Noções sobre a leitura vista pela cognição

Maria Cristina Micelli Fonseca

doi:10.5007/2175-7968.2020v40nesp2p125

Autores/as

Maria Cristina Micelli Fonseca Universidade Federal do Ceará

DOI:

https://doi.org/10.5007/2175-7968.2020v40nesp2p125

Resumen

O objetivo deste artigo é apresentar a tradutores, professores universitários, assim como para graduandos e graduados como o cérebro trabalha permitindo-nos extrair significado de um conjunto de letras sendo focadas pela fóvea sob o foco atencional: ler. A fim de iniciar os novatos a esse tópico, a introdução explica a relevância do assunto fornecendo dados do analfabetismo funcional no Brasil. Em seguida, descreve-se de forma resumida o rastreador ocular como ferramenta para medir as latências
e mostrar as fixações dos olhos enquanto lemos. Logo após, são apresentadas as partes dos olhos ligadas à leitura. Finalmente, é exposto o processo de reconhecimento visual de uma palavra. Esses processos que são a base do mapeamento ortografia-som e ortografia-semântica, explicando que as palavras são decodificadas e analisadas em vários níveis. A relação funcional entre as variáveis ortográficas, fonológicas e semânticas são exploradas. Há um esforço de focar tanto no processamento interativo entre vários níveis, como na arquitetura e na dinâmica envolvida no reconhecimento visual da palavra.

Biografía del autor/a

Maria Cristina Micelli Fonseca, Universidade Federal do Ceará

Investiga na área da linguagem no bilinguismo sob a ótica da cognição. Interessa-se por aquisição e processamento de L2, especialmente no que tange a língua e suas habilidades linguísticas no par L1/L2. Investiga, no momento, o Acesso Lexical e o Preview Benefit na leitura de monolíngues e bilíngues consecutivos, falantes do PB como L1, e inglês ou espanhol como L2.

Citas

Andrews, Sally e Jolyn Hersch “Lexical Precision in Skilled Readers: Individual differences in masked neighbor priming”. Journal of Experimental Psychology: General. 139. 2 (2010): 299-318.

Binder, Katherine S.; Morris, Robin. “Eye Movement and lexical ambiguity resolution. Effects of prior encounter and discourse topic”. Journal of Experimental Psychology: Learning, Memory and Cognition. 21.5, (1995): 1186-1196.

Borba, Valquíria Claudete Machado. “Cognição e Ensino-Aprendizagem da Teoria à Prática”. Letras em Revista. 10, (2019): 174-190.

Braze, David; Gong, Tao. “Orthography, Word Recognition, and Reading”. The Handbook of Psycholinguistics, Fernández, Eva M. e Helen Smith Cairns. (Eds.). 2018, pp. 270-293.

Bridgeman, B. “Eye Movements”. Encyclopedia of Human Behavior, Ramachandran, V. S. (Ed.). 2a. ed. Amsterdam: Elsevier. 2012, pp. 160-166.

Carr, T.; et al. “Perceptual flexibility in word recognition: Strategies affect orthographic computation but not lexical access”. Journal of Experimental Psychology: Human Perception and Performance. 4, (1978): 674-690.

Coltheat, Max; et al. “Access to the internal lexicon”. Attention and Performance VI, Dornic, S. (Ed.). (1977): 535-555.

Copeland, Leana; Gedeon, Tom. “Measuring Reading Comprehension using Eye Movements”. 4th IEE International Conference on Cognitive Infocommunications. Budapest, Hungary. December, (2013): 791-796.

Drieghe, Denis. “Parafoveal-on-foveal effects on eye movements during reading”. The Oxford Handbook of Eye Movements, Liversedge, Simon P. et al. (Eds.). Oxford e Nova York: Oxford University Press. 2011, pp. 884-855.

Forster, Renê. “Eye-tracking in psycholinguistic research”. DELTA. 33.2, (2017): 609-644. 23/04/2020. https://doi.org/10.1590/0102-445095461720767529.

Hyona, Jukka; et al. “Are long compound words identifies serially via constituents? Evidence from eye movement contingent display change study”. Memory and Cognition. 32, (2004): 523-532.

