O Distúrbio Específico de Linguagem (DEL) é uma alteração que acomete o desenvolvimento da linguagem que não pode ser atribuído à defasagem sensorial, motora, intelectual, transtorno globais do desenvolvimento, privação social ou lesão cerebral evidente. Estudos comprovam que o desempenho de crianças com DEL é inferior ao de seus pares normais em provas de Memória de Trabalho (MT) e relacionam essa defasagem às dificuldades linguísticas destes sujeitos. É consenso que a memória de trabalho fonológica (MTF) é fundamental para o desenvolvimento da linguagem, porém, há divergências sobre o papel da memória de trabalho visual (MTV). Assim este estudo teve como objetivo comparar o desempenho de crianças com DEL e com Desenvolvimento Típico de Linguagem (DTL) em provas de MT e vocabulário receptivo; comparar o desempenho na Prova de Memória de Trabalho Fonológica (PMTF) e Teste Pictórico de Memória (TEPIC-M) verificando se há diferença em função do material ser apresentado por via auditiva ou visual e ainda, correlacionar o desempenho das crianças com DEL nas provas de MT e de vocabulário receptivo. Participaram do estudo 42 crianças sendo 14 delas com diagnóstico de DEL e 28 com DTL, pareadas pela idade cronológica, foram aplicados dois testes que avaliam a memória de trabalho (PMTF e TEPIC-M) e um teste que avalia vocabulário receptivo (Peabody Picture Vocabulary Test- PPVT-III). Para a análise estatística foram utilizados os testes t de Student para comparação entre os grupos e Correlação de Pearson para correlacionar os resultados entre as provas. Os resultados mostraram que as crianças com DEL apresentam desempenho inferior em relação aos seus pares normais em ambas as provas de MT, sendo que, em maior proporção na prova de PMTF, havendo correlação entre todos os testes aplicados. Assim conclui-se que crianças com DEL apresentam defasagem na MTF e na MTV, nesta última em menor proporção. Quanto maior a defasagem nas habilidades de memória, maior foi a defasagem no vocabulário destas crianças. Tanto crianças com DEL, como as com DTL apresentaram pior desempenho quando o estímulo foi apresentado por via auditiva comparado àquele apresentado por via visual. / The Specific Language Impairment (SLI) is a disorder that affects the language development and cant be attributed to lag sensory, motor, intellectual and pervasive developmental disorder, social deprivation or evident brain lesion. Studies show that the performance of SLI children is lower than their normal peers in Working Memory (WM) tests and relate this discrepancy to the linguistic difficulties of these subjects. There is consensus that phonological working memory (PWM) is critical to language development, but there are disagreements about the role of visual working memory (VWM). So this study aimed to compare the performance of children with SLI and typical language development (TLD) in WM tests and receptive vocabulary, to compare the performance in Phonological Working Memory Test (PWMT) and Pictorial Memory Test (PMT) checking whether there are differences depending on the material being presented through auditory or visual, still, to correlate the performance of children with SLI on receptive vocabulary tests and WM tests. The study included 42 children, 14 of them with SLI and 28 with TLD, paired with chronological age, were applied two tests that assessed working memory (PWMT and PMT) and a receptive vocabulary test (Peabody Picture Vocabulary Test - PPVT-III). For statistical analysis were used t of Student test for comparison between groups and Pearson Correlation to correlate the results between tests. The results showed that children with SLI perform below their peers in relation to normal in both WM tests, mainly on the PWMT, there was correlation between all tests. Thus it is concluded that children with SLI present deficits in PWM and VWM, the latter in a smaller proportion. The higher is the gap in their memory skills, the higher is the gap in the vocabulary of these children. Both children with SLI, as with TLD showed a worse performance when the stimulus was presented auditory compared to that presented by visual means.

