{"id":69249,"date":"2018-04-24T19:20:49","date_gmt":"2018-04-24T18:20:49","guid":{"rendered":"https:\/\/aulaabierta.arasaac.org\/investigaciones-cientificas-realizadas-sobre-los-simbolos-pictograficos-de-arasaac"},"modified":"2023-02-09T11:15:57","modified_gmt":"2023-02-09T10:15:57","slug":"pesquisa-cientifica-realizada-nos-simbolos-pictograficos-de-arasaac","status":"publish","type":"page","link":"https:\/\/aulaabierta.arasaac.org\/pt-pt\/pesquisa-cientifica-realizada-nos-simbolos-pictograficos-de-arasaac","title":{"rendered":"Pesquisas e estudos cient\u00edficos realizados sobre os s\u00edmbolos pictogr\u00e1ficos de ARASAAC"},"content":{"rendered":"\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-dlyf1c-d24a7855b654c07f16ea1b095716991c\">\n#top .av-special-heading.av-dlyf1c-d24a7855b654c07f16ea1b095716991c{\npadding-bottom:10px;\n}\nbody .av-special-heading.av-dlyf1c-d24a7855b654c07f16ea1b095716991c .av-special-heading-tag .heading-char{\nfont-size:25px;\n}\n.av-special-heading.av-dlyf1c-d24a7855b654c07f16ea1b095716991c .av-subheading{\nfont-size:15px;\n}\n<\/style>\n<div  class='av-special-heading av-dlyf1c-d24a7855b654c07f16ea1b095716991c av-special-heading-h2  avia-builder-el-0  el_before_av_image  avia-builder-el-first '><h2 class='av-special-heading-tag'  itemprop=\"headline\"  >Pesquisas e estudos cient\u00edficos realizados sobre os s\u00edmbolos pictogr\u00e1ficos de ARASAAC<\/h2><div class=\"special-heading-border\"><div class=\"special-heading-inner-border\"><\/div><\/div><\/div>\n\n<style type=\"text\/css\" data-created_by=\"avia_inline_auto\" id=\"style-css-av-cxfscg-327726b2d1f94f3f1108d38a533fb404\">\n.avia-image-container.av-cxfscg-327726b2d1f94f3f1108d38a533fb404 img.avia_image{\nbox-shadow:none;\n}\n.avia-image-container.av-cxfscg-327726b2d1f94f3f1108d38a533fb404 .av-image-caption-overlay-center{\ncolor:#ffffff;\n}\n<\/style>\n<div  class='avia-image-container av-cxfscg-327726b2d1f94f3f1108d38a533fb404 av-styling- avia-align-center  avia-builder-el-1  el_after_av_heading  el_before_av_catalogue '   itemprop=\"image\" itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/ImageObject\" ><div class=\"avia-image-container-inner\"><div class=\"avia-image-overlay-wrap\"><img decoding=\"async\" class='wp-image-33526 avia-img-lazy-loading-not-33526 avia_image ' src=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/Estudios_ARASAAC-1.png\" alt='' title='Estudios_ARASAAC'  height=\"208\" width=\"597\"  itemprop=\"thumbnailUrl\" srcset=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/Estudios_ARASAAC-1.png 597w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/Estudios_ARASAAC-1-300x105.png 300w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/Estudios_ARASAAC-1-450x157.png 450w\" sizes=\"(max-width: 597px) 100vw, 597px\" \/><\/div><\/div><\/div>\n<div  class='av-catalogue-container av-bd9jf4-411cff10e06266faf9b0207d2871ac3c  avia-builder-el-2  el_after_av_image  avia-builder-el-last '><ul class='av-catalogue-list'>\n<li><a href=\"https:\/\/aulaabierta.arasaac.org\/pt-pt\/caracteristicas-formal-e-transparencia-dos-simbolos-pictogramas-de-arasaac\"  class='av-catalogue-item av-185w4g-8fcdbfa6f9d142ad9a276833668c9ed5'><img loading=\"lazy\" decoding=\"async\" width=\"180\" height=\"180\" src=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-180x180.png\" title='pulsar_1' alt='' class='wp-image-33514 avia-img-lazy-loading-33514 av-catalogue-image' srcset=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-180x180.png 