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Ano: 2024
Banca:
Ápice Consultoria
Órgão:
Prefeitura de São João do Tigre - PB
Prova:
Ápice Consultoria - 2024 - Prefeitura de São João do Tigre - PB - Professor B - Letras/Inglês |
Q3403872
Inglês
Considering the following sentence: “The
announcement will come as a ___________
surprise.” Which one of the following is the correct
choice?
Ano: 2024
Banca:
Ápice Consultoria
Órgão:
Prefeitura de São João do Tigre - PB
Prova:
Ápice Consultoria - 2024 - Prefeitura de São João do Tigre - PB - Professor B - Letras/Inglês |
Q3403871
Inglês
Considering the following sentence: “Every
Christmas, our aunt prepares the meal with great
care.” How can we transform it into the PASSIVE
VOICE?
Ano: 2024
Banca:
Ápice Consultoria
Órgão:
Prefeitura de São João do Tigre - PB
Prova:
Ápice Consultoria - 2024 - Prefeitura de São João do Tigre - PB - Professor B - Letras/Inglês |
Q3403870
Inglês
Transform the direct speech into indirect speech
correctly: “Will you join me for dinner?” She asked
them.
Ano: 2024
Banca:
Ápice Consultoria
Órgão:
Prefeitura de São João do Tigre - PB
Prova:
Ápice Consultoria - 2024 - Prefeitura de São João do Tigre - PB - Professor B - Letras/Inglês |
Q3403869
Inglês
Texto associado
Read Text II for the question:
TEXT II
It’s hard to overstate the benefits of a night’s rest
for human memory, and neuroscientists are just
beginning to understand why.
Jakke Tamminen has plenty of students who
do that very studenty thing of staying up all night right
before an exam, in the hope of stuffing in as much
knowledge as they can. But “that’s the worst thing
you can do”, the psychology lecturer at the UK’s
Royal Holloway University warns them.
He should know. Tamminen is an expert on
how sleep affects memory, specifically the recall
needed for language. Sleep learning – another idea
beloved of students, in the hope that, say, playing
a language-learning recording during sleep would
imprint itself into the brain subliminally and they’d
wake up speaking Latin – is a myth. But sleep itself
is essential for embedding knowledge in the brain,
and the research of Tamminen and others shows us
why that is.
In Tamminen’s ongoing research project,
participants learn new vocabulary, then stay awake
all night.
Tamminen compares their memory of those
words after a few nights, and then after a week.
Even after several nights of recovery sleep, there is a
substantial difference in how quickly they recall those
words compared to the control group of participants
who didn’t face sleep deprivation. “Sleep is really
a central part of learning,” he says. “Even though
you’re not studying when you sleep, your brain is still
studying. It’s almost like it’s working on your behalf.
You can’t really get the full impact of the time you put
into your studies unless you sleep.”
[…]
But more critical to Tamminen’s current
research – and to sleep’s role in language
development more generally – is a non-REM phase
of deep sleep known as slow-wave sleep (SWS).
SWS is important for forming and retaining memories,
whether of vocabulary, grammar, or other knowledge.
The interaction of different parts of the brain is key
here. During SWS, the hippocampus, which is good
at quick learning, is in constant communication with
the neocortex, to consolidate it for long term recall.
So the hippocampus might initially encode
a new word learned earlier that day, but to truly
consolidate that knowledge – spotting patterns and
finding connections with other ideas that allow for
creative problem-solving – the neocortical system
needs to get involved.
This information expressway between the
hippocampus and the neocortex is populated by
sleep spindles – spikes in brain activity that are no
more than three seconds long.
“Sleep spindles are somehow associated with
linking new information with existing information,”
Tamminen says. And the data from his research
participants suggests that people with more sleep
spindles have more consolidation of the words they
have learned.
[…]
Children have more slow-wave sleep than
adults – which may be one factor explaining how
quickly kids learn, in both language and other areas. The child sleep lab at Germany’s University
of Tuebingen investigates the role of sleep in
consolidating children’s memory. Monitoring what
happens in children’s brains during sleep, and
how much information they retain before and after
sleep, shows that sleep helps with accessing implicit
knowledge (procedural memory) and making it
explicit (declarative memory).
