RESUMO
BACKGROUND: Discourse production is a very complex cognitive task that requires the integration of several linguistic cognitive skills. Socio-demographic factors such as schooling can impact on cognitive tasks. This study investigated the impact of age and schooling in some macrolinguistic and microlinguistic aspects in the written discourse of healthy adults. METHODS: Individuals with no previous history of language, hearing, neurological, or psychiatric disorders were asked to write a story based on a figure that showed a "bank robbery." A total of 463 graphic narrative were analyzed. The schooling was stratified into the following three bands: 5 to 8 years, 9 to 11 years and 12 or more, and the age ranged from 19 to 75 years. RESULTS: Individuals with high schooling (12 years or more) produced discourses with more information units, more coherent, and cohesive. The oldest group (60 to 75 years) needed more time to finish the written production. CONCLUSION: The schooling influences some micro and macrolinguistic aspects in the written discourse production. A higher educational level provided a greater number of words as well as a higher number of information units, and the discourses produced are more coherent and cohesive. The age influenced only the time of discourse production.
RESUMO
Abstract Background: Discourse production is a very complex cognitive task that requires the integration of several linguistic cognitive skills. Socio-demographic factors such as schooling can impact on cognitive tasks. This study investigated the impact of age and schooling in some macrolinguistic and microlinguistic aspects in the written discourse of healthy adults. Methods: Individuals with no previous history of language, hearing, neurological, or psychiatric disorders were asked to write a story based on a figure that showed a "bank robbery." A total of 463 graphic narrative were analyzed. The schooling was stratified into the following three bands: 5 to 8 years, 9 to 11 years and 12 or more, and the age ranged from 19 to 75 years. Results: Individuals with high schooling (12 years or more) produced discourses with more information units, more coherent, and cohesive. The oldest group (60 to 75 years) needed more time to finish the written production. Conclusion: The schooling influences some micro and macrolinguistic aspects in the written discourse production. A higher educational level provided a greater number of words as well as a higher number of information units, and the discourses produced are more coherent and cohesive. The age influenced only the time of discourse production.
Assuntos
Humanos , Masculino , Feminino , Adulto , Pessoa de Meia-Idade , Idoso , Fatores Etários , Cognição , Escolaridade , Escrita Manual , Linguística , Envelhecimento , Discurso , NarraçãoRESUMO
PURPOSE: To compare the Percentage of Consonants Correct (PCC) index of children with and without hearing loss, and to verify whether the time using hearing aids, the time in therapy, and the time spent until hearing loss was diagnosed influence the performance of deaf children. METHODS: Participants were 30 children, 15 with hearing impairment and 15 with normal hearing, paired by gender and age. The PCC index was calculated in three different tasks: picture naming, imitation and spontaneous speech. The phonology tasks of the ABFW - Teste de Linguagem Infantil were used in the evaluation. RESULTS: Differences were found between groups in all tasks, and normally hearing children had better results. PCC indexes presented by children with hearing loss characterized a moderately severe phonological disorder. Children enrolled in therapy for a longer period had better PCC indexes, and the longer they had been using hearing aids, the better their performances on the imitation task. CONCLUSION: Children with hearing loss have lower PCC indexes when compared to normally hearing children. The average performance and imitation are influenced by time in therapy and time using hearing aids.
Assuntos
Transtornos da Articulação/diagnóstico , Perda Auditiva Neurossensorial/fisiopatologia , Medida da Produção da Fala , Estudos de Casos e Controles , Criança , Pré-Escolar , Implante Coclear , Perda Auditiva Neurossensorial/diagnóstico , Perda Auditiva Neurossensorial/reabilitação , Humanos , Testes de Linguagem , Índice de Gravidade de Doença , Fala/fisiologia , Percepção da FalaRESUMO
OBJETIVO: Comparar o índice de Porcentagem de Consoantes Corretas (PCC) de crianças com e sem deficiência auditiva e verificar a influência do tempo de uso de prótese auditiva, tempo de terapia e tempo para identificação da deficiência auditiva no desempenho das crianças deficientes auditivas. MÉTODOS: Foram avaliadas 30 crianças, sendo 15 deficientes auditivas e 15 audiologicamente normais, pareadas por gênero e idade. O índice de PCC foi calculado por meio de três provas: nomeação, imitação e fala espontânea. Foram utilizadas as tarefas da prova de fonologia do ABFW - Teste de Linguagem Infantil. RESULTADOS: Em todas as tarefas realizadas, houve diferença entre os grupos, favorecendo o desempenho das crianças sem deficiência auditiva. Os índices de PCC apresentados pelas crianças com deficiência auditiva representaram um distúrbio fonológico de grau moderadamente grave. Quanto maior o tempo de terapia, melhores foram os índices de PCC e quanto maior o tempo de uso das próteses auditivas, melhor foi o desempenho na prova de imitação. CONCLUSÃO: Crianças com deficiência auditiva apresentam índices de PCC inferiores aos de crianças sem a deficiência. O desempenho médio e a imitação são influenciados pelo tempo de terapia e tempo de uso de prótese auditiva.
PURPOSE: To compare the Percentage of Consonants Correct (PCC) index of children with and without hearing loss, and to verify whether the time using hearing aids, the time in therapy, and the time spent until hearing loss was diagnosed influence the performance of deaf children. METHODS: Participants were 30 children, 15 with hearing impairment and 15 with normal hearing, paired by gender and age. The PCC index was calculated in three different tasks: picture naming, imitation and spontaneous speech. The phonology tasks of the ABFW - Teste de Linguagem Infantil were used in the evaluation. RESULTS: Differences were found between groups in all tasks, and normally hearing children had better results. PCC indexes presented by children with hearing loss characterized a moderately severe phonological disorder. Children enrolled in therapy for a longer period had better PCC indexes, and the longer they had been using hearing aids, the better their performances on the imitation task. CONCLUSION: Children with hearing loss have lower PCC indexes when compared to normally hearing children. The average performance and imitation are influenced by time in therapy and time using hearing aids.