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CONTEXT: Subtle cognitive impairments have been described in children with congenital hypothyroidism (CH) detected by neonatal screening (NS), even with early and adequate treatment. Patients with CH may present with brain cortical thickness (CT) abnormalities, which may be associated with neurocognitive impairments. OBJECTIVE: This work aimed to evaluate the CT in adolescents with CH detected by the NS Program (Paraná, Brazil), and to correlate possible abnormalities with cognitive level and variables of neurocognitive prognosis. METHODS: A review was conducted of medical records followed by psychometric evaluation of adolescents with CH. Brain magnetic resonance imaging with analysis of 33 brain areas of each hemisphere was performed in 41 patients (29 girls) and in a control group of 20 healthy adolescents. CT values were correlated with Full-scale Intelligence Quotient (FSIQ) scores, age at start of treatment, pretreatment thyroxine levels, and maternal schooling. RESULTS: No significant difference in CT between patients and controls were found. However, there was a trend toward thinning in the right lateral orbitofrontal cortex among patients and in the right postcentral gyrus cortex among controls. CT correlated significantly with FSIQ scores and with age at start of treatment in 1 area, and with hypothyroidism severity in 5 brain areas. Maternal schooling level did not correlate with CT but was significantly correlated with FSIQ. Cognitive level was within average in 44.7% of patients (13.2% had intellectual deficiency). CONCLUSION: There was a trend toward morphometric alterations in the cerebral cortex of adolescents with CH compared with healthy controls. The correlations between CT and variables of neurocognitive prognosis emphasize the influence of hypothyroidism on cortical development. Socioeconomic status exerts a limiting factor on cognitive outcome.

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This scoping review aimed to systematically map studies/tests for assessing the tactical domain of young soccer players. The study followed the PRISMA-ScR and Joanna Briggs Institute guidelines. The databases searched were Scopus, SPORTDiscus, SciELO, LILACS, and BDTD. The eligibility criteria were defined based on the elements of population, context, and concept, without restrictions on the period, language, and type of publication. Twenty-four papers were included, from 1997 to 2020, totalling 29 tests/instruments for the assessment of the tactical domain, with the majority of studies having an European sample. Twelve terms were used to nominate the tactical component, regardless of the assessment method and approach. Six tests met eight or nine criteria in the critical appraisal: TCTOF, TACSIS Spanish version, Semi-Structured Interview, TCTP-OE, GPET, and FUTSAT. Thus, it is concluded that studies and tests for the assessment of the tactical domain of young soccer players are recent and mainly European; there is no consensus about the adopted terminology; and few tests met the majority of the quality criteria. Therefore, we suggest: a) the construction/adaptation of tests with samples from other continents; b) the use of the proposed criteria; and c) that the terms tactical knowledge and tactical performance are adopted.

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BACKGROUND: Literature on pacifier use remains controversial, but mostly suggests an inverse association with childhood intelligence. OBJECTIVES: The objective of this study was to assess the association between pacifier use and intelligence quotient (IQ) in six-year-old children from a birth cohort. METHODS: Data from 3532 children from the 2004 Pelotas (Brazil) Birth Cohort were analysed. Children were recruited and assessed at birth and followed up at 3 months, and 1, 2, 4, and 6 years. Data on pacifier use duration and intensity were obtained via interviews with mothers in all six follow-up visits. IQ was estimated at 6 years using the Wechsler Intelligence Scale for Children and standardised for the analyses. Crude and adjusted coefficients were calculated (linear regression) for all the data collected in follow-up assessments for pacifier use. RESULTS: IQ was inversely associated with all pacifier use indicators. Children who used a pacifier all day long (ADL) at any follow-up showed an IQ 0.18 (95% confidence interval [CI] 0.11, 0.24) standard deviations below those who never used it ADL, after adjusting for confounders. The strength of association increased with number of assessments reporting ADL pacifier use, from a reduction in IQ of 0.13 (95% CI 0.06, 0.21) to 0.34 (95% CI 0.15, 0.52) standard deviations for ADL use in one and in all four follow-up visits, respectively. CONCLUSIONS: We found a strong association between intense pacifier use up to 4 years of age and lower IQ at 6 years. A dose-response gradient was observed, with greater IQ deficits in children who used a ADL pacifier for longer durations. The mechanisms underlying this association need to be clarified. One hypothesis is that children using a pacifier, especially those who use it more intensely, are less stimulated.

