Orientador: Gladis Massini-Cagliari / Banca: Waldemar Ferreira Netto / Banca: Anise de Abreu Gonçalves d'Orange Ferreira / Resumo: A linguagem verbal é um fenômeno exclusivo da espécie humana, encontrado em todas as culturas do mundo. A música também está presente em todas as culturas conhecidas, e compartilha com a língua oral não apenas sua origem evolutiva, mas também sua materialidade elementar: o som. Este trabalho se propõe a examinar possíveis concordâncias, sobreposições e discrepâncias entre música e língua na expressão de emoções. Mais especificamente, buscou-se verificar, através de um teste de percepção, se um mesmo enunciado verbal é interpretado de forma distinta quando declamado e quando musicado. Para tanto, foram realizadas gravações de dois textos sendo declamados e cantados. Através de uma plataforma online, foi pedido aos informantes que ouvissem e avaliassem as gravações por meio de sete escalas bipolares de adjetivos (por exemplo, Alegre - Triste). Comparando-se os escores obtidos pelas diferentes gravações de um mesmo enunciado verbal, foi possível verificar se os informantes julgaram que o texto declamado expressava uma carga emocional igual ou diferente da expressada pelas versões em que o mesmo texto tinha sido musicado. Para garantir a validade da discussão e das conclusões, testes estatísticos foram utilizados para assegurar que os resultados encontrados não poderiam ser atribuídos a puro acaso. Como esperado, verificou-se que há uma diferença significativa na forma como um mesmo enunciado verbal é percebido quando cantado e quando declamado, no que se refere à percepção de em... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Verbal language is a phenomenon exclusive to humankind, found in all cultures around the world. Music is also present in all known cultures, and shares with oral language not only its evolutionary origin, but also its elementary materiality: sound. This work aims to examine possible concordances, overlaps and discrepancies between music and language in the expression of emotions. More specifically, we tried to verify, by means of a perception test, if the same verbal utterance is interpreted differently when recited and when turned into music. In order to do that, two texts were recorded being recited and sung. Through an online platform, informants were asked to listen and evaluate the recordings using seven bipolar adjective scales (eg Joyful - Sad). Comparing the scores obtained by the different recordings of the same verbal utterance, it was possible to verify if the informants judged that the recited text expressed an emotional tone equal to or different from that expressed by the versions in which the same text had been sung. To ensure the validity of the discussion and conclusions, statistical tests were used to ensure that the results found could not be attributed to pure chance. As expected, there was a significant difference in the way a verbal utterance is perceived when sung and when recited, regarding the perception of emotions. The differences were more distinguishable in judging whether the enunciator seemed to be joyful or sad, excited or depressed, and whethe... (Complete abstract click electronic access below) / Mestre

Numerous linguistic studies have been done to substantiate the importance of prepositions in the English language. However, no normative studies have been done on the acquisition of expressing prepositions. The purpose of this investigation was to determine if there were demonstrable trends which would indicate a need for normative data on the acquisition of twenty-six prepositions tested on the Expressive Preposition Test (EPT). The study set out to determine at what age levels a given percentage of the prepositions were expressively acquired and if the socioeconomic status (SES) of the child’s family would be a determiner as to the age at which the child would expressively use prepositions. The EPT was administered to a total of thirty-six children between the ages of four and nine years. One-half of the children were from families of low SES and one-half were from families of high SES. The results show a high correlation between the age of the children and their ability to express prepositions. Each age group up through the eight-year-olds expressed a progressively higher percentage of the prepositions. A statement of positive correlation between intelligence-SES and EPT-SES was made in that those subjects in the high SES group scored higher on the intelligence quotient and EPT scores. Correlation coefficients indicate a slight correlation between the children’s intelligence quotient which ranged from 86-115 and their ability to express prepositions.

Thesis (M.A.)--York University, 2002. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 68-73). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ75382

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Thesis (M.A.)--State University of New York at Binghamton, Psychology Department, 2006. / Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1969. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 136-140).

