Studies addressing issues related to information processing are necessary to understand some of the explanatory aspects of the changes in the learning process. The objective of the this study was to evaluate memory and intellectual styles in Elementary and Middle school students diagnosed with dyslexia and Attention Deficit Hyperactivity Disorder and in students without learning disabilities. A total of 370 students from public schools were individually evaluated using the Rey Complex Figure Test and the Thinking Styles Inventory – Revised II. The results showed significant differences in the memory condition between students with Attention Deficit Hyperactivity Disorder and those without learning disabilities. Significant differences in the scores of the Thinking Styles Inventory were also found between the three groups evaluated. Memory was negatively correlated with the conservative style. The difference between the groups and the correlation between these instruments pointed to the need for further research to assess these variables in the groups of students with learning disabilities.

ResumoOs estilos intelectuais e as estratégias de aprendizagem podem ser eficazes na melhora do desempenho de alunos que apresentam dificuldades para aprender. O objetivo da pesquisa foi averiguar a percepção dos professores acerca dos estilos intelectuais e das estratégias de aprendizagem em alunos do Ensino Fundamental com diagnóstico de Dislexia e TDAH e sem dificuldade escolar. Participaram 23 professores de escolas públicas e foi utilizado um questionário para a coleta de dados. Os resultados indicaram que os professores relataram benefícios em conhecer os estilos e identificaram o uso de estratégias por parte dos alunos. A maioria dos professores não conhecia termos como estratégias de aprendizagem e estilos intelectuais, por isso as respostas foram dadas de acordo com a sua prática de ensino. O estudo buscou entender e discutir alguns aspectos que envolvem a aprendizagem e levar contribuições para o sistema educacional na condição de melhorias para a qualidade de ensino.Palavras-chave: Psicologia cognitiva; Dislexia; Transtorno de Déficit de Atenção e Hiperatividade. Intellectual styles and learning strategies: perception of fundamental teaching teachers AbstractIntellectual styles and learning strategies can be effective in improving the performance of students who are struggling to learn. The objective of the research was to investigate teachers' perceptions about intellectual styles and learning strategies in elementary school students with a diagnosis of dyslexia and ADHD and without school difficulties. There were 23 teachers from public schools who participated and a questionnaire was used to collect data. The results indicated that the teachers reported benefits in knowing the styles and identified the use of strategies by the students. Most teachers did not know terms such as learning strategies and intellectual styles, so the answers were given according to their teaching practice. The study sought to understand and discuss some aspects that involve learning and to bring contributions to the educational system in the condition of improvements to the quality of teaching. Estilos intelectuales y estrategias de aprendizaje: percepción de profesores de la enseñanza primaria ResumenLos estilos intelectuales y las estrategias de aprendizaje pueden ser eficaces en la mejora del desempeño de alumnos que presentan dificultades para aprender. El objetivo de la investigación fue averiguar la percepción de los profesores acerca de los estilos intelectuales y de las estrategias de aprendizaje en alumnos de la Enseñanza Primeria con diagnóstico de Dislexia y TDAH y sin dificultad escolar. Participaron 23 profesores de escuelas públicas y se utilizó un cuestionario para la recolecta de datos. Los resultados indicaron que los profesores relataron beneficios en conocer los estilos e identificaron el uso de estrategias por parte de los alumnos. La mayor parte de los profesores no conocían términos como estrategias de aprendizaje y estilos intelectuales, por eso las respuestas contestaron a las preguntas de acuerd...