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Please use this identifier to cite or link to this item: http://hdl.handle.net/1843/BUBD-AXSJYV
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dc.contributor.advisor1Vitor Geraldi Haasept_BR
dc.contributor.referee1Antonio Jaegerpt_BR
dc.contributor.referee2Debora Marques de Mirandapt_BR
dc.contributor.referee3Ana Luiza Gomes Pinto Navaspt_BR
dc.contributor.referee4Patrícia Martins de Freitaspt_BR
dc.creatorJulia Beatriz Lopes Silvapt_BR
dc.date.accessioned2019-08-12T13:58:07Z-
dc.date.available2019-08-12T13:58:07Z-
dc.date.issued2017-07-07pt_BR
dc.identifier.urihttp://hdl.handle.net/1843/BUBD-AXSJYV-
dc.description.resumoLopes-Silva, J. B. (2017). Investigation of linguistic influences on number transcoding in children. Tese de doutorado, Programa de Pós-graduação em Saúde da Criança e do Adolescente, Faculdade de Medicina da Universidade Federal de Minas Gerais, Belo Horizonte. An important skill to acquire proficiency in mathematics is number transcoding, which is the ability of converting numerical information between different systems of numerical notation. The main goal of this dissertation is to investigate the cognitive variables associated to number transcoding, focusing on the phonological processing. Changing from the Verbal to the Arabic symbolic notations involves access to phonological representations but this association has not been systematically explored yet. At first, on Chapter 1, we describe the current state of literature, regarding the most relevant cognitive models of number transcoding, its impact on mathematical learning disabilities and the association between phonological and numerical processing. We also provide a brief summary of the three studies that constitute the dissertation. On the Study 1 (Moura, Lopes-Silva, Vieira, de Almeida Prado, Wood, Haase, 2014) we report normative parameters such as mean, range values, and percentiles for first to fourth grades obtained from a large sample of school children. In addition, the diagnostic accuracy of the number-writing task in the detection of children at risk for mathematical difficulties and the influence of placevalue syntax in childrens achievement, were investigated. On the study 2 (Lopes-Silva, Moura, Wood, Júlio-Costa, Haase & Wood, 2014) we have found that, among the measurements of magnitude processing, working memory and phonemic awareness, only the last one was retained in regression and path models predicting transcoding ability. Phonemic awareness mediated the influence of verbal working memory on number transcoding. At last, on the study 3 (Lopes-Silva, Moura, Júlio-Costa, Wood, Salles & Haase, 2016) we have shown that 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. The findings of this dissertation provide supporting evidence that verbal to Arabic number transcoding is a useful tool for diagnosing children with mathematical learning disabilities. Besides that, we provide an important contribution regarding the role of the phonological processing in number transcoding.pt_BR
dc.languageInglêspt_BR
dc.publisherUniversidade Federal de Minas Geraispt_BR
dc.publisher.initialsUFMGpt_BR
dc.rightsAcesso Abertopt_BR
dc.subjectphonological processingpt_BR
dc.subjectdyscalculiapt_BR
dc.subjectphonemic awarenesspt_BR
dc.subjectnumber transcodingpt_BR
dc.subject.otherTranstornos de aprendizagempt_BR
dc.subject.otherDiscalculiapt_BR
dc.subject.otherTestes de linguagempt_BR
dc.subject.otherMedicinapt_BR
dc.subject.otherTranstornos de linguagempt_BR
dc.titleInvestigation of linguistic influences on number transcoding in children = Investigação da influência de fatores linguísticos na transcodificação numérica em crianças: Investigação da influência de fatores linguísticos na transcodificação numérica em criançaspt_BR
dc.typeTese de Doutoradopt_BR
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