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Efeito de treino sensoriomotor e fonológico na aprendizagem de um script ortográfico
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| 1.72 MB | Adobe PDF |
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Abstract(s)
O desenvolvimento dos sistemas de escrita, como os baseados no alfabeto, foi crucial para a evolução das sociedades. A invenção da leitura e da escrita é relativamente recente (cerca de 5500 anos), mas o cérebro é especializado no reconhecimento visual de letras, e capaz de identificar uma letra em apenas 200 milissegundos. A aprendizagem da leitura e da escrita provoca alterações estruturais e funcionais no cérebro, conduzindo à emergência de uma rede neural especializada para letras e palavras no córtex occipitotemporal ventral, a Visual Word Form Area (VWFA). O impacto das experiências de aprendizagem na formação desta rede tem sido amplamente estudado. A literatura indica que o reconhecimento visual de letras beneficia do treino sensoriomotor através da escrita à mão, em comparação com treino visual passivo.
Neste estudo, investigamos a eficácia do treino com escrita à mão na automatização do processamento de letras e na leitura. Utilizando um alfabeto artificial, pedimos a 34 participantes adultos que aprendessem 12 pseudoletras, e os seus sons, durante 4 dias através de duas modalidades de aprendizagem: treino visuo-motor (ver e escrever) e treino visual passivo (apenas ver). Antes e após a aprendizagem, os participantes realizaram tarefas para avaliar o reconhecimento visual e a leitura, assim como o tipo de processamento utilizado (analítico versus global).
Os resultados mostram que ambos os grupos aprenderam o novo código alfabético, com melhorias nas tarefas de reconhecimento visual de letras e evocação por memória. Contudo, o grupo visuo-motor cometeu menos erros no reconhecimento visual de letras, sugerindo uma vantagem da experiência grafomotora. Contrariamente ao esperado, após otreino, não houve evidência de um processamento específico observado tipicamentepara letras reais, em nenhum dos grupos, possivelmente devido ao curto período de treino, que pode não ter sido suficiente para estabelecer um reconhecimento automatizado das pseudoletras aprendidas.
The development of writing systems, such as the alphabet, played a crucial role in societal evolution. The invention of reading and writing is relatively recent (around 5500 years), but the brain has developed a highly efficient specialization for letter recognition, identifying letters in just 200 milliseconds. This is possible because learning to read and write induces structural and functional changes in the brain, leading to the emergence of a specialized neural network for letters in the ventral occipitotemporal cortex, the Visual Word Form Area (VWFA). The impact of specific learning experiences on this neural network has garnered significant scientific interest. Research shows that handwriting provides an advantage in visual letter recognition compared to passive visual training. This study investigates the effectiveness of handwriting training in automating letter processing and reading. Using an artificial alphabet of 12 pseudoletters, we asked 34 adult participants to learn the new script over four days through two learning modalities (between-subjects design): visuomotor training (seeing and writing by hand) and passive visual training (just seeing). To assess the training benefit, participants completed behavioral tasks both before and after the learning phase, evaluating visual recognition and reading, along with the type of processing adopted (analytical vs. global). The results indicate that both groups effectively learned the new alphabet, as shown by improved performance in visual recognition and memory recall tasks throughout the training. However, the visuomotor group made fewer errors in the visual recognition task, suggesting an advantage in establishing more robust representations of the pseudoletters through graphomotor experience. Opposing to expectations, after training, participants did not adopt specific processing, as typically observed for real letters, in any of the groups, which could be explained by the short training period that may not have been sufficient for the establishment of automated processing for newly learned pseudoletters.
The development of writing systems, such as the alphabet, played a crucial role in societal evolution. The invention of reading and writing is relatively recent (around 5500 years), but the brain has developed a highly efficient specialization for letter recognition, identifying letters in just 200 milliseconds. This is possible because learning to read and write induces structural and functional changes in the brain, leading to the emergence of a specialized neural network for letters in the ventral occipitotemporal cortex, the Visual Word Form Area (VWFA). The impact of specific learning experiences on this neural network has garnered significant scientific interest. Research shows that handwriting provides an advantage in visual letter recognition compared to passive visual training. This study investigates the effectiveness of handwriting training in automating letter processing and reading. Using an artificial alphabet of 12 pseudoletters, we asked 34 adult participants to learn the new script over four days through two learning modalities (between-subjects design): visuomotor training (seeing and writing by hand) and passive visual training (just seeing). To assess the training benefit, participants completed behavioral tasks both before and after the learning phase, evaluating visual recognition and reading, along with the type of processing adopted (analytical vs. global). The results indicate that both groups effectively learned the new alphabet, as shown by improved performance in visual recognition and memory recall tasks throughout the training. However, the visuomotor group made fewer errors in the visual recognition task, suggesting an advantage in establishing more robust representations of the pseudoletters through graphomotor experience. Opposing to expectations, after training, participants did not adopt specific processing, as typically observed for real letters, in any of the groups, which could be explained by the short training period that may not have been sufficient for the establishment of automated processing for newly learned pseudoletters.
Description
Keywords
Reconhecimento visual de letras Leitura Treino visuo-motor Treino visual passivo