Marília - FFC - Faculdade de Filosofia e Ciências

URI Permanente para esta coleçãohttps://hdl.handle.net/11449/253831

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Agora exibindo 1 - 20 de 38

Speech Production Measures in Brazilian Portuguese Children With and Without Speech Sound Disorder
(2020-01-01) de Oliveira, Aline Mara ; Veschi, Gabriely Vitória ; Polli, Luiza ; Esperandino, Cássio Eduardo ; Berti, Larissa Cristina ; Universidade Estadual Paulista (UNESP) ; Fernandópolis Educational Foundation – FEF
O papel do agente literário no mercado editorial
(ABECIN, 2020) Pedersoli, Ana Clara Leite ; Valentim, Marta Lígia Pomim ; Universidade Estadual Paulista (Unesp)
O capítulo de livro é um recorte de um estudo mais abrangente acerca do mercado editorial brasileiro e suas estratégias de comercialização, realizado em âmbito acadêmica em nível de iniciação científica. Aborda o agente literário e seu papel diante do mercado editorial de livros.
Use of assistive technology in reading intervention with dyslexia
(2020-05-01) Martins, Maíra Anelli ; de Oliveira, Adriana Marques ; Capellini, Simone Aparecida ; Universidade Estadual Paulista (UNESP)
Clinical significance of text reading comprehension after remediation with rapid naming and reading
(2020-05-01) dos Santos, Bianca ; Capellini, Simone Aparecida ; Universidade Estadual Paulista (UNESP)
Dyslexia and chinese language: A case study
(2020-05-01) Giaconi, Catia ; Capellini, Simone Aparecida ; Bianco, Noemi Del ; D'Angelo, Ilaria ; University of Macerata (UNIMC) ; Universidade Estadual Paulista (UNESP)
Analysis of the clinical significance of students with dyslexia in reading process evaluation
(2020-05-01) Metzner, Isabela Pires ; Capellini, Simone Aparecida ; Universidade Estadual Paulista (UNESP)
Tier 2 Response To Intervention (RTI) model: Intervention with alphabetical principle and metaphonological skills
(2020-05-01) de Cerqueira César, Alexandra Beatriz Portes ; Marguti, Melissa Pinotti ; Capellini, Simone Aparecida ; Universidade Estadual Paulista (UNESP)
Characterization of fine motor function in students with developmental dyslexia
(2020-05-01) Germano, Giseli Donadon ; Pereira, Raíssa Angleni Machado ; Capellini, Simone Aparecida ; Universidade Estadual Paulista (UNESP)
Visual perception studies in the Italian language
(2020-05-01) Dángelo, Ilaria ; Bianco, Noemi Del ; Capellini, Simone Aparecida ; Giaconi, Catia ; Università degli Studi di Macerata (UNIMC) ; Universidade Estadual Paulista (UNESP)
Clinical significance of perceptual-motor performance and handwriting of students with mixed subtype dyslexia
(2020-05-01) Sellin, Larissa ; Metzner, Isabela Pires ; Capellini, Simone Aparecida ; Universidade Estadual Paulista (UNESP)
Clinical significance analysis of metaphonological performance and reading in school children with mixed dyslexia after intervention: Case study
(2020-05-01) dos Santos Liporaci, Gabriela Franco ; Capellini, Simone Aparecida ; Universidade Estadual Paulista (UNESP)
Dyslexia in the university system: Technology for autonomy
(2020-05-01) Bianco, Noemi Del ; Giaconi, Catia ; D'Angelo, Ilaria ; Capellini, Simone Aparecida ; University of Macerata (UNIMC) ; Universidade Estadual Paulista (UNESP)
Blackness, inequality and religion: The case of Candomblé
(2017-01-01) Hofbauer, Andreas ; Universidade Estadual Paulista (UNESP)
Habit, Self-Organization, and Abduction
(2014-01-01) de Andrade, Ramon S. Capelle ; Broens, Mariana Claudia ; D’Ottaviano, Itala M. Loffredo ; Gonzalez, Maria Eunice Quilici ; Institute of Humanities and Language – IHL ; Universidade Estadual Paulista (Unesp) ; Universidade Estadual de Campinas (UNICAMP)
