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Neuropsychological aspects of 10-year-old children

机译：10岁儿童的神经心理方面

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OBJECTIVE: To characterize neuropsychological aspects of 10-yearold children. METHOD: Out of 30 children, 26 cognitively normal 10-year-old public school students answered tests extracted from Luria-Nebraska Neuropsychological Battery: Children's Revision. The study was transversal. Descriptive and inferential statistical analysis were carried out. RESULTS: Most of the 10-year-old children retold a story (69.2%), understood it making correct inference (84.6%) and reproduced it adequately in writing (76.9%) - 14.9% was the average number of incorrectly written words and 0.179 was the errors per written word coefficient. Besides, 53.8% showed logical thought process and 73.1% had a correct notion of "x more than...". They got five out of eight in the visuo-spatial test, an intermediary result. These results show that the tertiary areas of units II and III are developed in most 10-year-old children. The most frequent types of written mistakes were: oral influence (26.3%), multiple representation (22.5%) and omission (18.4%). As to coding principles, the mostly uncomplied with rule was vowel nasalization at end of syllable (23,53%). CONCLUSIONS: Ten-year-old children in the studied population understood and reproduced a story orally and in writing with a low coefficient error/word. The majority completed the visuospatial tests and presented logical thought process. When "x more than..." notion is absent it may be an indicator that all is not well in the reading/writing process.
机译：目的：表征10岁儿童的神经心理方面。方法：在30名儿童中，有26名认知正常的10岁公立学校学生回答了从《卢里亚-内布拉斯加州神经心理障碍：儿童修订》中提取的测试。该研究是横向的。进行描述性和推断性统计分析。结果：大多数10岁的孩子都讲故事（69.2％），理解它能做出正确的推断（84.6％），并能以书面形式充分再现（76.9％）-14.9％是错误书写的单词的平均数量，每个文字系数的误差为0.179。此外，有53.8％的人表示逻辑思维过程，而73.1％的人则表示正确的概念“ x多于...”。他们在视觉空间测试中获得八分之五的成绩，这是一个中间结果。这些结果表明，第二和第三单元的第三区域在大多数10岁的儿童中得到发展。书面错误最常见的类型是：口头影响（26.3％），多重代表（22.5％）和遗漏（18.4％）。至于编码原则，最不遵守的规则是音节末尾的元音鼻音化（23.53％）。结论：研究人群中的10岁儿童通过口头和书面形式理解和复制了一个故事，且错误/单词系数较低。大多数人完成了视觉空间测试并提出了逻辑思维过程。如果缺少“ x大于...”的概念，则可能表明在读/写过程中一切都不好。

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