- Educational Neuroscience, Number Sense (Education), Cognitive Neuropsychology, Mind Brain & Education, Neuroeducation, PISA and TIMSS Result, and 10 moreMathematics, Map In Preschool, Spatial Ability In Preschooler, FACULTY OF HEALTH SCIENCES, Cognitive Neuroscience, NEUROSCIENCE AND EDUCATION, Neuromyths, Education, Neuroscience, and Mathematics Educationedit
- Joana Rato holds a PhD in Health Sciences (area of expertise of Neuropsychology) at the Institute of Health Sciences ... moreJoana Rato holds a PhD in Health Sciences (area of expertise of Neuropsychology) at the Institute of Health Sciences of the Universidade Católica Portuguesa.
Joana Rato é doutorada em Ciências da Saúde (área de especialidade em Neuropsicologia) pelo Instituto de Ciências da Saúde da Universidade Católica Portuguesa. Atualmente trabalha como Investigadora de Pós-Doutoramento (FCT) no CIIS da UCP. joana.rato@ics.lisboa.ucp.ptedit
ABSTRACT Stuttering is a multifaceted disorder that can affect children’s psychological state, academic performance, social relationships, and quality of life. Therefore, it is crucial to explore the impact of stuttering in children,... more
ABSTRACT Stuttering is a multifaceted disorder that can affect children’s psychological state, academic performance, social relationships, and quality of life. Therefore, it is crucial to explore the impact of stuttering in children, based on their own perspectives and experiences. The purposes of this study were to: (a) investigate the impact of stuttering in Portuguese school-age children and (b) evaluate the reliability and validity of the European Portuguese translation of Overall Assessment of the Speaker’s Experience of Stuttering (OASES-S-PT). Participants were 50 Portuguese children who stutter, aged 7–12 years (M = 9.10, SD = 1.7). Overall, participants exhibited a mild to moderate overall impact from stuttering. Results suggest that the OASES-S-PT is a suitable measure for assessing the impact of stuttering on Portuguese children. A comparison of adverse impact with OASES data in other countries highlighted the need to include different cultural perceptions in the research about stuttering experiences.
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Background/Aims: Previous research has provided information about how school-aged children perceive their own stuttering; however, less is known about how stuttering is perceived by their parents. The ways that parents view their... more
Background/Aims: Previous research has provided information about how school-aged children perceive their own stuttering; however, less is known about how stuttering is perceived by their parents. The ways that parents view their children’s stuttering could influence how the children themselves react to it. This study proceeds to assess how parents’ perceptions of the impact of stuttering relate to the perceptions of children. Method: Participants were 50 children who stutter aged 7–12 years (mean = 9.10; SD = 1.7) and their parents, recruited from different cities in Portugal. The European Portuguese version of the Overall Assessment of the Speaker’s Experience of Stuttering was administered to the children, and an adapted version of the tool was administered to their parents. Results: Both parents and children showed generally similar overall impact ratings, typically falling in the mild and moderate ranges. Differences were observed in families with a history of stuttering: for t...
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The Shape School is a neuropsychological test of executive functions (EF) for preschool-aged children. The purposes of this study were: (a) to adapt the use of the Shape School for European Portuguese preschool children and (b) to examine... more
The Shape School is a neuropsychological test of executive functions (EF) for preschool-aged children. The purposes of this study were: (a) to adapt the use of the Shape School for European Portuguese preschool children and (b) to examine the cultural sensitivity of this test comparing the performance of Portuguese sample and U.S. normative sample. The executive functioning of 233 typically developing children aged 3 to 5 years old (M = 57.52; SD = 10.25; in months) was analyzed and according to our results, the adapted version was appropriate to obtain the discrimination among age-groups. Portuguese and American preschoolers show similar EF profiles. It was possible, in both samples, to note the sensitivity of the measurement to age-related differences, with the older age groups outperforming the younger. Therefore, the Portuguese version of the Shape School was considered suitable for research and clinical purposes.
