Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-02-04T10:41:54Z No. of bitstreams: 1 danieledesouzaleitemolina.pdf: 1596778 bytes, checksum: 6be4b71981dbef447d38df98ca986b76 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-02-05T10:52:22Z (GMT) No. of bitstreams: 1 danieledesouzaleitemolina.pdf: 1596778 bytes, checksum: 6be4b71981dbef447d38df98ca986b76 (MD5) / Made available in DSpace on 2016-02-05T10:52:22Z (GMT). No. of bitstreams: 1 danieledesouzaleitemolina.pdf: 1596778 bytes, checksum: 6be4b71981dbef447d38df98ca986b76 (MD5) Previous issue date: 2014-03-31 / Este trabalho investiga o reconhecimento, por crianças adquirindo o PB, da raiz como a parte do verbo que veicula seu significado permanente, apesar das variações flexionais disponibilizadas pelos afixos. Estudos sugerem que crianças em fase inicial de aquisição lexical tomam como palavras diferentes vocábulos que se distinguem em sua forma fonológica (JUSCZYK; ASLIN, 1995; BORTFELD et al., 2005; SHI; LEPAGE, 2008; JUSCZYK; HOUSTON; NEWSOME, 1999). Nesse sentido, a morfologia representaria um impasse para a aquisição lexical, já que os processos morfológicos (de derivação e, principalmente, de flexão) originam palavras fonologicamente distintas, porém relacionadas quanto ao significado. Como fundamentação teórica, assumimos a proposta de conciliação (CORRÊA, 2006; 2009a; 2011) entre a teoria linguística do Programa Minimalista (CHOMSKY, 1995 e obras posteriores) e o modelo de processamento psicolinguístico voltado para a aquisição da linguagem do Bootstrapping Fonológico (MORGAN; DEMUTH, 1996; CHRISTOPHE et al., 1997) com vistas a caracterizar a passagem de uma análise de base fonológica e distribucional do input para o tratamento sintático de enunciados linguísticos. Consideramos também a hipótese do Bootstrapping Sintático (GLEITMAN, 1990), segundo a qual a estrutura sintática (a grade argumental) guia o mapeamento do significado da sentença. Buscamos verificar, portanto, em que idade as crianças adquirindo o PB mapeiam variações de um mesmo verbo como tendo o mesmo conceito base. Partimos da hipótese de que é por meio do reconhecimento de afixos verbais recorrentes na língua em aquisição que a criança procede à segmentação interna do verbo em raiz e afixos, atribuindo à raiz verbal o conceito permanente. Com a técnica de Seleção de Imagem, obtivemos resultados que sugerem que, aos três anos de idade, crianças tendem a mapear uma ação a um novo verbo, porém, sobrecarga de memória parece limitar esse mapeamento. As crianças dessa faixa etária aparentam indecisão quanto ao significado das variações flexionais desse verbo. Já aos quatro anos de idade, dados robustos com as técnicas de Seleção de Imagem e de Encenação de Ações sugerem que crianças mapeiam uma ação a um novo verbo e que tratam as variações desse verbo como tendo o mesmo significado base. Além disso, uma atividade experimental realizada com uma técnica mais refinada, a de Fixação Preferencial do Olhar, aponta para o mapeamento de uma ação a um novo verbo e o tratamento de variações flexionais como tendo o mesmo conceito base por crianças mais novas, com idade em torno de dois anos. Com base no escopo teórico assumido neste trabalho, tais resultados apontam para o tratamento de uma pseudopalavra como verbo a partir de pistas distribucionais. Os resultados podem ser interpretados, ainda, como evidência da segmentação interna do verbo e do consequente reconhecimento da raiz verbal como a parte que veicula o significado base do vocábulo, adquirido a partir de pistas observacionais. / This work investigates the acknowledgement by children acquiring BP (Brazilian Portuguese) of the root as the part of the verb that has the permanent meaning, despite inflectional variations of affixes. Previous works suggest that children on an initial period of lexical acquisition treat words that have different phonological forms as completely different words (JUSCZYK; ASLIN, 1995; BORTFELD et al., 2005; SHI; LEPAGE, 2008; JUSCZYK; HOUSTON; NEWSOME, 1999). In this sense, morphology could represent trouble to lexical acquisition, as morphological processes (derivation and, mainly, inflection) create phonologically different words, but these words are related in meaning. We assume, as theoretical foundation, the proposal of conciliation (CORRÊA, 2006; 2009a; 2011) between a linguistic theory of the Minimalist Program (CHOMSKY, 1995 and latter works) and the psycholinguistic processing model aimed at language acquisition of Phonological Bootstrapping (MORGAN; DEMUTH, 1996; CHRISTOPHE et al., 1997) with the purpose to characterize the passage from a phonological and distributional analysis of the input to the syntactic treatment of linguistic statement. We also consider the Syntactic Bootstrapping hypothesis, which defends that syntactic structure guides the mapping of sentences’ meaning. We seek thus to verify in which age children acquiring BP map variations of the same verb as having the same base concept. We assume the hypothesis that is by recognizing recurrent verbal affixes on the language that is being acquired that child proceeds to the verbal internal segmentation between root and affixes, assigning the permanent concept to the root. The results we obtained with Picture Identification Tasks suggest three-year-old children tend to map an action into a novel verb, although memory seems to limit this mapping. Children of this age group appear to be uncertain about the meaning of the new verb’s variations. The methodological techniques of Picture Identification Task and Act Out provide robust data that four-year-old children map an action into a novel verb and treat variations of this novel verb as having the same base meaning. Besides, an experimental activity with Split-Screen Preferential Looking Paradigm, a finer technique, points out to the mapping of an action into a novel verb and the treatment of the verbal variations as having the same base concept by younger children, a two-year-old range group. According to the theoretical approach assumed in this work, our results point out to the treatment of a non-word as a verb due to distributional cues. The results can also be interpreted as evidence of the verbal internal segmentation and the consequent acknowledgement of the verbal root as the part of the word that has the base meaning, acquired by observational cues.