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Objetivos: Verificar a associação da distância da habitação em relação a sítios de reciclagem sobre habilidades cognitivas em escolares. Métodos: Estudo transversal, no qual aplicou-se a escala Wechsler Abreviada de Inteligência em 100 escolares de 6 a 14 anos. As crianças foram divididas em um grupo de estudo (expostos), cujas residências estavam situadas a menos de 100 metros de sítios de reciclagem, em um bairro da cidade de Caxias do Sul. Houve um grupo controle, cujas residências estavam a mais de 150 metros de algum sítio de reciclagem, no mesmo bairro ou adjacências. Resultados: A habitação próxima a sítios de reciclagem aumentou a chance de apresentar quociente de inteligência baixo nos escolares na análise univariada (OR 2,19; IC95% 1,21­3,95). No quociente de inteligência total, o escore obtido foi de 84 no grupo exposto e 95 no grupo controle (p≤0,01). Quando ajustadas para outras variáveis potencialmente prejudiciais, a escolaridade materna elevada mostrou-se um fator atenuador do impacto da distância (OR 0,28; IC95% 0,11­0,72). A diferença encontrada entre os escores de quociente de inteligência verbal foi de 14 pontos (p<0,01); no quociente de inteligência de execução a diferença foi de 4 pontos (p=0,04). Conclusões: A distância entre a habitação e os sítios de reciclagem de resíduos pode reduzir habilidades cognitivas em escolares, mas esse efeito parece ser atenuado pela escolaridade materna. Essa associação reforça as preocupações sobre o impacto do manejo inadequado de resíduos urbanos, podendo vir a subsidiar a criação de políticas públicas que visem diminuir exposições ambientais potencialmente danosas.

Aims: We verified the association of housing distance in relation to recycling sites on schoolchildren's cognitive abilities. Methods: This is a cross-sectional study, in which the Wechsler Abbreviated Scale of Intelligence was applied to 100 schoolchildren aged 6 to 14 years. Children were divided into a study group (exposed), whose households were located less than 100 meters from recycling sites in a neighborhood in the city of Caxias do Sul, and a control group, whose homes were located more than 150 meters from a recycling site in the same neighborhood or nearby. Results: Residences located more than 150 meters away from a recycling site can reduce the chance of low intelligence quotient in schoolchildren in the univariate analysis (OR 2.19; 95% CI 1.21-3.95). The full-scale intelligence quotient score was 84 in the exposed group and 95 in the control group (p≤0.01). When adjusted for other potentially harmful variables, higher maternal education was a mitigating factor of distance impact (OR 0.28, 95% CI 0.11-0.72). The difference found among verbal intelligence quotient scores was 14 points (p<0.01); in the performance intelligence quotient, the difference was 4 points (p=0.04). Conclusions: Living close to waste recycling sites can reduces cognitive abilities in schoolchildren, and this effect seems to be attenuated by maternal education. This association reinforces concerns about the impact of inadequate urban waste management, and may subsidize the creation of public policies that aim to reduce potentially harmful environmental exposures.

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Resumo O artigo relaciona as experiências com testes de inteligência realizadas por Isaías Alves e Noemy Silveira com o contexto de circulação das concepções de psicologia no campo educacional brasileiro. Os trabalhos que desenvolveram funcionam como recurso para entender como se deu essa circulação, apontando as diferentes instâncias que contribuíram para configurar o modo como compreenderam essa ferramenta. O artigo pretende sinalizar como, mesmo partindo de interesses semelhantes e tendo em comum a experiência na Columbia University, Alves e Silveira não usaram as mesmas estratégias durante o trabalho de aplicação que desenvolveram nas escolas, enquanto estiveram à frente de serviços de psicologia ligados a diretorias de instrução de São Paulo e do Distrito Federal.

Abstract This article relates the intelligence testing experiments conducted by Isaías Alves and Noemy Silveira to the broader context of how psychological concepts moved within the Brazilian educational field. Their work acts as a resource to understand how this movement occurred, indicating the different events that helped shape the understanding of this tool. The goal is to show how, even despite their similar initial interests and shared experience at Columbia University, Alves and Silveira did not use the same strategies during their work to apply these tests in schools while they both headed psychology services for the boards of education in São Paulo and Rio de Janeiro.

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OBJECTIVE: The number of successful pregnancies in kidney transplant (KT) recipients has increased in recent years. Little evidence is available about the risk of in utero immunosuppressive exposure for long-term cognitive consequences. The aim of this study was to evaluate the impact of immunosuppression during pregnancy on intellectual performance of children born to KT recipients. METHODS: Using a cross-sectional design, women who had undergone KT and their children (aged 4+ years) were recruited at the outpatient follow-up in five transplant centers. Women who did not receive immunosuppression during pregnancy with similar distributions of socioeconomic status and length of gestation and their children were also recruited. Children were assessed with Wechsler Intelligence Scales. RESULTS: The study sample included 50 exposed and 50 unexposed children. No differences between groups in all the proposed confounding factors were found. Full-scale IQ did not differ significantly between both groups. Also, significant differences in any index or subscale score were not observed, with the exception of time required to complete the Wechsler preschool and primary scale of intelligence (WPPSI) Zoo locations subtest, which was done quicker in the unexposed group (p = .007). Exposure to immunosuppression during pregnancy was not a significant predictor of low IQ in logistic regression after adjustment for other factors. CONCLUSIONS: Immunosuppression therapy during pregnancy of KT women did not affect global intellectual performance of their offspring, except maybe for visuospatial working memory in preschool children.