“The effects are stronger in early childhood
because the brain is developing,” says Dominique
Petit, the coordinator of the Canadian Sleep and
Circadian Network, who has also explored the
circadian rhythm in children. In practical terms, this
means that “children need to sleep during the day to
remember everything that they have to learn”.
“Daytime naps in young children have
been shown to be really important for vocabulary
growth, generalization of the meaning of words and
abstraction in language learning,” she says. “Sleep
continues to be important for memory and learning
throughout the lifetime, though.”
[…]
Not only does sleep help with accessing this
information, it also changes the way this information
is accessed. This makes brains more flexible at
retrieving information (or able to access it in more
ways).
But it also makes them better at extracting
the most significant parts of it.
“It’s actually an active process of strengthening
and changing the memory trace,” Zinke says.
“Memory gets transferred in a way that the most
important information (the gist) is remembered.”
Clearly, for children as well as adults,
prolonged sleep isn’t a sign of laziness in a language
learner. It’s critical for our brains’ connections and
our bodies’ rhythms.
Available at: https://www.bbc.com/future/
article/20180815-why-sleep-should-be-everystudents-priority (adapted)
In the context of the text, what does the term
“embedding” most closely mean?
Ano: 2024
Banca:
Ápice Consultoria
Órgão:
Prefeitura de São João do Tigre - PB
Prova:
Ápice Consultoria - 2024 - Prefeitura de São João do Tigre - PB - Professor B - Letras/Inglês |
Q3403868
Inglês
Texto associado
Read Text II for the question:
TEXT II
It’s hard to overstate the benefits of a night’s rest
for human memory, and neuroscientists are just
beginning to understand why.
Jakke Tamminen has plenty of students who
do that very studenty thing of staying up all night right
before an exam, in the hope of stuffing in as much
knowledge as they can. But “that’s the worst thing
you can do”, the psychology lecturer at the UK’s
Royal Holloway University warns them.
He should know. Tamminen is an expert on
how sleep affects memory, specifically the recall
needed for language. Sleep learning – another idea
beloved of students, in the hope that, say, playing
a language-learning recording during sleep would
imprint itself into the brain subliminally and they’d
wake up speaking Latin – is a myth. But sleep itself
is essential for embedding knowledge in the brain,
and the research of Tamminen and others shows us
why that is.
In Tamminen’s ongoing research project,
participants learn new vocabulary, then stay awake
all night.
Tamminen compares their memory of those
words after a few nights, and then after a week.
Even after several nights of recovery sleep, there is a
substantial difference in how quickly they recall those
words compared to the control group of participants
who didn’t face sleep deprivation. “Sleep is really
a central part of learning,” he says. “Even though
you’re not studying when you sleep, your brain is still
studying. It’s almost like it’s working on your behalf.
You can’t really get the full impact of the time you put
into your studies unless you sleep.”
[…]
But more critical to Tamminen’s current
research – and to sleep’s role in language
development more generally – is a non-REM phase
of deep sleep known as slow-wave sleep (SWS).
SWS is important for forming and retaining memories,
whether of vocabulary, grammar, or other knowledge.
The interaction of different parts of the brain is key
here. During SWS, the hippocampus, which is good
at quick learning, is in constant communication with
the neocortex, to consolidate it for long term recall.
So the hippocampus might initially encode
a new word learned earlier that day, but to truly
consolidate that knowledge – spotting patterns and
finding connections with other ideas that allow for
creative problem-solving – the neocortical system
needs to get involved.
This information expressway between the
hippocampus and the neocortex is populated by
sleep spindles – spikes in brain activity that are no
more than three seconds long.
“Sleep spindles are somehow associated with
linking new information with existing information,”
Tamminen says. And the data from his research
participants suggests that people with more sleep
spindles have more consolidation of the words they
have learned.
