Desempenho de escolares com e sem dificuldades de aprendizagem de ensino particular em habilidade fonológica, nomeação rápida, leitura e escrita

OBJETIVOS: caracterizar e comparar o desempenho de escolares com e sem dificuldades de aprendizagem no ensino particular em habilidades fonológicas, nomeação rápida, leitura e escrita. MÉTODOS: participaram desse estudo 60 escolares de 2ª a 4ª séries de escola de ensino particular, distribuídos em 6 grupos, sendo cada grupo composto por 10 escolares, sendo 3 grupos de escolares com dificuldades de aprendizagem e 3 grupos de escolares sem dificuldades de aprendizagem. Como procedimentos, foram realizadas a prova de nomeação automática rápida, a de consciência fonológica e a prova de leitura oral e escrita sob ditado. RESULTADOS: os resultados desse estudo evidenciaram desempenho superior dos escolares sem dificuldades de aprendizagem em relação àqueles com dificuldades. Os escolares com dificuldades de aprendizagem apresentaram maior relação velocidade/tempo em tarefas de nomeação e, conseqüentemente, desempenho inferior em tarefas de consciência fonológica e leitura e escrita de palavras isoladas quando comparados aos sem dificuldades de aprendizagem. CONCLUSÃO: os escolares com dificuldades de aprendizagem apresentaram comprometimento na relação entre as capacidades de nomeação e automatização dos estímulos apresentados com a capacidade de acesso lexical, discriminação visual, freqüência de uso dos estímulos e competição para a apresentação do menor tempo possível na nomeação dos códigos necessários para o estabelecimento do mecanismo de conversão fonema-grafema, exigido para a realização da leitura e escrita em um sistema alfabético como o português.

Desempenho de escolares em consciência fonológica, nomeação rápida, leitura e escrita

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

Ensino de leitura de frases com compreensão a crianças de segunda série do ensino fundamental

Este estudo foi planejado para verificar a possibilidade do ensino de leitura com compreensão, de frases compostas por três palavras (um pronome, um substantivo e um adjetivo), baseado no paradigma de equivalência, e, assim, ampliar as unidades verbais utilizadas num estudo anterior. Participaram cinco crianças que cursavam a 2 série do Ensino Fundamental de escolas públicas em Belém/PA e que apresentavam dificuldades em leitura. O estudo tinha cinco fases que abarcavam pré-testes, ensino, testes e pós-testes. Foram ensinadas as relações AB e AC, nas quais havia sílabas, palavras e frases, na modalidade falada pela experimentadora, pictórica e impressa. Foram testadas relações de equivalência, nomeação oral e leitura generalizada de palavras (Generalização I), de frases com duas palavras (Generalização II e III) e de frases com três palavras (Generalização IV). No ensino, o critério de acertos era de 100%, em cada bloco de tentativas, com conseqüências diferenciais. Os testes eram apresentados sem conseqüências diferenciais para acertos e erros. Os participantes responderam de acordo com o critério no ensino. No Teste de Generalização I, três participantes leram prontamente as novas palavras. Nos Testes de Generalização II e III, todos os participantes leram as novas frases com duas palavras. No Teste de Generalização IV, apenas dois participantes leram outras novas frases com três palavras. Após 30 dias, dos quatro participantes que permaneceram no estudo, três mantiveram a leitura generalizada de palavras; dois mantiveram a leitura generalizada de frases com duas palavras e apenas um manteve a leitura generalizada de frases com três palavras. Os resultados mostram o efeito positivo do procedimento utilizado, indicando um avanço em relação a um estudo anterior em que houve frases com duas palavras. O estudo pode ser relevante em termos teóricos, metodológicos e sociais, especificamente na área educacional, apontando importantes contribuições para o ensino de leitura com compreensão. Outras pesquisas poderão ser promissoras na investigação de procedimentos facilitadores da leitura de unidades verbais mais amplas e a generalização de leitura no âmbito do paradigma de equivalência.

