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Após discussão do termo e do conceito de literacia, da sua história e doseu contexto sociocultural, são referidas as condições da aprendizagem daleitura e da escrita no sistema alfabético e distinguidos diferentes tipos de“letrado”. É apresentado o subconceito de literacia científica, esboçada asua história e discutida a sua ambiguidade, concluindo que ele deve incluirtanto a produção escrita da ciência como o conhecimento e compreensãoque as pessoas têm desta. É analisada e comentada a parte de leitura e deprodução de texto na atividade científica, assim como a relação íntima entreleitura e escrita de texto, e são considerados os hábitos e as exigências daspublicações. São ilustrados os baixos níveis da “consciência científica”na população, inclusive na estudantil, e do ensino da ciência na escola, érecomendada a leitura precoce de artigos científicos e considerada favoravelmentea tendência atual à aproximação e em certos casos integração dasliteracias científica e literária. O estado da literacia (mais precisamente dacapacidade de leitura) no contexto da globalização capitalista neoliberal eno Brasil em particular são considerados como travões à generalização daliteracia científica. Enfim, é defendida a importância da ciência experimentalda cognição e da linguagem e de uma maior orientação do ensino para odesenvolvimento das capacidades de “inteligência fluida”., info:eu-repo/semantics/published

In this article, perspectives originated from the Linguistic, Psychology and Educational fi elds are placed together in order to: 1. Understand the specifi cities of how reading skills are acquired and how skilled readers' brain processes written material; 2. Contribute to the goal achievement of public policies focused on improving literacy (in particular, the Brazilian national agreement for learning to read at the right age-PNAIC) by taking advantage of the progress made in the science of reading. Two lines of reasoning will be followed aiming at trying to fi nd out why the progress in neuroscience research has not turn yet into a better reading instruction, with special attention to the Brazilian context. The fi rst reasoning line concerns to the conscious and unconscious processes of reading and how the pedagogy of reading can be betrayed by the visible tip of the iceberg; the second reasoning line relates to the shared characteristics of the oral and written language and to the specifi cities of the latter. If these specifi cities are better understood, the intervention of teachers and other professionals can be improved, thereby contributing to the indispensable dialogue between public policies, science and education., SCOPUS: ar.j, info:eu-repo/semantics/published

Can learning to read change the information process and expand the storage capacity of the human brain? The purpose of this article is to review and to discuss models of memory (working memory, short term and long term memory) in their relation to language, as well as the possible cognitive changes prompted by literacy. By reviewing models of memory and executive functions, we aim at identifying questions that have promoted theoretical evolution, as well as the matching and disagreement in the concepts available in the area. Differences in knowledge processing and storage in literates and illiterates are highlighted, taking into account behavioural and brain imaging data. The data suggest that literacy alters the way in which linguistic knowledge is stored and processed by bursting the refinement of the visual and auditory perceptual systems, necessary to the grapheme-phoneme association., info:eu-repo/semantics/published

L’acquisition de la lecture et de l’écriture, ou littératie, constitue vraisemblablement l’un des plus puissants instruments de transformation cognitive et cérébrale que nous acquérons au cours de notre vie. Dans cette revue, nous discutons du fait que, en plus de permettre l’acquisition de nouvelles connaissances (par l’intermédiaire de la lecture) et le stockage extérieur de l’information (via les notes manuscrites, les livres, les ordinateurs, etc.), la littératie entraîne trois grands types de changements dans les circuits cérébraux du langage. Nous illustrons le fait que l’apprentissage de l’écrit mène non seulement à une activation des aires du langage parlé par l’écrit, mais aussi à des modifications du traitement du langage parlé lui-même, et ce par deux mécanismes. En effet, la littératie améliore le codage phonologique (dans le planum temporale) et conduit, dans certaines situations d’écoute, à une activation “top-down” des représentations orthographiques (dans le cortex occipito-temporal gauche). En outre, l’acquisition de la littératie s’accompagne de changements anatomiques, notamment dans la connectivité intra- et inter-hémisphérique. Pour finir, nous discutons des implications théoriques et pratiques de ces découvertes pour les neuropsychologues., info:eu-repo/semantics/published

