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Revista Psicopedagogia

Print version ISSN 0103-8486


ARAUJO, Gleyna Lemos Leonez de  and  AZONI, Cíntia Alves Salgado. Performance of executive functions in adolescents: Study of intervention with educational robotics. Rev. psicopedag. [online]. 2020, vol.37, n.112, pp.5-17. ISSN 0103-8486.

OBJECTIVE: This study was to evaluate evaluative of Robotic Educational tools and plays of 15 years and 16 years, using the use of the LEGO Mindstorms® software METHODS: This is a longitudinal, interventional study of predominantly quantitative nature. The study included 14 adolescents, in the above age group, students from schools in the city of Natal, RN, Brazil, divided into Control Group (CG) and Study Group (GE). For the pre-postoperative evaluation, as FE was formed by distinct and distinct instruments, such as: Inhibitory control, through the Five Digits Test / Five Digits Test - FDT; working memory, with the use of Corsi Blocks; planning capacity, evaluated by the task of Tower of London and; cognitive flexibility, through Wisconsin and FDT. Intellectual performance was assessed using the Wechsler Abridged Intelligence Scale - WASI. For an intervention, the GE participated in workshops with a tool of RE LEGO Mindstorms®, in total 36 meetings of 60 minutes each. All GE participants were submitted to the same form of use of the tool, with a trained teacher RESULTS: There was a statistically significant difference in the executive functions of Inhibitory Control (p<0.01; r=0.75), Cognitive Flexibility (p<0.01; r=1.50) and Planning (p<0.001; r=3.87) Conclusion: These results evidenced that the impact of the influence on cognitive economy, inhibitory control and planning. The measures of memory were not statistically significant. Researchers were included in generalization analysis and follow-up measures for an intervention

Keywords : Neuropsychology; Executive Functions; Adolescents; Educational Robotics; Intervention.

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