The video game industry is one of the fastest growing markets in the world today. The fact that playing video games has become such a popular recreational activity among youths and adolescents has created a need for research investigating the effects of video game playing. Because of the role of the English language as a global lingua franca, most video games are released in English. Since most video games are released in English, many believe that the utilization of video games can help learners of English to improve their knowledge of how to utilize the English language. The aim of this study is to investigate whether video game playing does positively influence the English receptive vocabulary level of ESL learners. In addition, the present study also investigated the influence of other factors, such as the utilization of online communication tools, the average time spent playing video games, and the type of video games played, on English receptive vocabulary level. The study was conducted using quantitative research methods. Since the aim of the study was to investigate the relation between two separate aspects, the study had to utilize two separate elicitation methods for the data collection: one questionnaire (that was supposed to determine each informant’s video game habits) and one vocabulary test (that was supposed to get an approximation of each informant’s receptive vocabulary level). When the data had been collected, the tests were corrected, and the participants were categorized according to the previously mentioned variables. The mean scores of the categories were later examined and compared to each other. Differences between groups that were of high importance were further examined, with a t-test, to determine whether the difference was statistically significant or not. The results of the study show that the vocabulary level difference between ESL learners that do play video games and ESL learner that do not play video game is insignificant. The results further show that the utilization of online communication tools while playing video games positively influences vocabulary level, as the mean score difference on the vocabulary test between OCT users and OCT non-users was revealed to be significant by the t-test. The analysed data thus show that the influence of the utilization of online communication tools on English receptive vocabulary level are more significant that the influence of playing video games.

Phonological awareness (PA) can be defined as the ability to recognize that orthographic patterns represent specific phonemic elements of speech (Nitrouer, 1999). Alternatively, some view PA as a purely linguistic skill that involves the ability to recognize and manipulate specific speech sounds (e.g., Catts, 1991). A large body of research indicates the primary problem for children who do not learn to read is a deficit in PA (e.g., Morris et al., 1998; Stanovich, 1988). Far less work has examined what drives the development of PA (Metsala & Walley, 1998). Recently, it has been suggested that oral language skills influence the acquisition of PA (e.g., Dickinson, McCabe, Anastasopoulos, Peisner-Feinberg, & Poe, 2003; Olofsson & Niedersoe 1999). The primary purpose of this study was to examine the development of PA skills in children classified with a reading disability who evidenced either typical or below-average oral language skills based on measures of receptive vocabulary, expressive vocabulary, and listening comprehensions skills. In addition, this study examined whether differing conceptualizations of PA resulted in differential findings concerning the relationship between oral language skills and PA. Finally, this study examined the relationships that exist between different domains of language and different aspects of reading achievement. Elementary school age students participated in the study with 211 students receiving 70 hours of small group reading intervention. Sixty-eight students served as a control group. Children’s PA was assessed at three time points throughout the school year. Repeated measures ANCOVA and HLM analyses were conducted with letter sound knowledge and phonological processing skills as dependent variables. Students with below-average oral language skills evidenced significantly (p < .05) lower scores on both measures compared to students with typical oral language skills. Children with below-average oral language skills did not acquire PA skills at a significantly slower rate than children with typical oral language skills. Analyses also indicated that the relationship between oral language skills and PA skills remains consistent across different conceptualizations of PA. SEM analyses showed that receptive vocabulary and expressive vocabulary knowledge independently contributed to PA skills. Only expressive vocabulary knowledge entered into a relationship with word identification skills.

Languages within one language family may be so closely related that their speakers often communicate, each using their own language. This phenomenon was investigated in African, Germanic and Romance languages and coined as semicommunication by Haugen (1966), and later became receptive multilingualism by Braunm&uuml / ller (2002). This research attempts to find out if receptive multilingual communication is possible in Slavonic languages (Polish, Russian and Ukrainian). Besides, it was a great importance to define whether the success of communication is symmetric among the speakers of the mentioned languages. Finally, various cases of problematic understanding were analyzed with the main emphasis on the speakers&rsquo / strategies when they try to overcome reception problems. Methodically, 4 Russian-Ukrainian, 4 Polish-Ukrainian and 4 Polish-Russian conversations were recorded with the use of digital camera. Cases of problematic understanding were defined and transcribed with Exmaralda program, Partitur editor. Number of problematic utterances in relation to total number of utterances in discourse was the measure of communication success in each language constellation. In order to see the overall picture of how receptive multilingualism works in the three languages and in each constellation separately, the statistic research was done with SPSS program. The findings of the research revealed that receptive multilingual communication among Polish, Russian and Ukrainian speakers is generally successful, however, not symmetric with respect to understanding degree in different constellations.

