Compreensão leitora de elementos anafóricos e de humor em narrativas: Um design experimental

• Autor(a) principal: Cavalcante, Liliane Carvalho Félix
• Data de Publicação: 2017
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
• Texto Completo: https://repositorio.ufpb.br/jspui/handle/123456789/12065
• topic: Compreensão leitora; Processos cognitivos; Correferência; Anáfora.; Processos metacognitivos; Reading comprehension. . Coreference. Anaphora.; Cognitive processes; Metacognitive processes; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA

This paper approach Reading comprehension as a result of cognitive and metacognitive processes, stablished in the reading activity through references (co-reference) and meaning (humor) aspects. Considering the problematic issue raised up, the used investigation method to deal with reading comprehension was a kind of off-line empirical experiment, which was possible to observe the independent variables: two anaphora levels (with co-reference and without co-reference) as well two humor levels (with humor and without humor). The participants were high school students of a public school in Paraíso city, Tocantins state. The study goal was verify the reading comprehension supported by the achieved productivity as well all the cognitive effort applied in the cognitive and metacognitive process development using references and meaning elements. The raised assumptions suggests that the use of anaphora with co-references and humor in the narratives, lead the reading comprehension in a major level; on the other hand, not using them would difficult the identification and composition of discourse objects. The data collection used instruments were comprehension and cloze tests with rational deletion. As evaluation instruments were calculated the informants' scores gotten from the tests. The phenomena was based in the cognitive theories of Lakoff (1987), Lakoff and Johnson (1980), Faucconier and Sweetser (1996), Faucconier and Turner (2002); and also in Marchuschi (2000, 2002, 2005, 2007, 2008, 2013), Koch (2004, 2005, 2009), Mondada (1994); Mondada and Dubois (2003) from textual linguistic theory; and Coulson e Kutas (2001) which study the humor. As result, it was identified that the Reading comprehension depends on the cognitive and metacognitive processes dynamic relation; and also that the references and humor elements act on productivity and cognitive cost of the processes, however, not necessarily following the references elements closeness principles neither the time proportionality due to the amount of processes.