]> 2026-04-04T07:02:51-03:00 Haitian Creole speakers reading and listening to Brazilian Portuguese words is there a cognate facilitation effect? 0 pt-br linguistica crioulo haitiano portugues brasileiro acesso lexical Mota, Mailce Borges Pugh, Kenneth Universidade Federal de Santa Catarina. Programa de Pós-Graduação em Linguística Rigatti, Pietra Cassol 2024 2460310.5 339 p. Português Pietra Cassol Pigatti ; orientadora, Mailce Borges Mota ; coorientador, Kenneth Pugh Haitian Creole speakers reading and listening to Brazilian Portuguese words is there a cognate facilitation effect? 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UFSC $c PLLG $d 0974 090 0 1#$a Rigatti, Pietra Cassol 100 0 10$a Haitian Creole speakers reading and listening to Brazilian Portuguese words $h [recursos eletrônico] : $b is there a cognate facilitation effect? / $c Pietra Cassol Pigatti ; orientadora, Mailce Borges Mota ; coorientador, Kenneth Pugh 245 0 ##$c 2024. 260 0 ##$a 339 p. : $b il. 300 0 ##$a Disponível somente em versão on-line. 500 0 ##$a Tese (doutorado) – Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Linguística, Florianópolis, 2024. 502 0 ##$a Inclui referências. 504 0 8#$a Abstract: The general objective of this dissertation was to investigate the effects of cross-linguistic interaction of HC and BP, of BP phonological awareness and of reading habits in BP on language processing in BP as a second language by native speakers of HC. In order to do so, two separate studies were carried out: Study 1 had children and teenagers enrolled in public schools as participants and investigated the cognate effect across HC and BP and the influence of phonological awareness in BP, and Study 2 had adults as participants and investigated the cognate effect across HC and BP and the influence of reading habits in BP. In Study 1, 48 participants completed five tasks and one questionnaire: a visual lexical decision (LD) task in BP, an auditory LD task in BP, a BP phonological awareness test, a letter identification test in BP, a HC receptive vocabulary test, and a language history questionnaire. The LD tasks consisted of unique 60 cognate words across HC and BP, 60 noncognate, and 120 pseudowords. Word presentation was randomized. In both studies, statistical analyses were ran in R, and inferential analyses used mixed-effect linear models. In Study 1, models showed no significant effect of cognate words during either spoken or written word recognition on either RTs or accuracy. Further analyses indicated that age and word length do not seem to have influenced the null result. There was a significant effect of phonological awareness on accuracy rates in the written LD task, which was discussed in relation to evidence of a mutual relationship between phonological awareness, learning to read and developing reading and writing skills. In Study 2, 35 participants completed four tasks and two questionnaires: a visual LD task in BP, a visual self-paced sentence comprehension (SC) task in BP, a self-paced SC task in BP, a HC receptive vocabulary test, a reading habits in BP questionnaire, and a language history questionnaire. The SC tasks were composed of unique 40 sentences containing a cognate word across HC and BP as the fifth word and of 40 containing a noncognate word as the fifth word. After every fixed 5 sentence block, a comprehension question about the last sentence was visually presented. Block presentation was randomized. In Study 2, models showed no significant effect of cognate words during either spoken or written word recognition in isolation or embedded in sentences on either RTs or accuracy. There was no significant effect from reading habits in any of the other models. Further analyses indicated that word length does not seem to have influenced this null result. The absence of any cognate effect in both studies was discussed in relation to studies investigating cross-linguistic influences. A speculative explanation is proposed. It considers aspects from the Lexical Quality Hypothesis, the Cross-language Activation account, and the Learning Account, as well as environmental influences on language development, such as socioeconomic status, and diversity of linguistic input. ##$a O objetivo geral desta tese foi investigar os efeitos da interação entre as línguas crioulo haitiano (CH) e português brasileiro (PB), da consciência fonológica (CF) em PB e dos hábitos de leitura em PB no processamento de língua em PB como uma segunda língua por falantes nativos de CH. Para tanto, dois estudos foram realizados separadamente: o Estudo 1 teve como participantes crianças e adolescentes matriculados em escolas públicas e investigou o efeito cognato entre CH e PB e a influência da CF em PB, e o Estudo 2 teve como participantes adultos e investigou o efeito cognato entre CH e PB e a influência dos hábitos de leitura em PB. No Estudo 1, 48 participantes completaram 5 tarefas e 1 questionário: uma tarefa de decisão lexical (DL) visual em PB, uma tarefa de DL auditiva em PB, um teste de CF em PB, um teste de identificação de letras, um teste de vocabulário receptivo em CH e um questionário de histórico linguístico. As tarefas de DL continham 60 palavras cognatas e 60 palavras não cognatas, únicas por tarefa, e 120 pseudopalavras. As palavras foram apresentadas aleatoriamente. Nos dois Estudos, as análises estatísticas foram realizadas no R com modelos lineares de efeitos mistos. No Estudo 1, os modelos não mostraram qualquer efeito significativo das palavras cognatas, nem na tarefa visual nem na auditiva, nem nos tempos de resposta (TR) nem nos acertos. A idade e o tamanho de palavra não pareceram influenciar o resultado nulo. Houve efeito significativo de CF nos acertos na tarefa de DL visual, que foi discutido com evidências de uma relação mútua entre CF, aprender a ler e desenvolvimento de habilidades de leitura e escrita. No Estudo 2, 35 participantes completaram 4 tarefas e 2 questionários: uma tarefa de DL visual em PB, uma tarefa automonitorada de compreensão de frases (CFr) visual em PB, uma tarefa automonitorada de CFr auditiva em PB, um teste de vocabulário receptivo em CH, um questionário sobre hábitos de leitura em PB e um questionário de histórico linguístico. As tarefas de CFr continham 40 frases em que a quinta palavra era cognata e de 40 frases em que a quinta palavra era não cognata, únicas por tarefa. Após cada bloco fixo de 5 frases, uma pergunta de compreensão sobre a frase anterior era visualmente apresentada. Blocos foram apresentados aleatoriamente. No Estudo 2, os modelos estatísticos não mostraram qualquer efeito significativo das palavras cognatas no reconhecimento de palavras isoladas ou em frase, visual ou auditivamente, nos TRs ou nos acertos. Não houve efeito significativo dos hábitos de leitura em nenhum modelo. O tamanho das palavras não parece ter influenciado o resultado nulo. A ausência de efeito cognato nos dois estudos foi discutida considerando estudos sobre coativação de línguas. Uma explicação especulativa foi proposta. Ela cogita aspectos da Hipótese da Qualidade Lexical, da abordagem da Ativação entre Línguas e da Abordagem de Aprendizado, incluindo influências ambientais no desenvolvimento linguístico, como nível socioeconômico, e diversidade de insumo linguístico. 520 0 04$a Linguística 04$a Crioulo haitiano 04$a Português brasileiro 04$a Acesso Lexical 650 0 1#$a Mota, Mailce Borges, $e orientador 1#$a Pugh, Kenneth, $e coorientador 700 0 1#$a Universidade Federal de Santa Catarina. $b Programa de Pós-Graduação em Linguística 710 0 40$z Versão integral em pdf $u https://bu.ufsc.br/teses/PLLG0974-T.pdf 856