[…]
Children have more slow-wave sleep than
adults – which may be one factor explaining how
quickly kids learn, in both language and other areas. The child sleep lab at Germany’s University
of Tuebingen investigates the role of sleep in
consolidating children’s memory. Monitoring what
happens in children’s brains during sleep, and
how much information they retain before and after
sleep, shows that sleep helps with accessing implicit
knowledge (procedural memory) and making it
explicit (declarative memory).
“The effects are stronger in early childhood
because the brain is developing,” says Dominique
Petit, the coordinator of the Canadian Sleep and
Circadian Network, who has also explored the
circadian rhythm in children. In practical terms, this
means that “children need to sleep during the day to
remember everything that they have to learn”.
“Daytime naps in young children have
been shown to be really important for vocabulary
growth, generalization of the meaning of words and
abstraction in language learning,” she says. “Sleep
continues to be important for memory and learning
throughout the lifetime, though.”
[…]
Not only does sleep help with accessing this
information, it also changes the way this information
is accessed. This makes brains more flexible at
retrieving information (or able to access it in more
ways).
But it also makes them better at extracting
the most significant parts of it.
“It’s actually an active process of strengthening
and changing the memory trace,” Zinke says.
“Memory gets transferred in a way that the most
important information (the gist) is remembered.”
Clearly, for children as well as adults,
prolonged sleep isn’t a sign of laziness in a language
learner. It’s critical for our brains’ connections and
our bodies’ rhythms.
Available at: https://www.bbc.com/future/
article/20180815-why-sleep-should-be-everystudents-priority (adapted)
The term “spikes” in the context of brain activity
refers to what?
Ano: 2024
Banca:
Ápice Consultoria
Órgão:
Prefeitura de São João do Tigre - PB
Prova:
Ápice Consultoria - 2024 - Prefeitura de São João do Tigre - PB - Professor B - Letras/Inglês |
Q3403867
Inglês
Texto associado
Read Text II for the question:
TEXT II
It’s hard to overstate the benefits of a night’s rest
for human memory, and neuroscientists are just
beginning to understand why.
Jakke Tamminen has plenty of students who
do that very studenty thing of staying up all night right
before an exam, in the hope of stuffing in as much
knowledge as they can. But “that’s the worst thing
you can do”, the psychology lecturer at the UK’s
Royal Holloway University warns them.
He should know. Tamminen is an expert on
how sleep affects memory, specifically the recall
needed for language. Sleep learning – another idea
beloved of students, in the hope that, say, playing
a language-learning recording during sleep would
imprint itself into the brain subliminally and they’d
wake up speaking Latin – is a myth. But sleep itself
is essential for embedding knowledge in the brain,
and the research of Tamminen and others shows us
why that is.
In Tamminen’s ongoing research project,
participants learn new vocabulary, then stay awake
all night.
Tamminen compares their memory of those
words after a few nights, and then after a week.
Even after several nights of recovery sleep, there is a
substantial difference in how quickly they recall those
words compared to the control group of participants
who didn’t face sleep deprivation. “Sleep is really
a central part of learning,” he says. “Even though
you’re not studying when you sleep, your brain is still
studying. It’s almost like it’s working on your behalf.
You can’t really get the full impact of the time you put
into your studies unless you sleep.”
[…]
But more critical to Tamminen’s current
research – and to sleep’s role in language
development more generally – is a non-REM phase
of deep sleep known as slow-wave sleep (SWS).
SWS is important for forming and retaining memories,
whether of vocabulary, grammar, or other knowledge.
The interaction of different parts of the brain is key
here. During SWS, the hippocampus, which is good
at quick learning, is in constant communication with
the neocortex, to consolidate it for long term recall.
So the hippocampus might initially encode
a new word learned earlier that day, but to truly
consolidate that knowledge – spotting patterns and
finding connections with other ideas that allow for
creative problem-solving – the neocortical system
needs to get involved.
This information expressway between the
hippocampus and the neocortex is populated by
sleep spindles – spikes in brain activity that are no
more than three seconds long.
“Sleep spindles are somehow associated with
linking new information with existing information,”
Tamminen says. And the data from his research
participants suggests that people with more sleep
spindles have more consolidation of the words they
have learned.
