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Psicologia da Educação

Print version ISSN 1414-6975On-line version ISSN 2175-3520


GANNAM, Lívia Martins; TEIXEIRA, Mirela Foger  and  TABAQUIM, Maria de Lourdes Merighi. Attentional function and cognitive flexibility on students with cleft fissure. Psicol. educ. [online]. 2015, n.40, pp. 87-101. ISSN 1414-6975.

Interfering factors at general child including those with cleft lip and palate at school stage attention can do harm in learning. Objective: Identify the cognitive competences of attention and flexibility on students with cleft fissure and low academic performance. Participants were 45 students, both genders, 8 to 10 years old, which are attending between the 3rd and 5th grade of the public school and compose three groups: GI, with cleft lip and palate and low academic performance; GII, without development changes, but with low academic performance; and, GIII, as control group, without any changes at their development. The resources used were: Raven Test, Progressive Matrices; Scholar Development Test, and, the Wisconsin CardSorting, Some results are: Intellectual resources appeared in the middle and above it in all groups. In academic skills, the GI group had the lowest performance at writing activity, but the same group presented better reading performance compared to GII. In arithmetic activities, the difference occurred only when both groups were compared to GIII. Attentional and cognitive flexibility performance, with the average rating, occurred in 73% of GI, and 100% on the other groups. It was concluded that the impaired academic activities did not constitute direct relationship with optimized performance in executive cognitive functions at the groups complaining about low academic performance, with and without cleft lip and palate, although the last one has had the most impaired performance.

Keywords : cleft lip and palate; cognitive flexibility; low scholar performance.

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