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RESUMO. O objetivo deste estudo foi investigar se propsitos de leitura diferentes, estudo
e lazer, influem na gerao de inferncias. O estudo envolveu a anlise de resultados obtidos
aps a aplicao do Protocolo de Pausa (Cavalcanti, 1989) adaptado por (Tomitch, 2003), a
seis informantes femininas, durante a leitura de dois textos: um, visando leitura de estudo,
extrado da Revista Veja, sobre o plebiscito acerca de armas, que ocorreu em 2005, cujo ttulo
Eu vou ser contra, e o outro, visando leitura de lazer, extrado do site Jornal de Poesia, uma
biografia de Ceclia Meirelles. Os resultados indicaram que um nmero maior de
inferncias foi gerado para o texto lido com o objetivo de estudo, e as inferncias mais
frequentes foram, para o texto de estudo: explicaes, avaliaes e repeties, e para o texto
de lazer: explicaes, repeties e avaliaes.
Palavras-chave: leitura e cognio, propsito de leitura, gerao de inferncias.
Introduo
Para Goodman (1998, p.12),
[...] leitura um processo psicolingustico que
comea com uma representao da superfcie
lingustica codificada por um escritor, e termina com
o significado que o leitor constri (traduo nossa).
140
Gerber e Tomitch
141
142
Gerber e Tomitch
Todas as frases que so usadas para exemplificar estes itens foram extradas e
traduzidas do texto de Narvaez et al. (1999, p. 490): (a) Associations include
background knowledge associations (e.g., This reminds me of a planetarium
show I saw) and text-based associations (e.g., Okay, this is in the spa); (b)
explanations include explanations based on background knowledge (e.g., I think
that is the cause of the ice age) and text-based explanations (e.g., This must be
what they meant by ash); (c) predictions are forward inferences (e.g., Okay, the
gases will lead them to the actual object); (d) evaluations are comments about
the content of the text (e.g., I think that's such a strong assertion), on the writing
of the text (e.g., That sentence was difficult to say-it has too many words), or on
the reader's state (e.g., I'm kind of losing track here, being distracted); (e) textbased coherence breaks are statements about the coherence of the content of
the text (e.g., That doesn't make any sense); (f) knowledge-based coherence
breaks are statements about the readers inability to understand due to lack of
experience or knowledge (e.g., It's kind of hard to imagine, I mean, in space);
and (g) repetitions are repetitions of words or phrases in the text.
143
144
Gerber e Tomitch
145
08
43
08
37
09
57
07
38
08
45
01
14
04
11
05
31
06
23
06
25
146
Gerber e Tomitch
14
11
31
23
25
62
57
48
88
61
70
511
299
85
349
150
355
190
84
59
444
30
84
701
383
144
893
180
439
147
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License information: This is an open-access article distributed under the terms of the
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