Submitted by Lilian Maria da Silva (msilva.lilian@gmail.com) on 2018-06-08T19:39:40Z No. of bitstreams: 1 TeseLilianSilva_VF_Final.pdf: 3327004 bytes, checksum: d29448a1832348eb7e7351ed4d972376 (MD5) / Rejected by Elza Mitiko Sato null (elzasato@ibilce.unesp.br), reason: Solicitamos que realize correções na submissão seguindo as orientações abaixo: 01) Solicito que corrija a descrição na FOLHA DE APROVAÇÃO, pois o nome do programa está como Ciência da Computação divergindo da folha de rosto: Tese apresentada como parte dos requisitos para obtenção do título de Doutora em Estudos Linguísticos, junto ao Programa de Pós-Graduação em Estudos Linguísticos, do Instituto de Biociências, Letras e Ciências Exatas da Universidade Estadual Paulista “Júlio de Mesquita Filho”, Campus de São José do Rio Preto. Lembramos que o arquivo depositado no repositório deve ser igual ao impresso, o rigor com o padrão da Universidade se deve ao fato de que o seu trabalho passará a ser visível mundialmente. Agradecemos a compreensão. on 2018-06-08T20:24:35Z (GMT) / Submitted by Lilian Maria da Silva (msilva.lilian@gmail.com) on 2018-06-08T21:09:04Z No. of bitstreams: 1 TeseLilianSilva_VF_Oficial.pdf: 3327010 bytes, checksum: f86a7902fdd1c35642248e84983d51a4 (MD5) / Approved for entry into archive by Elza Mitiko Sato null (elzasato@ibilce.unesp.br) on 2018-06-11T12:44:24Z (GMT) No. of bitstreams: 1 silva_lm_dr_sjrp.pdf: 3463019 bytes, checksum: 6d7286c9a4e2a794c6eba795b7467f31 (MD5) / Made available in DSpace on 2018-06-11T12:44:24Z (GMT). No. of bitstreams: 1 silva_lm_dr_sjrp.pdf: 3463019 bytes, checksum: 6d7286c9a4e2a794c6eba795b7467f31 (MD5) Previous issue date: 2018-02-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / Esta tese investiga se grafias de segmentação em palavras forneceriam pistas da prosodização de clíticos preposicionais do Português Brasileiro (doravante, PB). Para conduzir esse objetivo, inicialmente são analisadas hipossegmentações envolvendo preposições (“denovo”, para de novo) e hipersegmentações de sílabas pretônicas cuja cadeia segmental é idêntica a um clítico preposicional (“de vagar”, para devagar). Analisando as estruturas das grafias de segmentação em palavras, constatou-se diferenças morfossintáticas no funcionamento dos clíticos preposicionais e instabilidade em categorizar uma sílaba átona ora como clítico ora como sílaba pretônica. Partindo desses resultados, foram construídos experimentos de produção e de percepção de fala, com o intuito de verificar, por um lado, se diferenças acústicas (no tempo de duração da sílaba) estariam vinculadas a diferenças sintáticas e, por outro lado, se informações acústicas e perceptuais forneceriam pistas aos falantes do PB sobre um limite entre clítico e sílaba pretônica. Com base nos resultados do teste de produção de fala, segundo o parâmetro da duração, não foram encontradas evidências que sustentassem diferenças entre os clíticos preposicionais e diferenças entre clíticos e sílabas pretônicas. Considerando os resultados do experimento de percepção de fala, foi possível constatar que informações sintáticas e fonéticas idênticas dificultam a percepção e categorização de uma sílaba átona como clítico ou como sílaba pretônica. No entanto, informação fonológica (evidenciada pela aplicação de processos fonológicos) é crucial para a identificação de estatutos distintos da sílaba átona, colocando em evidência que, em termos prosódicos, há distinção entre sílabas átonas internas e externas à estrutura de palavra. Nesse sentido, os dados de segmentação analisados fornecem mais pistas da organização das relações sintáticas entre preposições e seus complementos e menos pistas da organização prosódica de estruturas de clítico e hospedeiro. / This thesis investigates whether spellings in word segmentation would provide clues to the prosodization of prepositional clitics of Brazilian Portuguese (henceforth, PB). In order to achieve this goal, we analyze hyposegmentations involving prepositions (e.g. "denovo" (“de novo”) - again) and hypersegmentations of pretonic syllables whose phonic chain is identical to a prepositional clitic ("de vagar" (“devagar”) - slow). Analyzing the spellings in words segmentation, we verified morphosyntactic differences in the functioning of prepositional clitics and instability in categorizing an unstressed syllable or as clitic or as a pretonic syllable. From these results, speech production and speech perception experiments were constructed to verify, on the one hand, whether acoustic differences (at the time of syllable duration) would be related to syntactic differences and, on the other hand, if acoustic and perceptual informations would provide clues to PB speakers about a boundary between clitics and pretonic syllables. Based on the results of the speech production test, according to the duration syllable, no evidence was found to support differences between prepositional clitics and differences between clitics and pretonic syllables. Based on the results of the speech perception experiment, we verify that only syntactic and phonetic informations are not enough for perception and categorization of unstressed syllable as clitic or as pretonic syllable. However, phonological information (evidenced by phonological processes) is crucial for identification of distinct status of the unstressed syllable. Therefore, in prosodic terms, there is a distinction between pretonic syllables and clitics. Therefore, the word segmentation data provides more clues to the organization of the syntactic relationship between prepositions and their complements and less clues of the prosodic organization of clitic and host structures. / FAPESP 2014/18050-7 / FAPESP 2015/23238-8

