Compreensão leitora de elementos anafóricos e de humor em narrativas: Um design experimental
Autor(a) principal: | |
---|---|
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 |
Resumo: | 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. |
id |
UFPB_36524d734f54f35bed0dc21ade2a05b5 |
---|---|
oai_identifier_str |
oai:repositorio.ufpb.br:123456789/12065 |
network_acronym_str |
UFPB |
network_name_str |
Biblioteca Digital de Teses e Dissertações da UFPB |
repository_id_str |
|
spelling |
Compreensão leitora de elementos anafóricos e de humor em narrativas: Um design experimentalCompreensão leitoraProcessos cognitivosCorreferênciaAnáfora.Processos metacognitivosReading comprehension. . Coreference. Anaphora.Cognitive processesMetacognitive processesCNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICAThis 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.NenhumaEsta pesquisa trata da compreensão leitora como resultado da relação dos processos cognitivos e metacognitivos instaurados na atividade de leitura a partir de aspectos referenciais (correferência) e de sentido (humor). Para considerar essa problemática, a compreensão leitora foi investigada através de uma experimentação empírica do tipo off-line, na qual foram observadas as variáveis independentes: anáfora em dois níveis (com correferência e sem correferência) e humor também em dois níveis (com humor e sem humor). O estudo teve como público alunos do ensino médio de uma escola estadual da cidade de Paraíso no Estado de Tocantins. O objetivo foi mensurar a compreensão leitora apoiada na produtividade alcançada e no custo cognitivo empregado no desenvolvimento dos processos cognitivos e metacognitivos a partir dos elementos referenciais e de sentido. As hipóteses levantadas sugeriram que narrativas com anáforas com correferência e com humor, favoreceriam em maior grau a compreensão leitora; e que narrativas com anáforas sem correferência e com humor, teriam um custo maior para a identificação e composição de objetos-de-discurso. Os instrumentos utilizados na coleta de dados foram: testes de compreensão e testes cloze com apagamento rational. Como avaliação dos instrumentos, foram calculados os scores dos colaboradores obtidos através dos testes. O tratamento do fenômeno foi ancorado nas teorias cognitivas de Lakoff (1987), Lakoff e Johnson (1980), Faucconier e Sweetser (1996) e Faucconier e Turner (2002); ainda nas teorias de linguística textual de Marchuschi (2000, 2002, 2005, 2007, 2008, 2013), Koch (2004, 2005, 2009), Mondada (1994) e Mondada e Dubois (2003); e de humor de Coulson e Kutas (2001). Como resultado, identificou-se que a compreensão leitora é tributária da relação da dinâmica entre processos cognitivos e metacognitivos; e que os elementos referenciais e o humor incidem sobre a produtividade e o custo cognitivo desses processos, mas não, necessariamente, obedecendo ao princípio da proximidade dos elementos referenciais e nem mesmo da proporcionalidade de tempo em razão da quantidade de processos.Universidade Federal da ParaíbaBrasilLinguísticaPrograma de Pós-Graduação em LinguísticaUFPBLeite, Jan Edson Rodrigueshttp://lattes.cnpq.br/6349030710525621Cavalcante, Liliane Carvalho Félix2018-10-17T16:27:13Z2018-10-172018-10-17T16:27:13Z2017-04-04info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesishttps://repositorio.ufpb.br/jspui/handle/123456789/12065porAttribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFPBinstname:Universidade Federal da Paraíba (UFPB)instacron:UFPB2018-11-01T12:43:11Zoai:repositorio.ufpb.br:123456789/12065Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufpb.br/PUBhttp://tede.biblioteca.ufpb.br:8080/oai/requestdiretoria@ufpb.br|| diretoria@ufpb.bropendoar:2018-11-01T12:43:11Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)false |
dc.title.none.fl_str_mv |
Compreensão leitora de elementos anafóricos e de humor em narrativas: Um design experimental |
title |
Compreensão leitora de elementos anafóricos e de humor em narrativas: Um design experimental |
spellingShingle |
Compreensão leitora de elementos anafóricos e de humor em narrativas: Um design experimental Cavalcante, Liliane Carvalho Félix Compreensão leitora Processos cognitivos Correferência Anáfora. Processos metacognitivos Reading comprehension. . Coreference. Anaphora. Cognitive processes Metacognitive processes CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
title_short |
Compreensão leitora de elementos anafóricos e de humor em narrativas: Um design experimental |
title_full |
Compreensão leitora de elementos anafóricos e de humor em narrativas: Um design experimental |
title_fullStr |
Compreensão leitora de elementos anafóricos e de humor em narrativas: Um design experimental |
title_full_unstemmed |
Compreensão leitora de elementos anafóricos e de humor em narrativas: Um design experimental |
title_sort |
Compreensão leitora de elementos anafóricos e de humor em narrativas: Um design experimental |
author |
Cavalcante, Liliane Carvalho Félix |
author_facet |
Cavalcante, Liliane Carvalho Félix |
author_role |
author |
dc.contributor.none.fl_str_mv |
Leite, Jan Edson Rodrigues http://lattes.cnpq.br/6349030710525621 |
dc.contributor.author.fl_str_mv |
Cavalcante, Liliane Carvalho Félix |
dc.subject.por.fl_str_mv |
Compreensão leitora Processos cognitivos Correferência Anáfora. Processos metacognitivos Reading comprehension. . Coreference. Anaphora. Cognitive processes Metacognitive processes CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
topic |
Compreensão leitora Processos cognitivos Correferência Anáfora. Processos metacognitivos Reading comprehension. . Coreference. Anaphora. Cognitive processes Metacognitive processes CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
description |
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. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-04-04 2018-10-17T16:27:13Z 2018-10-17 2018-10-17T16:27:13Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufpb.br/jspui/handle/123456789/12065 |
url |
https://repositorio.ufpb.br/jspui/handle/123456789/12065 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nc-nd/3.0/br/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nc-nd/3.0/br/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Linguística Programa de Pós-Graduação em Linguística UFPB |
publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Linguística Programa de Pós-Graduação em Linguística UFPB |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações da UFPB instname:Universidade Federal da Paraíba (UFPB) instacron:UFPB |
instname_str |
Universidade Federal da Paraíba (UFPB) |
instacron_str |
UFPB |
institution |
UFPB |
reponame_str |
Biblioteca Digital de Teses e Dissertações da UFPB |
collection |
Biblioteca Digital de Teses e Dissertações da UFPB |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB) |
repository.mail.fl_str_mv |
diretoria@ufpb.br|| diretoria@ufpb.br |
_version_ |
1801842935406264320 |