Confrontation Naming and Reading Abilities at Primary School: A Longitudinal Study.

BACKGROUND: Confrontation naming tasks are useful in the assessment of children with learning and language disorders. OBJECTIVES: The aims of this study were (1) providing longitudinal data on confrontation naming; (2) investigating the role of socioeconomic status (SES), intelligence, age, and gender in confrontation naming; (3) identifying relationship between confrontation naming and reading abilities (fluency, accuracy, and comprehension). METHOD: A five-year longitudinal investigation of confrontation naming (i.e., the Boston Naming Test (BNT)) in a nonclinical sample of Italian primary school children was conducted (n = 126), testing them at the end of each school year, to assess nonverbal intelligence, confrontation naming, and reading abilities. RESULTS: Performance on the BNT emerged as a function of IQ and SES. Significant correlations between confrontation naming and reading abilities, especially comprehension, were found; BNT scores correlated better with reading fluency than with reading accuracy. CONCLUSIONS: The longitudinal data obtained in this study are discussed with regard to reading abilities, intelligence, age, gender, and socioeconomic status.

Efeitos da hemodiálise no campo subjetivo dos pacientes renais crônicos

O objetivo do presente estudo consiste em investigar o campo subjetivo de pacientes urêmicos submetidos a uma situação indefinida de máquino-dependência, já que são mantidos vivos pelo uso que fazem do rim artificial. A partir dos dados colhidos em observação direta e do relato verbal dos pacientes em hemodiálise, alguns indicadores emocionais denotando sofrimento psíquico foram levantados e analisados à luz dos pressupostos teóricos da psicanálise, o que possibilitou reconhecer a necessidade da inserção do profissional psicólogo na equipe multidisciplinar que acompanha esses pacientes, com vistas ao resgate da dimensão subjetiva, essencial para um atendimento de saúde verdadeiramente humano e digno, porém, colocada em segundo plano ou mesmo descartada pela hegemonia do discurso médico-científico (AU)