Please use this identifier to cite or link to this item: https://hdl.handle.net/10316/47362
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dc.contributor.advisorGomes, Ana A.-
dc.contributor.authorCruz, H.-
dc.contributor.authorGomes, A. Allen-
dc.contributor.authorLeitão, J. A.-
dc.contributor.authorCouto, D.-
dc.contributor.authorCarvalhais, L.-
dc.contributor.authorSilva, C. F.-
dc.date.accessioned2018-02-01T15:44:10Z-
dc.date.available2018-02-01T15:44:10Z-
dc.date.issued2016-
dc.identifier.isbn978-88-7587-733-0-
dc.identifier.urihttps://hdl.handle.net/10316/47362-
dc.description.abstractThe present work is part of a larger ongoing research project and it specifically aims to scrutinize whether diurnal-type (morningness- eveningness) and time-of-day have an impact (synchrony effect) on the results obtained by primary school children in standardized measures assessing reading skills and difficulties. Morning- and evening-type children attending the 2nd, 3rd or 4th grades were selected in a Portuguese “School Cluster” Using the Portuguese version of the Werner et al. (2009) Children Chronotype Questionnaire. The selected participants were randomly assigned to assessment sessions in the morning (9:00-10:30) or in the afternoon (16:00-17:30). There were 78 children (40 boys, 38 girls), 39 (50.0%) morning-type and 38 (50.0%) evening-type, 40 assessed in morning sessions and 38 in afternoon sessions. Reading abilities/difficulties were assessed using the Sucena & Castro (2011) battery ALEPE ‐ Avaliação da Leitura em Português Europeu [European Portuguese Reading Assessment battery], by a single evaluator who was blind to each child diurnaltype. Comparing morning and afternoon sessions, morning-types mainly showed similar scores, both in terms of answer correctness and reaction times, excepting for significantly higher scores in three tests in the morning sessions. Evening-types showed similar scores in most tests for answer correctness, but in two tests they achieved significantly higher scores in the morning, and mean reaction times were consistently shorter in the morning in comparison to the afternoon sessions. In 5 out of the 7 ALEPE tests that yield reaction time scores, differences reached, or were close to, statistical significance (p < 0.05, or p < 0.15, respectively). In conclusion, in spite of evening types’ performance seeming in most cases to be unaffected by time-of-day in a standardized battery of tests assessing reading abilities and difficulties, their shorter reaction times when tested in their nonoptimal time-of-day (i.e., in the morning) indicates an asynchrony effect. Contrarily to our initial expectations, results obtained so far in evening-type children suggest that specific tasks may benefit from non-optimal moments, as indicated by recent evidence. Support: FCT/COMPETE/QREN – research project PTDC/PSIEDD/120003/2010.por
dc.language.isoengpor
dc.publisherMedimondpor
dc.relationProject PTDC/PSI-EDD/120003/2010 funded by the Foundation for Science and Technology (FCT) and FEDER/COMPETE/QREN.por
dc.rightsopenAccesspor
dc.subjectmorningness-eveningnesspor
dc.subjecttime of daypor
dc.subjectchronotypepor
dc.subjectchildrenpor
dc.subjectoptimal timepor
dc.subjectreading abilities/difficultiespor
dc.titleCombined impact of diurnal type and time of day on children’s results in a battery of measurements probing reading abilities: Preliminary Resultspor
dc.typebookPartpor
degois.publication.firstPage9por
degois.publication.lastPage12por
degois.publication.locationBolognapor
dc.peerreviewedyespor
uc.controloAutoridadeSim-
item.languageiso639-1en-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.openairetypebookPart-
item.fulltextCom Texto completo-
item.grantfulltextopen-
item.cerifentitytypePublications-
crisitem.author.researchunitCenter for Research in Neuropsychology and Cognitive Behavioral Intervention-
crisitem.author.orcid0000-0002-8221-6985-
crisitem.advisor.researchunitCenter for Research in Neuropsychology and Cognitive Behavioral Intervention-
crisitem.advisor.orcid0000-0002-8221-6985-
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