Percorrer por autor "Baptista, Adriana"

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    Augmented reality to enhance nonopposite reality awareness: lexical relations amongst primary teaching
    (Lusofona University, 2020) Baptista, Adriana; Morgado, Celda; Costa, José António; Azevedo, João Pedro Sampaio de Matos Antunes de; Escola de Comunicação, Arquitetura, Artes e Tecnologias da Informação
    Lexicon allows particular cosmovisions built up with varied semantic, formal and pragmatic-discursive relations (Coseriu, 1991; Teixeira, 2005). In teaching context, these variations are often replaced by dichotomous and decontextualized proposals of lexical organisation (Baptista et al., 2017). We hope changing some teaching practices, based on complex lexical relationships research, and on new didactic resources. Firstly, we account for the diversity of existing lexical relations (Choupina et al., 2013), considering different linguistic criteria (Lehmann & Martin-Berthet, 2008). Then, we present an exploratory study to see if primary school pupils’ mental lexicon is intuitively organised in a dichotomous way. Departing from three bimodal narratives where words show opposition relations, although not exclusive, within the story, sometimes oppositional relations become similarity relations. These relationships allow to group words such as word class, worldviews, sociocultural references. Although this approach starts with antonyms and synonyms in second grade classes (according to Portuguese primary school curriculum, Buescu et al., 2015), we registered varied students’ responses, reflecting a mental lexicon escaping the dichotomy of certain oppositions taught in a decontextualized way. Thirdly, we propose an augmented reality tool that allows children (and adults) to watch visual narrative representing actions from written narratives. As a matter of fact, within particular contexts, words may not relate to each other in an opposite way. If intuitive knowledge on words isn’t confined to rigid perspectives, teaching shouldn’t lead that way, but to promote a critical thinking approach supporting education for citizenship.
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    Reading hybrid texts : remarks on text/image transitions
    (Edições Universitárias Lusófonas, 2011) Baptista, Adriana; Faria, Isabel Hub; Luegi, Paula; Escola de Psicologia e Ciências da Vida
    The reading of printed materials implies the visual processing of information originated in two distinct semiotic systems. The rapid identification of redundancy, complementation or contradiction rhetoric strategies between the two information types may be crucial for an adequate interpretation of bimodal materials. Hybrid texts (verbal and visual) are particular instances of bimodal materials, where the redundant information is often neglected while the complementary and the contradictory ones are essential.Studies using the 504 ASL eye-tracking system while reading either additive or exhibiting captions (Baptista, 2009) revealed fixations on the verbal material and transitions between the written and the pictorial in a much higher number and duration than the initially foreseen as necessary to read the verbal text. We therefore hypothesized that confirmation strategies of the written information are taking place, by using information available in the other semiotic system.Such eye-gaze patterns obtained from denotative texts and pictures seem to contradict some of the scarce existing data on visual processing of texts and images, namely cartoons (Carroll, Young and Guertain, 1992), descriptive captions (Hegarty, 1992 a and b), and advertising images with descriptive and explanatory texts (cf. Rayner and Rotello, 2001, who refer to a previous reading of the whole text before looking at the image, or even Rayner, Miller and Rotello, 2008 who refer to an earlier and longer look at the picture) and seem to consolidate findings of Radach et al. (2003) on systematic transitions between text and image.By framing interest areas in the printed pictorial material of non redundant hybrid texts, we have identified the specific areas where transitions take place after fixations in the verbal text. The way those transitions are processed brings a new interest to further research.