A estimulação cognitiva através da aprendizagem mediada: uma proposta de promoção das habilidades cognitivas em crianças de meio social desfavorecido

Partindo de dois referenciais teóricos da inteligência, psicométrico e cognitivo, esta tese centra-se no conceito de modificabilidade cognitiva e nos programas de estimulação (treino) cognitiva. Em particular é feita uma descrição detalhada do Programa de Enriquecimento Instrumental-PEI (Feuerstein et al., 1980), nomeadamente alguns conceitos centrais à sua fundamentação e implementação, por exemplo a experiência de aprendizagem mediada, o mapa cognitivo e a modificação cognitiva estrutural, pois que foi o programa considerado no nosso estudo empírico. Em termos empíricos procedemos à aplicação do PEI (tarefa de organização de pontos) junto de um grupo de crianças de 10 a 13 anos, do 4º ano do ensino fundamental, provenientes de um meio sociocultural desfavorecido. Este grupo representava a globalidade de uma turma da escola escolhida (25 crianças), havendo uma outra turma similar da mesma escola que serviu de grupo de comparação (26 crianças). O plano experimental inclui uma avaliação de pré-teste e pósteste com provas cognitivas e de leitura. Igualmente foi considerado o rendimento escolar das crianças, acrescentando-se no grupo experimental uma avaliação mais qualitativa assente nas funções cognitivas, atitudes e comportamentos das crianças ao longo da realização das atividades propostas no programa de estimulação cognitiva. Os resultados obtidos apontam para um efeito benéfico do programa quando comparamos as crianças do grupo experimental e de controlo no pós-teste em termos das habilidades cognitivas e numa das provas de leitura. Igualmente se observam melhorias nas suas funções cognitivas, atitudes e comportamentos de implicação na realização das tarefas ao longo do programa, registando-se uma melhoria do pré-teste para o pós-teste no rendimento académico, contudo esta melhoria ocorre igualmente no grupo de controlo. Estes resultados são discutidos à luz da investigação sobre os programas de treino cognitivo, e em particular do PEI, retirando-se ilações para a prática educativa e para a continuidade da investigação nesta área.

Self-narrative reconstruction after dilemma-focused therapy for depression: a comparison of good and poor outcome cases

Objective: The aim of this study is to improve the understanding of self-changes after an intervention for depression focused on implicative dilemmas, a type of cognitive conflict related to identity. As recent research has highlighted the relevance of identity-related dilemmas in clients with depression, we sought to assess the way in which clients resolve such inner conflicts after a tailored dilemma-focused intervention and how this is reflected in the clients’ self-narratives. Method: We used three instruments to observe differences between good (n = 5) and poor (n = 5) outcome cases: (i) the Repertory Grid Technique to track the resolution of dilemmas, (ii) the Change Interview to compile clients’ accounts of changes at posttreatment, and (iii) the Innovative Moments Coding System to examine the emergence of clients’ novelties at the Change Interview. Results: Groups did not differ in terms of the number and relevance of client-identified significantly helpful events. However, between-group differences were found for the resolution of dilemmas and for the proportion of high-level innovative moment (IM) types. Furthermore, a greater self-narrative reconstruction was associated with higher levels of symptom improvement. Conclusions: Good outcome cases seem to be associated with the resolution of conflicts and high-level IMs.

Short-term corneal changes with gas-permeable contact lens wear in keratoconus subjects: a comparison of two fitting approaches

Purpose: To evaluate changes in anterior corneal topography and higher-order aberrations (HOA) after 14-days of rigid gas-permeable (RGP) contact lens (CL) wear in keratoconus subjects comparing two different fitting approaches. Methods: Thirty-one keratoconus subjects (50 eyes) without previous history of CL wear were recruited for the study. Subjects were randomly fitted to either an apical-touch or three-pointtouch fitting approach. The lens’ back optic zone radius (BOZR) was 0.4 mm and 0.1 mm flatter than the first definite apical clearance lens, respectively. Differences between the baseline and post-CL wear for steepest, flattest and average corneal power (ACP) readings, central corneal astigmatism (CCA), maximum tangential curvature (KTag), anterior corneal surface asphericity, anterior corneal surface HOA and thinnest corneal thickness measured with Pentacam were compared. Results: A statistically significant flattening was found over time on the flattest and steepest simulated keratometry and ACP in apical-touch group (all p < 0.01). A statistically significant reduction in KTag was found in both groups after contact lens wear (all p < 0.05). Significant reduction was found over time in CCA (p = 0.001) and anterior corneal asphericity in both groups (p < 0.001). Thickness at the thinnest corneal point increased significantly after CL wear (p < 0.0001). Coma-like and total HOA root mean square (RMS) error were significantly reduced following CL wearing in both fitting approaches (all p < 0.05). Conclusion: Short-term rigid gas-permeable CL wear flattens the anterior cornea, increases the thinnest corneal thickness and reduces anterior surface HOA in keratoconus subjects. Apicaltouch was associated with greater corneal flattening in comparison to three-point-touch lens wear.