De nombreuses études longitudinales ont montré un lien causal entre habiletés phonologiques précoces et plus tard le développement de la lecture et de l’écriture chez l’enfant entendant (Bryant, MacLean, Bradley & Crossland, 1990). Pour apporter une contribution aux connaissances concernant ce lien chez les enfants sourds, nous avons réalisé une étude longitudinale qui s’échelonne de la troisième maternelle à la seconde primaire. Les performances d’enfants sourds sévères et profonds prélinguaux exposés (précocement vs tardivement) ou non au Langage Parlé Complété (« LPC », code manuel destiné à lever l’ambiguïté de la lecture labiale seule) sont comparées à celles d’enfants entendants de même âge chronologique. Diverses épreuves phonologiques, de lecture et d’écriture ont été proposées. Les résultats ont montré que les habiletés phonologiques précoces prédisaient le niveau de reconnaissance de mots écrits en première primaire chez les enfants sourds comme chez les enfants entendants. Cependant, un effet plus important de l’apprentissage de la lecture est observé sur le niveau d’habiletés phonologiques, de lecture et d’écriture lors des deux premières primaires chez les enfants sourds. De plus, les performances des enfants sourds exposés précocement au LPC ne diffèrent pas de celles des enfants entendants et sont plus élevées que celles des autres enfants sourds, en particulier en première et seconde primaire. L’exposition précoce au LPC permettrait donc le développement de représentations phonologiques précises et par conséquent l’utilisation d’un décodage phonologique efficace en lecture et en écriture au début de l’apprentissage de la lecture. / Longitudinal studies have shown a causal connection between early phonological skills and later literacy development in hearing children (Bryant, MacLean, Bradley & Crossland, 1990). The aim of our study is to investigate whether early phonological skills predict later literacy performance in deaf children either exposed (early versus late) or not exposed to Cued Speech (“CS”, a manual system delivering phonetically augmented speechreading through the visual modality). Different phonological and literacy tasks were administered from kindergarten to seconde grade. The results show that the early phonological skills in kindergarten predict written word recognition in first grade in the deaf as well as in the hearing groups. However, an effect of learning to read seems to be more important on the level of phonological and literacy skills during the first and seconde grade in deaf children. In addition, the performances of early CS users do not differ from those of hearing children and are higher than those of the other deaf children, especially in first and second grade. Early exposure to Cued Speech may permit the development of accurate phonological representations and, consequently, the use of accurate phonological decoding to recognize written words and to spell at an early stage in learning to read.

L'objectif principal de ce travail de thèse est de discuter de la place de la tablette tactile dans un dispositif d'enseignement adapté et ciblé auprès d'enfants détectés à risque de difficultés ultérieures en lecture. Pour répondre à cet objectif et après avoir étayé notre propos avec les résultats de la littérature scientifique, deux axes sont présentés. Un axe expérimental, composé de trois études, nous a permis de mesurer l’impact d’un entrainement spécifique intensif et individuel, via la tablette tactile, sur les performances en identification de mots écrits d’élèves de GSM et de CP faibles (pré)lecteurs. Plus précisément, les résultats du suivi longitudinal des élèves susmentionnés à court et moyen termes semblent aller en faveur d’une amélioration de la conscience phonologique et du traitement grapho-syllabique. Le second axe s’attachait à mettre en lumière l’importance des critères ergonomiques de développement de deux applications ludo-éducatives. Les résultats des évaluations subjectives permettent d’identifier les points nécessitant un travail supplémentaire, ces points pouvant entraver le traitement d’informations cruciales pour l’apprentissage de la lecture. / The main objective of this thesis work is to discuss the place of the touch-screen tablet in an adapted and targeted teaching system with children detected at risk of subsequent difficulties in reading. To meet this objective, we have presented two main axes, based on the results of the scientific literature. An experimental axis, made up of three studies, allowed us to measure the impact of a specific intensive and individual training, via the touch-screen tablet, on the performances in written words identification of poor (pre)readers in Kindergarten and First Grade. More precisely, the results of the longitudinal follow-up of the aforementioned students seem to be in favor of an improvement of the phonological awareness and the grapho-syllabic treatment. The second axis aims to highlight the importance of ergonomic criteria for the development of two edutainment apps. The results of the subjective evaluations identify points that requiring additional work, which may hinder the processing of crucial information for the learning of reading.

