| Full text | |
| Author(s): |
Elenice S. Hanna
[1]
;
Marina Kohlsdorf
[2]
;
Regiane S. Quinteiro
[3]
;
Virgínia M. D. Fava
[4]
;
Deisy das Graças de Souza
[5]
;
Júlio C. de Rose
[6]
Total Authors: 6
|
| Affiliation: | [1] Universidade de Brasília
[2] Universidade de Brasília
[3] Universidade de Brasília
[4] Universidade de Brasília
[5] Universidade Federal de São Carlos
[6] Universidade Federal de São Carlos
Total Affiliations: 6
|
| Document type: | Journal article |
| Source: | Psicologia : Teoria e Pesquisa; v. 24, n. 1, p. 45-57, 2008-03-00. |
| Abstract | |
This study reports the use of a miniature linguistic system in order to investigate reading acquisition. Twenty college students, 10 from Natural Sciences and Engineering (NSE) and 10 from Health and Social Sciences (HSS) courses, learned to relate pictures and printed pseudo-words to dictated pseudo-words in conditional discrimination tasks presented by a computer. Teaching sessions were interspersed with tests of reading new words formed by recombination of elements of taught words (generative recombination). Nine students from NSE and four from HSS developed generalized reading after learning 12 relations with pseudo-words. Reading scores of new words increased as number of taught words increased. Both findings could be interpreted as effects of learning experiences with symbolic relations. Differences between the NSE and the HSS students could also reflect motivational factors. (AU) | |