Relação entre acurácia na repetição de palavras e conhecimento lexical em crianças

There is in the literature a divergent description between lexical knowledge and word production accuracy. The aims of this study were: (a) to investigate the influence (effect) of the word lexical knowledge over production accuracy; (b) in case there is, to characterize acoustically this interference. Eight children (5-6 years old) with typical development language participated of this study. The methodological procedure consisted of: (a) survey of the children lexical knowledge concerning to IAFAC’s words; (b) recordings of the IAFAC’s words; (c) identifi cation and characterization of the linguistic cues, by acoustic analysis, in the IAFAC’s word production in function of the different knowledge degrees. Our results suggest a negative correlation (r=-0,13, p=0,000) between lexical knowledge and presence of the linguistics cues in word’s production. However, the linguistics cues refer to hesitative cues instead of phonological errors. Implications of these results for clinical practicing are discussed.

Profissionais de UTI neonatal e alimentação de recém-nascidos com uso de copo

Purpose: Cup feeding is an alternative technique of infant feeding when the infant is not being breastfed. Healthcare providers should have experience with the cup feeding technique in order to feed safely an infant. Objectives: The aim of this study is to identify the practices and the feeding cup techniques currently being used by healthcare NICU professionals, and to explore the opinions and beliefs of health professionals regarding to feeding cup. Methods: Twelve NICU nursing assistant were interviewed. Results: Most of the professionals interviewed were able to properly execute the feeding cup technique. The main problem observed was the improper positioning of the cup while using the technique. Most of them were ‘pouring’ the milk into the infant’s mouth. Thus, the participants interviewed expressed doubts about the technique and denied having been trained for this procedure in routine work at NICU. Nevertheless, all the participants were interested to learn more about the technique. Conclusion: In general,, all the professionals interviewed were able to properly execute the feeding cup technique. The questions and concerns presented by the professionals reassure the need for research and educational activities in order to educate health professionals about the correct use of feeding cup technique to assure a safe alternative feeding for infants.

Indícios de subjetividade na fala de uma criança psicótica: um olhar para as hesitações

This study, performed under a linguistic-discoursive prism, aimed to: (1) describe the moments in which occurred hesitations in the utterances of a psychotic child diagnosed with Language Disorder; and (2) determine the extent to which these moments (also) can indicate aspects of a subjectivity trying to emerge in this child. Data were extracted from a speech therapy session with a ten year old female child. Concerning the fi rst goal, from a total of 362 utterances produced by the child, only 74 (20%) had hesitation traces, while 288 (80%) did not. Concerning the second goal, the utterances with hesitation traces occurred in situations of: topic development, especially in the form of complementarity; introduction of new topic; return to the previous topic; refuses to the topic; enunciative incompleteness. The high percentage of utterances without hesitation traces (80%) is explained because they are highly predictable from the context, mostly in situations of ritualized adjacent pairs, oftentimes in situations of immediate specularity. The reduced percentage of utterances with hesitation traces are explained precisely by the fact that, unlike those without traces, in these ones, signs of a subjectivity that tries to emerge and show itself in the discourse production are detected. With the development of this study, we tried to emphasize the view at the hesitations as marks of subjectivity – in other words, evidences of confl icting relationships between the subject and the others that constitute the utter. The concern was also about bringing to the fi eld of Speech Pathology discoursive linguistic refl ections based on data extracted from symptomatic contexts of language.

Avaliação de estudantes sobre práticas de ensino em Disciplina de um Curso de Fonoaudiologia do Estado de São Paulo

This study evaluates seven higher learning practices performed on a subject of a Speech-language pathology course at São Paulo State. It was done with 31 sophomore students of a public university, with a 21-26 age range. Teaching practices were planned according to the Teaching plan of the Professor responsible for the subject, the recommendations of the National Curricular Directions of the Speech-language pathology undergraduate course and the theory assumptions of Behavior Analysis. The results showed that 394 teaching practices evaluations were performed by the students, 259 of them (66%) favorably and 135 (33%) unfavorably. The statement of the experience was the teaching practice better evaluated (70%) different from the interview (62%). This paper showed the potentialities and fragilities of each teaching practice performed and may contribute to Speech-language pathology teachers and other areas of teaching on the conception of the teaching plan.

Escola em tempo de inclusão: ensino comum, educação especial e ação do fonoaudiólogo

This article refl ects about the action of the school speech therapist presented in a panel discussion proposed by the Public Health Department entitled: “School time of inclusion: common teaching, special education and speech therapist’s action” during the 19th SBFa’s Congress at the WTC Sheraton in São Paulo. The refl ections triggered aimed to provide elements for the systematization of actions from different sectors guided by ethical principles, theory and practice that enable collaborative relationships between educators and speech therapists. The text mantained the order of presentations that have focused on: 1) the challenges of speech-language intervention in the processes of inclusion and exclusion of the school: from the promotion of oral and written language, to the approaches of the so-called language disorders; 2) the interface between Speech Therapy and Education; 3) the role of the speech therapist in the context of Inclusive and Special Education. The authors support the position that the work done at the interface Speech Therapy and Education has the potential to contribute to school’s inclusion processes that will be capable to subvert the discriminatory logic that imposes in daily school the binomium inclusion / exclusion. The theoretical and methodological approaches presented by the authors are supported in a humane and civic vision care, training and social participation.

