de este estudio fue investigar el desarrollo de los sistemas específicos de la Cognición Numérica (el Sentido Numérico - SN, la comprensión numérica - CN, la producción numérica - PN y el Cálculo - CA) en niños brasileños con Trastornos Específicos de Aprendizaje. El estudio incluyó a 72 niños (36 chicos), con edad entre 9 y 10 años, estudiantes de los años 4to y 5to de primaria en escuelas públicas de un pueblo del Estado de São Paulo, Brasil; divididos en tres grupos: control (CT, N = 42), perfil de la Dislexia de Desarrollo (DL, N = 11) y el perfil de la Discalculia del Desarrollo combinado con dislexia (DDc, N = 19). Todos tenían el nivel intelectual dentro del rango medio. Los trastornos del aprendizajes e evaluaron a través de la Prueba de Rendimiento Académico (Stein, 1994), en el que los niños con DDc obtuvieron una clasificación necesariamente "inferior" en la prueba de aritmética. Los tres grupos fueron similares en SN. Los niños con DL y DDc mostraron ligeras pérdidas en CN. Sin embargo, los niños con DDc sufrieron daños moderados en PN y de leves a moderados en CA, por lo tanto, exhibieron un deterioro más generalizado en la cognición numérica en comparación a los otros grupos. En conclusión, los niños con DDc presentaron mayores perjuicios do que niños con DL o desarrollo típico de los diferentes sistemas de la Cognición Numérica.

Cognição numérica de crianças pré-escolares brasileiras pela ZAREKI-K / Numerical cognition in brazilian preschool children by the ZAREKI-K / Cognición numérica de niños preescolares brasileños por la ZAREKI-K

A Cognição Numérica é influenciada por fatores biológicos, cognitivos, educacionais e culturais. Constitui- se tanto de um sistema primário, chamado de Senso Numérico que seria inato e de abrangência universal, quanto de sistemas secundários, como o Cálculo que está implicado a realização de operações matemáticas por meio de símbolos ou palavras e o Processamento Numérico, que se divide em dois componentes, a Compreensão Numérica, que está relacionada ao entendimento de símbolos numéricos e a Produção Numérica: que inclui a leitura, escrita e contagem de números. Entretanto, os estudos que evidenciam o desenvolvimento destas funções em crianças de idade pré-escolar são escassos. Diante disso os objetivos do presente estudo foram investigar a cognição numérica em crianças brasileiras pré-escolares e demonstrar a validade de construto da ZAREKI-K (Bateria Neuropsicológica para Avaliação do Tratamento dos Números e do Cálculo para Crianças pré-escolares). Participaram da pesquisa 42 crianças, entre 5 e 6 anos de idade, de ambos os sexos, estudantes de escolas públicas de educação pré-escolar, que foram avaliadas pelos subtestes da ZAREKI-K e WISC-III. Os Resultados indicaram diferenças significativas associadas à idade em que crianças de 6 anos obtiveram melhores pontuações em subtestes relacionados a Produção numérica, Compreensão numérica e Cálculo, bem como correlações moderadas a fortes entre alguns subtestes de ambos os instrumentos, demonstrando a validade de constructo da bateria. Em conclusão, foram obtidos dados normativos preliminares para a ZAREKI-K, ademais as análises sugerem tratar-se de um instrumento promissor para a avaliação da cognição numérica em crianças pré-escolares.

The Numerical Cognition is influenced by biological, cognitive, educational and cultural factors. It consists of a primary system, called Number Sense that would be innate and universal, also of secondary systems: the Calculation, implied to perform mathematical operations by means of symbols or words and Number Processing, which is divided into two components, Number Comprehension, related with the understanding of numerical symbols and Number Production, which includes reading, writing and counting numbers. However, studies that show the development of these functions in children of preschool age are scarce. Therefore, aims of this study were to investigate numerical cognition in preschool Brazilian children to demonstrate the construct validity of the ZAREKI-K (A Neuropsychological Battery for the Assessment of Treatment of Numbers and Calculation for preschool children). The participants were 42 children of both genders, who attended public elementary schools; the children were evaluated by this battery and WISC-III. The results indicated significant differences associated with age which children of 6 years had better scores on subtests related to Number Production, Calculation and Number Comprehension, as well moderate and high correlations between some subtests of both instruments, demonstrating the construct validity of the battery. In conclusion, preliminary normative data were obtained for ZAREKI-K. The analyses suggested that it is a promising tool for the assessment of numerical cognition in preschool children.