180w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-80x80.png 80w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-300x300.png 300w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-36x36.png 36w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-120x120.png 120w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-450x450.png 450w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1.png 500w\" sizes=\"auto, (max-width: 180px) 100vw, 180px\" \/><div class=\"av-catalogue-item-inner\"><div class=\"av-catalogue-title-container\"><div class='av-catalogue-title'>2015 - Estudo preliminar sobre as \u201cCaracter\u00edsticas formais e transpar\u00eancia dos s\u00edmbolos pictogr\u00e1ficos ARASAAC\u201d<\/div><div class='av-catalogue-price'><\/div><\/div><div class=\"av-catalogue-content\">\n<div id=\"articleTitle\">\n<p><strong>Autores<\/strong><\/p>\n<\/div>\n<p><em><strong>Francisco Cabello Luque<\/strong>, <strong>Elisabetta Bertola L\u00f3pez<\/strong><\/em><\/p>\n<p><em>Faculdade de Psicologia da Universidade de Murcia (Espanha)<\/em><\/p>\n<div>\n<p><strong>Resumo<\/strong><\/p>\n<p>A iconicidade e a transpar\u00eancia dos s\u00edmbolos pictogr\u00e1ficos ARASAAC s\u00e3o examinadas e comparadas com as de outros conjuntos de signos j\u00e1 estabelecidos (SPC e Bliss).<\/p>\n<\/div>\n<\/div><\/div><\/a><\/li>\n<li><a href=\"https:\/\/aulaabierta.arasaac.org\/pt-pt\/empirica-analise-do-formal-caracteristicas-dos-simbolos-pictografico-de-arasaac\"  class='av-catalogue-item av-b8rxio-d72d4ad626e0c95636d461da1902bcd4'><img loading=\"lazy\" decoding=\"async\" width=\"180\" height=\"180\" src=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-180x180.png\" title='pulsar_1' alt='' class='wp-image-33514 avia-img-lazy-loading-33514 av-catalogue-image' srcset=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-180x180.png 180w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-80x80.png 80w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-300x300.png 300w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-36x36.png 36w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-120x120.png 120w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-450x450.png 450w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1.png 500w\" sizes=\"auto, (max-width: 180px) 100vw, 180px\" \/><div class=\"av-catalogue-item-inner\"><div class=\"av-catalogue-title-container\"><div class='av-catalogue-title'>2015 -Tese sobre &quot;Caracter\u00edsticas formais e transpar\u00eancia dos s\u00edmbolos pictogr\u00e1ficos de ARASAAC&quot; (2015)<\/div><div class='av-catalogue-price'><\/div><\/div><div class=\"av-catalogue-content\">\n<strong>Autor da Tese<\/strong><\/p>\n<p><strong><em>Elisabetta Bertola L\u00f3pez<\/em><\/strong><\/p>\n<p><strong>Diretor de Tese<\/strong><\/p>\n<p><strong><em>Francisco Cabello Luque<\/em><\/strong><\/p>\n<p><em>Faculdade de Psicologia da Universidade de Murcia (Espanha)<\/em><\/p>\n<p><strong>Resumo<\/strong><\/p>\n<div>\n<p class=\"expandable\">O uso do conjunto pictogr\u00e1fico ARASAAC \u00e9 amplamente difundido nacional e internacionalmente. No entanto, at\u00e9 o momento n\u00e3o h\u00e1 dados emp\u00edricos a respeito de sua iconicidade e transpar\u00eancia, portanto, uma an\u00e1lise emp\u00edrica dessas caracter\u00edsticas tornou-se uma necessidade para embasar seu uso e popularidade. Os objetivos desta tese, portanto, s\u00e3o:<\/p>\n<p class=\"expandable\">1.