Rossi Suélen Graton, Hackerott Maria Mercedes Saraiva, Avila Clara Regina Brandão de
Universidade Federal de São Paulo, São Paulo, SP, Brasil.
Universidade Paulista, São Paulo, SP, Brasil.
Codas. 2017;29(2):e20160042. doi: 10.1590/2317-1782/20172016042. Epub 2017 Mar 27.
Purpose This paper presents procedures and steps to create a list of homonyms, their meanings and representative images. Methods One hundred and three homonyms in Brazilian Portuguese were secluded through searches in text books and dictionaries and the meanings were verified. The homonyms were analyzed and selected according pre-established criteria. Twenty-six homonyms with two meanings were selected and one image was used to represent each meaning. To test the instrument, twenty elementary school children in 4th (n = 10) and 5ht (n = 10) grades were selected from a private school in São Paulo. To identify the meanings of major and minor occurrence, the students gave their understanding of the words presented to them orally. The students were also asked to name the fifty-two images to determine the degree of recognition. Percentages of accuracy were calculated. Results Among the 26 homonyms, two were excluded because the students were unable to name them. Two images were little recognized and, therefore, replaced with others that better represented the homonyms. Conclusion A list of 24 homonyms and 48 images (one for each meaning) was developed. The results of the presentation of these items to elementary school children in the 4th and 5th grades proved the adequacy of the list. The material is seen as efficient for use in recognition tasks and can be applied in semantic priming tasks.
目的 本文介绍了创建同形同音异义词列表、其含义及代表性图像的程序和步骤。方法 通过在教科书和词典中搜索，筛选出103个巴西葡萄牙语中的同形同音异义词，并对其含义进行核实。根据预先设定的标准对同形同音异义词进行分析和筛选。选择了26个具有两种含义的同形同音异义词，每个含义用一张图像表示。为测试该工具，从圣保罗的一所私立学校选取了20名小学四年级（n = 10）和五年级（n = 10）的学生。为确定主要和次要出现含义，学生们口头表达对所呈现单词的理解。还要求学生说出52张图像的名称以确定识别程度。计算准确率百分比。结果 在26个同形同音异义词中，有2个因学生无法说出其名称而被排除。有2张图像识别度低，因此被能更好代表同形同音异义词的其他图像替换。结论 编制了一份包含24个同形同音异义词和48张图像（每个含义一张）的列表。向四年级和五年级小学生展示这些项目的结果证明了该列表的适用性。该材料被视为在识别任务中有效，可应用于语义启动任务。