Based on the neuronal recycling hypothesis (Dehaene & Cohen, 2007), we examined whether reading acquisition has a cost for the recognition of nonlinguistic visual materials. More specifically, we checked whether the ability to discriminate between mirror images, which develops through literacy acquisition, interferes with object identity judgments, and whether interference strength varies as a function of the nature of the nonlinguistic material. To these aims we presented illiterate, late literate (who learned to read at adult age), and early literate adults with an orientation-independent, identity-based same-different comparison task in which they had to respond “same” to both physically identical and mirrored or plane-rotated images of pictures of familiar objects (Experiment 1) or of geometric shapes (Experiment 2). Interference from irrelevant orientation variations was stronger with plane rotations than with mirror images, and stronger with geometric shapes than with objects. Illiterates were the only participants almost immune to mirror variations, but only for familiar objects. Thus, the process of unlearning mirror-image generalization, necessary to acquire literacy in the Latin alphabet, has a cost for a basic function of the visual ventral object recognition stream, i.e. identification of familiar objects. This demonstrates that neural recycling is not just an adaptation to multi-use but a process of at least partial exaptation., info:eu-repo/semantics/published

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Papers presented to the First Lisbon Meeting on Child Language, with special reference to Romance languages, University of Lisbon, Lisbon, June 14-17, 1994., info:eu-repo/semantics/published

We present true patients with bilateral lesions of the superior temporal cortex who manifested a number of functional dissociations in the auditory domain. The perception of speech and environmental sounds were preserved; yet, the perception of times, prosody and voice was impaired. As the processing of melodic but not rhythmic variations in musical sequences was selectively disturbed, the deficit cannot be attributed to a general impairment in auditory memory or sequential processing. These findings suggest that melody processing is not mediated by a general-purpose auditory architecture bur by specialized cortical subsystems residing within the lesioned areas. Current taxonomies of auditory agnosia and models of normal music cognition are evaluated in light of the functional dissociations manifested by these patients., SCOPUS: ar.j, info:eu-repo/semantics/published

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Papers presented at a conference held June 27-29, 1991 in Brussels in honor of Paul Bertelson., info:eu-repo/semantics/published

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Ce travail de thèse visait à examiner dans quelle mesure et comment l’apprentissage de la lecture et de l’écriture (i.e. la littératie) peut influencer la mémoire à court terme verbale, cette fonction cognitive qui nous permet de maintenir temporairement des informations verbales. De plus en plus de données suggèrent, en effet, que cette acquisition façonne profondément certains circuits cérébraux, notamment ceux impliqués dans le traitement du langage parlé. Apprendre à lire conduit au développement de la conscience phonémique, ainsi qu’à l’émergence de représentations orthographiques intimement liées aux représentations phonologiques. Ces deux éléments, qui semblent mener à des représentations langagières mieux spécifiées et plus stables, pourraient influencer les performances en mémoire à court terme verbale, ceci même en modalité auditive. L’Étude I suggère que cette mémoire à court terme est influencée par les expériences scolaires vécues en 1ère année primaire. L’acquisition du langage écrit pourrait être un facteur de progrès en mémoire. Les Études II et III examinaient le rôle des connaissances orthographiques sur le rappel sériel immédiat de listes de mots parlés, chez des enfants et des adultes, respectivement. Dans la première, un effet de la similarité orthographique a été observé sur le rappel de l’information « item », avec des mots phonologiquement similaires :les listes de mots dont la rime était différente sur le plan orthographique étaient mieux rappelées que les listes dont la rime était orthographiquement similaire. La seconde étude a mené à un effet bénéfique de l’inconsistance orthographique sur le rappel de l’information item. L’objectif de l’Étude IV était de tester l’hypothèse selon laquelle les items pour lesquels un individu dispose de représentations orthographiques bien spécifiées, quoique nouvellement acquises, sont mieux rappelés dans une tâche de rappel sériel immédiat que les items à l’orthographe incertaine ou inconnue. Notre expérience ne nous a pas permis de valider cette hypothèse. Enfin, l’ Étude V avait pour but d’examiner le rôle des connaissances orthographiques sur le rappel libre, une tâche dans laquelle l’ordre de rappel n’a pas d’importance. En accord avec notre hypothèse, nous avons observé un meilleur rappel pour les listes de mots dont la rime différait sur le plan orthographique, comparées aux listes de mots dont la rime orthographique était identique. Dans l’ensemble, les résultats suggèrent que les connaissances orthographiques peuvent contribuer au maintien de l’information relative à l’item, mais n’ont pas d’effet sur le maintien de l’ordre sériel de la séquence. D’autres études sont nécessaires pour confirmer et préciser les effets orthographiques observés., Doctorat en Sciences psychologiques et de l'éducation, info:eu-repo/semantics/nonPublished