Desempenho de escolares de ensino público com e sem dificuldade de aprendizagem em habilidadefonológica, nomeação rápida, leitura e escrita

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

Aprendizagem após via exclusão e formação de classes de equivalência em crianças com deficiência auditiva e implante coclear (aceito condicionalmente)

Studies on learning by exclusion have shown that participants tend to select a new object or a new figure when a new word is dictated, rejecting the objects and figures they already know or that were associated with other words. This study aimed at training conditional relations between dictated word-picture and between picture-printed word, by exclusion, and verify whether this training would be a condition for the emergence of relations between dictated word-printed word, printed word-figure, picture naming and reading. We also investigated whether responding to the words dictated with a female voice generalized to other frequencies such as male and child voices. Participants were five children between five and nine years old, with acute neurosensorial bilateral hearing impairment, users of cochlear implant Nucleus 24k®. They were exposed, individually, to tasks that consisted in selecting a comparison stimulus (either picture or printed word) related to the sample (either dictated word or picture). Words with lowest scores on a pre-test were used. The relations between dictated word-figure (AB) and figure-printed word (BC) were taught by exclusion. We assessed the emergence of the relations between dictated and printed words (AC), printed word and picture (CB), male and child voices generalization (A’C and A’’C), naming (BD) and reading (CD). All the children responded by exclusion and learned relations AB and BC, showing receptive vocabulary; AC and CB relations also were learned, consistent with class formation. Responding generalized to male and child voices, but data on naming were not systematic. Learning by exclusion was similar to that of children with typical hearing and these results describe some conditions that can improve receptive verbal repertoire.

Service-centric Networking Extensions

This paper discusses several issues of Service-Centric Networking (SCN) as an extension of the Information-Centric Networking (ICN) paradigm. SCN allows extended caching, where not exactly the same content as requested can be read from caches, but similar content can be used to produce the content requested, e.g., by filtering or transcoding. We discuss the issue of naming and routing for general dynamic services for both tightly coupled and decoupled ICN approaches. Challenges and solutions for service management are identified, in particular for composed services, which allow distributed in-network processing of service requests. We introduce the term Software-Defined Service-Centric Networking as an extension of Software-Defined Networking. A prototype implementation for SCN proofs its validity and feasibility and underlines its potential benefits.

Temporal dynamics of verbal object comprehension

Knowledge of the stage composition and the temporal dynamics of human cognitive operations is critical for building theories of higher mental activity. This information has been difficult to acquire, even with different combinations of techniques such as refined behavioral testing, electrical recording/interference, and metabolic imaging studies. Verbal object comprehension was studied herein in a single individual, by using three tasks (object naming, auditory word comprehension, and visual word comprehension), two languages (English and Farsi), and four techniques (stimulus manipulation, direct cortical electrical interference, electrocorticography, and a variation of the technique of direct cortical electrical interference to produce time-delimited effects, called timeslicing), in a subject in whom indwelling subdural electrode arrays had been placed for clinical purposes. Electrical interference at a pair of electrodes on the left lateral occipitotemporal gyrus interfered with naming in both languages and with comprehension in the language tested (English). The naming and comprehension deficit resulted from interference with processing of verbal object meaning. Electrocorticography indices of cortical activation at this site during naming started 250–300 msec after visual stimulus presentation. By using the timeslicing technique, which varies the onset of electrical interference relative to the behavioral task, we found that completion of processing for verbal object meaning varied from 450 to 750 msec after current onset. This variability was found to be a function of the subject’s familiarity with the objects.

Avaliação de linguagem por ressonância magnética funcional em pacientes com epilepsia associada à esclerose mesial temporal unilateral: correlação com avaliação clínica de linguagem

