Resumo Autonomia e relação são tendências universais desenvolvidas ao longo da ontogênese, concomitantes com distintas fases psicossociais. A autonomia é compreendida como uma necessidade psicológica que não exclui a de relação com os outros e proximidade interpessoal. Assim, o objetivo deste estudo foi analisar as crenças e concepções sobre autonomia em diferentes faixas etárias. Participaram 110 sujeitos, dentre eles crianças de 10 a 13 anos de idade; adolescentes entre 15 e 18 anos; jovens e adultos entre 20 e 50 anos; e adultos acima dos 50. Os participantes responderam um questionário de dados sociodemográficos e à questão de evocação de palavras ou expressões relacionadas a autonomia. Utilizando a análise de conteúdo temático-categorial, foram estabelecidas dez categorias, e as respostas foram classificadas de acordo com elas. Diferenças entre as faixas etárias foram encontradas, sendo que as categorias independência e senso de liberdade foram as mais frequentes. Os resultados sugerem o desenvolvimento de um processo contínuo com a construção da identidade se dando ao longo do ciclo vital.

Abstract Autonomy and relatedness are universal tendencies developed during ontogenesis in parallel with distinct psychosocial stages. Autonomy is understood as a psychological need that includes relatedness and proximity to others. The aim of the present study was to analyze the beliefs and ideas about autonomy in different age groups. A total of 110 subjects participated in this study: 10-13yo children; 15-18yo adolescents; 20-50yo adults; over 50yo adults. Participants answered a socio-demographic questionnaire and a question about evocation of words or phrases related to autonomy. Using Thematic-Categorical Content Analysis, ten categories were proposed, and the answers were classified according to them. Differences between age groups were found, and the categories denominated Independency and Sense of Freedom were the most frequent. The results suggest the development of a continuous process with identity construction occurring throughout the life cycle.

The purpose of the present study was to investigate different memory systems among children of different school ages. Ninety children who attend schools within the Rio de Janeiro municipality school system, ages 6 to 10 years, were studied. The study excluded children with learning disabilities. All children underwent a neuropsychological evaluation. A two-way analysis of variance revealed significant gender differences in the free delay episodic memory. Age differences were found for the free delay episodic memory and recognition on the Rey Auditory Verbal Learning Test (RAVLT) as well as the recall of the Rey Figure. Semantic memory correlated with Semantic Verbal Fluency. Working Memory as measured by Digit Span subtest of the WISC correlated with the first list learning of the RAVLT. Overall, study results indicated a lower performance among 6-year-old children and gender differences in children 8 and 10 years of age. Data are consistent with the literature and show a distinction in the evolution of different memory systems throughout life.