Dual tracks - for Foreign (FL) and Heritage languages (HL) - in Spanish language programs are becoming increasingly common in U.S. higher education institutions, although most only offer HL courses for intermediate and/or advanced learners. Few universities have incorporated specialized courses for receptive bilinguals into their programs. Contradictory arguments can be found in the HL education literature regarding the type of curriculum (FL or HL) that would best serve the pedagogical needs of these students (Carreira, 2004; Lipski, 1996; Potowski, 2005).This study attempts to offer insights into this discussion by examining the effects of these two types of curricula on the written and oral language development of three groups of learners: two groups of HL learners enrolled in HL and FL courses, and a group of FL learners taking the same FL courses. The purpose of this study is four-fold: 1) delineate a profile of receptive bilinguals; 2) measure changes in oral and written production and other language-related variables after one semester of instruction; 3) examine the students' level of satisfaction with the language curriculum; and 4) uncover linguistic differences between FL and HL learners. The data collection consisted of series of written and oral-elicitation tasks and online questionnaires at the beginning and end of the semester.The results showed that all groups made significant gains in writing fluency and complexity but only the HL group in the HL course significantly improved their writing accuracy. Both HL groups made greater gains in oral fluency and complexity than the FL group but the HL group in the HL course outperformed both groups in syntactic complexity gains. The HL group in the HL course showed the highest level of satisfaction and the greatest improvement in self-confidence and language attitudes but no differences in language use outside the classroom and self-evaluation of language abilities. The results offer implications for the inclusion of receptive bilinguals in HL programs, their language placement, and pedagogical and curricular practices most suitable for these students in the HL classroom.

Men who have sex with men (MSM) account for a majority of all men currently diagnosed with AIDS. MSM is also recognized as the largest risk category of all AIDS cases. Drug use has been shown to have a synergistic effect on the prevalence of HIV in the MSM population. The study aimed to examine the association between injection drug use, non-injection drug use, and non-drug use with sexual risk behaviors for HIV in men who have sex with men. Secondary, cross-sectional data procured from the National HIV Behavioral Surveillance System for the Atlanta Metropolitan Survey Area were used for the study. The study population was 960 participants. Using binary logistic regression analyses, the drug use categories were studied for unprotected intercourse, unprotected receptive anal intercourse and HIV status. Strong associations were seen independently for unprotected intercourse, unprotected receptive anal intercourse, and HIV status with injection and non injection drug use, but the association weakened for drug use categories when controlled for other independent factors. Taking into account current findings and findings from previous research, the importance of clinical significance over statistical significance was considered. Racial disparities were evident, in that, although the Black participants showed no increased odds for sexual risk factors or drug use, it had a higher odds for being HIV positive compared to Whites. Combining Viagra/Levitra with drugs was significantly associated with unprotected intercourse (AOR=1.9), and each individual drug showed a different degree of association with Viagra/Levitra. Further research is recommended to identify sub-populations at risk and appropriately allocate resources and channel programs and interventions.

The present study investigated whether the teaching of L2 vocabulary with still cartoon pictures and animated cartoon pictures would result in a significant difference in second language learners' receptive and productive knowledge of the target words. Also, the effect of test type (receptive vs. productive) on participants' retention of the target words was examined. Finally, the study tried to find out whether the semantic category of vocabulary words influences the rate of successful vocabulary retention across picture types. For the purpose, a group of 17 ESL students from a Midwestern University participated in both treatments with still and animated pictures, followed by vocabulary tests. The results showed that over 80% of the target words were successfully retrieved on the receptive knowledge tests vs. only about 40% successful retrieval on the productive knowledge tests. Yet, the results did not reveal significant differences in vocabulary gain due to picture type as both treatments showed similar success rate of retention of the target words, especially in view of receptive knowledge. Also, neither of the two types of pictures was effective in facilitating productive knowledge of the target words. In addition, the study found that some semantic categories of vocabulary words may be easier to recall than others.

