Navegando por Palavras-chave "figura"

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    Brazilian standardised norms for a set of pictures are comparable with those obtained internationally
    (Academia Brasileira de Neurologia - ABNEURO, 2003-12-01) Pompéia, Sabine [UNIFESP]; Miranda, Mônica Carolina [UNIFESP]; Bueno, Orlando Francisco Amodeo [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    Snodgrass & Vanderwart (1980) standardized a set of 260 pictures in the USA for use in studies of cognitive processes that employ pictured objects as laboratory analogues of object themselves. Since then similar norms for this set were obtained in Britain, Spain, Japan and Iceland and a larger set of 400 pictures (including the original 260: Cycowicz et al., 1997) was studied in France and Brazil. The present article provides a comparison of the norms obtained in Brazil and internationally. The pattern of correlations among the Brazilian and other standardizations were equivalent to that previously observed: despite pictures being judged to be of similar familiarity and visual complexity (high positive correlations), name agreement was less correlated, possibly due to differences in the languages spoken in each country and/or in the sample size used in each study. Results confirm the adequacy of the Brazilian norms.
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    A set of 400 pictures standardised for Portuguese: norms for name agreement, familiarity and visual complexity for children and adults
    (Academia Brasileira de Neurologia - ABNEURO, 2001-06-01) Pompéia, Sabine [UNIFESP]; Miranda, Mônica Carolina [UNIFESP]; Bueno, Orlando Francisco Amodeo [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    The present article provides normative measures for 400 pictured objects (Cycowicz et al., 1997) viewed by Portuguese speaking Brazilian University students and 5-7 year-old children. Name agreement, familiarity and visual complexity ratings were obtained. These variables have been shown to be important for the selection of adequate stimuli for cognitive studies. Children's name agreement was lower than that of adults. The children also failed to provide adequate modal names for 103 concepts, rated drawings as less familiar and less complex, and chose shorter names for pictures. The differences in ratings between adults and children were higher than those observed in the literature employing smaller picture sets. The pattern of correlations among measures observed in the present study was consistent with previous reports, supporting the usefulness of the 400 picture set as a tool for cognitive research in different cultures and ages.