Comparação do tempo de latência entre nomeação e leitura em escolares

Abstract

Latency time between word reading and naming picture tasks is compared. Seventy-four children, grades 2, 3 and 4 grades of a primary public school, without developmental complains and without schooling difficulties, participate Word reading and naming picture with equivalent stimuli were applied. Latency time, registered in a computational program, was the period between stimuli presentation and the beginning of the child's oral response. Results show that children from an grades spend longer latency time for naming. Differewe in grades was observed only for reading. Psycholinguistics trait of the stimuli affect in different manners the word and picture processing. Tasks have a common denominator which is more evident in stimuli frequency.