The aim of this study is to examine the vocabulary and receptive collocation knowledge in English among Swedish upper secondary school students. The primary material consists of two vocabulary tests, one collocation test, and a background questionnaire. The first research question concerns whether the students who receive a major part of their education in English have a higher level of vocabulary and receptive collocation knowledge in English than those who are taught primarily in Swedish. The second concerns if the students who started to learn English before the age of 7 have a higher level of vocabulary and receptive collocation knowledge in English than those who started after 7. The third concerns if the level of the students' vocabulary and receptive collocation knowledge correlates. The fourth addresses whether external inputs of English may have had an effect on the students' vocabulary and receptive collocation knowledge level. The results indicate that reinforcement of English through an education mostly in English has rendered a higher level of vocabulary and receptive collocation knowledge in English. In addition, starting to learn English before age 7 also appeared to have had a positive effect on these levels. In addition, the results suggest that an early onset (before 7) of English compensates for lack of reinforcement of English. Conversely, reinforcement of English compensates for a late onset (after 7) of English. However, the results imply that the combination of an early onset (before 7) of English and reinforcement of English is the most efficient means to achieve a high level of vocabulary and receptive collocation knowledge. Moreover, a clear correlation was found between vocabulary knowledge and receptive collocation knowledge, which also points to the importance of a large exposure to English. For the high performance students, external influences such as English in primary and secondary school, and a high motivation to learn English may have contributed to a higher language confidence, and possibly a higher level of vocabulary and receptive collocation knowledge.

Objetiva-se traçar um panorama do turismo estrangeiro independente e econômico, denominado backpacker, a nível mundial e nacionalmente, apresentando sua representatividade e taxa de crescimento no período de 1996 a 2000. Comparam-se as origens e os destinos tanto no turismo convencional quanto no turismo backpacker, compreendendo que há diferenças significativas entre os mesmos. Abordam-se os aspectos que possibilitam determinar o perfil desse segmento de turistas estrangeiros, como faixa etária, sexo, renda, nível educacional e origem, assim como as características das viagens que os backpackers estrangeiros empreendem pelo Brasil como duração, roteiro, meios de locomoção e principais atividades desenvolvidas. Provoca-se discussão sobre o tratamento dispensado pelos órgãos governamentais que estabelecem as diretrizes do turismo nacional a esse segmento de turistas estrangeiros, haja vista que o Brasil oferece condições apropriadas para atrair os backpackers e sua visita propiciaria aspectos econômicos, sociais e ambientais de nosso interesse: incentivaria a abertura de pequenos empreendimentos de capital nacional, as receitas geradas por esse público seriam de valor considerável, o intercâmbio sociocultural entre turista-comunidade seria ampliado, dar-se-ia maior valor aos artefatos produzidos localmente e a maior conscientização dos turistas às questões ambientais seria benéfica / The purpose of this study is to provide an overview of independent and budget-minded tourists from abroad, denominated backpackers, travelling around the world and in Brazil, presenting its level of representation and growth in the period from 1996 to 2000. A comparison about the origin and destination of the conventional and backpacking tourist is demonstrated, highlighting the significant differences between both. Profile of this foreign tourist market segment, comprising age, gender, income, education level and nationality, is demonstrated, as well as the characteristics of backpackers\' travelling around Brazil, referent their stay, itinerary, transportation and major activities. A discussion concerning government institutions directives for determining national targets in the tourism area as for this foreign tourist segment is demonstrated, whereby Brazil offers appropriate conditions to attract backpackers. Their visits is shown to favour economic, social and environmental issues, encouraging the opening of small businesses, income generation stimulated by these tourists, enhancing a large social and cultural interchange between the tourist and the community, adding value to products made in Brazil and raising the consciousness of tourists about environmental matters which are beneficial to everyone