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ABSTRACT Purpose: to evaluate and compare cognitive and auditory abilities in normally hearing monolingual and bilingual individuals. Methods: the sample consisted of 21 normally hearing individuals ranging in age between 18 and 25 years, divided into a control group of eight monolingual speakers of Brazilian Portuguese and a study group composed of 13 bilingual speakers of Brazilian Portuguese and German or Italian. The individuals underwent basic audiological assessments as well as assessments of cognitive and auditory figure-background abilities with the BPR-5 and SSW tests, respectively. Results: the assessment of cognitive abilities showed that bilinguals had a better performance for the general cognitive function, with a statistically significant difference, as well as for cognitive abilities of verbal, spatial and mechanical reasoning. Also, for auditory figure-background abilities, there was a statistically significant difference between the study groups, with bilinguals showing a better performance. Conclusions: based on the study groups, it was found that the bilingual subjects had a better performance of their general cognitive function, as compared with monolingual speakers, as well as in their specific cognitive abilities of verbal, spatial and mechanical reasoning, and in the auditory figure-background abilities.

RESUMO Objetivo: avaliar e comparar as habilidades cognitivas e auditiva em indivíduos normo-ouvintes monolíngues e bilíngues. Métodos: a amostra foi composta por 21 indivíduos normo-ouvintes, com idade entre 18 e 25 anos, distribuídos em: Grupo Controle, formado por oito monolíngues falantes da Língua Portuguesa Brasileira e Grupo Estudo, composto por 13 bilíngues falantes da língua Portuguesa Brasileira e das línguas Alemã ou Italiana. Os indivíduos foram submetidos às avaliações audiológicas básicas e à pesquisa das habilidades cognitivas e auditiva de figura-fundo, por meio dos testes BPR-5 e SSW respectivamente. Resultados: na avaliação das habilidades cognitivas, verificou-se melhor desempenho da função cognitiva geral, com diferença estatisticamente significante, a favor dos bilíngues, assim como nas habilidades cognitivas de raciocínio verbal, espacial e mecânico. Na habilidade auditiva de figura- fundo, também se obteve diferença estatisticamente significante entre os grupos estudados, com os bilíngues apresentando melhor desempenho. Conclusões: com base nos grupos estudados observou-se que a vivência bilíngue proporcionou melhor desempenho na função cognitiva geral, em relação aos monolíngues, assim como nas capacidades cognitivas específicas de raciocínio verbal, espacial e mecânico e na habilidade auditiva de figura-fundo.

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ABSTRACT The psychologist, Alfred Binet, who worked under the supervision of Prof. Charcot at the end of the 19th century, made several important contributions to neuropsychology, in partnership with Théodore Simon. Most notable among these was the development of intelligence testing scales.

RESUMO Alfred Binet, psicólogo, que trabalhou sob a supervisão do professor Charcot, no final do século XIX, tem várias importantes contribuições na área de neuro-psicologia, particularmente a criação de escalas com testes de inteligência, com a participação de Théodore Simon.

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Um adequado processo de validação é essencial para possibilitar uma interpretação correta dos escores de um teste. Assim, o objetivo deste estudo foi obter evidências de validade convergente e discriminante dos escores do teste SON-R 6-40, um teste não verbal de inteligência de origem holandesa, para o qual estão sendo elaboradas as normas brasileiras. O teste foi administrado juntamente com o WISC-IV em uma amostra de 120 crianças de 10 a 14 anos. A correlação, corrigida para atenuação, entre escores totais do SON-R 6-40 e do WISC-IV foi de 0,73. Como esperado, a correlação mais alta foi obtida entre SON-R 6-40 e Índice de Organização Perceptual do WISC-IV (r = 0,84) e a correlação mais baixa foi entre SON-R 6-40 e Índice de Velocidade de Processamento (r = 0,32). Os resultados obtidos indicam evidências satisfatórias de validade convergente e discriminante dos escores do SON-R 6-40 para a faixa etária investigada.

An adequate validation process is fundamental to ensure sound interpretations of test results. Thus, the purpose of this study was to acquire evidence of the convergent and discriminant validity of the test scores on the SON-R 6-40, a non-verbal test of intelligence of Dutch origin, for which Brazilian rulings are being prepared. The test was performed together with the WISC-IV to a sample of 120 children from 10 up to 14 years old. The correlation, corrected for attenuation, between the total scores on the SON-R 6-40 and the WISC-IV was .73. As expected, a higher correlation (r = .84) was obtained between the SON-R 6-40 and the Perceptual Organization Scale of the WISC-IV, and the lowest correlation was between SON-R 6-40 and the Processing Speed Scale (r = 0.32). The results indicate satisfactory evidence of the convergent and discriminant validity of the SON-R 6-40 scores for the age group investigated in the research sample.