Cette étude compare les variations d’efficacité du traitement visuel dans le temps entre 16 autistes adultes ayant un retard initial du langage et 16 participants contrôles présentant un développement typique, en utilisant la technique d’échantillonnage temporel aléatoire. Les participants devaient nommer des objets familiers (expérience 1) ou des mots écrits (expérience 2) présentés sur un écran d’ordinateur pendant 200 ms et dont la visibilité (i.e. ratio signal/bruit) variait aléatoirement à travers le temps. Pour chacun des 32 participants, des images de classification (IC) temps-fréquence ont été obtenues en soustrayant la moyenne des fonctions d’échantillonnage (i.e. les ratio signal/bruit) ou leur recodage en temps-fréquence associées aux réponses erronées de celle associée aux réponses correctes. Les résultats démontrent que l’efficacité du traitement visuel chez les deux groupes de participants est modulée à travers le temps et est affectée par le contenu fréquentiel des oscillations du rapport signal-sur-bruit. Des différences inter-groupes importantes sont toutefois observées quant à la chronologie des mécanismes oscillatoires sont mis en branle pour la réalisation de la tâche de reconnaissance d’objets. Pour la tâche de reconnaissance de mots écrits, les différences entre les groupes ne sont que marginalement significatives. Il est proposé que la plus grande sensibilité de la tâche de reconnaissance d’objets puisse s’expliquer par 3 chose essentielles : 1. la plus grande complexité des mécanismes auxquels elle doit faire appel pour atteindre une bonne réponse. 2. Le surfonctionnement perceptif des autistes dans le traitement des informations locales ou de bas niveau. 3. Une variabilité de la localisation des activations qui soulève la possibilité que l'autisme implique une amélioration et/ou une altération des mécanismes de plasticité typiques. / Variations in visual processing efficiency over time were compared between 16 adult autistic participants with initial language delay and 16 typically developing control participants, using the random temporal sampling technique. Participants were asked to name familiar objects (experiment 1) or written words (experiment 2) presented on a computer screen for 200 ms and whose visibility (i.e., signal-to-noise ratio) varied randomly across time. For each of these 32 participants, time-frequency classification images (CI) were obtained by subtracting the average of the sampling functions (i.e., signal-to-noise ratio) or time-frequency recordings thereof associated with incorrect responses from that associated with correct responses. The efficiency of visual processing in the two groups of participants is modulated through the time and is affected by the frequency content of signal-to-noise ratio oscillations. Significant inter-group differences were observed in the timing of the oscillatory mechanisms for the object recognition task. For the written word recognition task, the differences between groups are only marginally significant. It is proposed that three essential things can explain the greater sensitivity of the object recognition task: 1. the greater complexity of the mechanisms it must call up to reach correct answer. 2. The perceptual over-functioning of autistic people, more evident in the detection, the categorization and the memory of perceptual information. 3. An increased variability in the localization of activations that raises the possibility that autism involves enhancement and/or alteration of typical plasticity mechanisms.

De nombreuses études longitudinales ont montré un lien causal entre habiletés phonologiques précoces et plus tard le développement de la lecture et de l’écriture chez l’enfant entendant (Bryant, MacLean, Bradley & Crossland, 1990). Pour apporter une contribution aux connaissances concernant ce lien chez les enfants sourds, nous avons réalisé une étude longitudinale qui s’échelonne de la troisième maternelle à la seconde primaire. Les performances d’enfants sourds sévères et profonds prélinguaux exposés (précocement vs tardivement) ou non au Langage Parlé Complété (« LPC », code manuel destiné à lever l’ambiguïté de la lecture labiale seule) sont comparées à celles d’enfants entendants de même âge chronologique. Diverses épreuves phonologiques, de lecture et d’écriture ont été proposées. Les résultats ont montré que les habiletés phonologiques précoces prédisaient le niveau de reconnaissance de mots écrits en première primaire chez les enfants sourds comme chez les enfants entendants. Cependant, un effet plus important de l’apprentissage de la lecture est observé sur le niveau d’habiletés phonologiques, de lecture et d’écriture lors des deux premières primaires chez les enfants sourds. De plus, les performances des enfants sourds exposés précocement au LPC ne diffèrent pas de celles des enfants entendants et sont plus élevées que celles des autres enfants sourds, en particulier en première et seconde primaire. L’exposition précoce au LPC permettrait donc le développement de représentations phonologiques précises et par conséquent l’utilisation d’un décodage phonologique efficace en lecture et en écriture au début de l’apprentissage de la lecture. / Longitudinal studies have shown a causal connection between early phonological skills and later literacy development in hearing children (Bryant, MacLean, Bradley & Crossland, 1990). The aim of our study is to investigate whether early phonological skills predict later literacy performance in deaf children either exposed (early versus late) or not exposed to Cued Speech (“CS”, a manual system delivering phonetically augmented speechreading through the visual modality). Different phonological and literacy tasks were administered from kindergarten to seconde grade. The results show that the early phonological skills in kindergarten predict written word recognition in first grade in the deaf as well as in the hearing groups. However, an effect of learning to read seems to be more important on the level of phonological and literacy skills during the first and seconde grade in deaf children. In addition, the performances of early CS users do not differ from those of hearing children and are higher than those of the other deaf children, especially in first and second grade. Early exposure to Cued Speech may permit the development of accurate phonological representations and, consequently, the use of accurate phonological decoding to recognize written words and to spell at an early stage in learning to read. / Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished