Carla Viana Coscarelli is the author of Tecnologias para aprender ( avg rating, 1 rating, 0 reviews). Carla Viana Coscarelli. Role(s). Artist. Collaborations: Palavrador [Francisco Marinho] [SIGGRAPH ]. Sponsored by: All artwork and text on this site are the. Tecnologias Para Aprender [Carla Viana Coscarelli] on *FREE* shipping on qualifying offers. Como aprender usando tecnologias ou o que.

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Carla Viana Coscarelli | UFMG – The Federal University of Minas Gerais –

The Psychology of Reading. The answer given by Suj46C shows also that this student, like many others, notices a change of values in time and space: Withoutabox Submit to Film Festivals. It also does not corroborate our hypothesis, according to which there would be no substantial differences in text comprehension between the two formats.

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Leitura, texto e hipertexto. The biggest temptations of mankind are certainly in carnal pleasures, and this is exactly the symbology used in the ad. Shopbop Designer Fashion Brands. English pdf Article in xml format Article references How to cite this article Automatic translation Send this article by e-mail.

There is not an apple or Campari, but a Campari-apple that gathers features of both, being not only a drink, but a drink that, like the apple, cpscarelli the consumer’s desire for trying it. The best results verifed among those who used the hypertext format, when compared to the continuous was not expected, since there is no reason for the influence of the text presentation format on the students’ability to express a personal opinion.

Email this article Login required. It reveals that they were able to notice the connections between the elements and elaborate different interpretations for the advertisement. Other answers given by this subject to other questions show more clearly the mental spaces that he activated and the connections he established among them, as for instance, in his answer to question 2: The participants of this experiment were fourteen Brazilian undergraduate students majoring in Communication Studies, in their first semester at university Universidade Federal de Minas Gerais.

A third space will be built by projections and correspondences that can be made between these spaces. Resolving 20 years of inconsistent cqrla between lexical familiarity and orthography, concreteness, and polysemy.


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In those questions the reader had to explain why the bottle is not shown in the picture, and build relationships between the word “he” and the other with different shapes, and between the expression “He provokes” and the image of the apple, besides identifying referents to the expression “only he is like this”.

How to cite item. Two versions of different texts viqna built: Toward a model of text comprehension and production. Farla qualitative analysis of the answers demonstrates that the students, regardless of the presentation format, could understand well the advertisement, and were able to deal with different mental spaces in a very creative and efficient way. This cosdarelli is found in other answers given by this student, as in his answers to questions 6 and 8, where he states that: It is not the space of the Garden of Eden, but a bar, a restaurant, a house, an apartment, as we conceive them nowadays.

The reader should notice that some inferences are not adequate or expected, i. In Portuguese, “ele” he is used either for humans and objects, enabling this polysemy.

What is the relationship between “He provokes” and the picture of the apple? Question 6 – What is the relationship between “He provokes” and the picture of the apple?


Introduction We describe in this carlx one of the experiments which is part of a research that aims to verify the influence of the presentation format – hypertext or continuous – in reading comprehension. We hope that a global analysis of the experiments brings answers to those questions cpscarelli gives us a better understanding Endnotes 1 Our criticisms about this approach are discussed in detail in Coscarelli Melbourne University Press, Mappings in Thought and Language.

Amazon Renewed Refurbished products with a warranty. It substitutes the apple today and the target public would be those people who “look for temptations”, who go out, drink, and so on. Task The students were asked to read the text on the computer in order to answer some questions about it afterwards. This space allows us to perceive more easily the relationship between the other two domains: We present some parts of this analysis in the next sections.

The drink or the apple provokes by itself, and does not need another agent to do this, refecting the conceptual integration that this advertisement suggests to the reader. If you are a seller for this product, would you like to suggest updates through seller support? As we considered relevant to make a qualitative analysis of the data, we chose to test a small number or students in order to make this kind of refined analysis possible.


These students, however, mentioned the idea of “temptation” as a result of the connection among spaces. There is also a serpent next to the apple, as if it were attracted by the fruit that, in reality, is Campari.

Perspectives on memory research.

Carla Viana Coscarelli

The serpent would not be the tempting one, but the element that is being tempted, and the apple would be, simultaneously, the tempter and the object of desire. Effects of syntax in human sentence parsing: We can also ask if we would have the same results when testing students whose level of reading proficiency is lower. We believe that the quick access to information makes the work of finding information in the text easier and stimulates the reader to go back to the text more often than he usually does when reading continuous texts.

In this blend, voscarelli inferences can be produced.

Suj12H presents the element which the serpent makes reference to – temptation – but does not present the element to which the apple would make reference. It is interesting to note that this student presents one detail that was not mentioned by the other students and which does not seem to be part of the most coscarlli version of this myth – the fact that Adam and Eve “were seduced by the idea of becoming gods” – showing that many different elements can be activated during the comprehension of this text.

This difference was caused by the answer of a student who, actually, did not give an answer that could be considered inadequate, but was not considered satisfactory, as he only answered vaguely the first part of the question. The reason why they tried the apple was that they were seduced by the idea of becoming gods.