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- Escrita espontânea: desenvolvimento das capacidades de composição escrita em crianças do 1º ao 4º ano de escolaridadePublication . Rodrigues, Sandra; Gomes, InêsSituado numa perspectiva cognitiva, o presente trabalho pretende contribuir para um conhecimento mais aprofundado do processo de aprendizagem da linguagem escrita em português europeu. Concretamente, pretende-se analisar e caracterizar o desenvolvimento das capacidades de composição escrita, em termos da produtividade, da diversidade lexical e do domínio da ortografia, em crianças do primeiro ciclo de ensino básico. Participaram neste estudo 227 crianças do 1º ao 4º ano de escolaridade, de ambos os sexos, com idades compreendidas entre os 6 e os 11 anos, tendo-lhes sido solicitado a escrita de duas composições, a partir de temas previamente definidos, sem restrição de tempo nem de número de páginas ou palavras. Estas produções de escrita espontânea foram analisadas quanto ao tempo de redacção, total de frases, extensão média das frases, total de palavras, total de palavras diferentes, rácio Type/Token, total de palavras de conteúdo, total de palavras de conteúdo diferentes, densidade lexical, exactidão da ortografia e tipo de erros ortográficos. Para todas as medidas linguísticas consideradas foi observado um efeito significativo da Escolaridade: em termos gerais, o tempo de redacção, a extensão média da frase, o rácio Type/Token e a densidade lexical diminuíram com o aumento da escolaridade, observando-se um pico de desempenho nas crianças do 2º ano; já para as restantes variáveis de produtividade e diversidade lexical, o desempenho aumentou progressivamente do 1º para o 3º ano, mantendo-se idêntico nos dois grupos de crianças mais velhas; por fim, quanto à exactidão da escrita, os erros ortográficos diminuíram significativamente ao longo de todos os anos de escolaridade, tendo sido os erros de substituição de um grafema por outro, de acentuação e os erros globais, com várias alterações na mesma palavra, os mais frequentes. O efeito do Sexo foi observado apenas para o total de frases, de palavras, de palavras diferentes e de palavras de conteúdo, tendo as meninas escrito mais do que os meninos. Positioned in a cognitive perspective, the present dissertation intends to contribute to a deeper understanding of the learning process of written language in European Portuguese. Specifically, it aims to analyse and characterise the development of the written composition abilities, in terms of the productivity, the lexical diversity and the mastering of orthography, in children of the first cycle of basic education. 227 children, from the first to the fourth year of schooling, of both sexes and with ages between 6 and 11 participated in this study. They were requested to write two essays, based on previously defined themes, with no restriction of time nor pages or words. These productions of spontaneous writing were analysed in regard to the writing time, the total of sentences, the average size of the sentences, the total of words, the total of different words, Type-Token racio, the total of content words, the total of different content words, lexical density, spelling accuracy and type of spelling errors. In all the considered linguistic measures, a significant effect of schooling was registered: in general terms, the writing time, the average size of the sentences, the ratio of different words in the total of words and lexical density diminished with the increase of schooling, having remarked a peak of performance in the 2nd year children; while for the remaining variables of productivity and lexical diversity, productivity progressively increased from the 1st to the 3rd year, maintaining identical in the two groups of older children; finally, in regard to spelling accuracy, the spelling errors diminished significantly throughout the schooling years, having been the mistakes of replacing one grapheme for another, of accentuation and global errors, with various alterations in the same sentence, the most frequent. The effect of gender was observed only for the total of sentences, of words, of different and content words, having the girls written more than the boys. Situé dans une perspective cognitive, ce travail prétend contribuer à la connaissance plus approfondie du processus d’apprentissage du langage écrit en portugais européen. Concrètement, nous prétendons analyser et caractériser le développement des capacités de composition écrite, par rapport à la productivité, à la diversité lexicale et au domaine de l’orthographe, des élèves du premier cycle de l’enseignement basique. 