Introdução: A esclerose mesial temporal (EMT) é a principal causa de epilepsia resistente ao tratamento medicamentoso. Pacientes com EMT apresentam dificuldades no processamento semântico e fonológico de linguagem e maior incidência de reorganização cerebral da linguagem (bilateral ou à direita) em relação à população geral. A ressonância magnética funcional (RMf) permite avaliar a reorganização cerebral das redes de linguagem, comparando padrões de ativação cerebral entre diversas regiões cerebrais. Objetivo: Investigar o desempenho linguístico de pacientes com EMT unilateral esquerda e direita e a ocorrência de reorganização das redes de linguagem com RMf para avaliar se a reorganização foi benéfica para a linguagem nestes pacientes. Métodos: Utilizamos provas clínicas de linguagem e paradigmas de nomeação visual e responsiva para RMf, desenvolvidos para este estudo. Foram avaliados 24 pacientes com EMTe, 22 pacientes com EMTd e 24 controles saudáveis, submetidos a provas de linguagem (fluência semântica e fonológica, nomeação de objetos, verbos, nomes próprios e responsiva, e compreensão de palavras) e a três paradigmas de linguagem por RMf [nomeação por confrontação visual (NCV), nomeação responsiva à leitura (NRL) e geração de palavras (GP)]. Seis regiões cerebrais de interesse (ROI) foram selecionadas (giro frontal inferior, giro frontal médio, giro frontal superior, giro temporal inferior, giro temporal médio e giro temporal superior). Índices de Lateralidade (ILs) foram calculados com dois métodos: bootstrap, do programa LI-Toolbox, independe de limiar, e PSC, que indica a intensidade da ativação cerebral de cada voxel. Cada grupo de pacientes (EMTe e EMTd) foi dividido em dois subgrupos, de acordo com o desempenho em relação aos controles na avaliação clinica de linguagem. O <= -1,5 foi utilizado como nota de corte para dividir os grupos em pacientes com bom e com mau desempenho de linguagem. Em seguida, comparou-se o desempenho linguístico dos subgrupos ao índices IL-boot. Resultados: Pacientes com EMT esquerda e direita mostraram pior desempenho que controles nas provas clínicas de nomeação de verbos, nomeação de nomes próprios, nomeação responsiva e fluência verbal. Os mapas de ativação cerebral por RMf mostraram efeito BOLD em regiões frontais e temporoparietais de linguagem. Os mapas de comparação de ativação cerebral entre os grupos revelaram que pacientes com EMT esquerda e direita apresentam maior ativação em regiões homólogas do hemisfério direito em relação aos controles. Os ILs corroboraram estes resultados, mostrando valores médios menores para os pacientes em relação aos controles e, portanto, maior simetria na representação da linguagem. A comparação entre o IL-boot e o desempenho nas provas clínicas de linguagem indicou que, no paradigma de nomeação responsiva à leitura, a reorganização funcional no giro temporal médio, e possivelmente, nos giros temporal inferior e superior associou-se a desempenho preservado em provas de nomeação. Conclusão: Pacientes com EMT direita e esquerda apresentam comprometimento de nomeação e fluência verbal e reorganização da rede cerebral de linguagem. A reorganização funcional de linguagem em regiões temporais, especialmente o giro temporal médio associou-se a desempenho preservado em provas de nomeação em pacientes com EMT esquerda no paradigma de RMf de nomeação responsiva à leitura

The Neolithic of El Niño cave (Ayna, Albacete) in the Sierra del Segura context

Since its excavation in the summer of 1973, El Niño cave has been considered a key site to understand the process of production economy and pottery technology introduction in South-eastern Iberian Peninsula, and especially to approach how such process could have affected people already settled in the Segura mountains. However, data from El Niño cave was very fragmentary, due to the lack of a broad study of Neolithic occupations of the site. In this paper, we present the analysis of pottery, lithic industry and faunal remains, as well as the existing dates from the site´s Holocene levels. The review of different evidence from the site allows suggesting that El Niño cave would have probably acted as a hunting and shepherding station, being a logistical site of larger places. However, limitations due to the fact that we are dealing with a 40- year-old excavation, prevent specifying how the process of Neolithic introduction in the Segura Mountains occurred.

Limits to tDCS effects in language:failures to modulate word production in healthy participants with frontal or temporal tDCS

Transcranial direct current stimulation (tDCS) is a method of non-invasive brain stimulation widely used to modulate cognitive functions. Recent studies, however, suggests that effects are unreliable, small and often non-significant at least when stimulation is applied in a single session to healthy individuals. We examined the effects of frontal and temporal lobe anodal tDCS on naming and reading tasks and considered possible interactions with linguistic activation and selection mechanisms as well possible interactions with item difficulty and participant individual variability. Across four separate experiments (N, Exp 1A = 18; 1B = 20; 1C = 18; 2 = 17), we failed to find any difference between real and sham stimulation. Moreover, we found no evidence of significant effects limited to particular conditions (i.e., those requiring suppression of semantic interference), to a subset of participants or to longer RTs. Our findings sound a cautionary note on using tDCS as a means to modulate cognitive performance. Consistent effects of tDCS may be difficult to demonstrate in healthy participants in reading and naming tasks, and be limited to cases of pathological neurophysiology and/or to the use of learning paradigms.

