Does self-correction in the rapid naming test reflect cognitive and language performance in teens?

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dc.creatorLuciana Cássia de Jesus
dc.creatorLuciana Mendonça Alves
dc.creatorVanessa de Oliveira Martins Reis
dc.date.accessioned2023-10-23T21:33:26Z
dc.date.accessioned2025-09-09T01:25:38Z
dc.date.available2023-10-23T21:33:26Z
dc.date.issued2020
dc.format.mimetypepdf
dc.identifier.doi10.1590/1982-0216/20202219019
dc.identifier.issn19820216
dc.identifier.urihttps://hdl.handle.net/1843/59895
dc.languageeng
dc.publisherUniversidade Federal de Minas Gerais
dc.relation.ispartofRevista CEFAC
dc.rightsAcesso Aberto
dc.subjectAdolescents
dc.subjectLanguage Tests
dc.subjectLanguage Disorders
dc.subjectMental Processes
dc.subject.otherAdolescents
dc.subject.otherLanguage Tests
dc.subject.otherLanguage
dc.subject.otherMental Processes
dc.titleDoes self-correction in the rapid naming test reflect cognitive and language performance in teens?
dc.typeArtigo de periódico
local.citation.epage11
local.citation.issue1
local.citation.spage1
local.citation.volume22
local.description.resumoObjective: to describe the occurrence of self-correction among adolescents in the rapid automatic naming test and the influence of schooling, type of visual stimulation and cognitive and language skills. Methods: 83 typical adolescents from 11 to 16 years old, enrolled from 6th to 9th grade of two public schools in Belo Horizonte participated in the study. The following tests were applied: rapid automatic naming, NEUPSILIN Brief Neuropsychological Assessment Instrument and Boston Naming. During rapid naming, substitutions and self-correction were accounted for. The variation in the number of errors, with and without self-correction, was related to schooling, functions and skills evaluated. Appropriate statistical tests were applied, adopting a significance level lower than 0.05. Results: individuals who made no mistakes had a better performance in attention, executive functions, memory, and vocabulary than those who made. Adolescents who performed self-correction were better at attention than those who did not correct the mselves. Non-alphanumeric stimuli presented a higher occurrence of self-correction. Non-alphanumeric and alphanumeric tasks differed in terms of number of errors, both with and without self-correction. Adolescents from the early and late years of middle school differed regarding self-correction in the task of naming letters. Conclusion: self-correction was frequent in the evaluated sample and differentiated the group of adolescents who self-corrected or not, regarding attention, executive functions and vocabulary
local.publisher.countryBrasil
local.publisher.departmentMED - DEPARTAMENTO DE FONOAUDIOLOGIA
local.publisher.initialsUFMG
local.url.externahttp://www.scielo.br/pdf/rcefac/v22n1/pt_1982-0216-rcefac-22-01-e9019.pdf

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