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Mente, cérebro e educação (também designado por neurociência educacional ou neuroeducação) trata-se de um novo campo científico que tem suscitado um interesse crescente por parte de profissionais de educação, psicólogos e... more
Mente, cérebro e educação (também designado por neurociência educacional ou neuroeducação) trata-se de um novo campo científico que tem suscitado um interesse crescente por parte de profissionais de educação, psicólogos e
neurocientistas. O estudo da aprendizagem une inevitavelmente a investigação neurocientífica às práticas educativas, mas de acordo com a literatura recente, ainda são inúmeros os problemas que impedem o sucesso desta nova abordagem transdisciplinar. As interpretações erróneas que se concebem a partir dos estudos das neurociências têm sido uma das principais barreiras. Prover caráter neurocientífico à pesquisa e prática educacional torna-se cada vez mais
premente, pelo que é necessário colocar em diálogo a comunidade neurocientífica e a comunidade educativa de forma a implementar projetos colaborativos para se estabelecer um enquadramento teórico e metodológico capaz de testar as melhores práticas pedagógicas.
neurocientistas. O estudo da aprendizagem une inevitavelmente a investigação neurocientífica às práticas educativas, mas de acordo com a literatura recente, ainda são inúmeros os problemas que impedem o sucesso desta nova abordagem transdisciplinar. As interpretações erróneas que se concebem a partir dos estudos das neurociências têm sido uma das principais barreiras. Prover caráter neurocientífico à pesquisa e prática educacional torna-se cada vez mais
premente, pelo que é necessário colocar em diálogo a comunidade neurocientífica e a comunidade educativa de forma a implementar projetos colaborativos para se estabelecer um enquadramento teórico e metodológico capaz de testar as melhores práticas pedagógicas.
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There is a growing interest of neuropsychology in the cognitive processes that children use during their learning. Currently, it is necessary to define a profile, determined by neuropsychological assessment, for analysing early forms of... more
There is a growing interest of neuropsychology in the cognitive processes that children use during their learning. Currently, it is necessary to define a profile, determined by neuropsychological assessment, for analysing early forms of learning. The present work involves the organization of a neuropsychological assessment protocol in order to obtain tools in Portuguese language that can be used in clinical and educational contexts, for screening of children from 3 to 5 years. This protocol will focus on the study of: 1) neuropsychological areas associated with emerging mathematical skills, i.e., visual-spatial abilities, finger gnosia and executive functions; and 2) the numerical skills (symbolic and non-symbolic). More specifically, this work seeks to review the components that support the processing and numerical representation of preschoolers. Then a neuropsychological assessment protocol is proposed to analyse these components, and verify its weight to number sense, as the perception of small quantities (subitizing) or the ability to use fingers functionally and represent them mentally.
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The high number of publications recently released, has revived the discussion about the relation between the neuroscience and educational sciences. Nevertheless, there are still barriers that continue to postpone the success of this... more
The high number of publications recently released, has revived the discussion about the relation between the neuroscience and educational sciences. Nevertheless, there are still barriers that continue to postpone the success of this partnership leading to the redefinition of distinct and independent contributions of both scientific areas. The spread of myths darkening the progress made by cognitive neuroscience in different relevant areas concerning education has been one of the main problems. This essay aims to present the main questions that are debated around this relation. Also, it aims to clarify the misinformation still existing, as well as to arouse the need and urgency of a future cooperation between brain sciences and education.
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Livro de divulgação científica. Editado pela Contraponto.
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Os mais recentes desenvolvimentos no conhecimento do cérebro e o crescente interesse na sua aplicação para a área da educação levam à necessidade de clarificar e distinguir factos científicos de extrapolações precipitadas. O ritmo a que a... more
Os mais recentes desenvolvimentos no conhecimento do cérebro e o crescente interesse na sua aplicação para a área da educação levam à necessidade de clarificar e distinguir factos científicos de extrapolações precipitadas. O ritmo a que a ciência avança parece lento quando comparado com as expectativas associadas às questões do ensino e da melhoria dos processos de aprendizagem.
A curiosidade dá energia ao cérebro?
Quanto maior a acumulação de “dívidas de sono” menor a capacidade de consolidação de novas informações?
Questionar e socializar fortalece a cognição?
A propensão dos adolescentes para correrem riscos está relacionado com as zonas cerebrais que ainda não atingiram a sua maturação?
O exercício físico favorece a memória?
O treino musical modifica estruturalmente o cérebro?
Neste livro, seguimos o caminho percorrido pela ciência e destacamos o que atualmente se investiga, relançando o estudo do «cérebro que aprende», nas crianças e jovens em idade escolar, para um futuro que nos parece ser promissor.
A curiosidade dá energia ao cérebro?
Quanto maior a acumulação de “dívidas de sono” menor a capacidade de consolidação de novas informações?
Questionar e socializar fortalece a cognição?
