No abstract

ResumoA aprendizagem da leitura altera o processamento da informação e possibilita a ampliação da capacidade de armazenamento do cérebro humano? O objetivo do presente artigo é retomar e discutir os modelos de memória (memória de trabalho, memória de curto e longo prazo) em sua relação com a linguagem, bem como as possí-veis alterações cognitivas decorrentes da aprendizagem da leitura. São revisados modelos de memória e funções executivas, buscando identiicar as questões que levaram à evolução teórica, bem como pontos de contato e de discordância nos conceitos presentes na área. Diferenças no processamento e armazenamento do conhecimento por leitores e não leitores são destacadas, considerando tanto dados comportamentais quanto estudos de neuroimagem. Os dados sugerem que a aprendizagem da leitura altera as formas de armazenamento e processamento da informação linguística ao fomentar o aprimoramento dos sistemas perceptuais da visão e audição, necessários à associação entre grafemas e fonemas. Palavras-Chave: Aprendizagem da Leitura; Modelos de Memória; Cognição; Representações Fonológicas e Ortográicas Learning to read and its implications on memory and cognition AbstractCan learning to read change the information process and expand the storage capacity of the human brain? he purpose of this article is to review and to discuss models of memory (working memory, short term and long term memory) in their relation to language, as well as the possible cognitive changes prompted by literacy. By reviewing models of memory and executive functions, we aim at identifying questions that have promoted theoretical evolution, as well as the matching and disagreement in the concepts available in the area. Diferences in knowledge processing and storage in literates and illiterates are highlighted, taking into account behavioural and brain imaging data. he data suggest that literacy alters the way in which linguistic knowledge is stored and processed by bursting the reinement of the visual and auditory perceptual systems, necessary to the grapheme-phoneme association.Keywords: Literacy; Memory Models; Cognition; Phonological and Orthographic Representation * Rosângela Gabriel é professora e pesquisadora do Programa de Pós-Graduação e do Departamento de Letras da Universidade de Santa Cruz do Sul (RS-Brasil). Durante o ano de 2015, realizou estágio senior na Universidade Livre de Bruxelas, em cooperação com José Morais e Régine Kolinsky, como bolsista CAPES (BEX 5192/14-5). Sua pesquisa concentra-se nos aspectos cognitivos da linguagem e da leitura, e suas implicações educacionais. Email: rgabriel@unisc.br ** José Morais é Professor Emeritus da Unité de Recherche en Neurosciences Cognitives (UNESCOG), Center for Research in Cognition & Neurosciences (CRCN), Universidade Livre de Bruxelas (ULB), Bélgica. Dentre seus interesses de pesquisa estão a literacia (aprendizagem da leitura, consciência fonêmica, efeitos cognitivos e neurais) e sua relação com a democracia.

RESUMONeste artigo, colocamos em diálogo perspectivas oriundas da Linguística, Psicologia e Educação tendo por objetivos: 1. Compreender as especifi cidades do processo de aprendizagem da leitura e o processamento da leitura no leitor profi ciente; 2. Contribuir para que as políticas públicas voltadas à educação para a leitura, em particular o PNAIC -Pacto Nacional pela Alfabetização na Idade Certa, possam alcançar seus objetivos, ao amparar-se em conhecimentos advindos da ciência da leitura. Investigamos duas linhas de raciocínio a fi m de buscar entender porque os *. Docente do Programa de Pós-Graduação em Letras da Universidade de Santa Cruz do Sul/RS -Brasil. Doutora em Letras / Linguística pela PUCRS. Bolsista Produtividade em Pesquisa -CNPq. A redação do presente artigo foi realizada com o apoio da CAPES (Processo BEX 5192/14-5), durante o estágio pós-Palavras-chave: alfabetização; neurociência da leitura; linguagem oral e escrita; processos conscientes e inconscientes; Pacto Nacional pela Alfabetização na Idade Certa. ABSTRACTIn this article, perspectives originated from the Linguistic, Psychology and Educational fi elds are placed together in order to: 1. Understand the specifi cities of how reading skills are acquired and how skilled readers' brain processes written material; 2. Contribute to the goal achievement of public policies focused on improving literacy (in particular, the Brazilian national agreement for learning to read at the right age -PNAIC) by taking advantage of the progress made in the science of reading. Two lines of reasoning will be followed aiming at trying to fi nd out why the progress in neuroscience research has not turn yet into a better reading instruction, with special attention to the Brazilian context. The fi rst reasoning line concerns to the conscious and unconscious processes of reading and how the pedagogy of reading can be betrayed by the visible tip of the iceberg; the second reasoning line relates to the shared characteristics of the oral and written language and to the specifi cities of the latter. If these specifi cities are better understood, the intervention of teachers and other professionals can be improved, thereby contributing to the indispensable dialogue between public policies, science and education. Key-words: Reading learning; neuroscience of reading; oral and written language; conscious and unconscious processes; Brazilian national agreement for learning to read at the right age.

