Tempo de resposta em tarefas de habilidades perceptivo-motoras e desempenho acadêmico
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Data
2021-05-28
Autores
Toledo, Larissa Cristina Silva
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente estudo teve como objetivo investigar o tempo de resposta em três tarefas experimentais em crianças com desempenho acadêmico satisfatório e baixo. A amostra para a pesquisa consistiu de dez crianças (cinco meninos), de um escola municipal, do terceiro ano do ensino fundamental, sendo cinco classificadas como com desempenho acadêmico satisfatório e outras cinco com desempenho acadêmico baixo, conforme avaliação da professora da sala de aula. Durante as coletas, houve uma interrupção do trabalho devido a pandemia Covid-19 e foi necessário realizar ajustes na coleta de dados. O Teste de Desempenho Escolar – TED II foi aplicado para verificar a indicação da professora na composição dos grupos. Dois equipamentos customizados para as tarefas de tempo de resposta foram utilizados. Um deles para a tarefa de tempo de resposta simples e de escolha e com dica válida e inválida. Um outro equipamento foi usado para a tarefa de tempo de resposta com dica implícita. A dica implícita foi um ponto preto bem pequeno e muitas vezes imperceptível visualmente que aparecia a 43, 86 e 129 ms antes do estímulo para a resposta. Os resultados do estudo indicaram que as condições das tarefas realizadas (simples e escolha; e os diferentes intervalos da dica implícita) alcançaram níveis de significância (p < 0.01). Ainda, na comparação do tempo de reposta em termos de escore Z (medida utilizada para verificar se a dica implicita que aparece em 43, 86 e 129 ms ajudou ou não os participantes a melhorar seus tempos), as crianças com desempenho acadêmico baixo se beneficiaram significativamente da dica (p < 0.05). No entanto, não houve efeito da dica válida e inválida, tampouco diferença de grupo em função desse tipo de dica. Em resumo, o presente estudo demonstrou que as crianças com desempenho acadêmico baixo tendem a ser mais lentas para responder a estimulos envolvendo habilidades perceptivo-motoras. A quantidade de incerteza na informação para o tempo de resposta sob demanda temporal afeta mais as com desempenho acadêmico baixo. Finalmente, a dica aparenta ser útil em alguma medida para as crianças em geral, mas pode ser mais relevante para aquelas com desempenho acadêmico baixo.
The present study aimed to investigate the response time in three reaction time tasks in children with satisfactory and low academic performance. The sample for the research consisted of ten children, five boys and five girls, from a municipal school, in the third year of elementary school, with five classified as satisfactory academic performance and another five as low academic performance, as assessed by the classroom teacher. Adjustments in the data collection occurred due to the Covid-19 pandemic. The School Performance Test – TED II was applied to verify the teacher's indication in the composition of the groups. Two custom equipment for response time tasks were used. One of them for the simple and choice response time tasks and for the valid and invalid precue task. Another device was used for the implicit cueing response time task. The implicit cueing was a tiny and often visually imperceptible black dot that appeared at 43, 86, and 129 ms before the stimulus for the response. The results of the study indicated that the conditions of the tasks performed (simple and choice; and the different intervals of the implicit cueing) reached significance levels (p < 0.01). Also, when comparing the response time in terms of Z score (a measure used to verify whether the implicit cueing that appeared in 43, 86, and 129 ms helped or not the participants to improve their response times), children with poor academic performance benefited significantly from the cueing (p < 0.05). However, there was no effect for the valid and invalid precue, nor group difference. In summary, the present study demonstrated that children with low academic performance tend to be slower to respond to stimuli involving perceptual-motor skills. The amount of uncertainty in the information for response time under temporal demand most affects those with low academic performance. Finally, the cueing appears to be helpful to some extent for children in general, but it may be more relevant for those with low academic achievement.
The present study aimed to investigate the response time in three reaction time tasks in children with satisfactory and low academic performance. The sample for the research consisted of ten children, five boys and five girls, from a municipal school, in the third year of elementary school, with five classified as satisfactory academic performance and another five as low academic performance, as assessed by the classroom teacher. Adjustments in the data collection occurred due to the Covid-19 pandemic. The School Performance Test – TED II was applied to verify the teacher's indication in the composition of the groups. Two custom equipment for response time tasks were used. One of them for the simple and choice response time tasks and for the valid and invalid precue task. Another device was used for the implicit cueing response time task. The implicit cueing was a tiny and often visually imperceptible black dot that appeared at 43, 86, and 129 ms before the stimulus for the response. The results of the study indicated that the conditions of the tasks performed (simple and choice; and the different intervals of the implicit cueing) reached significance levels (p < 0.01). Also, when comparing the response time in terms of Z score (a measure used to verify whether the implicit cueing that appeared in 43, 86, and 129 ms helped or not the participants to improve their response times), children with poor academic performance benefited significantly from the cueing (p < 0.05). However, there was no effect for the valid and invalid precue, nor group difference. In summary, the present study demonstrated that children with low academic performance tend to be slower to respond to stimuli involving perceptual-motor skills. The amount of uncertainty in the information for response time under temporal demand most affects those with low academic performance. Finally, the cueing appears to be helpful to some extent for children in general, but it may be more relevant for those with low academic achievement.
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Palavras-chave
Tempo de reação, Processamento de informação, Dica, Criança, Desempenho acadêmico, Reaction time, Information processing, Tip, Kid, Academic achievement