In this paper we discuss the hypothesis of Dascal (Artificial intelligence as epistemology? In: Villa Nueva E (ed) Information, semantics and epistemology. Blackwell, Oxford, pp 224–241, 1990) according to which the main characteristic of intelligence is the ability to adapt pragmatically to changes in the context in which one is immersed. Our investigation is an inquiry into the role played by habits, in order to establish criteria according to which agents act in the world in reasonable and relevant ways. To begin with, we investigate the logical form of habits, focusing on the distinction between “rational habits” and “crystallized habits” (“degenerated habits”), and their function in the structuring of actions. We argue that habits manifest themselves in terms of a hypothetical prescription: If A (a circumstance), then B (a behavior). Our hypothesis is that habits can be transformed into abilities by means of processes of secondary self-organization that involve the dynamics of rupture, acquisition, and improvement of previous habits. More specifically, we suggest that abilities, characterized as habits that have been refined or perfected, involve a process of secondary self-organization which can be triggered by (a) the perception of (an agent’s own) habitual behavior and the recognition (by the agent) of the necessity of altering part of this behavior and (b) experience of a doubt that may initiate rational abduction. Furthermore, we adapt the notion of abductive reasoning, as defined by Peirce (In: Hartshorne C, Weiss P, Burks AW (eds) Collected papers of Charles Sanders Peirce, vols 1–8. Harvard University Press, Cambridge, MA, 1958), to deal with the creation of hypotheses of conduct and, in particular, the transition from the experience of a doubt to the acquisition of a habit (understood as a readiness to perform an action).
The process of acquisition and development of handwriting
(2018-11-08) Capellini, Simone Aparecida ; Cardoso, Monique Herrera ; Universidade Estadual Paulista (Unesp)
This chapter initially addresses the definition and function of writing, its relation to oral language and other skills necessary for its development, focusing on the requirements of the Brazilian Ministry of Education and the practices used by educational institutions. It also discusses the concept of dysgraphia and the characteristics of this diagnosis, given the importance of readability and speed of writing, besides characterizing the possible pathologies that may present this spectrum of dysgraphia. In addition, it presents a survey of studies and international instruments, which investigate the quality, and speed of handwriting, reinforcing the shortage of articles in Brazil, and it is concluded with important aspects to be taken into account during handwriting evaluation. It is expected that this chapter may help health and education professionals to elucidate how the process of acquiring and developing handwriting occurs, emphasizing its importance nowadays.
The quality of handwriting of elementary school students II: A comparison between boys and girls
(2018-11-08) Cardoso, Monique Herrera ; Liporaci, Gabriela Franco Dos Santos ; Capellini, Simone Aparecida ; Universidade Estadual Paulista (Unesp)
To study and investigate the performance of the quality of handwriting of elementary school students, allows professionals, both in educational and clinical environment, the knowledge of the development of writing as well as its readability. From the context of analyzing genders, the purpose of this study was: (1) To verify if there are differences between the genders, concerning the evaluation of the quality of the written expression of primary school students II; (2) To verify if there is gender prevalence regarding the diagnosis of dysgraphia. A total of 96 students of both genders, aged 11 to 14 years and 11 months, enrolled from the sixth to the ninth grade of elementary school II of a public school, took part in this study. The students were divided according to their respective school grades. Data collection was performed on a single day, inside the room, in the presence of the teacher and the researcher, not exceeding 20 minutes of activity. As procedure, the Dysgraphia Scale was used. The results presented in this study showed that male students tend to present greater difficulties regarding calligraphy, when compared to female students of elementary school II. Although no statistically significant difference was found for dysgraphia, it was possible to identify only male students with this diagnosis.