La cognición numérica es influenciada por factores biológicos, educativos, cognitivos y culturales. Posee un sistema primario innato y universal, que es el Sentido Numérico y sistemas secundarios: el Cálculo, para realizar operaciones matemáticas por medio de símbolos o palabras y el Procesamiento Numérico, que se divide en dos componentes, la Comprensión Numérica, que implica la comprensión de los símbolos numéricos, y la Producción Numérica que incluye la lectura, escritura y conteo de números. Sin embargo, hay pocos estudios que muestran el desarrollo de estos sistemas en los niños de edad preescolar. Los objetivos de este estudio fueran investigar la cognición numérica en niños brasileños en edad preescolar y demostrar la validez de constructo de la ZAREKI-K (Batería Neuropsicológica para la Evaluación del Tratamiento de los Números y el Cálculo para los Niños en edad Preescolar; Weinhold-Zulauf, Schweiter, & von Aster, 2003). Los participantes fueron 42 niños de entre 5 y 6 años de edad, de ambos sexos, que estudiaban en escuelas públicas de educación preescolar, los niños fueron evaluados por la referida batería y la WISC-III. Los resultados indicaron que los niños de seis años presentaron mejores puntuaciones en las pruebas relacionadas con Producción Numérica, Cálculo y la Comprensión Numérica, así como las correlaciones altas y moderadas entre algunos subtest de ambos instrumentos, lo que demuestra la validez construirla batería. En conclusión, se obtuvieron datos preliminares normativos para el ZAREKI-K. Los análisis sugieren que este es un instrumento prometedor para la evaluación de la cognición numérica en niños preescolares.

Longitudinal effects of physical activity on self-efficacy and cognitive processing of active and sedentary elderly women / Estudo longitudinal sobre efeitos da autoeficácia e da prática de atividades físicas no processamento cognitivo de idosas ativas e sedentárias

Previous studies support that regular physical activity in aging contributes as a protective factor against cognitive decline and improves mood states. However, there is a lack of longitudinal studies in this area. OBJECTIVE: To observe possible changes in cognition related with physical activity. METHODS: This study reassessed, after one-year period, 31 elderly women divided into two groups, sedentary versus active, using behavioral scales and cognitive tests. RESULTS: The active group exhibited significantly enhanced performance in general cognitive function, particularly on tasks of episodic memory and praxis, and also on the mood states scale compared to the sedentary group. The active women also reported higher self-efficacy. CONCLUSION: Long-term physical activity promoted improvement on quality of life in the elderly women.

Estudos anteriores sustentam que a prática regular de exercícios físicos contribui como fator de proteção aos declínios cognitivos e melhoras no estado de humor no envelhecimento. Contudo, há uma carência de estudos longitudinais nesta área. OBJETIVO: Observar possíveis alterações na cognição em relação a atividade física. MÉTODOS: O presente estudo reavaliou após um ano 31 idosas divididas em dois grupos, sedentárias versus ativas, por meio de escalas comportamentais e testes cognitivos. RESULTADOS: Houve um desempenho significativamente melhor em idosas ativas em funções cognitivas gerais, mais especificamente em tarefas da memória episódica e praxia, como também para a escala de estado de humor, em comparação com o grupo de sedentárias. O grupo de ativas também apresentou maior auto eficácia. CONCLUSÃO: Práticas de atividades físicas a longo prazo promoveu melhora na qualidade de vida de idosas.

