Programa de Pós-Graduação em Neurociências e Comportamento - PPGNC/NTPC
URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/10669
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Navegando Programa de Pós-Graduação em Neurociências e Comportamento - PPGNC/NTPC por Orientadores "PARACAMPO, Carla Cristina Paiva"
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Item Acesso aberto (Open Access) Efeitos da estrutura gramatical e da entonação da voz na identificação de frases do tipo ordem e sugestão.(Universidade Federal do Pará, 2016-10-06) PANTOJA, Maelly Larissa Mendes; SILVA, Maria Luisa da; http://lattes.cnpq.br/2101884291102108; PARACAMPO, Carla Cristina Paiva; lattes.cnpq.br/9018003546303132The objective of this study was to evaluate whether Grammatical Structure and Intonation of voice are relevant variables for the identification of a verbal stimulus as an Order and/or a Suggestion, or even, if one or other of these two characteristics is more relevant to the occurrence of this identification. The study included 180 students (between 18 and 30 years) of several undergraduate courses, which were exposed to fourteen different phrases which varied in content, Grammatical Structure and Intonation. The phrases in Portuguese were presented with the Grammatical Structure of Order (three phrases) and Suggestion (three phrases), each presented with two Intonations - Order and Suggestion - phrase in Mandarin was also presented with the same two intonations; totaling 14 phrases. The phrases were presented randomly to participants, through an audio recording. The task was to record on worksheet answer the corresponding option so that identified be the phrase: Order, Suggestion or None of the Above. The participants were divided into two groups, Group I and Group II, which differed only in the voice used in audio recording. The results of the Set 1 - composed by phrases with Structure of Order and Intonation of Suggestion and Order - showed that the participants of Group I chose to 55.2% and the Group II 58.9% of the time the option Order when the Grammatical Structure does not match the Intonation and that 93.3% and 93.7% of responses of participants' choices of Groups I and II, respectively, was the option Order when the Grammatical Structure corresponded to Intonation. The results of the Set 2 - composed by phrases with Structure of Suggestion and Intonation of Suggestion and Order - indicated that the Group I 48.5% of phrases were identified as Order and in Group II 54.4% as Suggestion when the Grammatical Structure does not match the intonation and that in Group I and II 91.1% and 89.3% of the phrases, respectively, were identified as Suggestion when the Grammatical Structure corresponded to Intonation. The results of the Set 3 - composed of phrases in Mandarin with Intonation of Order and Suggestion - showed that the participants of Group I were 85.6% and in Group II 70% of the time the option None of the Above when the Intonation was of Order and that the participants of Group II were 85.6% of Group I and 82.2% the option None of the Above when the Intonation was Suggestion. These results indicate that the control by the Grammatical Structure prevailed under the control by the Intonation of the voice in the identification of phrases as being of type Order or Suggestion.Item Acesso aberto (Open Access) Efeitos do uso de histórias infantis sobre o reconhecimento de expressões faciais de emoções em crianças com autismo.(Universidade Federal do Pará, 2017-01-26) LIMA, Anne Abreu de; GAROTTI, Marilice Fernandes; http://lattes.cnpq.br/2218504886013525; PARACAMPO, Carla Cristina Paiva; http://lattes.cnpq.br/9018003546303132Between the deficits in communication and social interaction often observed in individuals with autism, highlights the difficulty in recognizing facial expressions of emotion. This is one of the most important skills for social interactions are effective, studies have sought to develop teaching procedures of this competence. This study aimed to evaluate the efficacy of the use of children's stories, in training for the recognition of facial expressions of emotion in children with autism. The study included six children diagnosed with autism, at mild to moderate with age between 6 to 7 years. The procedure consisted of five phases: Pre-Testing, Training, Post-Test, Test of generalization and Follow-Up. It was used in the pre and post-test 40 stimuli composed of drawings and photographs of faces (of different ages and races) with four different facial expressions - happiness, sadness, anger and fear. The pre-test and post-test consisted of 10 attempts. In each trial were presented four different stimuli with the four expressions and it was required that the participant pointed to figure with the words requested. In training were used 20 stories, five on each one of the expressions. The stories were submitted and, after, was asked to participant pointing the figure corresponding to words highlighted in history. The test of generalization was composed of video presentation of four stories (one of each facial expression). After watching the video was requested to participant pointing to the figure corresponding to words highlighted in the video. The Follow-up consisted in the production of the test of generalization, four weeks after the application of the first test. The criterion of change of Pré-Teste to the training was 70% of errors and the training for the post - Test to test the generalization was 90%. The results showed that all participants did not identify facial expressions of emotion in the pre-test, but began to recognize them after training and showed widespread performance of recognition of emotions in the test of Generalization. I Follow - up only participants P1, P2, P3, and P6 maintained the test performance of generalization. These results indicate that the use of children's stories is a feature of play - effective teaching to teach the recognition of facial expressions of emotion to children with autism.Item Acesso aberto (Open Access) Teste de equivalência e exame eletrofisiológico em pessoas acometidas por acidente vascular cerebral com e sem comprometimento cognitivo.(Universidade Federal do Pará, 2017-01-27) PARANHOS, Alna Carolina Mendes; SOUZA, Givago da Silva; http://lattes.cnpq.br/5705421011644718; https://orcid.org/0000-0002-4525-3971; PARACAMPO, Carla Cristina Paiva; http://lattes.cnpq.br/9018003546303132Stroke is a neurological dysfunction caused by an abnormality in the cerebral circulation. About 30% of the victims will present cognitive impairment three months after the injury and 10% some type of dementia. In the area of Neuroscience and Behavior, studies have suggested that the N400 component is activated both in semantic choice tasks and in equivalence tests. The present study aimed (1) to study the learning of conditional relations and equivalence test in stroke survivors with and without cognitive impairment and (2) to verify the occurrence and quality of the N400 component in diferent stimuli conditions with the presentation of equivalent and non-equivalent pairs, before and after training of conditional relations and equivalence test. Eighteen participants (nine in each study) distributed into three groups - Control Group (GC), composed of healthy adults; And two Experimental Groups, stroke patients without cognitive impairment (GE1) and patients with cognitive impairment (GE2). In Study 1, all participants were exposed to a training structure of arbitrary conditional relations AB, AC and AD, and subsequent equivalence test. Study 2 was identical to Study 1 regarding the conditional teaching protocol used, the difference was in the event-related potential records in the participants, before and after the equivalence method. The results of Study 1 and 2 suggest that the teaching protocol used was effective in establishing arbitrary conditional relations and equivalence classes for GC and GE1 participants but not effective for participants in GE2. In Study 2, the occurrence of the N400 component was ob served in the four stimulation conditions in the event-related potential records of the Participants P21 (GC), P23 (GC) and P24 (GE1), in the Participant P26 (GE1) in three stimulation conditions and in Participants P27 (GE2) and P29 (GE2) in none of the four stimulation conditions. The results suggest a direct relation between the degree of learning of conditional relations and the formation of equivalence classes with the occurrence and quality of the N400 component. The present study extends the analyzes of this correlation when conducting the experiments with a population of stroke, with and without cognitive impairment, having great applicability in the context of cognitive evaluation and rehabilitation.