Hawelka, Stefan; et al. “On forward inferences of fast and slow readers. An eye movement study”. Scientific reports. 5, (2015): 8432. 23/04/2020. https://www.nature.com/articles/srep08432#citeas.

Hyona, Jukka. “Foveal and parafoveal processing during reading”. The Oxford Handbook of Eye Movements, Liversedge, Simon P. et al. (Eds.). Oxford e Nova York: Oxford University Press. 2011, pp. 820-838.

INAF. “Estudo Especial sobre Alfabetismo e Mundo do Trabalho”. (2016). 23/04/2020 https://drive.google.com/file/d/0B5WoZxXFQTCRRWFyakMxOTNyb1k/view.

Just, Marcel; Carpenter, Patricia. “A Theory of Reading: from Eye Fixations to Comprehension”. Psychological Review. 87.4, (1980): 329-354.

Kenedy, Eduardo. “O Problema do Analfabetismo Funcional no Brasil sob Uma Análise Psicolinguística”. Psicolinguística e educação, Maia, Marcus. (Ed.). Campinas, São Paulo: Mercado de Letras. 2018, pp. 81-102.

Luegi, Paula; et al. “Using Eye-tracking to detect reading difficulties”. Journal of Eyetracking, Visual Cognition and Emotion. 1.1, (2011): 41-49.

McClung, A. Nicola; et al. “Orthographic and development of visual word recognition”. Vision Word Recognition. Vol. II, Meaning and Context, Individuals and Development, Adelman, James S. (Org.). Nova York: Psychology Press. 2012, pp. 173-195.

Milledge, Sara; Blythe, Hazel. “The Changing Role of Phonology in Reading Development”. Vision. 3.2, (2019). 23/04/2020. https://www.mdpi.com/2411-5150/3/2/23.

Natin, Ethel. “Saccadic suppression: a review and an analysis”. Psychological bulletin. 81, (1974): 899-217.

Nation, Kate. “Nurturing the lexical legacy: Reading experience is critical for the development of word reading skill”. Science of Learning. 2, (2017). 23/04/2020. https://www.nature.com/articles/s41539-017-0004-7.

Perea, Manuel. “Neighborhood Effects in Visual Word Recognition and Reading”. The Oxford Handbook of Reading, Pollatsek, Alexander e Rebecca Treiman. (Eds.). Oxford, Nova York: Oxford University Press. 2015, pp. 76-87.

Perfetti, Charles A. “Reading Ability: Lexical Quality to Comprehension”. Scientific Studies of Reading. 11.4, (2007). 23/04/2020. https://www.researchgate.net/publication/254312976_Reading_Ability_Lexical_Quality_to_Comprehension.

Perfetti, Charles A. “The Representation Problem in Reading Acquisition”. Reading acquisition. In: Gough, Philip B. Lawrence Erlbaum Associates, Inc. (1992): 145–174.

Perfetti, Charles A.; Hart Leslie (a). “The lexical bases of comprehension skill”. Reading Acquisition, Gough, Philip B.; Lawrence Erlbaum Associates, Inc. (1992): 67-86.

Perfetti, Charles A.; Hart, Leslie (b). “The Lexical Quality Hypothesis”. Precursors of functional literacy, Verhoeven, Ludo; et al. Amsterdam: John Benjamins. 2002, pp. 189-213.

Perfetti, Charles A.; et al. “The Acquisition of Reading Comprehension Skill”. Blackwell handbooks of developmental psychology. The science of reading: A handbook, Snowling, Margareth J. e Charles Hulmes. (Eds.). Hoboken: Blackwell Publishing. 2005, pp. 227–247.

Rastle, Kathleen. “Visual Word Recognition”. Neurobiology of Language. Hickok, Gregory e Steven L. Small. (Eds.). London: Academic Press. 2016, pp. 255-264.

Rastle, Kathleen (a). “Visual Word Recognition”. The Oxford Handbook of Psycholinguistics, Rueschemeyer, Shirley-Ann e M. Gareth Gaskell. (Eds.). Oxford: Oxford University Press. 2a. ed. 2018, pp. 48-70.

