Efeitos de distância linear e marcação no processamento da concordância verbal variável no PB / Linear distance and markedness effects in variable subject-verb agreement processing in BP

Abstract

Resumo: Este artigo investiga o papel de distância linear entre sujeito e verbo e de marcação morfológica de número no sujeito e no verbo no processamento da concordância verbal variável no português brasileiro

Mother-tongue education, linguistic variation and language processing

“…Regarding psycholinguistic experiments, Squires (2014) reports that when the participants were considered as a uniform group -independent of the social variables investigated, such as socioeconomic status, race/ethnicity, and sexnonstandard (s/he don't…) and "uncommon"agreement (they doesn't…) led to longer reading times than standard agreement (s/he doesn't -they don't). Similar results have been reported for BP when standard and non-standard nominal and verbal agreement processingwere compared (Henrique, 2015;Azalim, 2015;Marcilese et al, 2015Marcilese et al, , 2017Azalim et al, 2018). According to these studies, non-standard variety processing registers signiicantly longer reaction times in self-paced listening, self-paced reading and elicited production tasks, both for children and adults.…”

Concordância nominal variável de número e saliência fônica: um estudo experimental

“…: Marcilese et al 2015, Azalim 2016, Henrique 2016, Marcilese et al 2017. O contraste entre marcação redundante e não redundante poderia, inicialmente, ser associado com um maior monitoramento dos falantes em situação de teste, em função de um "efeito de normatividade".…”

Examining the use of an online version of the maze task as a pedagogical tool for second language learning

“…The maze task (MT) is a psycholinguistic technique that measures online processing time (Forster et al, 2009;Witzel et al, 2012;Oliveira, in press). The method has been gaining ground in the psycholinguistic field in recent years (e.g., Qiao et al, 2012;Kizach et al, 2013;O'bryan et al, 2013;Nyvad et al 2015;Wang, 2015;Witzel, 2016;Marcilese et al, 2017;Oliveira et al, 2017, Sikos et al, 2017Souza;Oliveira, 2017;Barreto et al, 2018;Li et al, 2017;Hilpert;Saavedra, 2018;Mansbridge;Tamaoka, 2018;Suzuki;Sunada, 2018), especially because spillover and inattention effects (usually measured by comprehension questions) are mitigated during the task. During an experimental session, participants use a keyboard or a similar device to move through sentences word by word or chunk by chunk, and the software 5 records the time spent in each of these parts.…”