Un proceso de validación apropiado es esencial para conseguir una correcta interpretación de los resultados de un test. Así, el objetivo de este estudio fue obtener evidencias de validez convergente y discriminante de los puntajes del test SON-R 6-40, un test no verbal de inteligencia de origen holandés, para el cual están siendo elaboradas las normas brasileñas. El test fue administrado junto con el WISC-IV en una muestra de 120 niños de 10 a 14 años. La correlación, corregida para la atenuación, entre los puntajes totales del SON-R 6-40 y del WISC-IV, fue de 0,73. Como esperado, la correlación más alta fue obtenida entre el SON-R 6-40 y el Índice de Organización Perceptual del WISC-IV (r = 0,84), y la correlación más baja fue entre SON-R 6-40 y el Índice de Velocidad de Procesamiento (r = 0,32). Los resultados obtenidos indican una adecuada validez convergente y discriminante de los puntajes del test SON-R 6-40 para el grupo etario investigado.

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BACKGROUND: Individuals with sickle cell anemia may suffer symptomatic or silent cerebral infarcts leading to neurocognitive complications. This study investigated the cognitive and intellectual performance of children and adolescents with sickle cell anemia. METHODS: The socioeconomic status, clinical aspects and behavioral profile of 15 young individuals with sickle cell anemia were evaluated. The Wechsler Intelligence Scale for Children, the Developmental Neuropsychological Assessment Test, and the Child Behavior Checklist were applied. RESULTS: Participants with a history of stroke had lower intelligence quotient (IQ) scores. Alterations were found in attention and executive functioning, language, verbal and visual memory, visuospatial processing and sensorimotor skills. These alterations were found both in the children and adolescents who had had a cerebral infarction and in those who apparently had not. In the majority of cases, there were learning difficulties, a history of repeating school years and a need for specialist educational support. The most common additional diagnoses in accordance with the Diagnostic and Statistical Manual of Mental Disorders IV were depressive disorder, anxiety disorder and somatic disorder, as well as conditions associated with physical and psychosocial repercussions of sickle cell anemia. CONCLUSION: As sickle cell anemia is considered a progressive cerebral vasculopathy, it is a potential risk factor for neurocognitive and psychosocial development. Therefore, periodic neuropsychological and behavioral evaluations of children and adolescents with sickle cell anemia may represent a useful measure to reduce long-term biopsychosocial repercussions.

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Abstract Background: Individuals with sickle cell anemia may suffer symptomatic or silent cerebral infarcts leading to neurocognitive complications. This study investigated the cognitive and intellectual performance of children and adolescents with sickle cell anemia. Methods: The socioeconomic status, clinical aspects and behavioral profile of 15 young individuals with sickle cell anemia were evaluated. The Wechsler Intelligence Scale for Children, the Developmental Neuropsychological Assessment Test, and the Child Behavior Checklist were applied. Results: Participants with a history of stroke had lower intelligence quotient (IQ) scores. Alterations were found in attention and executive functioning, language, verbal and visual memory, visuospatial processing and sensorimotor skills. These alterations were found both in the children and adolescents who had had a cerebral infarction and in those who apparently had not. In the majority of cases, there were learning difficulties, a history of repeating school years and a need for specialist educational support. The most common additional diagnoses in accordance with the Diagnostic and Statistical Manual of Mental Disorders IV were depressive disorder, anxiety disorder and somatic disorder, as well as conditions associated with physical and psychosocial repercussions of sickle cell anemia. Conclusion: As sickle cell anemia is considered a progressive cerebral vasculopathy, it is a potential risk factor for neurocognitive and psychosocial development. Therefore, periodic neuropsychological and behavioral evaluations of children and adolescents with sickle cell anemia may represent a useful measure to reduce long-term biopsychosocial repercussions.

