DSpace Collection:
http://hdl.handle.net/10174/207
2024-03-28T08:40:23ZHolistic Face Processing is Penetrable…Depending on the Composite Design
http://hdl.handle.net/10174/27504
Title: Holistic Face Processing is Penetrable…Depending on the Composite Design
Authors: Leite, Isabel; Ferreira, Miguel; Farinha-Fernandes, António; Delgado, João; Faustino, Bruno; Guerreiro, José; Raposo, Isabel; Ventura, Paulo
Abstract: Holistic processing (HP) of faces, which is usually measured by the composite effect, may reflect an attentional strategy of processing all parts together. Two studies had evaluated this question previously. While Weston and Perfect (2005) found that priming at the local level speeded the recognition of the components of the faces and global priming did not have any effect on performance, Gao et al. (2011) found that only global priming had an effect on holistic processing of faces. The two studies used different versions of the composite task (the partial design, which is considered to be prone to biases, and the complete design) and also differed in other respects (e.g., 2AFC vs. same-different).Thus it is impossible to know to what extent issues with the partial design contributed to the different findings. To determine the consequences of priming local or global processing on HP we adopted the complete design measure of the composite effect and on each trial participants first attended either to the global or local level of Navon stimuli. As the partial design measure of the composite effect is nested within the complete measure, we were also able to obtain a partial design measure of HP and contrast the conclusions that would have been drawn from each design. The HP indexed by the complete design measure was augmented by global priming. In contrast, prior orientation of attention did not have any effect in the partial design index. We claim that the partial design index reflects other factors besides HP, including response bias, and conclude that the effects of global priming seem consistent with the hypothesis that HP can be understood within the context of domain-general attentional processes.2019-04-30T23:00:00ZParticipação e Qualidade de Vida na Educação Inclusiva
http://hdl.handle.net/10174/22412
Title: Participação e Qualidade de Vida na Educação Inclusiva
Authors: Carapeto, Maria João
Abstract: O conceito de qualidade de vida tem vindo a merecer, entre nós, um interesse crescente. Em termos gerais, tem vindo a definir-se a qualidade de vida como um estado desejado de bem-estar pessoal que é multidimensional, e a participação e inclusão social uma das suas dimensões; tem componentes objetivos e subjetivos bem como caraterísticas universais e caraterísticas específicas dos contextos socioculturais particulares em que a pessoa vive; que varia ao longo do ciclo de vida, e que é influenciado tanto por fatores pessoais como por fatores ambientais. Em Portugal, o interesse que tem suscitado é visível no estudo de instrumentos para a sua avaliação (especialmente a qualidade de vida relacionada com a saúde), bem como tem vindo a ser um tópico para as instituições que intervém ao nível psicossocial – como as que trabalham com pessoas com dificuldades intelectuais e desenvolvimentais. Vários autores têm reclamado a importância destes modelos e da sua aplicação em contexto educativo, em especial quando se trata de promover a educação inclusiva, em geral, e a educação para a vida pós-escolar de crianças e jovens com necessidades educativas especiais, em particular. No entanto, os modelos de qualidade de vida são pouco (re)conhecidos e têm merecido poucas referências aos diferentes níveis do sistema educativo português. Propõe-se uma breve incursão sobre os princípios dos modelos de qualidade de vida no que respeita à sua concetualização, avaliação e aplicação, bem como alguns dos possíveis contributos para uma educação inclusiva e capaz de promover a participação de todos. / The concept of quality of life has been deserving of growing interest in Portugal. In general, the quality of life has been defined as a desired state of personal well-being that is multidimensional, and social participation and inclusion one of its dimensions; Has objective and subjective components, as well as universal characteristics and specific characteristics of the particular sociocultural contexts in which the person lives; Varies throughout the life cycle, and is influenced by both personal and environmental factors. In Portugal, this increased interest is visible in the study of instruments for its assessment (especially health-related quality of life), and it has become an important topic for institutions that intervene at the psychosocial level - such as those working with people with intellectual and developmental disabilities. Several authors claim the relevance of these models and their application in the educational contexts, especially when the inclusive education is a goal, and, even more, the education for post-school life of youth with special education needs. However, the models of quality of life are little known and have deserved few references at the different levels of the Portuguese educational system. The aim of the present work is to briefly explore the principles of a quality of life model concerning its conceptualization, assessment / evaluation and application, as well as discussing its possible contributions to inclusive education and promoting the participation of all.2017-02-16T00:00:00Zalancnwong@gmail.com
http://hdl.handle.net/10174/18033
Title: alancnwong@gmail.com
Authors: Ventura, Paulo; Leite, Isabel; Wong, Alan; Fernandes, Tânia
Abstract: Estudou−se o processamento holístico de palavras escritas utilizando um paradigma de emparelhamento sequencial das metades esquerdas de palavras bi−silábicas de quatro letras com manipulação da congruência das metades direitas das palavras. Mais concretamente, avaliou−se se o processamento holístico de palavras é um fenómeno atencional abstracto (atenção para todos os componentes da palavra) ou, pelo contrário, é um fenómeno dependente de características superficiais das palavras. Contrastaram−se duas fontes: notera, que simula a escrita manuscrita vs. courier. Utilizou−se ainda uma manipulação de alternância minúsculas/maiúsculas. Os resultados apontam para o carácter abstracto do processamento holístico de palavras. Num outro conjunto de experiências, verificou−se ainda que este fenómeno não depende das características fonológicas das palavras.2015-04-16T23:00:00ZA cultural side effect: mirror suppression in object recognition is triggered by letter knowledge in preschoolers.
http://hdl.handle.net/10174/18002
Title: A cultural side effect: mirror suppression in object recognition is triggered by letter knowledge in preschoolers.
Authors: Fernandes, Tânia; Leite, Isabel; Kolinsky, Régine
Abstract: Since when, during reading development, does literacy impact object recognition and orientation processing? Is this impact specific to mirror images (e.g., d − b) or also apparent for other transformations (e.g., plane−rotations: d − p)? To answer these questions, forty−six 5−7−year−old preliterate preschoolers and first graders performed two same−different matching tasks tapping explicit (orientation−based) vs. automatic (shape−based) orientation processing of geometric shapes. On orientation−based judgments, first graders outperformed preschoolers. Preschoolers had the strongest difficulty in discriminating mirrored pairs. On shape−based judgments, first graders were slower for mirrored than identical pairs, and even slower than preschoolers. This mirror cost, a side−effect of learning to read, was allied with letter knowledge in preschoolers. Thus, mirror suppression emerges even before formal literacy instruction and generalizes to non−linguistic material.2015-04-16T23:00:00Z