Morphological priming development in Brazilian Portuguese-speaking children

dc.creatorOliveira, Bruno Stefani Ferreira de
dc.creatorJusti, Francis Ricardo dos Reis
dc.date2018-09-06T11:58:35Z
dc.date2018-08-15
dc.date2018-09-06T11:58:35Z
dc.date2017-05-18
dc.date.accessioned2023-09-29T15:02:05Z
dc.date.available2023-09-29T15:02:05Z
dc.identifierhttp://dx.doi.org/10.1186/s41155-017-0058-8
dc.identifierhttps://repositorio.ufjf.br/jspui/handle/ufjf/7337
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/9123573
dc.descriptionMany 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.
dc.description-
dc.formatapplication/pdf
dc.languageeng
dc.publisher-
dc.publisherBrasil
dc.publisher-
dc.relationPsicologia: Reflexão e Crítica
dc.rightsAcesso Aberto
dc.subjectMorphological processing
dc.subjectMorphological priming
dc.subjectMorphological awareness
dc.subjectReading Literacy
dc.subject-
dc.titleMorphological priming development in Brazilian Portuguese-speaking children
dc.typeArtigo de Periódico


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