| Full text | |
| Author(s): |
Maria Silvia Cárnio
[1]
;
Juliana Ramos Casemiro
[2]
;
Karen Barros Ribeiro
[3]
;
Aparecido José Couto Soares
[4]
Total Authors: 4
|
| Affiliation: | [1] Universidade de São Paulo - Brasil
[2] Universidade de São Paulo - Brasil
[3] Universidade de São Paulo - Brasil
[4] Universidade de São Paulo - Brasil
Total Affiliations: 4
|
| Document type: | Journal article |
| Source: | PSICOLOGIA-REFLEXAO E CRITICA; v. 26, n. 3, p. 516-523, 2013-00-00. |
| Abstract | |
This study aimed to verify the influence of visual stimuli on the written production of students with and without complaints of writing disorders. As subjects, it had 50 students from 4th and 5th grades of elementary school divided in G1 (with no complaints) and G2 (with complaints) who were instructed to perform a written production based on two different visual stimuli. Communicative Competence criteria were used in order to analyze the data. Regarding Generic Competence, the narrative genre was the most used for both groups. In relation to Encyclopedic Competence, there was significant difference only for the figures in sequence. Concerning Linguistic Competence, there was difference only in the Global Cohesion. There was no influence of the visual stimuli on the written production for both groups. Nevertheless, individual and social factors might have influenced the results. (AU) | |
| FAPESP's process: | 08/11474-5 - Interference of visual stimuli in the written production of listener without complaints of writing impairment |
| Grantee: | Juliana Ramos Casemiro |
| Support Opportunities: | Scholarships in Brazil - Scientific Initiation |
| FAPESP's process: | 08/11478-0 - Interference of visual stimuli in the written production of deaf signers with and without complaints of writing impairment |
| Grantee: | Maria Silvia Cárnio |
| Support Opportunities: | Regular Research Grants |