[…]
Children have more slow-wave sleep than
adults – which may be one factor explaining how
quickly kids learn, in both language and other areas. The child sleep lab at Germany’s University
of Tuebingen investigates the role of sleep in
consolidating children’s memory. Monitoring what
happens in children’s brains during sleep, and
how much information they retain before and after
sleep, shows that sleep helps with accessing implicit
knowledge (procedural memory) and making it
explicit (declarative memory).
“The effects are stronger in early childhood
because the brain is developing,” says Dominique
Petit, the coordinator of the Canadian Sleep and
Circadian Network, who has also explored the
circadian rhythm in children. In practical terms, this
means that “children need to sleep during the day to
remember everything that they have to learn”.
“Daytime naps in young children have
been shown to be really important for vocabulary
growth, generalization of the meaning of words and
abstraction in language learning,” she says. “Sleep
continues to be important for memory and learning
throughout the lifetime, though.”
[…]
Not only does sleep help with accessing this
information, it also changes the way this information
is accessed. This makes brains more flexible at
retrieving information (or able to access it in more
ways).
But it also makes them better at extracting
the most significant parts of it.
“It’s actually an active process of strengthening
and changing the memory trace,” Zinke says.
“Memory gets transferred in a way that the most
important information (the gist) is remembered.”
Clearly, for children as well as adults,
prolonged sleep isn’t a sign of laziness in a language
learner. It’s critical for our brains’ connections and
our bodies’ rhythms.
Available at: https://www.bbc.com/future/
article/20180815-why-sleep-should-be-everystudents-priority (adapted)
How does sleep affect children’s learning,
according to the text?
Ano: 2024
Banca:
Ápice Consultoria
Órgão:
Prefeitura de São João do Tigre - PB
Prova:
Ápice Consultoria - 2024 - Prefeitura de São João do Tigre - PB - Professor B - Letras/Inglês |
Q3403866
Inglês
Texto associado
Read Text II for the question:
TEXT II
It’s hard to overstate the benefits of a night’s rest
for human memory, and neuroscientists are just
beginning to understand why.
Jakke Tamminen has plenty of students who
do that very studenty thing of staying up all night right
before an exam, in the hope of stuffing in as much
knowledge as they can. But “that’s the worst thing
you can do”, the psychology lecturer at the UK’s
Royal Holloway University warns them.
He should know. Tamminen is an expert on
how sleep affects memory, specifically the recall
needed for language. Sleep learning – another idea
beloved of students, in the hope that, say, playing
a language-learning recording during sleep would
imprint itself into the brain subliminally and they’d
wake up speaking Latin – is a myth. But sleep itself
is essential for embedding knowledge in the brain,
and the research of Tamminen and others shows us
why that is.
In Tamminen’s ongoing research project,
participants learn new vocabulary, then stay awake
all night.
Tamminen compares their memory of those
words after a few nights, and then after a week.
Even after several nights of recovery sleep, there is a
substantial difference in how quickly they recall those
words compared to the control group of participants
who didn’t face sleep deprivation. “Sleep is really
a central part of learning,” he says. “Even though
you’re not studying when you sleep, your brain is still
studying. It’s almost like it’s working on your behalf.
You can’t really get the full impact of the time you put
into your studies unless you sleep.”
[…]
But more critical to Tamminen’s current
research – and to sleep’s role in language
development more generally – is a non-REM phase
of deep sleep known as slow-wave sleep (SWS).
SWS is important for forming and retaining memories,
whether of vocabulary, grammar, or other knowledge.
The interaction of different parts of the brain is key
here. During SWS, the hippocampus, which is good
at quick learning, is in constant communication with
the neocortex, to consolidate it for long term recall.
So the hippocampus might initially encode
a new word learned earlier that day, but to truly
consolidate that knowledge – spotting patterns and
finding connections with other ideas that allow for
creative problem-solving – the neocortical system
needs to get involved.
This information expressway between the
hippocampus and the neocortex is populated by
sleep spindles – spikes in brain activity that are no
more than three seconds long.
