| Poster | Poster Session 11 Program Schedule
02/17/2024
10:45 am - 12:00 pm
Room: Majestic Complex (Posters 61-120)
Poster Session 11: Cultural Neuropsychology | Education/Training | Professional Practice Issues
Final Abstract #97
The nature and development of executive functions: an exploratory study of children in public elementary school in the city of Itamonte (MG - Brazil) and rural districts
Raquel Souza, Pontifícial University of Rio de Janeiro, Rio de Janeiro, Brazil
Helenice Fichman, Pontificial University of Rio de Janeiro, Rio de Janeiro, Brazil
Larissa Hartle, D’Or Institute for Research and Education, Rio de Janeiro, Brazil
Samara Santos, Pontificial University of Rio de Janeiro, Rio de Janeiro, Brazil
Category: Cross Cultural Neuropsychology/ Clinical Cultural Neuroscience
Keyword 1: child development disorders
Keyword 2: cognitive processing
Keyword 3: neural circuitry
Objective:
The aim of the present study is to compare the development of executive functions in children in different contexts of interaction with nature in a municipality and its rural districts.
Participants and Methods:
The present study will investigate 50 children who live in the rural area of Itamonte (MG), 50 children who live in the urban area of Itamonte (MG) and 50 children who live in the city of Rio de Janeiro. All children attend regular municipal schools. The children studied are between 5 and 12 years old, and are enrolled in elementary school. The evaluations were conducted after the consent form was signed by those responsible and the child's own assent. Computerized neuropsychological tests were applied (Brief Battery CompCog) to assess executive functions, memory and attention.
Results:
The results indicated that the average value of correct answers from the Stroop - second part, were equivalent in equality values with (M = 0.97 (0.25)) for children from the city, and (M = 0.95 (0.25)) for rural children, significantly corroborated by t (88)= - 2.63, p< 0.01, r = 0.01. We also highlight the values of active search for probing, in a greater total time (M= 126.55 (7.65)) for children from the city and smaller (M= 120.46 (13.92)) for children from the countryside, with t (88) = 2.40, p<0.05, r = 0.018, as well as in the other evaluation blocks. In the first block, the median time of correct answers was evident t (88) = 2.31, p< 0.05, r = 0.049, based on their highest means (M = 651.33 (108.10)) for children in the city and smaller (M = 586.98 (99.12)) for children from rural areas, and the median error time t (88) = -2.255, p< 0.05, r = 0.012 with (M =.136.70 (234.81)) decreased for children from the city, compared to (M= 314.49 (286.80)) for rural children. In the second block, the average time of urban children presented (M = 671.90 (76.20)) comparatively higher (M = 618.08 (123.97)) to the time of rural children, with a t (88) = 2.22, p<0.05, r = 0.029. And finally, the third probe block with median reaction time with t (88)= 2.136, p<0.05, r= 0.035, from (M = 652.64 (83.07)) increased for city children in relation to (M = 600.48 (101.76)) for children from the rural area, and with a median time of correct answers with (M = 659.08 (82.34)) for urban children and (M = 610, 53 (104.52)), at t(88) = 1.99, p<0.05, r=0.05.
Conclusions:
Results indicated equivalence of aspects such as selective attention and inhibitory control for controlled processes. As for processing speed, results in probing tests, related to time and attention, indicated significantly greater differences in processing speed for children in urban areas. It is believed that for better thematic monitoring, comparatively measuring the relevant impacts of cognitive development in terms of their functions in nature, it would also be necessary to measure the quality, quantity and functionality of the stimuli to which children immersed in 100% urban areas would be subjected, their impacts on mental health, in a world with growing agendas such as sustainability and self-management.
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