- Estabelecer o grau de iconicidade dos pictogramas ARASAAC em diferentes cidades e fazer uma compara\u00e7\u00e3o com <span class=\"details\">rela\u00e7\u00e3o aos conjuntos de pictogramas SPC e Bliss<\/span> <\/p>\n<p class=\"expandable\"><span class=\"details\">2.- Analisar a influ\u00eancia que as diferentes categorias gramaticais podem ter sobre o n\u00edvel de iconicidade dos s\u00edmbolos. <\/span><\/p>\n<p class=\"expandable\"><span class=\"details\">3.- Estudar os poss\u00edveis fatores considerados relevantes. <\/span><\/p>\n<\/div>\n<\/div><\/div><\/a><\/li>\n<li><a href=\"https:\/\/aulaabierta.arasaac.org\/pt-pt\/auditivo-visual-apoio-a-gramatical-desenvolvimento-in-intelectual-deficiencia\"  class='av-catalogue-item av-9cs88g-95848a90cbfe1d631a7e15e94dd911bc'><img loading=\"lazy\" decoding=\"async\" width=\"180\" height=\"180\" src=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/07\/pulsar_1-180x180.png\" title='pulsar_1' alt='' class='wp-image-61465 avia-img-lazy-loading-61465 av-catalogue-image' srcset=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/07\/pulsar_1-180x180.png 180w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/07\/pulsar_1-300x300.png 300w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/07\/pulsar_1-80x80.png 80w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/07\/pulsar_1-36x36.png 36w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/07\/pulsar_1-120x120.png 120w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/07\/pulsar_1-450x450.png 450w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/07\/pulsar_1-150x150.png 150w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/07\/pulsar_1.png 500w\" sizes=\"auto, (max-width: 180px) 100vw, 180px\" \/><div class=\"av-catalogue-item-inner\"><div class=\"av-catalogue-title-container\"><div class='av-catalogue-title'>2017 - Estudo preliminar &quot;Suporte auditivo-visual para o desenvolvimento gramatical na defici\u00eancia intelectual&quot; com pictogramas ARASAAC<\/div><div class='av-catalogue-price'><\/div><\/div><div class=\"av-catalogue-content\">\n<strong>Autores<\/strong><\/p>\n<p><em><strong>Manuela Miranda Fern\u00e1ndez<\/strong><\/em><\/p>\n<p><em>Universidade Oviedo<\/em><\/p>\n<p><em><strong>Ver\u00f3nica Mart\u00ednez L\u00f3pez<\/strong><\/em><\/p>\n<p><em>Universidade Oviedo<\/em><\/p>\n<p><em><strong>Jos\u00e9 Manuel Agra Castro<\/strong><\/em><\/p>\n<p><em>CPEE Castiello (Espa\u00f1a)<\/em><\/p>\n<p><strong>Comunica\u00e7\u00e3o oral<\/strong><\/p>\n<p>XIV Congresso Internacional de Educa\u00e7\u00e3o Inclusiva, XXXIV Confer\u00eancia de Universidades e Educa\u00e7\u00e3o Inclusiva.<\/p>\n<p>Oviedo, 3 a 5 de abril de 2017.<\/p>\n<p><strong>Resumo. <\/strong><\/p>\n<p>A pesquisa em linguagem na defici\u00eancia intelectual (DI) est\u00e1 atualmente focada na no\u00e7\u00e3o de &#8220;especificidade sindr\u00f4mica&#8221; e contrasta os perfis lingu\u00edsticos de diferentes s\u00edndromes gen\u00e9ticas, revelando que a compet\u00eancia gramatical pode ser severamente afetada em algumas delas. V\u00e1rios estudos mostram que o aprendizado de linguagem baseado na audi\u00e7\u00e3o est\u00e1 comprometido no DI e que a aquisi\u00e7\u00e3o de vocabul\u00e1rio e gram\u00e1tica \u00e9 determinada por sua fraca capacidade de mem\u00f3ria verbal de curto prazo. Por\u00e9m, a produ\u00e7\u00e3o de vocabul\u00e1rio e gramatical aumenta quando \u00e9 acompanhada por material visual.