ABSTRACT
O presente estudo examinou a contribuição do processamento morfológico para a velocidade de leitura de textos, independentemente daquela decorrente do processamento fonológico, em alunos do 3º ano do Ensino Fundamental. Para isso, além do processamento morfológico, foram incluídas medidas de velocidade de leitura oral de texto narrativo, memória de trabalho, consciência fonêmica, nomeação automatizada rápida de objetos e letras, consciência morfológica e processamento morfológico implícito. As habilidades que mais contribuíram para explicar o desempenho das crianças na velocidade de leitura de texto foram as de nomeação automatizada rápida de objetos e de processamento morfológico implícito. A consciência morfológica apresentou correlação fraca e não significativa com a velocidade de leitura de textos, sugerindo que leitores iniciantes possam se beneficiar da informação morfológica de forma implícita na leitura antes mesmo de alcançarem nível de consciência morfológica suficiente para tal. O processo de lexicalização no decorrer do desenvolvimento da habilidade de leitura implica a integração das informações fonológicas, ortográficas e semânticas, o que se revela na importância do processamento morfológico e da nomeação automatizada rápida de objetos para a velocidade de leitura. (AU)
The present study examined the contribution of morphological processing to text reading speed, independently of that resulting from phonological processing in 3rd graders of Elementary School. In addition to morphological processing, measures used to assess the speed in which narrative texts are read orally, working memory, phonemic awareness, rapid automatized naming of objects and letters, morphological awareness and implicit morphological processing were also taken into consideration. The skills that most contributed to explaining the children's performances in relation to their text reading speed were those which involved rapid automatized naming of objects and implicit morphological processing. Results showed that there is a weak and non-significant correlation between morphological awareness and text reading speed, suggesting that beginning readers can benefit from morphological information in reading even before they reach the level of morphological awareness required for such activity. The lexicalization process which occurs during the development of reading skills involves the integration of phonological, orthographic and semantic information, which reveals the importance of morphological processing and rapid automatized naming of objects for reading speed. (AU)
El presente estudio examinó la contribución del procesamiento morfológico a la velocidad de lectura de textos, independientemente de la resultante del procesamiento fonológico, en estudiantes de 3º año de primaria. Para ello, además del procesamiento morfológico, se incluyeron medidas de velocidad de lectura oral del texto narrativo, memoria de trabajo, conciencia fonémica, nombramiento rápido automatizado de objetos y letras, conciencia morfológica y procesamiento morfológico implícito. Las habilidades que más contribuyeron a explicar el desempeño de los niños en la velocidad de lectura de textos fueron el nombramiento rápido automatizado de objetos y del procesamiento morfológico implícito. La conciencia morfológica mostró una correlación débil y no significativa con la velocidad de lectura del texto, sugiriendo que los lectores principiantes pueden beneficiarse de la información morfológica de forma implícita en la lectura incluso antes de alcanzar un nivel de conciencia morfológica suficiente para tal. El proceso de lexicalización en el curso del desarrollo de la habilidad lectora implica la integración de las informaciónes fonológica, ortográfica y semántica, lo que revela en la importancia del procesamiento morfológico y del nombramiento automatizado rápido de objetos para la velocidad de lectura. (AU)
Subject(s)
Humans , Child , Reading , Literacy , Learning , Education, Primary and SecondaryABSTRACT
Objective To calculate and measure the depth and radius of the target vessel in the upper limb venous ultrasound image in order to contribute to automatic venipuncture.Methods Two methods of measuring the radius of veins in an ultrasonic vein cross section image were adopted.One method was to segment the vein based on the threshold selected after evaluation, and then scan the upper and lower edges of the vein to obtain the radius.The other method was based on Otsu method,which was to divide the vein and then morphologically process the binary image.The radius was calculated in a manner similar to the first method.After the radius was obtained, the depth of the vein was corrected in conjunction with the radius.Results The above two methods were tested on 500 upper limb venous ultrasound images.The accuracy rate of the first method was 93.0%, and that of the second method was 99.4%.Conclusion The method based on Otsu and morphological processing is more effective for radius measurement of veins in upper limb venous ultrasound image.
ABSTRACT
Abstract Many studies have shown that, while reading, the brain works a sort of decomposing process of words, reducing them to its morphemes. Moreover, many studies have shown that morphological awareness, which is the ability to reflect upon the structure of words, may contribute to reading in Brazilian Portuguese. The present study investigated morphological priming in children and evaluated the correlation between morphological priming and morphological awareness scores. One hundred and forty-one children took part in this research: 35 second graders, 33 third graders, 33 fourth graders, and 40 fifth graders. They performed a lexical decision task (LDT) and morphological awareness task. Results indicate that as early as the second grade, children show some degree of morphological priming effects. In addition, children from the fifth grade presented morphological priming effects similar to those of a skilled reader. No correlations between morphological awareness scores and morphological priming effects were found.
Subject(s)
Humans , Child , Reading , Linguistics , Students , Education, Primary and Secondary , Language DevelopmentABSTRACT
Estudos sobre o processamento da escrita têm focado no papel do processamento fonológico na escrita; poucos estudos investigam os estágios posteriores dessa aquisição. Este estudo foi direcionado a crianças do segundo e terceiro ano do ensino fundamental que realizaram um ditado experimental composto de palavras com diferentes características ortográficas. Visou-se verificar o papel do processamento fonológico e morfológico na escrita a partir de uma análise qualitativa dos erros cometidos pelas crianças no ditado. Foi possível verificar que a maioria dos erros (mais de 80 por cento) foi de natureza fonológica. Nessa faixa etária o processamento morfológico não pareceu ser uma estratégia dominante na escrita das crianças.
Studies about writing processing have focused in the role of phonological processing in writing. Few studies investigate the later stages of this acquisition. This study was directed to second and third grade children. They had to answer an experimental writing task that was composed by words with different orthographic characteristics. The aim was to verify phonological and morphological processing in writing based on the qualitative analyses of children's spelling errors. Most of the errors (more than 80 percent) were phonological in nature. In this age group morphological processing does not seem to be a dominant strategy in writing.