CV Lattes
Universidade Presbiteriana Mackenzie (UPM). Centro de Ciências Biológicas e da Saúde (CCBS) (Institutional affiliation from the last research proposal) Birthplace: Brazil
Holds a degree in Psychology from Universidade Presbiteriana Mackenzie (2018). Masters in Developmental Disorders with a FAPESP-funded study on the predictive effect of Rapid Alternating Stimulus Naming (NOMEA) on reading acquisition (2020). Currently a Ph.D. candidate in Human Development Sciences with a CAPES-funded project on problematic social media use using ecological momentary assessment. Researcher at the Computational Intelligence in Psychometrics and Epidemiology Research (CIPHER) group. Author of the Rapid Alternating Stimulus Naming Test (NOMEA). Research consultant at the company Metacognitiv. Clinical psychologist specialized in Cognitive Behavioral Therapy and Neuropsychological Assessment for children, adolescents, and adults. Her main areas of expertise include human development, assessment, mental health, neurodevelopmental disorders, learning, psychopedagogy, research, and psychometrics. (Source: Lattes Curriculum)
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Reading and writing are important skills for academic achievement of school-age children, but they are complex skills that require cognitive development of other important skills. Among them are executive functions and alternating stimuli naming. Executive functions are a set of cognitive abilities such as inhibitory control, attention, working memory, cognitive flexibility, among others,…
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