<\/p>\n<p>O objetivo deste trabalho \u00e9 verificar se um programa de interven\u00e7\u00e3o simult\u00e2nea de suporte auditivo-visual melhora a linguagem de sujeitos com DI, independentemente de apresentarem ou n\u00e3o s\u00edndrome gen\u00e9tica, aumentando o reconhecimento sonoro, o vocabul\u00e1rio e a produ\u00e7\u00e3o gramatical.<\/p>\n<div><\/div>\n<\/div><\/div><\/a><\/li>\n<li><a href=\"https:\/\/aulaabierta.arasaac.org\/pt-pt\/iconocacidade-e-facilidade-de-aprendizagem-dos-simbolos-pictografico-de-arasaac\"  class='av-catalogue-item av-7sn9ls-c2a43849d60f996c3db8ccf47f8dbe33'><img loading=\"lazy\" decoding=\"async\" width=\"180\" height=\"180\" src=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-180x180.png\" title='pulsar_1' alt='' class='wp-image-33514 avia-img-lazy-loading-33514 av-catalogue-image' srcset=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-180x180.png 180w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-80x80.png 80w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-300x300.png 300w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-36x36.png 36w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-120x120.png 120w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-450x450.png 450w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1.png 500w\" sizes=\"auto, (max-width: 180px) 100vw, 180px\" \/><div class=\"av-catalogue-item-inner\"><div class=\"av-catalogue-title-container\"><div class='av-catalogue-title'>2018 - Estudo sobre a \u201cIconicidade e facilidade de aprendizagem dos s\u00edmbolos pictogr\u00e1ficos ARASAAC\u201d<\/div><div class='av-catalogue-price'><\/div><\/div><div class=\"av-catalogue-content\">\n<div id=\"articleTitle\">\n<p><strong>Autores<\/strong><\/p>\n<\/div>\n<p><em><strong>Francisco Cabello Luque<\/strong>, <strong>Cristina Maz\u00f3n Morillas<\/strong><\/em><\/p>\n<p><em>Faculdade de Psicologia da Universidade de Murcia (Espanha)<\/em><\/p>\n<p><strong>Resumo<\/strong><\/p>\n<p>Em pesquisas anteriores de Bertola (2017) e Cabello e Bertola (2015), verificou-se que os pictogramas ARASAAC tinham um alto \u00edndice de iconicidade e, de fato, eram mais transparentes do que os dos conjuntos SPC e Bliss. Esse achado tamb\u00e9m foi replicado na popula\u00e7\u00e3o adulta, na popula\u00e7\u00e3o infantil com desenvolvimento t\u00edpico e na popula\u00e7\u00e3o infantil com diagn\u00f3stico de transtorno do espectro do autismo.<\/p>\n<p>A import\u00e2ncia da alta iconicidade reside em sua rela\u00e7\u00e3o com maior facilidade de aprendizado. No entanto, nesses estudos n\u00e3o foi poss\u00edvel verificar se os s\u00edmbolos ARASAAC eram realmente mais f\u00e1ceis de aprender e, portanto, o objetivo geral deste estudo foi facilitar o aprendizado do conjunto dos s\u00edmbolos pictogr\u00e1ficos ARASAAC, SPC e Bliss em menores com transtornos do desenvolvimento. .<br \/>\n<\/div><\/div><\/a><\/li>\n<li><a href=\"https:\/\/aulaabierta.arasaac.org\/pt-pt\/intervencao-pragmatica-sindrome-para-baixo\"  class='av-catalogue-item av-m1n00-18d2b07b2a55dff38ede65e938b25cdf'><img loading=\"lazy\" decoding=\"async\" width=\"180\" height=\"180\" src=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-180x180.png\" title='pulsar_1' alt='' class='wp-image-33514 avia-img-lazy-loading-33514 av-catalogue-image' srcset=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-180x180.png 180w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-80x80.png 80w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-300x300.png 