Use este identificador para citar ou linkar para este item: http://www.repositorio.ufc.br/handle/riufc/20150
Título: How formal education and literacy impact on the content and structure of semantic categories
Autor(es): KOLINSKY, Régine
MONTEIRO-PLANTIN, Rosemeire Selma
MENGARDA, Elias José
GRIMM-CABRAL, Loni
SCLIAR-CABRAL, Leonor
MORAIS, José
Palavras-chave: Formal education
Literacy
Semantics
Data do documento: 2014
Editor: Trends in Neuroscience and Education
Citação: KOLINSKY, R.; MONTEIRO, R. S.; MENGARDA, E. J.; GRIMM-CABRAL, L.; SCLIAR-CABRAL, L.; MORAIS, J. (2014)
Resumo: We examined the hypothesis that formal education and literacy impact the richness and precision of semantic knowledge but not the organization of semantic categories and basic mechanisms of access to them. In Experiment 1, adults of varying levels of formal education were presented with semantic fluency tests and a superordinate naming task. Experiment 2 examined the impact of reading proficiency on adults of varying degrees of literacy. They were presented with simple semantic, alternating semantic and phonemic fluency tasks, as well as with literacy-related, reasoning and memory tests. Fluency was analyzed in terms of overall performance, sequential order and speed of responses. Despite lower performance, illiterates and adults with null or limited formal education displayed taxonomic clustering and retrieval by semantic subcategory, as did participants with higher formal education levels. Yet, formal education and literacy slightly speed up access to categories, probably providing useful cues for generating category exemplars.
Descrição: KOLINSKY, Régine; MONTEIRO-PLANTIN, Rosemeire Selma; MENGARDA, Elias José; GRIMM-CABRAL, Loni; SCLIAR-CABRAL, Leonor; MORAIS, José. How formal education and literacy impact on the content and structure of semantic categories. Trends in Neuroscience and Education, Ulm, v. 3, n. 1, p. 106-121, 2014.
URI: http://www.repositorio.ufc.br/handle/riufc/20150
ISSN: 2211-9493
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