Reconhecimento de palavras reais e de não-palavras em crianças de 1a a 4a série: uma tarefa de decisão lexical

Ângela Maria V. Pinheiro, Anna Edith B. da Costa, Francis Ricardo R. Justi

Abstract


This paper describes the results of a lexical decision task whichwas applied to groups of children in 1st – 4th grades. The mainobjective was to obtain preliminary measurements on which tobase the development of a final version of the same type of task,to be included in the computerized evaluation tool AVACLE (cognitive assessment of reading and writing abilities), already inthe final stage of development by Pinheiro and collaborators. 68children were presented individually with a mixed list of wordsand non-words and instructed to press the Yes-key for words andthe No-key for non-words. Decision reaction time (DRT) and errorpercentage were recorded. As expected, words were recognisedmore rapidly than non-words for all grades. In terms of error, thislexical effect was only significant for 3rd graders. The frequencyeffect was significant for both DRT and accuracy only for 2nd gradersand on DRT for 1st and 3rd graders. The results show how theorthographic lexicon develops, and are discussed according to theinformation processing approach. The test proved to be efficientand, with minimal modifications, will be used as part of the finalversion of the AVACLE evaluation tool.

References


ANDREWS, S. The effect of orthographic similarity on lexical retrieval: resolving neighborhood conflicts. Psychonomic Bulletin & Review, v. 4, n. 4, p. 439-461, 1997.

CARREIRAS, M.; PEREA, M.; GRAINGER, J. Effects of orthographic neighborhood in visual word recognition: cross-task comparisons. Journal of Experimental Psychology: Learning, Memory, and Cognition, v. 23, n. 4, p. 857-871, 1997.

CLARK, H. H. The language-as-fixed-effect fallacy: A critique of language statistics in psychological research. Journal of verbal learning and verbal behaviour, v. 12, p. 334-359, 1973.

COLTHEART, M.; DAVELAAR, E.; JONASSON, J.; BESNER, D. Access to the internal lexicon. In: DORNIC, S. (Ed.). Attention and performance VI. Hillsdale, NJ: Erlbaum, 1977.

COLTHEART, M.; RASTLE, K.; PERRY, C.; LANGDON, R.; ZIEGLER, T. DRC: A dual-route cascaded model of visual word recognition and reading aloud. Psychological Review, v. 108, n. 1, p. 204-256, 2001.

ELLIS, A. W. Reading writing and dyslexia: a cognitive analysis. London: Lawrence Erbaum Associates, 1984.

ELLIS, A., YOUNG, A. W. Human cognitive neuropsychology. London: Lawrence Erlbaum, 1988.

HUNTSMAN, L.; LIMA, S. Orthographic neighbors and visual word recognition. Journal of Psycholinguistic Research, v. 31, n. 3, p. 289-306, 2002.

JUSTI, R. R.; PINHEIRO, A. M. V. O efeito de vizinhança ortográfica nas palavras e não-palavras do português brasileiro: um estudo transversal. Projeto de Mestrado em desenvolvimento, Mestrado em Psicologia, FAFICH/UFMG.

MORTON, J. The interaction of information in word recognition. Psychological Review, v. 76, p. 165-178, 1969.

MORTON, J. The logogen model and orthographic structure. In: FRITH, U. (Ed.). Cognitive processes in spelling. London: Academic Press, 1980.

PARENTE, M. A. M. P.; SILVEIRA, A.; LECOURS A. R. As palavras do português. In: LECOURS, A. R.; PARENTE, M. A. M. P. (Org.). Dislexia: Implicações do sistema de escrita do português. Porto Alegre: Artes Médicas, 1997. p. 41-56.

PEREA, M.; POLLATSEK, A. The effects of neighborhood frequency in reading and lexical decision. Journal of Experimental Psychology: Human Perception and Performance, v. 24, n. 3, p.767-779, 1998.

PINHEIRO, A. M. V. Leitura e Escrita: Uma abordagem cognitiva. Editorial Psy, Campinas, 1994.

PINHEIRO, A. M. V. Reading and spelling development in Brazilian Portuguese. Reading & Writing, v. 7, n.1 (special issue on Literacy Acquisition), p. 111-138, mar. 1995.

PINHEIRO, A. M. V. Contagem de freqüência de ocorrência e análise psicolinguísticas de palavras expostas a crianças na faixa pré-escolar e séries iniciais do 1º grau. São Paulo: Associação Brasileira de Dislexia, 1996.

PINHEIRO, A. M. V. Cognitive assessment of competent and impaired reading in scottish and brazilian children. Reading & Writing, v. 11, n. 3 p. 175-211, jun. 1999.

PINHEIRO, A. M. V. Heterogeneidade entre leitores julgados competentes pelas professoras. Psicologia Reflexão e Crítica, v. 14, n. 3, p. 537-551, 2001.

SEYMOUR, P.H.K. Cognitive analysis of dyslexia. London: Routledge & Kegan Paul, 1986.

SEYMOUR, P.H.K. Individual cognitive analysis of competent and impaired reading. British Journal of Psychology, v. 78, p. 483-506, 1987.

SEYMOUR, P.H.K. The Assessment of Reading Disorders. In: PARKER, J. K., D. M.; MACKINLAY, W.W. (Ed.). A Handbook of Neuropsychological Assessment. London: Lawrence Erlbaum Associates, 1992.

ZIEGLER, J.; PERRY, C. No more problems in Coltheart’s neighborhood: resolving neighborhood conflicts in the lexical decision task. Cognition, v. 68, B53-B62, 1998.




DOI: http://dx.doi.org/10.17851/2237-2083.13.2.145-170

Refbacks

  • There are currently no refbacks.
';

Bookmark and Share


Copyright (c)



e - ISSN 2237-2083 

License

Licensed through  Creative Commons Atribuição 4.0 Internacional