A propensão dos adolescentes para correrem riscos está relacionado com as zonas cerebrais que ainda não atingiram a sua maturação?
O exercício físico favorece a memória?
O treino musical modifica estruturalmente o cérebro?
Neste livro, seguimos o caminho percorrido pela ciência e destacamos o que atualmente se investiga, relançando o estudo do «cérebro que aprende», nas crianças e jovens em idade escolar, para um futuro que nos parece ser promissor.
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Entrevista no programa da RTP2, Sociedade Civil, no âmbito da semana da Ciência. Episódio 160. Na semana da Ciência, vamos explorar uma das mais importantes áreas para a humanidade: a neurociência.... more
Entrevista no programa da RTP2, Sociedade Civil, no âmbito da semana da Ciência.
Episódio 160. Na semana da Ciência, vamos explorar uma das mais importantes áreas para a humanidade: a neurociência.
https://www.rtp.pt/play/p4365/e375791/sociedade-civil
Episódio 160. Na semana da Ciência, vamos explorar uma das mais importantes áreas para a humanidade: a neurociência.
https://www.rtp.pt/play/p4365/e375791/sociedade-civil
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O canal Saúde + acompanhou o nosso simpósio comemorativo da Semana Internacional do Cérebro, ‘O Cérebro na Católica’, através do programa Histórias Clínicas. Em estúdio estiveram as Professoras Filipa Ribeiro e Vânia Nunes e nas... more
O canal Saúde + acompanhou o nosso simpósio comemorativo da Semana Internacional do Cérebro, ‘O Cérebro na Católica’, através do programa Histórias Clínicas.
Em estúdio estiveram as Professoras Filipa Ribeiro e Vânia Nunes e nas reportagens colaboraram os Professores Alexandre Castro Caldas, Joana Rato e Rita Canaipa.
https://www.saudemais.tv/video/85668-historias-clinicas-t03-e011-01-ciria-pereira-e-andre-ribeirinho-marques?fbclid=IwAR0GHJhoGvnrF0YVRW63J2NX0LcAvZdzs2iOKr_c9jErMSWQbMR-fmrEYS4
Em estúdio estiveram as Professoras Filipa Ribeiro e Vânia Nunes e nas reportagens colaboraram os Professores Alexandre Castro Caldas, Joana Rato e Rita Canaipa.
https://www.saudemais.tv/video/85668-historias-clinicas-t03-e011-01-ciria-pereira-e-andre-ribeirinho-marques?fbclid=IwAR0GHJhoGvnrF0YVRW63J2NX0LcAvZdzs2iOKr_c9jErMSWQbMR-fmrEYS4
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Entrevista ao jornalista Camilo Soldado do Público.
https://www.publico.pt/2018/11/22/ciencia/noticia/n%C3%A3o-usamos-so-10-cerebro-1851927
https://www.publico.pt/2018/11/22/ciencia/noticia/n%C3%A3o-usamos-so-10-cerebro-1851927
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Entrevista sobre o livro NeuroPsicologia do Desporto e do Movimento Humano no programa Faz Sentido - SIC Mulher
Maio 2019
https://sicmulher.pt/programas/faz-sentido/videos/2019-05-08-NeuroPsicologia-do-Desporto-e-do-Movimento-Humano#
Maio 2019
https://sicmulher.pt/programas/faz-sentido/videos/2019-05-08-NeuroPsicologia-do-Desporto-e-do-Movimento-Humano#
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Neste programa, Fernando Alvim conversa com: o músico C4 Pedro a propósito do concerto acústico; Ana Maria Abreu e Joana Rato, autoras de "Neuropsicologia do Desporto e do Movimento Humano". É a vida Alvim T5 Ep12, Canal Q Parte 1... more
Neste programa, Fernando Alvim conversa com: o músico C4 Pedro a propósito do concerto acústico; Ana Maria Abreu e Joana Rato, autoras de "Neuropsicologia do Desporto e do Movimento Humano".
