PROFESSORES E LITERATURA INFANTIL: UM ESTUDO SOBRE A INTERAÇÃO DE PROFESSORES COM LIVROS

Este estudo investiga como os professores se relacionam com obras literárias infantis e a maneira como as apresentam aos alunos, a fim de observar as principais características da relação estabelecida com a obra e com os elementos que a compõem. Além disso, tendo como base a carência de estudos voltados para os paratextos, visto sua importância dentro da composição de um livro literário, tem-se como objetivo discutir a forma como os educadores compreendem e interagem com esses elementos, bem como os apresentam aos alunos. Para dar conta dos objetivos propostos, foi construído um questionário baseado em questões que possibilitassem o entendimento quanto ao que o professor costuma observar nas suas interações com obras infantis; se observa elementos como capa, contracapa, orelhas, biografia e sinopse; o que considera mais importante e, sobretudo, qual a importância que direciona para esses paratextos e de que forma os compreende. Esse instrumento foi dividido em duas partes, a primeira especificamente sobre a forma como o professor se relaciona com as obras e a segunda em relação à forma como as trabalha com os alunos. Por meio da aplicação desse instrumento, foram levantados dados posteriormente analisados sobre os quais foram formuladas as considerações apresentadas nesse artigo. Por meio desse estudo pretendemos, ainda, contribuir para a discussão sobre a temática dos paratextos, principalmente no que diz respeito ao entendimento que lhe atribuído por docentes

Phonetic Skills and Verbal Memory Capacity Predict Phonetic-based Word Learning: An Event-related Potential Study

The learning of new words is a challenge that accompanies human beings throughout the entire life span. Although the main electrophysiological markers of word learning have already been described, little is known about the performance-dependent neural machinery underlying this exceptional human faculty. Furthermore, it is currently unknown how word learning abilities are related to verbal memory capacity, auditory attention functions, phonetic discrimination skills, and musicality. Accordingly, we used EEG and examined 40 individuals, who were assigned to two groups (low [LPs] and high performers [HPs]) based on a median split of word learning performance, while they completed a phonetic-based word learning task. Furthermore, we collected behavioral data during an attentive listening and a phonetic discrimination task with the same stimuli to address relationships between auditory attention and phonetic discrimination skills, word learning performance, and musicality. The phonetic-based word learning task, which also included a nonlearning control condition, was sensitive enough to segregate learning-specific and unspecific N200/N400 manifestations along the anterior-posterior topographical axis. Notably, HPs exhibited enhanced verbal memory capacity and we also revealed a performance-dependent spatial N400 pattern, with maximal amplitudes at posterior electrodes in HPs and central maxima in LPs. Furthermore, phonetic-based word learning performance correlated with verbal memory capacity and phonetic discrimination skills, whereas the latter was related to musicality. This experimental approach clearly highlights the multifaceted dimensions of phonetic-based word learning and is helpful to disentangle learning-specific and unspecific ERPs

Phonetic Skills and Verbal Memory Capacity Predict Phonetic-based Word Learning: An Event-related Potential Study

International audienceThe learning of new words is a challenge that accompanies human beings throughout the entire life span. Although the main electrophysiological markers of word learning have already been described, little is known about the performancedependent neural machinery underlying this exceptional human faculty. Furthermore, it is currently unknown how word learning abilities are related to verbal memory capacity, auditory attention functions, phonetic discrimination skills, and musicality. Accordingly, we used EEG and examined 40 individuals, who were assigned to two groups (low and high performers [HPs]) based on a median split of word learning performance, while they completed a phonetic-based word learning task. Furthermore, we collected behavioral data during an attentive listening and a phonetic discrimination task with the same stimuli to address relationships between auditory attention and phonetic discrimination skills, word learning performance, and musicality. The phonetic-based word learning task, which also included a nonlearning control condition, was sensitive enough to segregate learning-specific and unspecific N200/N400 manifestations along the anterior-posterior topographical axis. Notably, HPs exhibited enhanced verbal memory capacity and we also revealed a performance-dependent spatial N400 pattern, with maximal amplitudes at posterior electrodes in HPs and central maxima in low performers. Furthermore, phonetic-based word learning performance correlated with verbal memory capacity and phonetic discrimination skills, whereas the latter 1was related to musicality. This experimental approach clearly highlights the multifaceted dimensions of phonetic-based word learning and is helpful to disentangle learning-specific and unsp

Phonetic Skills and Verbal Memory Capacity Predict Phonetic-based Word Learning: An Event-related Potential Study

The learning of new words is a challenge that accompanies human beings throughout the entire life span. Although the main electrophysiological markers of word learning have already been described, little is known about the performance-dependent neural machinery underlying this exceptional human faculty. Furthermore, it is currently unknown how word learning abilities are related to verbal memory capacity, auditory attention functions, phonetic discrimination skills, and musicality. Accordingly, we used EEG and examined 40 individuals, who were assigned to two groups (low [LPs] and high performers [HPs]) based on a median split of word learning performance, while they completed a phonetic-based word learning task. Furthermore, we collected behavioral data during an attentive listening and a phonetic discrimination task with the same stimuli to address relationships between auditory attention and phonetic discrimination skills, word learning performance, and musicality. The phonetic-based word learning task, which also included a nonlearning control condition, was sensitive enough to segregate learning-specific and unspecific N200/N400 manifestations along the anterior-posterior topographical axis. Notably, HPs exhibited enhanced verbal memory capacity and we also revealed a performance-dependent spatial N400 pattern, with maximal amplitudes at posterior electrodes in HPs and central maxima in LPs. Furthermore, phonetic-based word learning performance correlated with verbal memory capacity and phonetic discrimination skills, whereas the latter was related to musicality. This experimental approach clearly highlights the multifaceted dimensions of phonetic-based word learning and is helpful to disentangle learning-specific and unspecific ERPs