Resumo Diferentes aspectos do contexto socioeconômico podem afetar a inteligência. Este estudo investigou o desempenho intelectual de crianças de diferentes regiões de moradia e tipos de escola. As análises compararam crianças da periferia (n = 169) e da região central (n = 110) de Porto Alegre; e crianças de escola privada (n = 49) e pública (n = 61). A coleta de dados incluiu a Escala Wechsler Abreviada de Inteligência (WASI) e ficha sociodemográfica. Utilizou-se Análise de Covariância (entre grupos) e Análise de Variância para medidas repetidas (intragrupo). O grupo de periferia apresentou menor desempenho em todos os escores da WASI e, na comparação intragrupo, resultados mais baixos nas tarefas verbais - o que não ocorreu no grupo da região central. Crianças de escolas públicas e privadas diferiram em todos os escores da WASI, mas apresentaram desempenho intragrupo semelhante.

Abstract Different aspects of the socioeconomic context can affect intelligence. This study investigated the intellectual performance of children from different places of residence and school types. The analyses compared children from the outskirts (n = 169) and the central region (n = 110) from Porto Alegre; and children from private (n = 49) and public (n = 61) schools. Data collection included the Wechsler Abbreviated Scale of Intelligence (WASI) and sociodemographic record. Analysis of covariance (between groups) and Analysis of Variance for repeated measures (within-group) were used. Children from the outskirts region showed poorer performance on all WASI scores and, in the within-group comparison, lower results on verbal tasks - which did not occur in the central region group. Children from public and private schools differed in all WASI scores but had a similar within-group performance.

Resumen Los diferentes aspectos del contexto socioeconómico pueden afectar la inteligencia. Este estudio investigó el desempeño intelectual de niños de diferentes regiones de vivienda y tipos de escuela. Se llevó a cabo una comparación de niños de la periferia (n = 169) y de la región central (n = 110) de Porto Alegre con niños de escuelas privadas (n = 49) y públicas (n = 61). Para recopilar los datos se utilizó la Escala de Inteligencia Abreviada de Wechsler (WASI) y la ficha sociodemográfica. Se aplicó el análisis de covarianza (entre grupos) y el análisis de varianza para medidas repetidas (intragrupo). El grupo de la periferia tuvo un desempeño más bajo en todos los puntajes de la WASI y presentó los resultados más bajos en las tareas verbales en la comparación intragrupo, lo que no ocurrió con el grupo de la región central. Los puntajes de los niños de las escuelas públicas y privadas fueron distintos en todos los puntajes de la WASI, pero en la comparación intragrupo tuvieron un rendimiento similar.

Resumo O modo como a mãe interage com a criança é o estilo interativo materno, e vem sendo estudado no contexto de leitura compartilhada. Este trabalho buscou construir um sistema de avaliação do estilo interativo na leitura compartilhada, por meio de categorias de comportamento. Categorias foram propostas a partir de trabalhos prévios e testadas empiricamente. Participaram do estudo 52 díades. As mães tinham em média 35,70 (±6,13) anos; e as crianças, de 22 a 76 meses (Média = 48,59; Desvio Padrão = 17,88). As díades foram filmadas em interação de leitura, e os vídeos posteriormente analisados. Foram feitas análises de concordância (coeficientes de correlação intraclasse) entre observadores a fim de testar as categorias. A maioria das categorias apresentou concordância boa ou excelente, indicando serem bem construídas e descritas. Acredita-se que o sistema pode ser útil em trabalhos futuros que investiguem a relação do estilo interativo materno na leitura compartilhada com outros fatores.

Abstract The way of the mother’s interaction with her child is called maternal interactive style. It has been studied in the context of shared reading. This study aimed to formulate a system of evaluation of the interactive style in shared reading through behavior categories. Categories were constructed from previous studies, and then empirically tested. Fifty-two dyads participated. The average age of the mothers was 35.70 (±6.13) years; the children’s ages varied from 22 to 76 months (Mean = 48.59; Standard Deviation = 17.88). The dyads were filmed in a shared reading interaction. The videos were then analyzed. Agreement analyses (intraclass correlation coefficient) were made between observers in order to test the categories. Most of the categories presented good or excellent agreement, indicating that they were well constructed and properly described. We believe that the system may be useful in future studies investigating the relationship of the maternal interactive style in shared reading with other variables involved.

Abstract The aim of this study was to evaluate executive functioning (EF) and impulsiveness in three groups of people aged 30 to 79 years: post-frontal stroke (n= 13) and post-extra-frontal chronic stroke of the right hemisphere (n= 31) and control (n= 38). The years of education varied between the groups was as follows, frontal lesion group:M= 12 (SD= 6.11); extra-frontal lesion group: M = 9.06 (SD = 4.94); and control: M= 9.61 (SD= 4.24) years. The following instruments were used: Behavioural Assessment Dysexecutive Syndrome, Wisconsin Card Sorting Test (WSCT), Barratt Impulsivity Scale, Impulsivity Evaluation Scale, Delay Descounting Task and Go/No-Go Task. We found differences in EF between the extra-frontal lesion group and the control group with respect to cognitive flexibility (p= .018); number of WCST trials (p= .018); WCST perseverative errors (p= .014) and omission by impulsivity errors on the go/no-go task for 250 ms (p= .008) and 1750 ms trials (p= .006). The frontal lesion group made more errors of omission than the control group in the 1750 ms go/no-go trials (p= .006). These results suggest that extra-frontal lesions impair EF by influencing attentional impulsivity.