Psicolinguística e educação: uma análise do acesso lexical em estudantes do Ensino Médio EJA e do Ensino Superior

Abstract

The main objective of this study was to investigate a possible relationship between reading competence, schooling, and the processing of complex words. We sought to investigate whether competence and reading experience together with education can significantly affect lexical access, comparing performance among high school students in the Youth and Adult Education modality and in higher education. The experimental technique of Open Priming with lexical decision, via the PCIbex Farm web-based platform, was used to analyze whether the experimental condition of morphologically related words, both in high and low frequency, would be processed faster than the other conditions (semantics, phonological and unrelated). A Reader Profile Questionnaire was also used to understand how students faced the practice of reading in everyday life and in the classroom. The responses to the suggestion are patterns in the reading experience and in the syntactic complexity of the students' responses according to the level of education. The results of the statistical analysis of reaction times, related to the experiment, found Main Effects (of Schooling, Frequency and Type of Prime-Target Relationship) and Interaction Effects (Prime-Frequency and Group-Frequency) and analysis of the Index of Correct Answers showed a significant effect for all analyzed factors (Education, Attendance and Type of Prime-Target Relationship). It was concluded that the research results corroborate the findings of Garcia (2009) about the facilitation in the morphological condition between prime-target with high frequency words in the Higher Education group, but some distinctions were found depending on the frequency factor: at high frequency, facilitation was found in the morphological and semantic conditions and at low frequency, facilitation was found only in the morphological condition in both groups.