- Dissertation
1
- 10.47749/t/unicamp.2008.422759
Aspectos afetivos e cognitivos da conduta em crianças com e sem dificuldade de aprendizagem
- Feb 11, 2008
- Betania Alves Veiga Dell'Agli
Based on the theory of psycho-genetics that shows the existence of a parallel between affective and cognitive aspects of behavior, the objective of this research is to verify the relationship between these aspects in children with and without learning disabilities. Twelve boys and girls with ages ranging from 9 years and 1 month to 10 years and 10 months were chosen to be observed. The children were attending 3 rd grade in a public primary school in a suburban town in the state of Sao Paulo, Brazil. Based on the assessment by their teacher, half of the children showed gaps in learning and the other half had no learning disabilities. The test group was observed with other students in a classroom environment, performing teacher directed learning activities and playing activities such as rule games. In order to get further information about the children's behavior in school and in their family environment, both the teacher and family members were interviewed. Classical operational Piaget tests and the game Find the Animal were applied individually to all twelve participants engaged in the research. By analyzing the data obtained from observation and interviews some affective and cognitive categories were set. The affective aspects of the behavior were compared between the two groups and then were related to operational index, performance in school content and cognitive performance in the game. Comparing the affective aspects occurring in school work and in playful activities, it was shown that there were some differences between the groups. Children with no learning disabilities displayed more positive affective aspects concerning school work whereas the children with learning disabilities showed a lack of positive affection. It was clear that in both groups the positive affect was predominant in regard to playful activities. Regarding the relationship between analyzed affective and cognitive aspects the results showed that there was correlation between the aspects observed in the school work of both groups. However, with the group that exhibits learning disabilities, the relationship did not exist with the playful activities because these kinds of activities seem to require positive affective behavior, which guarantees interest without modifying cognitive aspects. Because this was an empirical study it contributes to a better understanding of the relationship between affection and cognition in children with and without learning disabilities as well as an understanding that affective and cognitive aspects are complementary, inseparable and irreducible.
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