This study investigated learning and memory performance similarities and differences between healthy, Spanish-speaking older adults of Hispanic/Latino descent and English-speaking Caucasian older adults. It explored the possibility that the novelty of verbal memory tasks, along with cultural and educational differences, may lead to performance differences in Spanish-speaking older adults' effective use of organizational strategies, such as semantic clustering. It hypothesized that an alternative strategy instruction, which provided explicit detail on how to use the effective semantic clustering strategy, would reduce differences observed between the Hispanic and Caucasian groups. Forty-eight healthy, Spanish-speaking older adults and 55 healthy, English-speaking older adults were administered list-learning tasks in their dominant language. Under standard task instruction, Spanish-speaking older adults with low levels of formal education learned fewer words on the task than Caucasian and Hispanic participants who had higher levels of education. Hispanic participants, regardless of educational levels, also utilized semantic clustering recall at lower rates than Caucasian participants under standard instruction. When provided with explicit strategy instruction, both groups showed reduced list learning, and Hispanic older adults demonstrated reduced response to strategy manipulation compared to Caucasian participants. Finally, in the Hispanic older adult sample, the quality of their formal education and level of acculturation were identified as important predictors of verbal learning outcomes. These findings highlight the need to continue to examine the complex role of demographic and cultural variables on verbal learning and memory processes, as they may impact the assessment of pathological processes such as dementia, as well as the development of effective cognitive interventions for diverse elders.

Objective. The aim of this study was to develop and establish norms for the Rey Auditory Verbal Learning Test (RAVLT) for Xhosa speaking adults with a grade 11 or 12 qualification obtained from a previously disadvantaged educational background in the Eastern Cape. Method. The sampleconsisted of a non-clinical group of South African Eastern Cape Xhosa speaking adults (N = 40), aged 19-40, with Grade 11 or 12 level of education received in former Department of Education and Training (DET) schools. Independent t-test analyses were used to compare test performance ofmale and female research subjects; to compare young adults versus older adult age categories and to compare performance between rural and urban research subjects. In addition, differences between the SA RAVLT norms imitative from this study compared to the Australian standardisation on the young adult category was measured. Results. The findings revealed no statistical significant influence of age; sex or rural and urban schooling among the disadvantaged population of the Eastern Cape on RAVLT performance. Additionally, differences on test performance between research-subjects from South Africa compared to Australian research subjects was evident with Australian research subjects performing better on all the sub-components of the RAVLT measure. Conclusions. It is concluded that clinicians will be able to use the RAVLT with more confidence with this educationally disadvantaged Xhosa speaking population. These RAVLT normative data should not be generalised to other languages; other race groups, or other age categories of individuals other than the ones represented in this study.

Allt större intresse riktas mot tidiga stadier av Alzheimers sjukdom (AD). Analys av biomarkörer i cerebrospinalvätskan och neuropsykologisk testning har framhållits som verksamma metoder för tidig AD-diagnostik. Föreliggande studies huvudsyfte var att undersöka gruppskillnader mellan patienter med lindrig kognitiv störning (MCI) med respektive utan en biomarkörprofil för trolig förekomst av Alzheimers sjukdom. Grupperna särskildes genom kvoten Aβ42 / p-tau * 100 och gränsvärdet 1372.Undersökta mått inkluderade seriepositionseffekter på Rey Auditory Verbal Learning Test under inlärning respektive fördröjd återgivning. Vid inlärning skilde sig inte MCI-grupperna men uppvisade sänkt primacy- och middle- samt relativt välbevarad recencyprestation i jämförelse med kontrollgrupp. Vid fördröjd återgivning skilde sig inte gruppernas seriepositionseffekter; tydliga skillnader fanns dock mellan MCI-gruppernas generella minnesprestation. Detta stödjer potentialen hos kvoten Aβ42 / p-tau att urskilja MCI-patienter med ökad risk för AD. Jämte studiens begränsningar diskuteras seriepositionseffekters förmåga att särskilja olika kliniska grupper, där recencyinlärning framhålls som ett mått med svag urskillningsförmåga.

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