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Search Results: 1 - 10 of 173608 matches for " Jerusa Fumagalli de; "
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Desempenho em leitura/escrita e em cálculos aritméticos em crian?as de 2a série
Golbert, Clarissa Seligman;Salles, Jerusa Fumagalli de;
Psicologia Escolar e Educacional , 2010, DOI: 10.1590/S1413-85572010000200003
Abstract: this research investigated the reading and writing disabilities and the arithmetic learning disabilities. two groups - one with 15 children proficient in reading and writing, and the other with 12 children with reading and writing disabilities - were compared in relation to the arithmetic processing. the aim was to identify in which aspects of numerical performance they were similar or different. it was also investigated the relation among arithmetic performance, neuropsychological tasks (reading, writing, perceptual-motor skills, oral language, processing speed, phonological awareness, verbal memory, and non-verbal memory), and intelligence. the results showed intra-group performance heterogeneity. in the reading and writing proficient group, children with severe difficulties in aritmetic were identified. inversely, in the group with children with reading and writing disabilities, children proficient in arithmetic were found. the analysis of each subgroup according to the neuropsychological profile suggested that both preventive and therapeutic resources are necessary.
Semantic word association: comparative data for Brazilian children and adults
Zortea, Maxciel;Salles, Jerusa Fumagalli de;
Psychology & Neuroscience , 2012, DOI: 10.3922/j.psns.2012.1.10
Abstract: the construction of associated word lists is important for the elaboration of psychological and neuropsychological tasks and experiments. it remains unknown whether differences exist in the semantic associations of words from childhood to adulthood, possibly indicating important lexico-semantic developmental changes that influence neuropsychological assessment. the present study compared semantic word associations in children and adults in terms of forward associative strength and set size. the participants included 247 children from the third grade of elementary school, aged 7 to 11 years (m = 9.17 years, sd = 0.83 years), and 108 adults, aged 16 to 49 years (m = 22.17 years, sd = 6.04 years) from the study of salles et al. (2008). the task consisted of the participants responding to the first word that came to mind (associate) with a meaning related to each of 87 words presented aloud (target). the children's responses had significantly higher forward associative strength between the target and most frequent associate word and a smaller response diversity index. although the meaning and total set size did not significantly differ between groups, 40.2% of the targets had a large meaning set size in the children compared with only 10.3% in the adults. among the most strongly associated pairs, 56.3% were equal between the sample groups. these results suggest that the selection of stimuli for the construction of verbal cognitive tasks should consider specific word association norms for different ages.
Rela o entre leitura de palavras isoladas e compreens o de leitura textual em crian as
Corso, Helena Vellinho,Salles, Jerusa Fumagalli de
Letras de Hoje , 2009,
Abstract: Dentre os inúmeros processos que se inter-relacionam durante a atividade da leitura, o reconhecimento das palavras e a compreens o do que é reconhecido s o identificados como fundamentais. Uma das perspectivas expostas na literatura é a de que a fluência na leitura de palavras é condi o fundamental para a compreens o da leitura, embora n o suficiente, posto que a leitura eficiente de palavras n o garante a compreens o de leitura textual. O presente trabalho examinou também a possibilidade inversa, a saber: é possível haver uma boa compreens o textual apesar de fracas habilidades de leitura de palavras? A pesquisa comparou o desempenho de crian as de 2a série do EF em leitura de palavras isoladas e em compreens o de leitura textual, investigando, assim, as correla es e a possibilidade de dissocia es entre estes dois processos. A análise dos dados mostrou uma forte correla o entre as habilidades em quest o. Enquanto foi possível verificar a presen a de algumas crian as com competência no reconhecimento de palavras e com baixa capacidade de compreens o de texto, os dados n o sugerem uma dissocia o visível no sentido inverso, ou seja, categorias altas de compreens o de texto apesar de baixos escores em leitura de palavras isoladas. Implica es para interven o clínica e educacional s o discutidas.
Semantic word association: comparative data for Brazilian children and adults
Maxciel Zortea,Jerusa Fumagalli de Salles
Psychology & Neuroscience , 2012,
Abstract: The construction of associated word lists is important for the elaboration of psychological and neuropsychological tasks and experiments. It remains unknown whether differences exist in the semantic associations of words from childhood to adulthood, possibly indicating important lexico-semantic developmental changes that influence neuropsychological assessment. The present study compared semantic word associations in children and adults in terms of forward associative strength and set size. The participants included 247 children from the third grade of elementary school, aged 7 to 11 years (M = 9.17 years, SD = 0.83 years), and 108 adults, aged 16 to 49 years (M = 22.17 years, SD = 6.04 years) from the study of Salles et al. (2008). The task consisted of the participants responding to the first word that came to mind (associate) with a meaning related to each of 87 words presented aloud (target). The children’s responses had significantly higher forward associative strength between the target and most frequent associate word and a smaller response diversity index. Although the meaning and total set size did not significantly differ between groups, 40.2% of the targets had a large meaning set size in the children compared with only 10.3% in the adults. Among the most strongly associated pairs, 56.3% were equal between the sample groups. These results suggest that the selection of stimuli for the construction of verbal cognitive tasks should consider specific word association norms for different ages.
Normas de associa o semantica para 88 palavras do português brasileiro
Salles, Jerusa Fumagalli de et al.
Psico , 2008,
Abstract: Normas de associa o semantica, embora recentes no Brasil, s o pesquisadas a mais de um século internacionalmente, constituindo-se ferramentas importantes para tarefas de avalia o da memória e linguagem. Neste estudo 108 universitários responderam a primeira palavra que lhes viesse à mente com significado relacionado a cada uma das 88 palavras-alvo apresentadas. Foi analisada for a de associa o entre pares e tamanho do conjunto do alvo. A maioria dos pares apresentou forte ou média associa o semantica. A média de tamanho total e significativo do conjunto foi, respectivamente 37,56 e 12,40. Observaram-se correla es negativas entre for a de associa o e tamanho do conjunto, total e significativo. A concretude dos alvos correlacionou-se positivamente com for a de correla o com nehuma das outras variáveis analisadas. Pode-se inferir que quanto maior o tamanho do conjunto do alvo, menor a for a de associa o entre os pares.