The speed and legibility of handwriting in dyslexic students
(2018-11-08) Cardoso, Monique Herrera ; dos Santos, Natália Lemes ; Capellini, Simone Aparecida ; Universidade Estadual Paulista (Unesp)
This chapter aims to compare the speed and legibility of handwriting of dyslexic students with the ones with good academic performance. Sixty-four students participated in the study; 07 dyslexic students of both genders, aged from 9 to 13 years and 1 month, composed group I (GI); and 57 students with good academic performance, of both genders, aged from 9 to 13 years and 1 month composed group II (GII). For the accomplishment of the study, the translated and adapted version of DASH was applied to Brazilian Portuguese, which consists of five tasks: Copy Best, Alphabet Writing, Copy fast of a sentence, Graphic speed and Free thematic writing. For the calculation of the writing speed, legible and illegible words per minute (LWPM/IWPM) were considered in the tasks Copy best, Copy fast of a sentence and Free thematic writing, the legible or illegible letters per minute (LLPM/ILPM) in the Alphabet Writing task, and the amount of X marked correctly in one minute in the Graphic speed task. It was possible to observe that GI presented inferior performance in LWPM and LLPM and superior performance in IWPM and ILPM, when compared to GII. In addition, GI still performed poorly on the Graphic speed task, when compared to GII students. Thus, it can be concluded that the performance in speed and legibility of writing of Brazilian dyslexics is inferior to students with good academic performance, and delay is observed in the percepto-viso-motor skills of dyslexics. Further studies are needed to investigate the correlation of calligraphy and motor skills, visual perceptive, attentional, memory and access to language codes, in order to better understand how these underlying factors may interfere and reflect on students' handwriting with dyslexia, in order to assist in the differential diagnosis and provide directions for health and education professionals, regarding interventions with calligraphic problems.
Application of the detailed assessment of speed of handwriting (dash) to brazilian students
(2018-11-08) Cardoso, Monique Herrera ; Capellini, Simone Aparecida ; Universidade Estadual Paulista (Unesp)
This chapter aims to present the speed of writing, according to readability, of Brazilian public school students. Thus, the Brazilian Adaptation of the Detailed Assessment of Speed of Handwriting was applied to 658 students of both genders, aged from 09 to 16 years and 11 months, of 05 public schools. The legible words were identified by means of analyzes carried out by expert judges in handwriting, and the illegible ones were excluded. The speed calculation took into account only the legible words, divided by the time of each proposed task. It can be observed that: in general, the writing speed increases according to the increase of the age group; 12-year-old students present lower writing speed during copy activities when compared to younger students; students aged from 14 to 15 years, present lower writing speed during free-writing and quick-graph activities when compared to younger students; the cognitive and linguistic requirements in each task of the procedure are different, which resulted in the decrease of the writing speed, according to each task. The present findings contemplate the expected results, in terms of written proficiency for each age group, however, new studies on the reliability and validity of the instrument for the Brazilian population are necessary.
The relationship between viso-motor skills and handwriting in students with dyslexia
(2018-11-08) Capellini, Simone Aparecida ; Serrão, Flávia Santana ; Del Bianco, Noemi ; Germano, Giseli Donadon ; Giaconi, Catia ; Universidade Estadual Paulista (Unesp) ; University of Macerata
Aim: To relate the viso-motor skills and handwriting of students with dyslexia. Methods: Twenty-two students with multidisciplinary diagnosis of dyslexia, aged from 8 years and 3 months to 13 years and 4 months, of both genders, from third to fifth grade of elementary school participated in this study. The students were submitted to the following procedures: Visual Perception Development Test III - DTVP III and Dysgraphia Scale. Results: The results indicated that most students with dyslexia were classified as dysgraphics. Therefore, from the analysis of the Visual Perception Development Test (DTVP-III) it was possible to observe that there was an impact of the variables related to the visomotor and fine motor skills. Conclusion: Nevertheless, the findings of this study indicate that dyslexic students presented difficulties in visomotor skills, thus impairing hand writing. Thus, most of these students presented compatible performance for disgraphic writing.
Science information and the complexity: Are we oriented to a transdisciplinary science?
(2017-01-01) da Silva, Rafaela Carolina ; Caldas, Rosângela Formentini ; Universidade Estadual Paulista (Unesp)
The concept of transdisciplinarity is an extent of complex expression in society. Currently, the human, social, and phychological contexts are connected and the science needs an answer about this phenomenon. This article conceptualizes the transdisciplinarity as a strategic application of complexity, which is a methodological concept that bases the transdisciplinarity.

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