Homological finiteness properties of pro-p modules over metabelian pro-p groups

We characterize the modules B of homological type FPm over Z(p) [G], where G is a topologically finitely generated metabelian pro-p group that is an extension of A by Q, with A and Q abelian, and B is a finitely generated pro-p Z(p) [Q]-module that is viewed as a pro-p Z(p) [G]-module via the projection G -> Q. The characterization is given in terms of the invariant introduced by King [J.D. King, A geometric invariant for metabelian pro-p groups, J. London Math. Soc. (2) 60 (1) (1999) 83-94] and is a generalization of the case when B = Z(p) is considered as a trivial Z(p) [G]-module that gives the classification of metabelian pro-p groups of type FPm [D.H. Kochloukova, Metabelian pro-p groups of type FPm, J. Group Theory 3 (4) (2000) 419-431]. (c) 2005 Published by Elsevier Inc.30119611

FINITENESS CONDITIONS ON SUBGROUPS OF PROFINITE p-POINCARE DUALITY GROUPS

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)For a prime number p let G be a profinite p-PD(n) group with a closed normal subgroup N such that G/N is a profinite p-PD(m) group and that H(i)(V,F(p)) is finite for every open subgroup V of N and all i <= [n/2]. Generalising [12, Thm. 3.7.4] we show that m <= n and N is a profinite p-PD(n-m) group. In case that G is a pro-p PD(n) group of Euler characteristic 0 with a closed normal subgroup N of type FP([n-1/2]) such that G/N is soluble-by-finite pro-p group of finite rank, we show that N is a pro-p PD(n-m) group, where m = vcd(p)(G/N). As a corollary we obtain that a pro-p PD(3) group with infinite abelianization is either soluble or contains a free nonprocyclic pro-p subgroup.1731367377Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)FEMAT-DF, BrazilConselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq

Embedding properties of metabelian pro-p groups

Let G be a (topologically) finitely generated metabelian pro-p group. We prove the conjecture of J. King [7] that for any natural number in the group G embeds in a metabelian pro-p group of type FPm over Z(p).o TEXTO COMPLETO DESTE ARTIGO, ESTARÁ DISPONÍVEL À PARTIR DE AGOSTO DE 2015.9445546

A influência da memória operacional nas habilidades de compreensão de leitura em escolares de 4ª série Influence of working memory in reading comprehension in 4th grade students

OBJETIVOS: Investigar o papel da memória verbal e não-verbal, e do vocabulário expressivo na compreensão de leitura; avaliar as habilidades de memória e vocabulário em um grupo de crianças da 4ª série em relação ao desempenho de compreensão de leitura. MÉTODOS: Participaram do estudo 15 crianças com idades entre 9;11 anos e 11;4 anos. As crianças não possuíam queixas de perda auditiva, visual e/ou alterações neurológicas. Todos os sujeitos foram submetidos individualmente às avaliações de desempenho escolar, leitura, (decodificação, compreensão) vocabulário e memória operacional verbal e não-verbal. RESULTADOS: Houve correlação estatisticamente significante entre o conhecimento de vocabulário expressivo (r= 0,546, p= 0,035) e memória operacional verbal (r= -0,689, p=0,004) e o desempenho em compreensão neste grupo de crianças de 4ª. série de ensino fundamental, sem queixas de dificuldades escolares. Nem a memória não-verbal, nem a habilidade de decodificação de palavras influenciaram no desempenho em compreensão de leitura. CONCLUSÕES: O desempenho em vocabulário e a boa capacidade da memória operacional verbal foram fatores relevantes para garantir a compreensão de leitura nessa população.<br>PURPOSE: To investigate the role of verbal and non-verbal working memory and vocabulary levels in reading comprehension. The specific goals were to evaluate working memory abilities, vocabulary and reading skills in a group of fourth grade children and to estimate the relations between memory comprehension performances. METHODS: Participants were 15 children between 9:11 and 11:4 years old with no auditory, visual and/or neurological deficits. All subjects were tested individually for academic performance, reading (decoding and comprehension), vocabulary, and verbal and non-verbal memory. RESULTS: Vocabulary knowledge (r= 0,546, p= 0,035) and verbal working memory (r= -0,689, p=0,004) showed statistically significant correlations with performance in comprehension in this group of fourth grade children, with no school difficulties. Neither non-verbal working memory nor decoding skills influenced reading comprehension. CONCLUSION: The performance on vocabulary and the good ability of verbal working memory were relevant variables for reading comprehension in this population