Associative priming in color naming: Interference and facilitation

In Experiment 1, color-naming interference for target stimuli following associated primes was greater in a group making a lexical decision to the prime than in a group reading the prime silently. High-frequency targets were responded to more quickly than low-frequency targets. In Experiment 2, with subjects naming the prime, there was evidence of associative interference when the prime and the target were grouped temporally but not when the intertrial interval was comparable with the prime-target interval. Associative primes presented at a short (120-msec) prime-target stimulus onset asynchrony facilitated color naming in Experiment 3. Taken together, the results suggest that the effect of faster processing of the base word in a color-naming task is facilitatory and that color-naming priming interference arises when associative prime processing increases conflict between word and color responses by enhancing phonological or articulatory activation of the base word.

Boston naming test results for healthy older Australians: A longitudinal and cross-sectional study

This study reports on a sample of normal Australian elderly who were assessed for naming ability using the Boston Naming Test (BNT). The study aimed to examine and compare the changes in naming ability, using both longitudinal and cross-sectional analysis, and determine the relationships between naming ability and age, educational level, visual acuity and gender and cultural relevance. Contradictory findings were produced regarding age and were dependent on the research design. Longitudinal analysis showed no age-related change in naming ability in subjects over a four-period. In contrast, cross-sectional analysis showed a weak but significant correlation between age and naming ability. Educational level, visual acuity and gender were unrelated to changes in naming ability over time, and unrelated to naming ability across the cohort of elderly. The Australian elderly performed better on the modified Australian version of the BNT than on the original American version. Thus, clinicians need to be cautious when interpreting the results of the BNT for elderly and for populations outside North America. The results of this study also indicate a need for further longitudinal research of a greater duration to establish age-related decline in naming ability.

Event-related potentials in the emotional colour naming stroop task and the emotional counting stroop task

This study compared emotional Stroop interference in the emotional colour naming Stroop and the emotional counting Stroop by measuring reaction times and event-related potentials to positive, negative and neutral words. Twenty participants had ERPs recorded at 61 sites while performing both types of emotional Stroop tasks as well as congruent and incongruent conflict conditions. All participants rated stimulus emotionality retrospectively. A robust reaction time Stroop effect was observed in response latency for the traditional ‘‘conflict’’ conditions (congruent vs. incongruent) for the counting Stroop though not the colour naming Stroop task. There was also no evidence of emotional interference for either of the tasks; however, there was trend for positive interference in the colour naming Stroop. The P5 was identified as the event-related potential associated with emotional processing. For the P5 component, significant emotionality effects were evident in the emotional colour naming Stroop for latency (542 ms). There was a significant interaction between valence and hemisphere. The latency of the P5 in the right hemisphere was later for the positive words than negative and neutral. Comparable effects of valence were evident for the emotional counting Stroop for amplitude but not latency.

Emergence of joint attention: Relationships between gaze following, social referencing, imitation, and naming in infancy

The authors investigated the extent to which the joint-attention behaviors of gaze following, social referencing, and object-directed imitation were related to each other and to infants vocabulary development in a sample of 60 infants between the ages of 8 and 14 months. Joint-attention skills and vocabulary development were assessed in a laboratory setting. Split-half reliability analyses on the joint-attention measures indicated that the tasks reliably assessed infants' capabilities. In the main analysis, no significant correlations were found among the joint-attention behaviors except for a significant relationship between gaze following and the number of names in infants' productive vocabularies. The overall pattern of results did not replicate results of previous studies (e.g., M. Carpenter, K. Nagell, & M. Tomasello, 1998) that found relationships between various emerging joint-attention behaviors.