Compreens?o textual em alunos de segunda e terceira séries: uma abordagem cognitiva
Salles, Jerusa Fumagalli de;Parente, Maria Alice de Mattos Pimenta;
Estudos de Psicologia (Natal) , 2004, DOI: 10.1590/S1413-294X2004000100009
Abstract: this study aimed to analyze text comprehension of students of the 2nd and 3rd grades. the sample was constituted by 76 children, at an average of 8.1 years old. each child read the story, retold it and, afterwards, answered questions about it. the retellings were analyzed according to the model of text comprehension of kintsch and van dijk (1978) and kintsch (1988, 1998). the sample recalled a mean of 21.07% of the proposition structure of the story, being the report of macropropositions more frequent. students of the third grade told larger percentage of irrelevant micropropositions of the text and they were superior in answering to specific questions than students of the second grade. a significant correlation was found between age and macroproposition's retelling. the results suggest that during the first years of schooling there is an improvement of the detail-remembering, whereas the retention of the essential ideas is influenced by age differences.
Avalia??o da leitura e escrita de palavras em crian?as de 2a série: abordagem neuropsicológica cognitiva
Salles, Jerusa Fumagalli de;Parente, Maria Alice de Mattos Pimenta;
Psicologia: Reflex?o e Crítica , 2007, DOI: 10.1590/S0102-79722007000200007
Abstract: reading and writing are complex activities, made up of multiple processes. in brazil there is no consensus regarding the expected performance for reading and writing for each year of schooling, besides there being a diversity of evaluation forms for these abilities. this study aims to analyze, in a neuropsychological cognitive approach, the precision in the use of routes of oral reading and writing of isolated words in 109 children attending the 2nd grade in state schools. the results showed a greater precision in the use of the phonological reading and writing route, due to the better performance in the use of pseudo-words than in the use of irregular words, high effect of regularity and extension and, the mistakes in neologisms and regularizations. however, there were signs that the lexical route is also used. it can be concluded, that children of the 2nd grade of state schools, use both routes of reading and writing of isolated words, but preferably the phonological route.
Processos cognitivos na leitura de palavras em crian?as: rela??es com compreens?o e tempo de leitura
Salles, Jerusa Fumagalli de;Parente, Maria Alice de Mattos Pimenta;
Psicologia: Reflex?o e Crítica , 2002, DOI: 10.1590/S0102-79722002000200010
Abstract: multiple interdependent processes compose the reading. the present study analyzed the preferential usage on one of the reading routes (dual route cognitive reading model) and the possible relations with reading comprehension and reading time in 76 children from second and third grades, in a elementary private school. the reading of isolated words, comprehension and textual reading time were evaluated. four groups were identified according with the skills of word reading: good readers in both routes (phonological and lexical), poor readers in both routes, preferably lexical readers and preferably phonological readers. the group of good readers in both routes was the fastest in textual reading. there weren't significant differences among the groups in reading comprehension, except in the third grade. it was concluded that both reading routes were functional in the sample, however the phonological route seems to be better developed than the lexical route, which is in expansion, suggesting a developmental process of the reading skills.
Fun??es neuropsicológicas em crian?as com dificuldades de leitura e escrita
Salles, Jerusa Fumagalli de;Parente, Maria Alice de Mattos Pimenta;
Psicologia: Teoria e Pesquisa , 2006, DOI: 10.1590/S0102-37722006000200004
Abstract: in the studies about the relationship between reading and writing difficulties and neuropsychological associated factors there are controversies around the hypotheses of a possible deviation or developmental delay. to analyze this polemic the present study compared the neuropsychological task performances of second grade children with reading and writing difficulties (n=14) with two groups: one contrasting reading and writing competence, but not age (n=15), and the other contrasting age, but not reading and writing competence (1st grade; n=9). the results showed that the scores of the second grade group with reading and writing difficulties were statistically lower to second grade children competent in reading and writing in phonological awareness, oral language and phonological memory, not differing significantly from the first grade group. such findings favor the developmental delay hypothesis of these neuropsychological functions in children with reading and writing difficulties.
Processos cognitivos na leitura de palavras em crian as: rela es com compreens o e tempo de leitura
Salles Jerusa Fumagalli de,Parente Maria Alice de Mattos Pimenta
Psicologia: Reflex?o e Crítica , 2002,
Abstract: A leitura é composta por múltiplos processos interdependentes. Este estudo analisou o uso preferencial de uma das rotas de leitura (Modelo Cognitivo de Dupla-Rota) e as possíveis rela es com compreens o e tempo de leitura em 76 crian as de segunda e terceira séries do Ensino Fundamental de escola particular. Avaliou-se a leitura de palavras isoladas e a compreens o e tempo de leitura textual. Identificou-se quatro grupos segundo as habilidades de leitura de palavras: bons leitores por ambas as rotas; maus leitores por ambas as rotas; leitores preferencialmente lexicais e leitores preferencialmente fonológicos. Os primeiros foram os mais rápidos na leitura textual. Os grupos n o diferiram significativamente em compreens o textual, exceto na 3feminine série. Concluiu-se que ambas as rotas de leitura s o funcionais na amostra, porém a rota fonológica parece estar melhor desenvolvida do que a rota lexical, que está em expans o, sugerindo um processo de desenvolvimento das habilidades de leitura.
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