Submitted by Cristina Gonçalves de Melo null (cristinag.melo@yahoo.com.br) on 2016-04-26T20:16:16Z No. of bitstreams: 1 Dissertação - Versão final - Cristina.pdf: 1275086 bytes, checksum: 762f34283a249b89685f67e0d234196e (MD5) / Approved for entry into archive by Felipe Augusto Arakaki (arakaki@reitoria.unesp.br) on 2016-04-28T19:06:56Z (GMT) No. of bitstreams: 1 melo_cg_me_mar.pdf: 1275086 bytes, checksum: 762f34283a249b89685f67e0d234196e (MD5) / Made available in DSpace on 2016-04-28T19:06:56Z (GMT). No. of bitstreams: 1 melo_cg_me_mar.pdf: 1275086 bytes, checksum: 762f34283a249b89685f67e0d234196e (MD5) Previous issue date: 2016-03-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A proposta deste estudo foi verificar possíveis relações entre a organização do constituinte prosódico frase entonacional e a presença de hesitações na fala infantil. Em razão da complexidade estrutural presente na constituição da frase entonacional, nossa hipótese foi a de que ela poderia provocar momentos de tensão em sua produção, possivelmente marcados por hesitações – sobretudo em seus limites. OBJETIVOS: (1) comparar a distribuição das hesitações nos limites inicial e final da frase entonacional na fala infantil; (2) verificar com que tipos de marcas as hesitações ocorrem nesses pontos da frase entonacional; e (3) observar em que medida características discursivas ajudariam a entender o funcionamento discursivo das hesitações. MÉTODOS: foram sujeitos da pesquisa seis crianças com idades entre 4:10 e 6:3 anos que, em 2011, frequentavam o nível Infantil II de uma Escola Municipal de Educação Infantil de Marília. Tais crianças participaram de uma entrevista na qual falaram sobre temas trabalhados em sete propostas pedagógicas desenvolvidas em sala de aula, no período vespertino. RESULTADOS: observou-se: (i) maior quantidade de hesitações em início de frase entonacional; (ii) ausência de diferença estatística entre os tipos de marcas hesitativas; (iii) maior ocorrência de hesitações em frases entonacionais em início do enunciado do que no interior do enunciado; (iv) maior quantidade de marcas hesitativas entre frases entonacionais do que no final da frase entonacional final do enunciado; e, por fim, (v) tendência pela marca hesitativa corte brusco no final de frase entonacional interrompida e, tendência por alongamentos e pausas silenciosas em final de frase entonacional não interrompida. As tendências observadas foram interpretadas como reveladoras, na medida em que a presença de mais marcas hesitativas nos pontos destacados sugere tanto a ação de fatos da língua, como a integração entre informações fonológicas, sintáticas e semânticas na produção desse constituinte, quanto a ação de fatos discursivos, como a demanda de sentido do interlocutor para as crianças. CONCLUSÃO: as hesitações se mostram como um importante indicador de como fatos da língua e do discurso operam na produção da frase entonacional na fala infantil. / This study aims to verify possible relations between the organization of prosodic component intonational phrase and the presence of hesitation in children speech. Due to the structural complexity in the constitution of intonational phrase, our hypothesis was that it could provoke times of stress in its production, possibly outlined by the presence of hesitation - mainly in its boundaries. PURPOSES: (1) to compare distribution of hesitation in initial and final boundaries of intonational phrases in children speech; (2) to verify the types of marks in which the hesitations occur in these points of intonational phrase; and (3) to observe, in which extent, speech characteristics would help to understand the discursive function of hesitation. METHODS: six children were subject to research, aged between 4:10 and 6:3 years old, which, in 2011, attended Preschool at a Municipal Preschool in Marília. These children were submitted to an interview which covered topics developed within seven pedagogical proposals carried out in the classroom, in the afternoon period. RESULTS: we observed: (i) higher number of hesitation in the beginning of intonational phrase; (ii) the absence of statistical difference between the different types of hesitation marks; (iii) higher occurrence of hesitation in intonational phrases in the beginning of utterance than in the middle of utterance; (iv) greater amount of hesitation marks between intonational phrases than in the end of the utterance's final intonational phrase; and, finally, (v) tendency to more frequent occurrence of false start in the end of the broken intonational phrase, as well as lengthening and silent pauses in the end of the non-interrupted intonational phrase. We consider the observed trends as revealing, since the presence of more hesitation marks in the highlighted points suggests both the action of language facts, such as integration of phonological, syntactic and semantic information in the formulation of this component, and the action of discursive facts, such as the interlocutor's demand of meaning towards children. CONCLUSION: hesitation is revealed as a key indicator of how language and discursive facts work in children speech's intonational phrase production.

Thesis (M. Sc.)--University of Hong Kong, 1998. / Includes bibliographical references (leaf 41-45).

