PROCESSAMENTO DE INFERÊNCIAS DE CAUSA NA LEITURA DE SENTENÇAS

Abstract

This work investigated the processing of sentences with intersentencial inference, comparing two groups of different levels of school education, namely, Middle School and Undergraduate participants. Through an eye-tracking technique, experimental data from sentence reading were contrasted with direct cause relationships (e.g., A aluna recebeu os parabéns porque/já que ela obteve sucesso no exame do ENEM), and of indirect cause (e.g., A aluna escreve textos bons porque/já que ela obteve sucesso no exame do ENEM) Also evaluating the influence of connectors (since and why) used to articulate as prayers. The research questions were: whether and how the experience in reading influences the processing of statements with causal coherence by different inferential mechanisms. The hypotheses were: i) indirect cause relations have a higher processing cost than direct causal relations since the generation of inferences are made from the reader's knowledge of the world; ii) grammatical properties of the connectors lead to higher or lesser facilitation of sentence processing; iii) there is a correlation between low reading skills and parsing difficulties. This work sought to build a dialogue between Psycholinguistics and Basic Education, providing experimental data that will contribute to the development of materials and pedagogical practices for teaching and learning to read.