Listar Ciencias Humanas por autor "Haase, Vitor Geraldi"
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Are “cool” executive function impairments more salient in ADHD symptoms than in reading disability?
Koltermann, Gabriella; Becker, Natália; Silva, Júlia B. Lopes; Gomiero, Juliana Sampaio Guedes; Paiva, Giulia Moreira; Haase, Vitor Geraldi; Salles, Jerusa Fumagalli de (2020) [Artículo de periódico]Introduction: Reading disability (RD) and Attention Deficit Hyperactivity Disorder (ADHD) symptoms often co-occur in school-age children. Methods: The present study evaluated the performance of 216 Brazilian children from ... -
Inattention symptoms are predictors of neuropsychological functioning in children from 3rd and 4th grades
Becker, Natália; Koltermann, Gabriella; Paiva, Giulia Moreira; Gomides, Mariuche Rodrigues de Almeida; Haase, Vitor Geraldi; Salles, Jerusa Fumagalli de (2020) [Artículo de periódico]Symptoms of inattention and hyperactivity/impulsivity, arranged along a continuum, are commonly associated with neuropsychological and academic deficits, even in the general population. The aim of this study is to analyze ... -
Intragroup differences and similarities in performance on rapid automatized naming tasks in children with ADHD symptoms, children with reading disabilities, and controls
Koltermann, Gabriella; Becker, Natália; Wauke, Ana Paula Toome; Oliveira, Cristiano Pereira de; Gomides, Mariuche Rodrigues de Almeida; Paiva, Giulia Moreira; Haase, Vitor Geraldi; Salles, Jerusa Fumagalli de (2020) [Artículo de periódico]Introduction Rapid automatized naming (RAN) is the ability to name, as fast as possible, symbols such as letters, digits and figures. The present study aimed to investigate intragroup performance patterns on RAN tasks in ... -
Translation and cross-cultural adaptation of the Brazilian version of the Reading Anxiety Scale : short version
Basso, Fabiane Puntel; Piccolo, Luciane da Rosa; Giacomoni, Claudia Hofheinz; Salles, Jerusa Fumagalli de; Lima, Melina; Haase, Vitor Geraldi; Zbornik, John (2020) [Artículo de periódico]Reading anxiety refers to a negative emotional reaction to the reading process that causes the individual to avoid activities involving reading. To date, there are no instruments to evaluate this construct validated for ...