In this study 538 children composed 1 oral and 1 written fictional story in both 2nd and 4th grades. Each child represented 1 of 4 diagnostic groups: typical language (TL), specific language impairment (SLI), nonspecific language impairment (NLI), or low nonverbal IQ (LNIQ). The stories of the TL group had more different words, more grammatical complexity, fewer errors, and more overall quality than either language-impaired group at either grade. Stories of the SLI and LNIQ groups were consistently stronger than were those of the NLI group. Kindergarten children with language impairment (LI) whose standardized test performance suggested normalization by 2nd grade also appeared to have recovered in storytelling abilities at that point. By 4th grade, however, these children's stories were less like the children with TL and more like those of children with persistent LI than they had been in 2nd grade. Oral stories were better than written stories in both grades, although the greatest gains from 2nd to 4th grade were generally made on written stories. Girls told stronger stories than did boys at both grades, regardless of group placement. It is concluded that story composition tasks are educationally relevant and should play a significant role in the evaluation of children with developmental LI.

<p>У дисертацији су приказани развој мултимодалног<br />система за образовну игру Луграм и истраживања<br />везана за његову примену у области редовног и<br />специјализованог основношколског образовања.<br />Извршено је испитивање утицаја Луграма на<br />повишење ефеката учења геометрије у редовној<br />разредној настави, испитивање да ли његову<br />прилагођену мултимодалну верзију могу да користе<br />слабовида и слепа деца и да ли се она може<br />користити за њихову обуку за самосталну употребу<br />рачунарске аудио верзије Луграма.<br />Утврђено је да Луграм има утицаја на пораст успеха<br />у учењу геометрије и да се прилагођена аудио-<br />тактилна верзија може користити у сврху обуке<br />слабовиде и слепе деце за самостално коришћење<br />аудио верзије игре.<br />Резултати истраживања су показали оправданост<br />приступа развоју Луграма као мултимодалног<br />система за игру и усмерили његов даљи развој ка<br />асистивном мултимодалном систему који поседује<br />способност говорне интеракције са корисником и<br />могућност прилагођења различитим категоријама<br />корисника.</p> / <p>U disertaciji su prikazani razvoj multimodalnog<br />sistema za obrazovnu igru Lugram i istraživanja<br />vezana za njegovu primenu u oblasti redovnog i<br />specijalizovanog osnovnoškolskog obrazovanja.<br />Izvršeno je ispitivanje uticaja Lugrama na<br />povišenje efekata učenja geometrije u redovnoj<br />razrednoj nastavi, ispitivanje da li njegovu<br />prilagođenu multimodalnu verziju mogu da koriste<br />slabovida i slepa deca i da li se ona može<br />koristiti za njihovu obuku za samostalnu upotrebu<br />računarske audio verzije Lugrama.<br />Utvrđeno je da Lugram ima uticaja na porast uspeha<br />u učenju geometrije i da se prilagođena audio-<br />taktilna verzija može koristiti u svrhu obuke<br />slabovide i slepe dece za samostalno korišćenje<br />audio verzije igre.<br />Rezultati istraživanja su pokazali opravdanost<br />pristupa razvoju Lugrama kao multimodalnog<br />sistema za igru i usmerili njegov dalji razvoj ka<br />asistivnom multimodalnom sistemu koji poseduje<br />sposobnost govorne interakcije sa korisnikom i<br />mogućnost prilagođenja različitim kategorijama<br />korisnika.</p> / <p>The dissertation presents the development of the multimodal system for the educational game Lugram and the research related to its application in the regular and specialized primary education. The examination of the effect which Lugram has on the improvement in learning geometry in the primary education is done, as well as the testing weather its adapted multimodal version can be used for the training of partially sighted and blind children for the independent use of the computer audio version of Lugram. It is established that Lugram has an influence on the improvement in learning geometry and that adapted audio-tactile version can be used for the training purposes for partially sighted and blind children. Results of the research have justified the approach in the development of Lugram as a multimodal system for the game. Moreover, they focus further development toward assistive multimodal system which has ability of the voice interaction with the user and also ability of adaptation to the different kind of users.</p>

The topic of the thesis is the development of phonematic hearing in children with impaired verbal communication skills, utilizing the method of Danil Boršovič Eľkonin. It deals with the training of language skills for selected kindergarten children with special needs. The thesis is divided into two parts: theoretical and practical. It summarizes theoretical definitions of basic terms such as language, speech, and communication. It describes disturbed communication abilities and its classification, it deals more with the characteristic of developmental dysphasia. It also deals with the concepts of phonetics and phonology, describes phonematic hearing and phonematic awareness. Last but not least, it outlines D.B. Elkonin's personality and his methodology. The practical part is of a qualitative character, which will give us access to the analysis of methodological procedures that we chose for this analysis. It describes five children with impaired communication skills throughout the training. Five children were selected for the research and for 6 months they were purposefully and regularly developed phonematic hearing by means of the D.B. Elkonin method. The research theses deal with the difference between input and output values of phonematic awareness. The results were carefully recorded in the...