The effects of iconicity on pre-literacy: a psycholinguistic study of written word-figure matching
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Ilha do Desterro |
Texto Completo: | https://periodicos.ufsc.br/index.php/desterro/article/view/2175-8026.2019v72n3p175 |
Resumo: | This work aims at investigating, from the perspective of experimental linguistics, the use of iconicity as a provisional reading strategy used by children during the pre-literacy phase. In the background, we contrast the recruitment of iconicity with the notion of default arbitrariness in language, as proposed by Saussure. To test the interplay of these cognitions, we propose a role-playing experiment with children from three age groups, 4, 5 and 6, in order to verify if these participants use iconic relations to guide them in a task of pairing figure to written word. Our results show that iconicity is afirst-hand resource used by some children, specially 4 year-olds, who tended to establish a clearer motivational relationship between the size of objects and the size of the word that names them. Nevertheless, iconicity persists as a strategy in a few 6 year-olds, on the brink of attending literacy class. Considering these results, we discuss the implications of choosingaliteracy method, either favoring global reading or grapheme-phoneme decoding, specially for the kids who tend to preserve the iconic strategy longer. |
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Ilha do Desterro |
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The effects of iconicity on pre-literacy: a psycholinguistic study of written word-figure matchingOs efeitos da iconicidade na pré-alfabetização: um estudo psicolinguístico de pareamento figura-palavra escritaThis work aims at investigating, from the perspective of experimental linguistics, the use of iconicity as a provisional reading strategy used by children during the pre-literacy phase. In the background, we contrast the recruitment of iconicity with the notion of default arbitrariness in language, as proposed by Saussure. To test the interplay of these cognitions, we propose a role-playing experiment with children from three age groups, 4, 5 and 6, in order to verify if these participants use iconic relations to guide them in a task of pairing figure to written word. Our results show that iconicity is afirst-hand resource used by some children, specially 4 year-olds, who tended to establish a clearer motivational relationship between the size of objects and the size of the word that names them. Nevertheless, iconicity persists as a strategy in a few 6 year-olds, on the brink of attending literacy class. Considering these results, we discuss the implications of choosingaliteracy method, either favoring global reading or grapheme-phoneme decoding, specially for the kids who tend to preserve the iconic strategy longer. Este trabalho tem como objetivo investigar, a partir da perspectiva da linguística experimental, o uso da iconicidade como estratégia de leitura provisória utilizada pelas crianças, durante a fase de pré-alfabetização. Contrastamos o recrutamento de iconicidade com a noção de arbitrariedade linguística default, como proposta por Saussure. Para testar a interação dessas duas apostas cognitivas – a iconicidade e arbitrariedade – em crianças de três faixas etárias, 4, 5 e 6, propomos um experimento do tipo role-playing a fim de verificar se esses participantes usam relações icônicas para guiá-los em uma tarefa de pareamento entre figura e palavra escrita. Nossos resultados mostram que a iconicidade é um recurso usado por algumas crianças, especialmente as menores, de 4 anos, que tendem a estabelecer uma relação motivacional mais clara entre o tamanho dos objetos e o tamanho da palavra que os nomeia. Verificou-se quea iconicidade ainda persiste como estratégia de leitura em algumas crianças de 6 anos de idade, quando estão na idade de se engajarem em um programa formal de alfabetização. Diante desses resultados discutimos as implicações da escolha do método de alfabetização, seja favorecendo a leitura global ou a decodificação grafema-fonema, em relação, principamente, a essas crianças, que tendem a preservar a estratégia icônica por mais tempo.UFSC2019-10-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/desterro/article/view/2175-8026.2019v72n3p17510.5007/2175-8026.2019v72n3p175Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies; Vol. 72 No. 3 (2019): Psycholinguistics: implications for the classroom; 175-200Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies; v. 72 n. 3 (2019): Psycholinguistics: implications for the classroom; 175-2002175-80260101-4846reponame:Ilha do Desterroinstname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/desterro/article/view/2175-8026.2019v72n3p175/41040Copyright (c) 2019 Isadora Rodrigues Andrade, Ana Luiza H. Tinoco Machado, Aniela Improta Françainfo:eu-repo/semantics/openAccessAndrade, Isadora RodriguesMachado, Ana Luiza H. TinocoFrança, Aniela Improta2019-12-10T11:56:59Zoai:periodicos.ufsc.br:article/67393Revistahttp://www.periodicos.ufsc.br/index.php/desterroPUBhttps://periodicos.ufsc.br/index.php/desterro/oaiilha@cce.ufsc.br||corseuil@cce.ufsc.br||ilhadodesterro@gmail.com2175-80260101-4846opendoar:2019-12-10T11:56:59Ilha do Desterro - Universidade Federal de Santa Catarina (UFSC)false |