277 élèves de la première à la quatrième années de scolarité, des deux sexes, entre l’âge de 6 ans et l’âge de 11 ans ont participé à cette étude. On leur a demandé d’écrire deux textes portant sur des thèmes définis, sans limite de temps, de nombre de pages ou de mots. Ces exercices d’écriture spontanée ont été analysées quant à la durée de la rédaction, nombre total de phrases, longueur moyenne des phrases, nombre total de mots, nombre total de mots différents, ratio des mots différents dans le nombre total de mots, nombre total de mots selon leur contenu, nombre total de mots différents selon leur contenu, densité lexicale, orthographie et types de fautes d’orthographe. Pour toutes les mesures linguistiques considérées, on a remarqué un effet significatif sur la scolarité : en général, la durée de la rédaction, la longueur moyenne de la phrase, le ratio des mots différents dans le nombre total de mots et la densité lexicale ont diminué avec l’accroissement de la scolarité. On a constaté l’application des élèves de la 2ème année. Pour les autres variables de la productivité et de la diversité lexicale, le développement des élèves augmente progressivement de la 1ère à la 3ème année, se tenant identique dans les deux groupes d’élèves plus âgés. Finalement, quant à la correction de l’écriture, les fautes d’orthographe ont diminué significativement au long de toutes les années de scolarité. Les erreurs les plus fréquentes sont celles de substitution d’un graphème par un autre, fautes d’accent et erreurs générales, avec quelques fautes différentes dans le même mot. L’effet du sexe a été observé que pour le nombre total de phrases, de mots, de mots différents et de mots selon le contenu. On a vérifié que les filles écrivent plus que les garçons.
- Youth health trends in northern Portugal: analyzing diet, physical activity, and body imagePublication . Moreira, Teresa; Rodrigues, Sandra; Lima, Andreia Maria Novo; Ferreira, Salomé; Fernandes, Carla Sílvia; Festas, Clarinda(1) Background: In the face of global concerns regarding unhealthy lifestyles among youths, understanding dietary habits, physical activity, and weight management strategies among third-cycle students in Portugal becomes essential. This study aims to evaluate the extent to which middle school students adhere to the Mediterranean diet and assess their physical activity habits and overall weight perceptions. (2) Methods: This study is a cross-sectional observational study. Using selfreported data from a sample of 232 students aged between 12 and 18, this study delved into their dietary patterns, engagement in physical activities, perceptions of weight, and weight management approaches, measured by the KIDMED and YRB questionnaires. (3) The results demonstrated that adolescents engaged in a varied diet, and 65.5% had recently engaged in physical activity. However, 25% reported exercise-related injuries, suggesting potential safety gaps. Extreme weight management practices were minimal, but a disparity in weight perception and weight loss desire emerged, hinting at underlying societal and media influences. Gender differences in certain habits were minimal. (4) Conclusions: While students were generally inclined towards healthy habits, there are evident areas of concern, particularly regarding safety in physical activities and weight perceptions. In the future, interventions should be implemented to increase students’ literacy and raise awareness of the Mediterranean diet and physical well-being.
- Quedas no senescente: equilíbrio e medo de cairPublication . Maria, Esmeralda Coração de; Rodrigues, SandraCom o objectivo de estabelecer possíveis relações entre equilíbrio e medo de cair, analisando a influência do sexo e da predisposição para quedas, foram observados 40 senescentes não institucionalizados. Os instrumentos utilizados foram o Teste de Tinetti e a Falls Efficacy Scale. Este estudo sugere que o sexo influencia o equilíbrio e o medo de cair, observando-se uma alta correlação entre estes dois últimos itens. Relativamente à ocorrência de quedas nos últimos 12 meses, não foram encontradas diferenças para o sexo, não sendo associada ao equilíbrio e ao medo de cair. Aiming the establishment of possible relations between balance and fear of falling, with analysis of sex and fall predisposition influence, 40 non-institutionalized senescents were observed. The Tinetti’s test and Falls Efficacy Scale were the chosen instruments. This study suggests that gender influences balance and fear of falling, being also noticeable a high correlation between these last two items. As for the occurrence of falls in the last 12 months, no differences were found between elderly men and women, and apparently it is not associated with changes in balance and possible fear of falling.