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Este artigo aborda um conjunto de trabalhos realizados por Ginsberg sobre as relações étnico-raciais no Brasil. Procuro demonstrar que o processo de inflexão da visão de Ginsberg centrado inicialmente em investigações de natureza comportamental passa gradativamente a mobilizar argumentos socioantropológicos para o entendimento das assimetrias raciais. Argumento que tal mudança decorreu sobretudo da influência dos estudos do psicólogo social e antropólogo Otto Klineberg, da Universidade de Columbia, ex-orientando de Franz Boas, professor do Departamento de Psicologia da USP entre 1945 e 1947, e severo crítico dos testes de inteligência e do valor heurístico do conceito de raça.(AU)

This article analyzes a series of studies by Ginsberg on race relations in Brazil. It tries to describe the inflection process of the vision of a psychologist who, based on behavioral research, started using socio-anthropological arguments for the understanding of racial disparities. This change was caused by the influence of the studies of social psychologist and anthropologist Otto Klineberg, Columbia University, a former advisee of Franz Boas and a severe critic of intelligence tests and the heuristic value of the race concept.(AU)

Cet article analyse une série d’études menées par Ginsberg sur les rapports entre les races au Brésil. Il illustre le processus de transformation du point-de-vue de la psychologue qui, en conduisant des recherches de nature comportementale, passe à utiliser des arguments socio-anthropologiques pour expliquer les différences entre les races. Ce changement est dû à l’influence des études du psychologue social et anthropologue Otto Klineberg de l’Université de Columbia, doctorant de Franz Boas et critique sévère des tests d’intelligence et de la valeur heuristique de la notion de race.(AU)

En este artículo se analizan una serie de estudios llevados a cabo por Ginsberg acerca de las relaciones interraciales en Brasil. Trata de mostrar el proceso de transformación de la visión de la psicología que, basado en investigaciones del comportamiento, va a emplear argumentos socio-antropológicos para la comprensión de las desigualdades raciales. Dicho cambio se debió a la influencia de los estudios del psicólogo social y antropólogo Otto Klineberg, de la Universidad de Columbia, antiguo alumno de Franz Boas y crítico severo de las pruebas de inteligencia y del valor heurístico del concepto de raza.(AU)

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Este artigo aborda um conjunto de trabalhos realizados por Ginsberg sobre as relações étnico-raciais no Brasil. Procuro demonstrar que o processo de inflexão da visão de Ginsberg centrado inicialmente em investigações de natureza comportamental passa gradativamente a mobilizar argumentos socioantropológicos para o entendimento das assimetrias raciais. Argumento que tal mudança decorreu sobretudo da influência dos estudos do psicólogo social e antropólogo Otto Klineberg, da Universidade de Columbia, ex-orientando de Franz Boas, professor do Departamento de Psicologia da USP entre 1945 e 1947, e severo crítico dos testes de inteligência e do valor heurístico do conceito de raça.

This article analyzes a series of studies by Ginsberg on race relations in Brazil. It tries to describe the inflection process of the vision of a psychologist who, based on behavioral research, started using socio-anthropological arguments for the understanding of racial disparities. This change was caused by the influence of the studies of social psychologist and anthropologist Otto Klineberg, Columbia University, a former advisee of Franz Boas and a severe critic of intelligence tests and the heuristic value of the race concept.

Cet article analyse une série d’études menées par Ginsberg sur les rapports entre les races au Brésil. Il illustre le processus de transformation du point-de-vue de la psychologue qui, en conduisant des recherches de nature comportementale, passe à utiliser des arguments socio-anthropologiques pour expliquer les différences entre les races. Ce changement est dû à l’influence des études du psychologue social et anthropologue Otto Klineberg de l’Université de Columbia, doctorant de Franz Boas et critique sévère des tests d’intelligence et de la valeur heuristique de la notion de race.

En este artículo se analizan una serie de estudios llevados a cabo por Ginsberg acerca de las relaciones interraciales en Brasil. Trata de mostrar el proceso de transformación de la visión de la psicología que, basado en investigaciones del comportamiento, va a emplear argumentos socio-antropológicos para la comprensión de las desigualdades raciales. Dicho cambio se debió a la influencia de los estudios del psicólogo social y antropólogo Otto Klineberg, de la Universidad de Columbia, antiguo alumno de Franz Boas y crítico severo de las pruebas de inteligencia y del valor heurístico del concepto de raza.

Dieser Artikel untersucht eine Reihe von Studien, die von Ginsberg in Bezug auf Rassenbeziehungen in Brasilien durchgeführt wurden. Er versucht, den Wandlungsprozess der Auffassung der Psychologin darzustellen, welche sich auf der Verhaltensforschung basierte Studien stützte, um sozio-anthropologische Argumente für das Verständnis der Rassenunterschiede anzuwenden. Diese Wandlung war das Resultat des Einflusses von Studien des Sozialpsychologen und Anthropologen Otto Klineberg von der Columbia University, dessen Doktorvater Franz Boas war, und welcher ein scharfer Kritiker von Intelligenztests und des heuristischen Wertes des Rassenkonzepts war.

本文分析了一系列Aniela Ginsberg在巴西的种族关系的研究。试图表明此心理学家在研究时从行为分析开始通过社会人类学来了解种族的不平衡。此变化主要来自于Otto Klineberg，哥伦比亚大学的社会心理和人类学家，Franz Boas的学生，而一名严重批评智力测试和种族概念的启发价值。.