300w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-36x36.png 36w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-120x120.png 120w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-450x450.png 450w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1.png 500w\" sizes=\"auto, (max-width: 180px) 100vw, 180px\" \/><div class=\"av-catalogue-item-inner\"><div class=\"av-catalogue-title-container\"><div class='av-catalogue-title'>2018 - Estudo preliminar sobre &quot;Interven\u00e7\u00e3o pragm\u00e1tica em crian\u00e7as e adolescentes com s\u00edndrome de Down: o papel dos apoios na constru\u00e7\u00e3o de gui\u00f5es&quot; - &quot;Interven\u00e7\u00e3o pragm\u00e1tica em crian\u00e7as e adolescentes com s\u00edndroma de Down: O papel do apoio na constru\u00e7\u00e3o de gui\u00f5es&quot;<\/div><div class='av-catalogue-price'><\/div><\/div><div class=\"av-catalogue-content\">\n<b>Autores<\/b><\/p>\n<p><em><b>Manuela Miranda<\/b><\/em><\/p>\n<p><em><b>Ver\u00f3nica Mart\u00ednez <\/b><\/em><\/p>\n<p><em><b>Eliseo Diez-Itza<\/b><\/em><\/p>\n<p><em>Universidade Oviedo<\/em><\/p>\n<p><em><b>Raquel Rodr\u00edguez<\/b><\/em><\/p>\n<p><em>Down Principado de Asturias<\/em><\/p>\n<p><b>P\u00f4ster apresentado no Congresso Mundial de S\u00edndrome de Down, WDSC 2018 Glasgow, Reino Unido, 25 a 27 de julho de 2018.<\/b><br \/>\n<\/div><\/div><\/a><\/li>\n<li><a href=\"https:\/\/aulaabierta.arasaac.org\/pt-pt\/estudo-transparencia-pictograma-arasaac-populacao-adulta\"  class='av-catalogue-item av-4xaezk-76fecf6b2a319178a2081a7d28e202cf'><img loading=\"lazy\" decoding=\"async\" width=\"180\" height=\"180\" src=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/07\/pulsar_1-180x180.png\" title='pulsar_1' alt='' class='wp-image-61465 avia-img-lazy-loading-61465 av-catalogue-image' srcset=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/07\/pulsar_1-180x180.png 180w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/07\/pulsar_1-300x300.png 300w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/07\/pulsar_1-80x80.png 80w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/07\/pulsar_1-36x36.png 36w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/07\/pulsar_1-120x120.png 120w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/07\/pulsar_1-450x450.png 450w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/07\/pulsar_1-150x150.png 150w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2020\/07\/pulsar_1.png 500w\" sizes=\"auto, (max-width: 180px) 100vw, 180px\" \/><div class=\"av-catalogue-item-inner\"><div class=\"av-catalogue-title-container\"><div class='av-catalogue-title'>Estudo preliminar &quot;Dados normativos sobre transpar\u00eancia de pictogramas ARASAAC: estudo com popula\u00e7\u00e3o adulta&quot;<\/div><div class='av-catalogue-price'><\/div><\/div><div class=\"av-catalogue-content\">\n<div id=\"articleTitle\">\n<p><strong>Autores<\/strong><\/p>\n<\/div>\n<p><strong><em> M. \u00c1ngeles Alonso Rodr\u00edguez Jonathan W. Rold\u00e1n Coya, Beatriz Viera Delgado<\/em><\/strong><\/p>\n<p><em>Universidade de La Laguna (Espanha)<\/em><\/p>\n<p><strong>Resumo<\/strong><\/p>\n<p>O uso de pictogramas \u00e9 comum no trabalho ou terapia com pessoas com necessidades de comunica\u00e7\u00e3o complexas (NCC), bem como em muitas situa\u00e7\u00f5es da vida di\u00e1ria de muitas pessoas. Este estudo tenta obter dados dos s\u00edmbolos gr\u00e1ficos ARASAAC por meio da an\u00e1lise de sua transpar\u00eancia para obter um banco de dados padronizado com uma popula\u00e7\u00e3o normal. Participaram deste estudo 41 adultos, aos quais foram apresentados 548 est\u00edmulos por indiv\u00edduo, de um total de 1.644, os quais deviam avaliar em uma escala de 7 pontos com base em sua transpar\u00eancia. Os resultados indicam que os pictogramas utilizados podem ser elucidados de forma eficiente.