Distribuição de pausas na interpretação de atores

Introduction: The literature about the work with the voice of actors in the theater focuses the research on organic issues involved in the vocal process as “misuse” or “vocal abuse”. To a lesser amount, there are studies that highlight issues of interpretation and expressive resources, as well as others that highlight the linguistic resources of interpretation. This work shows a linguistic feature – the pause – and its collaboration for the theatrical interpretation. Objective: to verify the extent to which similarities and differences occur between the points judged as occurrence of pauses in interpretations of a theatrical text. Method: Subjects of this study were four theater actors, who played individually a same theatrical text. Later, a group of ten judges judged the points where pauses occurred. Based on a criterion of 70% agreement between judges, were searched similarities and differences between the points judged as pause of each recording. Results: the four subjects showed different amounts of pause in the stretch in common that they interpreted: S1= ten occurrences; S2= 14 occurrences; S3= 6 occurrences; and S4= 9 occurrences. In this inter-subject variation, five points of pause in common were detected. Conclusion: we have seen, then, that this variability (featuring subjectivity in interpretation) is built inside given possibilities, with lesser or greater flexibility, by the structure of the theatrical text.

Desempenho de escolares rurais em narrativas escritas e possíveis relações com variáveis de perfil

The goal of this research was to characterize written stories, produced by students, without complaint of language development (oral and written), from pictographic support. In a specific way, it has been searched, in those stories, elements that could grant coherence, applying that performance with the participants’ profile variables. It was characterized as a descriptive-exploratory study, held at a rural municipal school in the State of Parana. Twenty-one (21) students of both genders and ages between seven and nine years old have participated in this study. Data collection consisted of two narratives requests: one oral, after being released, to the child, four pictures placed in sequence to form a story, and one written. This writing production had been taken for the analysis. The results have indicated that most children (71.42%) managed to produce coherent stories, seventeen (80%) in story 1 and thirteen (61%) in story 2. As to the relation of that coherence with the students’ profile in story 1, there has been no statistically significant association, for none of the analyzed variables (gender, age and education), whereas there has been a statistically significant association with gender in story 2 (p-value 0.027). It is considered that the use of the pictographic support in developing stories have been confirmed as a facilitating strategy for its construction, for it has enabled the production of coherent narratives.

Aquecimento e Desaquecimento Vocal em Estudantes de Pedagogia

Introduction: the voice is one of the main features of interaction between teacher and student. As teachers, future teachers are also risk population for the development of dysphonia and may be subject to protective intervention. Purpose: to evaluate the effect of a vocal warm-up and cool-down procedure at Pedagogy students. Method: A quasi-experimental study, pre-posttest without a control group, with fourteen Pedagogy students at a public university, participants of a short course. The analysis was performed by a self-assessment visual analogue scale of 10 cm, considering aspects related to the body and voice. The protocol was implemented in three steps: pre-test, post warm-up and post cool-down, and it was calculated the averages of the variables of discomfort and compared the measurements before and after performing each procedure. It was used the the Wilcoxon signed-rank statiscal test, adopting a significance level of 5%. Results: there was less discomfort with statistical significance after the vocal warm-up (p=0.002) and cool-down (p=0.001), with greater magnitude in both aspects related to voice. Conclusions: The vocal warm-up and cool-down have positive effects on the perception of students and should be taught to future teachers in order to prevent vocal disorders. The vocal cool-down, poorly researched, should not be passed over vocal health practices since its purpose showed obvious improvement in the investigated group.

Aquisição da linguagem: as crianças e sua atitude responsiva a perguntas abertas

Introduction: Since their first month of life, babies already show alternation in their communication, in which adults have an important role, assuming interaction turns with the child through questions known as eliciting questions. Verifying this alternation incited us to analyze children’s responsive attitudes toward the questions of the adult interlocutor. Objetives: (1) describe and characterize the kinds of responsive attitudes children have to open questions; (2) verify if there are any differences between the developed and non-developed kinds in the answers. Material and method: data were extracted from 28 interviews (recorded both in audio and in video) with four male children (5-6 years-old) who attended a public Kindergarten. Results: regarding the first objective, 88.7% of the attitudes were answers to the questions, 4.7% were non-responses and 6.6% were confirmation requests. Regarding the second objective, 48.2% of the answers were developed and 51.3%, non-developed. Conclusion: Although the high percentage of answers indicates that the children showed themselves sensitive to the demands of the adult interlocutor, the small percentage difference between developed and non-developed answers also indicates that children mostly depend on their assistance to develop their utterance since they oscillate between restricting themselves to the demand of the interlocutor and expanding it.

Seminários de Voz da PUC-SP: análise da trajetória entre os anos de 1993 a 2009

This is a reflexive analysis of the Voice Seminaries at PUC SP, realized between 1993 and 2009. The analysis points out to the involvement of the organizers, talkers and participants with the theme “occupational voice”.Each year, the suggestion of subjects occured methodically, conducted by events and by the direction of the late year seminary, or stimulated by a new proposition. During these years, it was observed the effort made towards a social modification, in this case, a government recognition of the vocal disorder as a desease related to working conditions of determined professional categories which use voice intensily.

A complexidade da coda silábica na escrita de pré-escolares

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Alterações metabólicas e morfométricas induzidas por hipóxia em Gallus gallus

Pós-graduação em Zootecnia - FCAV

Respostas metabólicas, morfologia do tecido muscular e expressão dos genes relacionados ao crescimento e à atrofia muscular durante o jejum e realimentação em juvenis de tilápia-do-Nilo

Pós-graduação em Zootecnia - FCAV

Aplicação mecanizada de N-P-K individualizada na cultura da cana-de-açúcar

Pós-graduação em Agronomia (Produção Vegetal) - FCAV

New species of Daidalotarsonemus and Excelsotarsonemus (Acari, Tarsonemidae) from the Brazilian rainforest

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)