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To assess cognitive, motor, and language development in preterm infants, and perinatal, neonatal and socioeconomic factors associated with abnormal development. Methods: a cross-sectional study was carried out with 104 preterm infants (gestational ages < 33 weeks) (17 - 30 months corrected ages) using the Bayley III Scale. Logistic regression analysis was performed and prevalence ratios calculated. Results: the average language score (81.9) was low, while cognitive (93.7) and motor (91.1) scores were within normal values. There were deficiencies in receptive but not in expressive language. Male sex (OR 2.55 CI 1.01-6.44) and neonatal pneumonia (OR 33.85 CI 3.3-337.8) were associated with abnormal language scores. No factor was associated with abnormal cognitive scores; male gender indicated an increased risk of abnormal motor scores. The lack of a father was a risk factor for impaired motor development (PR: 2.96, CI: 5.6 - 1.55). There was no statistically significant difference in the development of small and appropriate for gestational age children. Conclusions: the Bayley III Scale was useful for assessing language and cognition separately, discriminating between receptive and expressive language. There was a high frequency of language deficiencies, especially in receptive language. Although motor and cognitive average scores were within the normal range, there was a high frequency of children with delayed development in these areas, especially motor development...

Avaliar o desenvolvimento motor, linguagem e cognitivo em prematuros e fatores perinatais, neonatais e socioeconômicos associados ao desenvolvimento anormal. Métodos: estudo transversal: 104 recém-nascidos pré-termos (idade gestacional <33 semanas) foram avaliados (17 - 30 meses idade corrigida), utilizando a Escala Bayley III. Realizada análise de regressão logística e calculadas razões de prevalência. Resultados: a média do escore de linguagem (81,9) foi baixa, enquanto as dos escores cognitivo (93,7) e motor (91,1) estavam normais. Foram encontrados déficits na linguagem receptiva, não na expressiva. Sexo masculino (OR 2,55 IC 1,01-6,44) e pneumonia neonatal (OR 33,85 IC 3,3-337,8) foram associados com escores anormais de linguagem. Nenhum fator foi associado a pontuações cognitivas anormais; sexo masculino indicou risco aumentado de escores motores anormais. Ausência do pai foi risco para desenvolvimento motor (RP: 2,96 IC 5,6-1,55). Não houve diferença estatística entre o desenvolvimento de crianças pequenas e adequadas para idade gestacional. Conclusões: a escala Bayley III foi vantajosa para avaliar linguagem e cognição separadamente, discriminando linguagem receptiva e expressiva. Houve uma elevada frequência de déficit de linguagem, especialmente receptiva. Embora os escores motor e cognitivo médios estivessem na faixa normal, houve uma alta frequência de atraso nestas áreas, principalmente a motora...

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Trata-se de estudo transversal que objetivou avaliar: consumo de crack (entrevista semi-estruturada), funcionamento adaptativo (relativo às amizades, trabalho e família), psicopatológico (Adult Self-Report) e funções cognitivas (Screening Cognitivo do WAIS-III) de usuários de crack internados. Dos 84 participantes (90,5% homens), 53,6% fez uso diário de crack no último ano, com consumo médio usual de 1,54 gramas (DP=0,53; Mín.=0,5; Máx.=2,5). Houve grande prevalência de classificação na faixa clínica nos problemas internalizantes (77,4%), externalizantes (77,4%), funcionamento adaptativo (variando de 84,6 a 97,6%) e de comportamentos transgressores (70,3% comportamentos de quebra de regras e 59,6% comportamentos anti-sociais). As funções cognitivas encontraram-se preservadas (médio inferior/médio/médio superior) na grande maioria (>75%) dos entrevistados, com pior desempenho no subteste Vocabulário (22,6% classificação inferior).

The aim of this cross-sectional study was to assess the use of crack cocaine (semi-structured interview), adaptive functioning (concerning friends, work, and family), psychopathological functioning (Adult Self-Report) and cognitive functions (WAIS-III) among hospitalized crack cocaine users. From the 84 respondents (90.5% male), 53.6% used crack cocaine on a daily basis in the previous year, with an usual average consumption of 1.54 grams (SD=.53; Min.=.5; Max.=2.5). There was a large prevalence of internalizing (77.4%) and externalizing (77.4%) problems, adaptive functioning (84.6 to 97.6%) and wrongful behavior (70.3% of rule-breaking behavior and 59.6% of antisocial behavior). Cognitive functions were preserved (low average/average/high average) in most respondents (>75%), with worse performance on the Vocabulary subtest (22.6% in the low average range).