Longitudinal effects of physical activity on self-efficacy and cognitive processing of active and sedentary elderly women.

Previous studies support that regular physical activity in aging contributes as a protective factor against cognitive decline and improves mood states. However, there is a lack of longitudinal studies in this area. OBJECTIVE: To observe possible changes in cognition related with physical activity. METHODS: This study reassessed, after one-year period, 31 elderly women divided into two groups, sedentary versus active, using behavioral scales and cognitive tests. RESULTS: The active group exhibited significantly enhanced performance in general cognitive function, particularly on tasks of episodic memory and praxis, and also on the mood states scale compared to the sedentary group. The active women also reported higher self-efficacy. CONCLUSION: Long-term physical activity promoted improvement on quality of life in the elderly women.

Estudos anteriores sustentam que a prática regular de exercícios físicos contribui como fator de proteção aos declínios cognitivos e melhoras no estado de humor no envelhecimento. Contudo, há uma carência de estudos longitudinais nesta área. OBJETIVO: Observar possíveis alterações na cognição em relação a atividade física. MÉTODOS: O presente estudo reavaliou após um ano 31 idosas divididas em dois grupos, sedentárias versus ativas, por meio de escalas comportamentais e testes cognitivos. RESULTADOS: Houve um desempenho significativamente melhor em idosas ativas em funções cognitivas gerais, mais especificamente em tarefas da memória episódica e praxia, como também para a escala de estado de humor, em comparação com o grupo de sedentárias. O grupo de ativas também apresentou maior auto eficácia. CONCLUSÃO: Práticas de atividades físicas a longo prazo promoveu melhora na qualidade de vida de idosas.

Levels of Phonological Awareness, Working Memory, and Lexical Knowledge in Elementary School Children / Niveis de Consciencia Fonologica, Memoria Operacional e Conhecimento Lexical em Escolares / Niveles de Conciencia Fonologica, Memoria Operativa y Conocimiento Lexical en Ninos Escolares

Relationships between oral language, phonological awareness, and working memory have been empirically demonstrated, however, phonological awareness encompasses different abilities, assessed at different levels. The present study investigated the possible associations between specific phonological awareness abilities and phonological working memory in first-grade students. In the initial phase ( n = 254), the study evaluated the abilities of phonological awareness and phonological working memory and found a high positive correlation between these abilities, thus confirming the findings of previous studies. The second phase ( n = 12) evaluated the vocabulary of individuals who, in the initial phase, showed low or high working memory and phonological awareness scores. Students with low working memory and low phonological awareness capacities had low scores in expressive language abilities, suggesting that phonological working memory may have direct effects on lexical knowledge. These results contribute to the understanding of the relationships investigated in this study and have important implications for planning teaching strategies.(AU)

Relações entre linguagem oral, consciência fonológica e memória operacional têm sido demonstradas empiricamente, mas consciência fonológica engloba habilidades diferentes. Este artigo teve como objetivo investigar possíveis associações entre habilidades específicas de consciência fonológica e memória operacional fonológica em alunos do primeiro ano escolar. Na fase inicial ( n = 254), o estudo avaliou habilidades de consciência fonológica e memória operacional fonológica e encontrou elevada correlação positiva entre ambas as habilidades, confirmando e estendendo resultados de estudos prévios. A segunda fase ( n = 12) avaliou o vocabulário de indivíduos que obtiveram baixos ou altos escores em memória operacional e consciência fonológica na primeira fase. Os alunos com escores reduzidos de memória operacional e consciência fonológica obtiveram baixos escores em habilidades de linguagem expressiva, indicando que a memória operacional fonológica pode ter efeitos diretos sobre o conhecimento lexical. Esses resultados contribuem para a compreensão das relações investigadas e planejamento de estratégias de ensino.(AU)