<br \/>\n<\/div><\/div><\/a><\/li>\n<li><a href=\"https:\/\/aulaabierta.arasaac.org\/pt-pt\/intervencao-gramatical-em-pessoas-com-intelectual-deficiencia\"  class='av-catalogue-item av-2wultc-b08edede59a16b37ff8a48af4b8394f2'><img loading=\"lazy\" decoding=\"async\" width=\"180\" height=\"180\" src=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-180x180.png\" title='pulsar_1' alt='' class='wp-image-33514 avia-img-lazy-loading-33514 av-catalogue-image' srcset=\"https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-180x180.png 180w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-80x80.png 80w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-300x300.png 300w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-36x36.png 36w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-120x120.png 120w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1-450x450.png 450w, https:\/\/aulaabierta.arasaac.org\/wp-content\/uploads\/2018\/04\/pulsar_1.png 500w\" sizes=\"auto, (max-width: 180px) 100vw, 180px\" \/><div class=\"av-catalogue-item-inner\"><div class=\"av-catalogue-title-container\"><div class='av-catalogue-title'>2020 - Artigo cient\u00edfico sobre &quot;Apoio auditivo-visual simult\u00e2neo na interven\u00e7\u00e3o gramatical em participantes com defici\u00eancia intelectual&quot; com pictogramas ARASAAC<\/div><div class='av-catalogue-price'><\/div><\/div><div class=\"av-catalogue-content\">\n<div id=\"articleTitle\">\n<p><strong>Autores<\/strong><\/p>\n<\/div>\n<p><em><strong>Manuela Miranda Fern\u00e1ndez<\/strong><\/em><\/p>\n<p><em><strong>Ver\u00f3nica Mart\u00ednez L\u00f3pez <\/strong><\/em><\/p>\n<p><em>Universidade Oviedo <\/em><\/p>\n<p><strong>Resumo<\/strong><\/p>\n<p>Estudos de perfis de linguagem na defici\u00eancia intelectual (DI) mostram que a compet\u00eancia gramatical \u00e9 afetada em algumas s\u00edndromes gen\u00e9ticas. Pesquisas sobre aprendizagem de l\u00ednguas em DI revelam que o papel da audi\u00e7\u00e3o est\u00e1 comprometido, que a aquisi\u00e7\u00e3o de vocabul\u00e1rio e gram\u00e1tica \u00e9 determinada pela baixa capacidade de mem\u00f3ria auditiva e que o material visual facilita o reconhecimento de sons, vocabul\u00e1rio e gram\u00e1tica.<\/p>\n<p><strong>Objetivos: <\/strong><\/p>\n<p>Determinar se o suporte auditivo-visual simult\u00e2neo melhora a linguagem aumentando o reconhecimento de sons, vocabul\u00e1rio e gram\u00e1tica, e analisar se indiv\u00edduos com DI com maior n\u00edvel de idade verbal e mem\u00f3ria auditiva obt\u00eam melhores pontua\u00e7\u00f5es em sons, vocabul\u00e1rio e gram\u00e1tica ap\u00f3s a interven\u00e7\u00e3o .<br \/>\n<\/div><\/div><\/a><\/li>\n<\/ul><\/div>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":5,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"_uf_show_specific_survey":0,"_uf_disable_surveys":false,"footnotes":""},"class_list":["post-69249","page","type-page","status-publish","hentry"],"aioseo_notices":[],"aioseo_head":"\n\t\t<!-- All in One SEO 4.9.8 - 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