dc.title.none.fl_str_mv |
The effects of iconicity on pre-literacy: a psycholinguistic study of written word-figure matching Os efeitos da iconicidade na pré-alfabetização: um estudo psicolinguístico de pareamento figura-palavra escrita |
title |
The effects of iconicity on pre-literacy: a psycholinguistic study of written word-figure matching |
spellingShingle |
The effects of iconicity on pre-literacy: a psycholinguistic study of written word-figure matching Andrade, Isadora Rodrigues |
title_short |
The effects of iconicity on pre-literacy: a psycholinguistic study of written word-figure matching |
title_full |
The effects of iconicity on pre-literacy: a psycholinguistic study of written word-figure matching |
title_fullStr |
The effects of iconicity on pre-literacy: a psycholinguistic study of written word-figure matching |
title_full_unstemmed |
The effects of iconicity on pre-literacy: a psycholinguistic study of written word-figure matching |
title_sort |
The effects of iconicity on pre-literacy: a psycholinguistic study of written word-figure matching |
author |
Andrade, Isadora Rodrigues |
author_facet |
Andrade, Isadora Rodrigues Machado, Ana Luiza H. Tinoco França, Aniela Improta |
author_role |
author |
author2 |
Machado, Ana Luiza H. Tinoco França, Aniela Improta |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Andrade, Isadora Rodrigues Machado, Ana Luiza H. Tinoco França, Aniela Improta |
description |
This work aims at investigating, from the perspective of experimental linguistics, the use of iconicity as a provisional reading strategy used by children during the pre-literacy phase. In the background, we contrast the recruitment of iconicity with the notion of default arbitrariness in language, as proposed by Saussure. To test the interplay of these cognitions, we propose a role-playing experiment with children from three age groups, 4, 5 and 6, in order to verify if these participants use iconic relations to guide them in a task of pairing figure to written word. Our results show that iconicity is afirst-hand resource used by some children, specially 4 year-olds, who tended to establish a clearer motivational relationship between the size of objects and the size of the word that names them. Nevertheless, iconicity persists as a strategy in a few 6 year-olds, on the brink of attending literacy class. Considering these results, we discuss the implications of choosingaliteracy method, either favoring global reading or grapheme-phoneme decoding, specially for the kids who tend to preserve the iconic strategy longer. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-10-07 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufsc.br/index.php/desterro/article/view/2175-8026.2019v72n3p175 10.5007/2175-8026.2019v72n3p175 |
url |
https://periodicos.ufsc.br/index.php/desterro/article/view/2175-8026.2019v72n3p175 |
identifier_str_mv |
10.5007/2175-8026.2019v72n3p175 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufsc.br/index.php/desterro/article/view/2175-8026.2019v72n3p175/41040 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2019 Isadora Rodrigues Andrade, Ana Luiza H. Tinoco Machado, Aniela Improta França info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2019 Isadora Rodrigues Andrade, Ana Luiza H. Tinoco Machado, Aniela Improta França |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
UFSC |
publisher.none.fl_str_mv |
UFSC |
dc.source.none.fl_str_mv |
Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies; Vol. 72 No. 3 (2019): Psycholinguistics: implications for the classroom; 175-200 Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies; v. 72 n. 3 (2019): Psycholinguistics: implications for the classroom; 175-200 2175-8026 0101-4846 reponame:Ilha do Desterro instname:Universidade Federal de Santa Catarina (UFSC) instacron:UFSC |
instname_str |
Universidade Federal de Santa Catarina (UFSC) |
instacron_str |
UFSC |
institution |
UFSC |
reponame_str |
Ilha do Desterro |
collection |
Ilha do Desterro |
repository.name.fl_str_mv |
Ilha do Desterro - Universidade Federal de Santa Catarina (UFSC) |
repository.mail.fl_str_mv |
ilha@cce.ufsc.br||corseuil@cce.ufsc.br||ilhadodesterro@gmail.com |
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