A growing interest in cognition in aging has been observed because of both the epidemiologic factor of an increase in the lifespan of the world's population and the cognitive changes behaviorally and biologically detectable in this population. The most complex of language components and fundamental in social interaction, discourse production and comprehension are among the most scarcely explored cognitive functions in this context. This review presents and discusses discourse processing in healthy aging with regard to theoretical, behavioral, and neuroimaging evidence. Cognitive and neurobiological models are reviewed, such as the Hemispheric Asymmetry Reduction in Older Adults (HAROLD) model and the Posterior-Anterior Shift in Aging (PASA) model. Among the neuropsycholinguistic research developed to characterize discourse processing in aging individuals, which has contributed to the prevention and treatment of language impairment and the maintenance of communicative competence in aging, studies on the relationship between discourse and working memory, attention, and some executive components are discussed. Regarding neuroimaging data, very few studies that have included cognitive tasks and discourse stimuli were found. Such studies suggest that discourse processing requires not only the participation of both brain hemispheres, but also a more prominent activation of frontal regions. Considering the great complexity and usefulness of discourse in elderly adults' daily communication and the emergence of cognitive defi cits related to aging in complex information processing, the necessity of further behavioral and neuroimaging studies, including discourse processing tasks, comparing tasks involving executive, attentional, and mnemonic demands becomes evident.
Considering the lack of studies on discourse processing in aging and our still restricted knowledge about the relationship between linguistic components involved in text reading and other cognitive components, such as memory, the present study aimed to compare narrative processing by young adult readers
Este artigo está licenciado sob forma de uma licença Creative Commons Atribuição 4.0 Internacional, que permite uso irrestrito, distribuição e reprodução em qualquer meio, desde que a publicação original seja corretamente citada. http://creativecommons.org/licenses/by/4.0/deed.pt_BR http://dx.doi. org/10.15448/1984-7726.2018.1.28535 Let. Hoje, v. 53, n. 1, p. 149-157, jan.-mar. 2018 Leitura e consciência linguística Resumo: Neste artigo a leitura é vista como uma atividade cognitiva complexa que envolve necessariamente o desenvolvimento da consciência linguística do leitor iniciante, a começar pela consciência fonológica. Nessa perspectiva, aprender a ler exige, antes de qualquer outra coisa, relacionar a fala ao sistema de escrita, vocalizando a produção do fonema correspondente ao grafema escrito, pois o sistema do Português Brasileiro é alfabético. Aos alfabetizadores, recomenda tanto o estudo do sistema fonológico do PB quanto dos fundamentos biológicos da atividade leitora, tanto para entenderem melhor o princípio alfabético quanto os vínculos entre cérebro, linguagem e fala. Além disso, reitera a importância de contextualização do processo de ensino-aprendizado, situando-o no contexto social e cultural do aprendiz, não desconsiderando, pois, o seu conhecimento prévio. Palavras-chave: Leitura; Consciência linguística; EnsinoAbstract: This article considers reading as a complex cognitive activity that necessarily involves the development of linguistic awareness of the beginners, starting with the phonological one. In its viewpoint, learning reading demands the establishment of connections between speech and the written system, since the Brazilian written system is alphabetic. Concerning the teaching of reading, it proposes that teachers should take into account the biological foundations of language and the phonological principles of Brazilian Portuguese. In addition, it stresses the importance of contextualizing the process of teaching reading to the learners' social and cultural context, without ignoring their prior knowledge. Keywords: Reading; Linguistic awareness; Teaching IntroduçãoO presente artigo propõe uma concepção não modular do funcionamento mental, entendendo haver interdependência entre cognição e linguagem (KOCH; CUNHA-LIMA, 2007), opondo-se à perspectiva teórica do modularismo estrito. Em sua perspectiva, linguagem e cognição entram em sincronia, para que os indivíduos se comuniquem e também para que aprendam a ler. Ler com eficácia, porém, constitui-se em uma atividade sociocognitiva complexa, demandando outras habilidades além das cognitivas, em sentido estrito.Em sua perspectiva, para abordar a leitura, é preciso antes se situar a respeito de quais sejam as funções intelectuais da linguagem existentes no cérebro humano. Para tanto se adita que, segundo os estudos existentes na atualidade (PRIMI, 2003), coexistem no cérebro duas funções linguísticas não redutíveis: fala e linguagem. A dissociação embasa-se em pesquisas da psicologia cognitiva, que revisou os testes psicométricos usa...
A growing interest in cognition in aging has been observed because of both the epidemiologic factor of an increase in the lifespan of the world's population and the cognitive changes behaviorally and biologically detectable in this population. The most complex of language components and fundamental in social interaction, discourse production and comprehension are among the most scarcely explored cognitive functions in this context. This review presents and discusses discourse processing in healthy aging with regard to theoretical, behavioral, and neuroimaging evidence. Cognitive and neurobiological models are reviewed, such as the Hemispheric Asymmetry Reduction in Older Adults (HAROLD) model and the Posterior-Anterior Shift in Aging (PASA) model. Among the neuropsycholinguistic research developed to characterize discourse processing in aging individuals, which has contributed to the prevention and treatment of language impairment and the maintenance of communicative competence in aging, studies on the relationship between discourse and working memory, attention, and some executive components are discussed. Regarding neuroimaging data, very few studies that have included cognitive tasks and discourse stimuli were found. Such studies suggest that discourse processing requires not only the participation of both brain hemispheres, but also a more prominent activation of frontal regions. Considering the great complexity and usefulness of discourse in elderly adults' daily communication and the emergence of cognitive defi cits related to aging in complex information processing, the necessity of further behavioral and neuroimaging studies, including discourse processing tasks, comparing tasks involving executive, attentional, and mnemonic demands becomes evident.
RESUMO: Este artigo discute quando leitores iniciantes passam a distinguir o texto tal como escrito do(s) seu(s) possível (eis) sentido(s). Inicialmente, reorientou-se a atuação docente, sugerindo-se o "pensar alto em grupo" (ZANOTTO; PALMA, 2008), como instrumento pedagógico e como metodologia de pesquisa. O estudo desenvolveu-se em 2011, envolvendo 57 crianças. As práticas leitoras propostas foram filmadas e transcritas. As conclusões indicam que discutir em grupo e interpretar/produzir paráfrases propicia a construção intersubjetiva do conhecimento, facilitando a emergência da consciência textual. PALAVRAS-CHAVE: Leitura. Recepção leitora. Paráfrase. Consciência textual.ABSTRACT: This article discusses when beginning readers start distinguishing the text as written, from its possible meanings. At the beginning, it´s reoriented the teacher's role, and it was suggested the "group thinking aloud" (ZANOTTO; PALMA, 2008), as an educational tool and a research methodology at the same time. The study was developed in 2011, involving 57 children. The reading practices were recorded and transcribed. The conclusions show that group discussions and interpret / produce paraphrases allows intersubjective knowledge and the emergence of textual awareness.
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