Made available in DSpace on 2016-03-15T19:40:41Z (GMT). No. of bitstreams: 1 CRISTIANE_AMOROSINO_DIST.pdf: 3413258 bytes, checksum: ca798f17b25ae97d4c59d537efcfb5b1 (MD5) Previous issue date: 2006-08-01 / Fundo Mackenzie de Pesquisa / The Syndrome of Rett (SR.) was described for the first time for Andreas Rett(1966). It is characterized for a neurobiologic clutter that affects the femile sex preferentially. Its cause is due to a genetic alteration to the chromosome X. Due to the complex scenario its verbal comunication and gestual are damaged in, many times when inexistent, it causes serious difficulties the social development, cognitive and emotional these girls. Even thought the high number of investigation in this area, the comunicative potential is still a doubt and is still a big challenge for education professionals relatives and health professional. The objective of this study is to prove the comunicative intensional look and evoluate receptive vocabulary. The were 14 patients studied that belong to the classic form of Rett Syndrome classified in III & IV stage of evolution of the syndrome and filedit at Associação Brasileira de Síndrome de Rett de São Paulo (ABRE-TE/SP). The equipament used on it was Eyegaze®, that evaluates and registers the visual scanning of an individual facing a visual stimulous at the screen projeited. The instruments of evolution where: Vocabulary Test per Peabody images TVIP computorized and its variation of a receptive vocabulary test with colorful pictures TVRF colorful. One Way ANOVAS reveled significant differences in the numbers of correct itens at TVIP (F]5,33]= 44,761; p<0,0000) and at TVRF (F]5,33]= 28,3131; p<0,0000) according to the age. Analyses post hoc Bonferroni has shown that there are no diference between girls with SR and the controls of 2 and 3 years old; even thougth the average age were significantly bigger than those normal children that have obtained close assertivy results in those two version of the vocabulary test. The Rett gerts who have obtaind the worst perforface at TVIP were exactly the youngest. Besides that the number of correct itens at TVRF were bigger than observed at TVIP. Such data to suggest the usage of pictures to those girls have better effect to evoluate the vocabulary of those simple drawing, such as from TVIP. The evidenced the glance with communicative intention and also demonstrated tha thouse girls receptive vocabulary can be evaluates twrough the instrument computerized TVIP and its variation of TVRF. / A Síndrome de Rett (SR) foi descrita pela primeira vez por Andreas Rett (1966). Caracteriza-se por uma desordem neurobiológica que afeta preferentemente o sexo feminino. Sua causa é decorrente de uma alteração genética ligada ao cromossomo X. Devido ao complexo quadro, sua comunicação verbal e gestual encontram-se prejudicadas e, muitas vezes, inexistentes, o que acarreta sérias dificuldades no desenvolvimento social, cognitivo e emocional dessas meninas. Apesar do crescente número de investigações nesta área, o potencial comunicativo ainda é uma incógnita e um grande desafio para educadores, familiares e profissionais da saúde. O objetivo desse estudo foi comprovar o olhar com intenção comunicativa e avaliar o vocabulário receptivo. Foram estudadas 14 pacientes pertencentes a forma clássica da Síndrome de Rett, classificadas nos estágio III e IV de evolução da síndrome e cadastradas na Associação Brasileira de Síndrome de Rett de São Paulo (ABRE-TE/SP). Foi utilizado o equipamento Eyegaze®, que avalia e registra a varredura visual de um sujeito frente a um estimulo visual projetado na tela. Os instrumentos de avaliação utilizados foram: o Teste de Vocabulário por Imagens Peabody - TVIP computadorizado e sua variação o Teste de Vocabulário Receptivo com fotos coloridas - TVRF colorido. Resultados: ANOVAS Unifatorial revelaram diferença significativa no número de ítens corretos no TVIP (F]5,33]= 44,761; p<0,000) e no TVRF( F]5,33] = 28,3131; p< 0,000) em função da idade . Análise post hoc Bonferroni mostrou não haver diferença entre meninas com SR e os controles de 2 e 3 anos de idade; embora a média de idade fosse significativamente maior do que aquelas crianças normais, elas obtiveram resultados semelhantes de acertos nas duas versões do teste de vocabulário. As meninas Rett que obtiveram pior desempenho no TVIP foram exatamente as mais novas. No entanto, o número de ítens corretos no TVRF foi maior do que o observado no TVIP. Tais dados parecem sugerir que o uso de fotos para estas meninas tem efeito melhor para a avaliação de vocabulário do que de desenhos simples, tal como o do TVIP. Os resultados da análise dos dados evidenciaram o olhar com intenção comunicativa e demonstraram que o vocabulário receptivo destas meninas pode ser avaliado através do instrumento TVIP computadorizado e sua variação, o TVRF.