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Trata-se de estudo transversal que objetivou avaliar: consumo de crack (entrevista semi-estruturada), funcionamento adaptativo (relativo às amizades, trabalho e família), psicopatológico (Adult Self-Report) e funções cognitivas (Screening Cognitivo do WAIS-III) de usuários de crack internados. Dos 84 participantes (90,5% homens), 53,6% fez uso diário de crack no último ano, com consumo médio usual de 1,54 gramas (DP=0,53; Mín.=0,5; Máx.=2,5). Houve grande prevalência de classificação na faixa clínica nos problemas internalizantes (77,4%), externalizantes (77,4%), funcionamento adaptativo (variando de 84,6 a 97,6%) e de comportamentos transgressores (70,3% comportamentos de quebra de regras e 59,6% comportamentos anti-sociais). As funções cognitivas encontraram-se preservadas (médio inferior/médio/médio superior) na grande maioria (>75%) dos entrevistados, com pior desempenho no subteste Vocabulário (22,6% classificação inferior).(AU)

The aim of this cross-sectional study was to assess the use of crack cocaine (semi-structured interview), adaptive functioning (concerning friends, work, and family), psychopathological functioning (Adult Self-Report) and cognitive functions (WAIS-III) among hospitalized crack cocaine users. From the 84 respondents (90.5% male), 53.6% used crack cocaine on a daily basis in the previous year, with an usual average consumption of 1.54 grams (SD=.53; Min.=.5; Max.=2.5). There was a large prevalence of internalizing (77.4%) and externalizing (77.4%) problems, adaptive functioning (84.6 to 97.6%) and wrongful behavior (70.3% of rule-breaking behavior and 59.6% of antisocial behavior). Cognitive functions were preserved (low average/average/high average) in most respondents (>75%), with worse performance on the Vocabulary subtest (22.6% in the low average range).(AU)

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Introducción: para el trastorno de déficit de atención e hiperactividad (TDAH), se utilizan los criterios del DSM-IV; sin embargo, este resulta complejo y puede ser costoso. En consecuencia, han surgido diversas escalas específicas o no de conducta (pruebas psiconeurológicas) por lo que surge un particular interés de conocer su utilidad en el TDAH. Objetivo: identificar, sintetizar y evaluar la mejor evidencia disponible sobre la utilidad del test de Conners e inteligencia en el diagnóstico de TDAH en la población entre 6 y 19 años. Métodos: se realizó una revisión sistemática de estudios de pruebas diagnósticas que evaluaron la validez diagnóstica, confiabilidad y efectividad de la realización del test de Conners y test de inteligencia en el diagnóstico de TDAH en población entre 6 y 19 años, usando la base de datos de PubMed, LILACS, Cochrane, DARE y National Guideline Clearinghouse, publicados hasta febrero de 2012, en inglés y español. A los artículos que cumplieron con los criterios de inclusión, se les evaluó su calidad metodológica según patrones estándar para estudios de revisión y de pruebas diagnósticas, por dos investigadores en forma independiente y consensuada. Resultados: de los 110 estudios encontrados inicialmente, se incluyeron diez estudios: tres revisiones sistemáticas de mediana calidad y adicionalmente siete artículos primarios de pruebas diagnósticas de buena calidad, y cinco guías clínicas basadas en evidencias que abordan este tema. Conclusiones: la validez, confiabilidad y efectividad del test de Conners y de inteligencia son heterogéneas, y las guías de práctica clínica no recomiendan su utilización. El uso de dichos métodos se recomienda para la valoración integral del individuo con este trastorno.

Introduction: DSM-IV criteria are generally used to diagnose Attention Deficit and Hyperactivity Disorder (ADHD); however, this is complex and can be expensive. Consequently, several specific scales or behavioral (psycho-neurological tests) tests have been introduced, which leads to the need of knowing about their usefulness in ADHD. Purpose: To identify, synthesize and evaluate the best available evidence on the usefulness of the Conners and intelligence tests in the diagnosis of ADHD in the population between 6 and 19 years. Methods: This is a systematic review of studies of diagnostic tests that evaluated the diagnostic validity, reliability and effectiveness of Conners and intelligence tests in the diagnosis of ADHD in population between 6 and 19 years, using the PubMed database, LILACS, Cochrane, DARE and National Guideline Clearinghouse, published until February 2012, in English and Spanish. The articles that met the inclusion criteria were assessed for methodological quality by two independent researchers who reached a consensus. Results: Of the 110 studies found initially that address this issue, ten studies were included: three medium quality systematic reviews, seven good quality diagnostic test primary studies, and five evidence-based clinical guidelines. Conclusions: The validity, reliability and effectiveness of Conners test and the intelligence test are heterogeneous, and clinical practice guidelines do not recommend their use. The use of these methods is recommended only in the overall assessment of the individual with the disorder.