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

No abstract

The shared reading of books is one of the activities that most contributes to the development of young children's  language  (JUSTICE; SOFKA, 2010; SÉNÉCHAL, 2015; EVANS; SAINT-AUBIN, 2005; SÉNÉCHAL; LEFEVRE, 2002) and has effects in the acquisition of the written language registers (BUS et al., 1995). However, the effects of this contribution depend on how the adult interacts and encourages the child's participation in the discussion and reflection beyond the text. Young children who actively participate in adult-led shared reading of books, which interact with them through questions, word-labeling, and referents, have greater gains in vocabulary than children who passively hear the book reading (SÉNÉCHAL et al., 1995). In addition, the use of questions plays a key role in directing attention and maintaining the child's participation in the activity of shared reading. The purpose of this study is to (1) determine how often preschool teachers ask questions during shared reading of books with their students, and (2) identify the types of questions that teachers asked related to basic vs. complex questions. A total of nine teachers and their students aged 3 to 5 years, from a city in the interior of Rio Grande do Sul, Brazil, participated in the study. Two shared reading sessions of each teacher (n = 18) were recorded on video, transcribed and coded using an adapted version of the Systematic Assessment of Book Reading-Transcript Coding Version 2.1 (ZUCKER et al., 2017). The results show that during the eighteen shared reading sessions, teachers compiled a total of 329 questions, classified into two categories: basic questions and complex questions. From the total, the basic ones had a higher frequency (n = 285) and complex questions were formulated less frequently (n = 44). The results of this research are in line with other studies (PENTIMONTI et al., 2018; BECK; MCKEOWN, 2001; GIROLAMETTO et al., 2000) that show that teachers usually ask basic questions more frequently when compared to complex questions. Therefore, we emphasize the importance of call  teachers attention to the value of shared reading, mediated by an interaction that favors the formulation of questions, seeking to expand the proportion of complex questions, given the influence that this type of activity has on the cognitive and linguistic development of children.

No abstract

Abstract:One of the central and most intriguing components of language processing to researchers is the mental lexicon. The term was used for the first time by Ann Triesman in 1961 and we still do not have clear answers on how it is structured and how much information it contains, or even if there is something to be called a mental lexicon. For some time, the mental lexicon has been compared to a mental dictionary both storing and organizing word knowledge; however, they are surely different in structure and quantity / quality of information. Neuroimaging studies have also tried to bring contributions to these questions. Some researchers believe that there are many lexicons, one for each level of stored information (ULLMAN, 2007): orthographic, phonological, semantic and syntactic lexicons. Another group of researchers (MCCLELLAND; ROGERS, 2003; SEIDENBERG, 1997, etc.) postulates the existence of only one lexicon where all information levels are integrated. Recently, a new Linguagem, Belo Horizonte, v. 23, n.2, p. 335-361, 2015 336 audacious proposal has been done by Elman (2009), the inexistence of a mental lexicon. In this paper, we discuss the different views of the mental lexicon structure and content, in order to question the architecture of the lexical knowledge in the brain as opposed to what can be consciously thought as the speaker's lexical knowledge. We try to proceed on the discussion of Elman's new proposal and confront it to data obtained by behavioral, neuroimaging and computational studies. This theoretical review briefly explains the evolution of the mental lexicon conceptions from the dictionary-like to the no-lexicon proposal. Keywords: linguistic knowledge; mental lexicon; network architecture; language processing; language description. Revista de Estudos daResumo: Um dos componentes mais centrais e intrigantes do processamento da linguagem para os pesquisadores é o léxico mental. O termo foi usado pela primeira vez por Ann Triesman em 1961 e até o momento não temos respostas claras sobre como ele é estruturado e quanta informação contém, ou mesmo se existe algo a ser chamado de léxico mental. Durante algum tempo, o léxico mental foi comparado a um dicionário mental, responsável por armazenar e organizar o conhecimento de palavras; entretanto, certamente há distinções em termos de estrutura e quantidade / qualidade de informação armazenada. Alguns pesquisadores acreditam que existem vários léxicos, um para cada nível de informação (ULLMAN, 2007): léxico ortográfico, fonológico, semântico e sintático. Outro grupo de pesquisadores ROGERS, 2003; SEIDENBERG, 1997, etc.) defende a existência de apenas um léxico no qual todos os níveis de informação estão integrados. Recentemente, Elman (2009) apresentou uma nova e audaciosa proposta: a inexistência do léxico mental. Neste artigo, discutimos as diferentes perspectivas de estrutura e conteúdo do léxico mental com o propósito de questionar a arquitetura do conhecimento lexical no cérebro em contrapartida ao que pode ser conscientemente concebido...