Variability in neurocognitive performance: Age, gender, and school-related differences in children and from ages 6 to 12

Renata KochhannPsychology Department, Post-Graduate Program in Psychology, Human Cognition, Pontifical Catholic University of Rio Grande do Sul (PUCRS), Porto Alegre, Rio Grande do Sul, BrasilCorrespondence[email protected]

Hosana Alves GonçalvesPsychology Department, Post-Graduate Program in Psychology, Human Cognition, Pontifical Catholic University of Rio Grande do Sul (PUCRS), Porto Alegre, Rio Grande do Sul, Brasil

Janice da Rosa PurezaPsychology Department, Post-Graduate Program in Psychology, Human Cognition, Pontifical Catholic University of Rio Grande do Sul (PUCRS), Porto Alegre, Rio Grande do Sul, Brasil

Vanisa Fante ViapianaPsychology Department, Post-Graduate Program in Psychology, Human Cognition, Pontifical Catholic University of Rio Grande do Sul (PUCRS), Porto Alegre, Rio Grande do Sul, Brasil

Flavia dos Passos FonsecaPsychology Department, Post-Graduate Program in Psychology, Human Cognition, Pontifical Catholic University of Rio Grande do Sul (PUCRS), Porto Alegre, Rio Grande do Sul, Brasil

Jerusa Fumagali SallesPsychology Institute, Federal University of Rio Grande do Sul, Porto Alegre, Rio Grande do Sul, Brazil

http://orcid.org/0000-0003-0877-488X

Rochele Paz FonsecaPsychology Department, Post-Graduate Program in Psychology, Human Cognition, Pontifical Catholic University of Rio Grande do Sul (PUCRS), Porto Alegre, Rio Grande do Sul, Brasil

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ABSTRACT

Cognitive development in children presents peculiarities according to groups of age, gender, and type of school. Few studies have been investigating the effects of all these factors. The aim of this study was to investigate the main effects and the interactions of age, gender, and type of school in 419 children from ages 6 to 12 years old evaluated by the Child Brief Neuropsychological Assessment Battery (NEUPSILIN-Inf). Older children, children in private schools and girls presented better results. Interactions between all three independent variables were observed in different cognitive domains. The results highlight both the heterogeneity and the influence of multiple factors in children’s neuropsychological development.

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Variability in neurocognitive performance: Age, gender, and school-related differences in children and from ages 6 to 12

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Variability in neurocognitive performance: Age, gender, and school-related differences in children and from ages 6 to 12

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