Las relaciones entre lenguaje oral, conciencia fonológica y memoria operacional han sido mostradas empíricamente, pero la conciencia fonológica engloba habilidades diferentes, mensuradas en diferentes niveles. El objetivo de este trabajo, conducido en dos estudios, fue investigar las posibles asociaciones entre las sub-clases de habilidades de conciencia fonológica, memoria fonológica de niños del primero año escolar. En el primero estudio ( n = 254), fueron evaluadas las habilidades de conciencia fonológica y memoria fonológica, que mostraron fuerte correlación positiva. En el segundo estudio ( n = 12), fueron realizados test de vocabulario en niños con bajos y altos escores en memoria operativa y conciencia fonológica. Los niños con puntuaciones bajas en memoria operativa fonológica y conciencia fonológica presentaran habilidades del lenguaje expresivo reducidas, indicando que la memoria operativa fonológica parece interferir directamente en el vocabulario. Los resultados contribuyen hacia la comprensión de las relaciones investigadas y afectan el plan de enseñanza.(AU)

Levels of phonological awareness, working memory, and lexical knowledge in elementary school children / Níveis de consciência fonológica, memória operacional e conhecimento lexical em escolares / Niveles de conciencia fonológica, memoria operativa y conocimiento lexical en niños escolares

Relationships between oral language, phonological awareness, and working memory have been empirically demonstrated, however, phonological awareness encompasses different abilities, assessed at different levels. The present study investigated the possible associations between specific phonological awareness abilities and phonological working memory in first-grade students. In the initial phase ( n = 254), the study evaluated the abilities of phonological awareness and phonological working memory and found a high positive correlation between these abilities, thus confirming the findings of previous studies. The second phase ( n = 12) evaluated the vocabulary of individuals who, in the initial phase, showed low or high working memory and phonological awareness scores. Students with low working memory and low phonological awareness capacities had low scores in expressive language abilities, suggesting that phonological working memory may have direct effects on lexical knowledge. These results contribute to the understanding of the relationships investigated in this study and have important implications for planning teaching strategies.

Relações entre linguagem oral, consciência fonológica e memória operacional têm sido demonstradas empiricamente, mas consciência fonológica engloba habilidades diferentes. Este artigo teve como objetivo investigar possíveis associações entre habilidades específicas de consciência fonológica e memória operacional fonológica em alunos do primeiro ano escolar. Na fase inicial ( n = 254), o estudo avaliou habilidades de consciência fonológica e memória operacional fonológica e encontrou elevada correlação positiva entre ambas as habilidades, confirmando e estendendo resultados de estudos prévios. A segunda fase ( n = 12) avaliou o vocabulário de indivíduos que obtiveram baixos ou altos escores em memória operacional e consciência fonológica na primeira fase. Os alunos com escores reduzidos de memória operacional e consciência fonológica obtiveram baixos escores em habilidades de linguagem expressiva, indicando que a memória operacional fonológica pode ter efeitos diretos sobre o conhecimento lexical. Esses resultados contribuem para a compreensão das relações investigadas e planejamento de estratégias de ensino.

Las relaciones entre lenguaje oral, conciencia fonológica y memoria operacional han sido mostradas empíricamente, pero la conciencia fonológica engloba habilidades diferentes, mensuradas en diferentes niveles. El objetivo de este trabajo, conducido en dos estudios, fue investigar las posibles asociaciones entre las sub-clases de habilidades de conciencia fonológica, memoria fonológica de niños del primero año escolar. En el primero estudio ( n = 254), fueron evaluadas las habilidades de conciencia fonológica y memoria fonológica, que mostraron fuerte correlación positiva. En el segundo estudio ( n = 12), fueron realizados test de vocabulario en niños con bajos y altos escores en memoria operativa y conciencia fonológica. Los niños con puntuaciones bajas en memoria operativa fonológica y conciencia fonológica presentaran habilidades del lenguaje expresivo reducidas, indicando que la memoria operativa fonológica parece interferir directamente en el vocabulario. Los resultados contribuyen hacia la comprensión de las relaciones investigadas y afectan el plan de enseñanza.