A diferenciação cognitiva na infância: Um estudo de perfis cognitivos aos 5, 7 e 9 anos

Translated title of the contribution: Cognitive differentiation during childhood: a study on cognitive profiles of 5, 7, and 9-year-old children

Ana Azevedo Martins, Diana Lopes Soares, Lurdes Brito, Gina Cláudia Lemos, Ana Filipa Alves, Leonardo da Silva Almeida

Research output: Contribution to journalArticlepeer-review

2 Citations (Scopus)
12 Downloads

Abstract

Within the debate about whether intelligence is best defined by a general factor or specific skills, the hypothesis of cognitive differentiation gains relevance. Recent analyses have emphasized the importance of this issue in the investigation of cognitive skills and have highlighted its implications in education. This study examined the possibility that the differentiation of cognitive abilities may occur during childhood and investigated the moderating effect of Intelligence Quotient on the magnitude of the relationship between cognitive abilities. A battery of tests for assessing cognitive function was administered to 231 children aged 5, 7, and 9 years old, who were divided into three cognitive performance groups. The results of hierarchical cluster analysis and variance analysis indicate the lack of differentiation of cognitive functions during childhood. However, a more careful analysis suggests some differentiation supported by the heterogeneity of cognitive profiles among students with high Intelligence Quotient.
Translated title of the contributionCognitive differentiation during childhood: a study on cognitive profiles of 5, 7, and 9-year-old children
Original languagePortuguese
Pages (from-to)87-95
Number of pages9
JournalEstudos de Psicologia (Campinas)
Volume34
Issue number1
DOIs
Publication statusPublished - 1 Jan 2017
Externally publishedYes

Keywords

  • Childhood
  • Cognitive ability
  • Intelligence
  • Intelligence quotient

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