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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Article
Author(s)
Camila Tarif F. Folquitto, Camila L. Rodrigues, Enio R. Andrade, Cristiana C. C. Rocca, Maria Thereza C. C. Souza
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DOI:10.17265/2159-5542/2014.03.002
Affiliation(s)
University of Sao Paulo, Sao Paulo, Brazil
ABSTRACT
Piaget’s
theory of psychological development can contribute to a better understanding of
ADHD (attention deficit hyperactivity disorder). The assumption is that
children with ADHD present deficits in the development of the construction of operational
notions, such as space-time conceptions and causality. Sixty-nine children
(aged 6 to 12) were divided into two groups: children with ADHD and children
without diagnosis. According to Piaget’s clinical interview, Piagetian tasks
were applied. The clinical sample was sub-divided into children who used
methylphenidate and non-medicated children. ADHD children showed a tendency to
response and reasoning considered most common at developmental levels inferior
to the comparison group. Regarding the use of methylphenidate, there was no
significant difference of performance between the subgroups. Results may be
indicative that the deficits relate mainly to structuring aspects of thinking,
and not to performance. Theoretical and practical implications were discussed.
KEYWORDS
ADHD (attention deficit hyperactivity disorder), development, cognitive processes, Piagetian tasks
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