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Um processo de validação adequado é fundamental para assegurar uma interpretação correta dos resultados de um teste. Assim, este estudo investigou a validade convergente do teste não-verbal de inteligência SON-R 2½-7[a] com o WPPSI-III e o WISC-III. O teste é a versão abreviada do SON-R 2½-7, de origem holandesa, normatizado e validado em vários países da Europa. No total, 109 crianças de três estados brasileiros participaram do estudo. A correlação entre o SON-R 2½-7[a] e o WPPSI-III foi igual a 0,75 e com o WISC-III foi de 0,69. Esses coeficientes de validade são muito semelhantes aos encontrados em estudos feitos com o SON-R 2½-7 em outros países. Conclui-se que os resultados indicam uma validade convergente satisfatória do teste SON-R 2½-7[a].(AU)

An adequate validation process is fundamental to ensure sound interpretations of test results. Thus, this study aimed to investigate the convergent validity of the SON-R 2½-7[a] with the WPPSI-III and the WISC-III. The test is an abridged edition of the SON-R 2½-7, a Dutch non-verbal intelligence test, with normatization and validation studies done in several European countries. A total of 109 children from three Brazilian states participated in the study. The correlations of the SON-R 2½-7[a] with the WPPSI-III and with the WISC-III were .75 and .69, respectively. The validation coefficients encountered are very similar to the ones found in studies with the SON-R 2½-7 in other countries. The results imply a satisfactory convergent validity of the SON-R 2½-7[a].(AU)

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Um processo de validação adequado é fundamental para assegurar uma interpretação correta dos resultados de um teste. Assim, este estudo investigou a validade convergente do teste não-verbal de inteligência SON-R 2½-7[a] com o WPPSI-III e o WISC-III. O teste é a versão abreviada do SON-R 2½-7, de origem holandesa, normatizado e validado em vários países da Europa. No total, 109 crianças de três estados brasileiros participaram do estudo. A correlação entre o SON-R 2½-7[a] e o WPPSI-III foi igual a 0,75 e com o WISC-III foi de 0,69. Esses coeficientes de validade são muito semelhantes aos encontrados em estudos feitos com o SON-R 2½-7 em outros países. Conclui-se que os resultados indicam uma validade convergente satisfatória do teste SON-R 2½-7[a].

An adequate validation process is fundamental to ensure sound interpretations of test results. Thus, this study aimed to investigate the convergent validity of the SON-R 2½-7[a] with the WPPSI-III and the WISC-III. The test is an abridged edition of the SON-R 2½-7, a Dutch non-verbal intelligence test, with normatization and validation studies done in several European countries. A total of 109 children from three Brazilian states participated in the study. The correlations of the SON-R 2½-7[a] with the WPPSI-III and with the WISC-III were .75 and .69, respectively. The validation coefficients encountered are very similar to the ones found in studies with the SON-R 2½-7 in other countries. The results imply a satisfactory convergent validity of the SON-R 2½-7[a].

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A Inteligência Emocional (IE) constitui um construto psicológico recente, e um dos aspectos da inteligência mais discutidos na atualidade. Ela reflete, sobretudo, o estudo das interações entre emoção e inteligência, o que nos permite inferir a complexidade do campo conceitual, bem como as dificuldades metodológicas daí decorrentes. Este artigo visa informar ao leitor o corrente status da IE do ponto de vista científico, apresentando-se os modelos teóricos correntes desta forma de inteligência, bem como suas principais características, qualidades, falhas, críticas à teoria, aplicações e correlações com outros construtos psicológicos. Além disso, apresenta-se uma discussão acerca dos tipos de instrumentos de medida da IE que têm sido utilizados, incluindo aspectos e pesquisas relacionadas à capacidade destas escalas de predizer comportamentos, de forma independente das medidas psicométricas existentes. Embora sejam notáveis a ampliação do campo e os progressos no desenvolvimento da teoria da IE, bem como dos testes que se propõem medi-la, ainda há problemas a serem sanados e melhor investigados (como os referentes à validade de construto e aos tipos de escalas de IE existentes). Estes e outros aspectos serão relatados e problematizados ao longo do artigo.

Emotional Intelligence (EI) is a recent psychological construct, and also one of the most discussed aspects regarding intelligence. Moreover, it reflects the study of the interrelations between emotion and intelligence, which allows us to infer the complexity of its conceptual field, as well as its methodological difficulties. This article aims to inform the reader of the current status of EI from a scientific point of view. Therefore, it comprises the current EI theoretical models, as well as its main characteristics, qualities, pitfalls, critics, applications and correlations with other psychological constructs. Additionally, it will be discussed the types of instruments that have been used to assess EI, including aspects and researches related to the capacity of these scales to predict behavior, independently of the existing psychometric measures. Although the progress in the development of the EI theory is noticeable, as well as the tests that are devised to measure it, there are still problems remaining unsolved which ought to be better investigated like those related to construct validity and the types of existent scales. These and other aspects will be reported and discussed throughout the article.

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