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-01-04T10:25:15Z No. of bitstreams: 1 brunostefaniferreiradeoliveira.pdf: 714261 bytes, checksum: ee8494fe1d9b406575240e4e36235327 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-01-25T15:35:37Z (GMT) No. of bitstreams: 1 brunostefaniferreiradeoliveira.pdf: 714261 bytes, checksum: ee8494fe1d9b406575240e4e36235327 (MD5) / Made available in DSpace on 2016-01-25T15:35:37Z (GMT). No. of bitstreams: 1 brunostefaniferreiradeoliveira.pdf: 714261 bytes, checksum: ee8494fe1d9b406575240e4e36235327 (MD5) Previous issue date: 2015-02-23 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / - / Research conducted in several countries has shown the importance of morphology in literacy. However, the results of the studies conducted in Brazilian−Portuguese are still inconsistent. The aim of this study was to evaluate the relationship between morphological awareness and morphological processing and reading in Brazilian−Portuguese. The study included 141 children from Grades 2−5 from private schools. Morphological awareness, phonological awareness, phonological memory and nonverbal intelligence were evaluated. Also an experimental task of lexical decision with priming technique was developed, to assess the morphological processing. The results indicated that the relationship between morphological awareness and reading appears only when the children analyzed were in the Grade 1 and Grade 5. The morphological awareness explains 10% of the reading ability, when controlled other variables in the regression analysis assessed. The morphological processing is perceived in children from Grade 2 and gradually developed until the Grade 1, when it is possible to notice a pattern similar to adults. There was no correlation between morphological awareness and morphological processing. Therefore, morphological awareness has a very important function in children from Grade 4, which reinforces the importance of teaching strategies in literacy that take into account the function of the ability to manipulate the words in the morpheme level.

Made available in DSpace on 2015-05-14T12:43:04Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2438500 bytes, checksum: d5b82b593d0da6e288762e3d5e5d24de (MD5) Previous issue date: 2014-02-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research is an investigation of how complex words formed with bound words, in Brazilian Portuguese (BP), are processed (represented and accessed in the mental lexicon). We are concerned to know whether they are accessed in its complete form (whole-form) or are accessible by their morphemes, with separation of affixes (affix stripping) when processing. Two experiments were made to know about this performance among adult native speakers of Brazilian Portuguese. The first experiment was based on the paradigm of the Stroop Effect and the second experiment was based on masked priming paradigm. The results of the first experiment revealed that complex words formed with bound bases were processed longer than complex words formed with free bases and which caused this delay was the Stroop effect that acted as a extra linguistic, thus resulting in the need to conduct the second experiment, the masked priming that in addition revealed that the words formed with bound bases are actually processed faster than the free bases, also revealed that words formed with bound bases in condition of morphologically related prime and target are processed faster than words formed with bound bases in prime condition and targets phonetically related or unrelated. In general, the results showed that complex words formed with bound bases are stored in the mental lexicon in full and do not undergo any process prior decomposition when they are accessed. / Esta pesquisa é uma investigação sobre como palavras complexas formadas com bases presas, no português brasileiro (PB), são processadas (representadas e acessadas no léxico mental). Interessa-nos saber se elas são acessadas em sua forma completa (whole-form) ou se são acessadas por seus morfemas, havendo separação dos afixos (affix stripping) quando de seu processamento. Dois experimentos foram feitos para averiguação dessas possibilidades, entre falantes nativos adultos do português brasileiro. O primeiro experimento foi baseado no paradigma do Efeito Stroop e o segundo experimento baseou-se no paradigma de priming encoberto. Os resultados do primeiro experimento revelaram que as palavras complexas formadas com bases presas foram processadas em maior tempo do que as palavras complexas formadas com bases livres e o que provocou esse atraso foi o efeito stroop, que atuou como efeito extralinguístico, induzindo uma prévia decomposição. Surgiu, assim, a necessidade da realização do segundo experimento, o de priming encoberto, que, além de revelar que as palavras formadas com bases presas são de fato, processadas mais rapidamente do que as bases livres, revelaram também que palavras formadas com bases presas na condição de prime e alvo relacionados morfologicamente são processadas mais rapidamente do que palavras formadas com bases presas na condição de prime e alvos relacionados foneticamente ou sem nenhuma relação. Em geral, os resultados mostraram que palavras complexas formadas com bases presas estão estocadas no léxico mental por inteiro e não passam por nenhum processo de prévia decomposição quando são acessadas.