Rastle, Kathleen (b). “The place of morphology in learning to read in English”. Cortex. 116, (2019): 45-54.

Rayner, Keith (a). “The perceptual span and peripheral cues in reading”. Cognitive Psychology. 7, (1975): 65-81.

Rayner, Keith; et al. (b). “Eye Movements During Reading”. The Science of Reading: A Handbook, Snowling, Margareth J. e Charles Hulmes. (Eds.). Amsterdam: Blackwell Publishing. 2005, pp. 79-97.

Rayner, Keith; et al. (c). “Eye movements as Reflections of Comprehension Processes in Reading”. Scientific Studies of Reading. 10.3, (2006): 231–255.

Rayner, Keith; et al. (d). “Eye Movements, the perceptual span, and reading speed”. Psychonomic Bulletin & Review. 17.6, (2010): 834-839.

Rayner, Keith; et al. (e). “Eye movements of older and younger readers when reading disappearing text”. Psychology and Aging. 26.1, (2011): 214–223.

Rayner, Keith; et al. (f). The psychology of reading. Nova York e Londres. Amsterdam: Psychology Press. 2a. ed., (2012).

Rayner, Keith (g). “Eye Movements in Reading and Information Processing: 20 Years of Research”. Psychological Bulletin. 124.3 (1998): 372-422.

Rayner, Keith (h). “The thirty fifth Sir Frederick Balett lecture: Eye Movements and attention in reading, scene perception and visual search”. Quarterly Journal of Experimental Psychology. 62, (2009): 1457-1506.

Ribeiro, Vera Masagão. “Analfabetismo e alfabetismo funcional no Brasil”. Psicolinguística e educação. 27/04/2020. http://www.stellabortoni.com.br/index.php/artigos/1231-aoalfabitismo-i-alfabitismo-fuoiiooal-oobaasil-49609375.

Reichle, Erik D.; Perfetti, Charles A. “Morphology in Word Identification: A Word-Experience Model That Accounts for Morpheme Frequency Effects”. Scientific Studies of Reading. 7.3, (2003): 219–237.

Sereno, Sara C.; Rayner Keith. “Spelling-sound regularity effects on eye fixations in reading”. Perception and Psychophysics. 62, (2000): 402-409.

Schotter, Elizabeth R.; Rayner, Keith (a). “Orthographic and development of visual word recognition”. Vision Word Recognition. Vol. II, Meaning and Context, Individuals and Development. Nova York: Psychology Press. (2012): 73-99.

Schotter, Elizabeth R.; Rayner, Keith (b). “The work of the Eyes During Reading”. The Oxford Handbook of Reading, Pollatsek, Alexander e Rebecca Treiman. (Eds.). Oxford, Nova York: Oxford University Press. 2015, pp. 44-59.

Schotter, Elizabeth R.; et al. “Parafoveal Processing in reading”. Attention, Perception and Psychophysics. 74, (2012): 5-35.

Scliar-Cabral, Leonor. “Inter-relação entre o Biológico e o Cultural: Psicolinguística e educação”. Psicolinguística e Educação, Maia, Marcus. (Ed.). Campinas, São Paulo: Mercado de Letras. 2018, pp. 25-56.

Staub, Adrian; Rayner, Keith. “Eye movements and online comprehension processes”. The Oxford handbook of Psycholinguistics, Gaskell, M. Gareth. (Ed.). 1a. ed. 2007, pp. 327-342.

Taylor, Jessica Nelson; Perfetti, Charles A. “Eye movements reveal readers’ lexical quality and reading experience”. Read and Writ. 29, (2016): 1069–1103.

Van Orden, Guy C.; Kloos, Heidi. “The Question of Phonology and Reading”. Blackwell handbooks of developmental psychology. The science of reading: A handbook, Snowling, Margareth J. e Charles Hulmes. (Eds.). Amsterdam: Blackwell Publishing. 2005, pp. 61-119.

Yap. Melvin J.; Balota, David A. “Visual Word Recognition”. The Oxford Handbook of Reading, Pollatsek, Alexander e Rebecca Treiman. (Eds.). Oxford, Nova York: Oxford University Press. 2015, pp. 26-43.