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Please use this identifier to cite or link to this item: http://hdl.handle.net/1843/54604
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dc.creatorJulia Beatriz Lopes Silvapt_BR
dc.creatorRicardo José de Mourapt_BR
dc.creatorAnnelise Júlio-Costapt_BR
dc.creatorGuilherme Maia de Oliveira Woodpt_BR
dc.creatorJerusa Fumagalli Sallespt_BR
dc.creatorVitor Geraldi Haasept_BR
dc.date.accessioned2023-06-06T20:17:09Z-
dc.date.available2023-06-06T20:17:09Z-
dc.date.issued2016-
dc.citation.volume7pt_BR
dc.identifier.doihttps://doi.org/10.3389/fpsyg.2016.00022pt_BR
dc.identifier.issn1664-1078pt_BR
dc.identifier.urihttp://hdl.handle.net/1843/54604-
dc.description.resumoReading and spelling performance have a significant correlation with number transcoding, which is the ability to establish a relationship between the verbal and Arabic representations of numbers, when a conversion of numerical symbols from one notation to the other is necessary. The aim of the present study is to reveal shared and nonshared mechanisms involved in reading and writing of words and Arabic numerals in Brazilian school-aged children. One hundred and seventy-two children from second to fourth grades were evaluated. All of them had normal intelligence. We conducted a series of hierarchical regression models using scores on word spelling and reading single words and Arabic numerals, as dependent variables. As predictor variables we investigated intelligence, the phonological and visuospatial components of working memory (WM) and phonemic awareness. All of the writing and reading tasks (single word spelling and reading as well as number reading and number writing) were significantly correlated to each other. In the regression models, phonological WM was specifically associated to word reading. Phonemic awareness was the only cognitive variable that systematically predicted all of the school skills investigated, both numerical and word tasks. This suggests that phonemic awareness is a modular cognitive ability shared by several school tasks and might be an important factor associated to the comorbidity between dyslexia and dyscalculia.pt_BR
dc.description.sponsorshipCNPq - Conselho Nacional de Desenvolvimento Científico e Tecnológicopt_BR
dc.description.sponsorshipFAPEMIG - Fundação de Amparo à Pesquisa do Estado de Minas Geraispt_BR
dc.description.sponsorshipCAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superiorpt_BR
dc.format.mimetypepdfpt_BR
dc.languageporpt_BR
dc.publisherUniversidade Federal de Minas Geraispt_BR
dc.publisher.countryBrasilpt_BR
dc.publisher.departmentFAF - DEPARTAMENTO DE PSICOLOGIApt_BR
dc.publisher.initialsUFMGpt_BR
dc.relation.ispartofFrontiers in Psychologypt_BR
dc.rightsAcesso Abertopt_BR
dc.subjectReadingpt_BR
dc.subjectSpellingpt_BR
dc.subjectNumber transcodingpt_BR
dc.subjectPhonemic awarenesspt_BR
dc.subjectIntelligencept_BR
dc.subject.otherLeiturapt_BR
dc.subject.otherCognição númericapt_BR
dc.subject.otherConsciênciapt_BR
dc.subject.otherInteligênciapt_BR
dc.titleWhat is specific and what is shared between numbers and words?pt_BR
dc.title.alternativeO que é específico e o que é compartilhado entre números e palavras?pt_BR
dc.typeArtigo de Periódicopt_BR
dc.url.externahttps://www.frontiersin.org/articles/10.3389/fpsyg.2016.00022/fullpt_BR
dc.identifier.orcidhttps://orcid.org/0000-0001-9224-3242pt_BR
dc.identifier.orcidhttps://orcid.org/0000-0001-9004-2009pt_BR
dc.identifier.orcidhttps://orcid.org/0000-0001-5055-5336pt_BR
dc.identifier.orcidhttps://orcid.org/0000-0003-0877-488Xpt_BR
dc.identifier.orcidhttps://orcid.org/0000-0002-1906-7702pt_BR
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