É a vida Alvim T5 Ep12, Canal Q
Parte 1
http://videos.sapo.pt/Kqsh9zcFdmzCknloZ205
Parte 2
http://videos.sapo.pt/canalq/playview/87
É a vida Alvim T5 Ep12, Canal Q
Parte 1
http://videos.sapo.pt/Kqsh9zcFdmzCknloZ205
Parte 2
http://videos.sapo.pt/canalq/playview/87
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Entrevista sobre o cérebro dos adolescentes - http://www.inspiresaude.pt/geral/como-funciona-o-cerebro-dos-adolescentes/
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Conferência no âmbito do Mês da Educação e Ciência 2018 da Fundação Francisco Manuel dos Santos. A investigação em neurociências tem conhecido avanços consideráveis nas últimas décadas e a sua aplicação aos processos de ensino e... more
Conferência no âmbito do Mês da Educação e Ciência 2018 da Fundação Francisco Manuel dos Santos.
A investigação em neurociências tem conhecido avanços consideráveis nas últimas décadas e a sua aplicação aos processos de ensino e aprendizagem tem levantado numerosas questões: como aplicar os novos conhecimentos científicos na área? Como desmontar os mitos que não têm qualquer sustentação (por exemplo, o de que usamos apenas 10 % do cérebro?).
https://www.ffms.pt/conferencias/detalhe/2766/neurociencia-e-educacao-mitos-e-evidencias
A investigação em neurociências tem conhecido avanços consideráveis nas últimas décadas e a sua aplicação aos processos de ensino e aprendizagem tem levantado numerosas questões: como aplicar os novos conhecimentos científicos na área? Como desmontar os mitos que não têm qualquer sustentação (por exemplo, o de que usamos apenas 10 % do cérebro?).
https://www.ffms.pt/conferencias/detalhe/2766/neurociencia-e-educacao-mitos-e-evidencias
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There is a growing body of research discussing the influence of executive functions, working memory and visuoperceptual abilities on the developmental trajectories of numerical cognition. However, there are relatively few... more
There is a growing body of research discussing the influence of executive functions, working memory and visuoperceptual abilities on the developmental trajectories of numerical cognition. However, there are relatively few neuropsychological screening protocols assessing early numeracy skills in young preschool children. The present study aims to analyze whether executive functions, verbal and visuospatial working memory and visual perception, correlate with emergent numeracy skills and deserve further investigation concerning their importance in early mathematical achievement. Forty nine typically developing children (28 boys and 21 girls), with 3 (34.7%), 4 (28.6%) and 5 (36.7%) years-old (M=58.9, SD=10.02; in months), participated in this ongoing study. All attended preschool in Lisbon, Portugal. A neuropsychological assessment protocol, was developed for this purpose, and it was composed by 8 tasks with a total application time of 45 minutes. Our main findings reveal that the ability of preschool children to detect nonsymbolic quantity (weber fraction) was significantly correlated with executive functions (inhibition, r= -.41, p<.05; switching, r= -.44, p<.05), working memory (digit span backward, -.45, p<.05; Corsi block backward, -.41, p<.05) and visuoperceptual skills (-.46, p<.05). These results confirm the relation between numerical cognition and other cognitive functions in young preschool children and highlight the importance of studying these areas to understand their role in the development of numeracy skills.
6th scientific meeting of the Federation of the European Societies of Neuropsychology | 13-15 September 2017, Maastricht, The Netherlands
6th scientific meeting of the Federation of the European Societies of Neuropsychology | 13-15 September 2017, Maastricht, The Netherlands
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Despite a recent investment of the scientific community in the relationship between neuroscience and education, there are still many problems that keep delaying the success of this possible partnership, making it imperative to define the... more
Despite a recent investment of the scientific community in the relationship between neuroscience and education, there are still many problems that keep delaying the success of this possible partnership, making it imperative to define the real contributions of these two scientific fields. The spread of myths that obscure the progresses of cognitive neuroscience in several areas relevant to education has been a major problem. This study aims at examining the teachers’ perceptions of the role of neuroscience in education and at assessing their knowledge concerning the scientific evidences about brain functioning. Moreover, we wish to understand how these scientific evidences are distinguished from neuromyths. To this purpose, a questionnaire was elaborated through which we analyzed several issues. Namely, we investigated if teachers were adopting brain-based products in their classrooms. The questionnaires were administered to Portuguese teachers from nursery to high school. Our findings reveal that teachers are interested in how the brain works but have difficulties in transferring the existing neuroscientific findings to educational practice. Preliminary results show that teachers are still not completely aware of the importance of the field of educational neuroscience. In 290 participants analyzed so far, only 38% listed some ideas in which the brain was linked to education. Increasing communication between neuroscientists and educators seems crucial to bring mind, brain and education together. Our conclusions highlight the need to clarify the misinformation in schools for improved collaborations among brain scientists and educators.