“Sleep spindles are somehow associated with
linking new information with existing information,”
Tamminen says. And the data from his research
participants suggests that people with more sleep
spindles have more consolidation of the words they
have learned.
[…]
Children have more slow-wave sleep than
adults – which may be one factor explaining how
quickly kids learn, in both language and other areas. The child sleep lab at Germany’s University
of Tuebingen investigates the role of sleep in
consolidating children’s memory. Monitoring what
happens in children’s brains during sleep, and
how much information they retain before and after
sleep, shows that sleep helps with accessing implicit
knowledge (procedural memory) and making it
explicit (declarative memory).
“The effects are stronger in early childhood
because the brain is developing,” says Dominique
Petit, the coordinator of the Canadian Sleep and
Circadian Network, who has also explored the
circadian rhythm in children. In practical terms, this
means that “children need to sleep during the day to
remember everything that they have to learn”.
“Daytime naps in young children have
been shown to be really important for vocabulary
growth, generalization of the meaning of words and
abstraction in language learning,” she says. “Sleep
continues to be important for memory and learning
throughout the lifetime, though.”
[…]
Not only does sleep help with accessing this
information, it also changes the way this information
is accessed. This makes brains more flexible at
retrieving information (or able to access it in more
ways).
But it also makes them better at extracting
the most significant parts of it.
“It’s actually an active process of strengthening
and changing the memory trace,” Zinke says.
“Memory gets transferred in a way that the most
important information (the gist) is remembered.”
Clearly, for children as well as adults,
prolonged sleep isn’t a sign of laziness in a language
learner. It’s critical for our brains’ connections and
our bodies’ rhythms.
Available at: https://www.bbc.com/future/
article/20180815-why-sleep-should-be-everystudents-priority (adapted)
What role does slow-wave sleep (SWS) play in
memory?
Ano: 2024
Banca:
Ápice Consultoria
Órgão:
Prefeitura de São João do Tigre - PB
Prova:
Ápice Consultoria - 2024 - Prefeitura de São João do Tigre - PB - Professor B - Letras/Inglês |
Q3403865
Inglês
Texto associado
Read Text II for the question:
TEXT II
It’s hard to overstate the benefits of a night’s rest
for human memory, and neuroscientists are just
beginning to understand why.
Jakke Tamminen has plenty of students who
do that very studenty thing of staying up all night right
before an exam, in the hope of stuffing in as much
knowledge as they can. But “that’s the worst thing
you can do”, the psychology lecturer at the UK’s
Royal Holloway University warns them.
He should know. Tamminen is an expert on
how sleep affects memory, specifically the recall
needed for language. Sleep learning – another idea
beloved of students, in the hope that, say, playing
a language-learning recording during sleep would
imprint itself into the brain subliminally and they’d
wake up speaking Latin – is a myth. But sleep itself
is essential for embedding knowledge in the brain,
and the research of Tamminen and others shows us
why that is.
In Tamminen’s ongoing research project,
participants learn new vocabulary, then stay awake
all night.
Tamminen compares their memory of those
words after a few nights, and then after a week.
Even after several nights of recovery sleep, there is a
substantial difference in how quickly they recall those
words compared to the control group of participants
who didn’t face sleep deprivation. “Sleep is really
a central part of learning,” he says. “Even though
you’re not studying when you sleep, your brain is still
studying. It’s almost like it’s working on your behalf.
You can’t really get the full impact of the time you put
into your studies unless you sleep.”
[…]
But more critical to Tamminen’s current
research – and to sleep’s role in language
development more generally – is a non-REM phase
of deep sleep known as slow-wave sleep (SWS).
SWS is important for forming and retaining memories,
whether of vocabulary, grammar, or other knowledge.
The interaction of different parts of the brain is key
here. During SWS, the hippocampus, which is good
at quick learning, is in constant communication with
the neocortex, to consolidate it for long term recall.
So the hippocampus might initially encode
a new word learned earlier that day, but to truly
consolidate that knowledge – spotting patterns and
finding connections with other ideas that allow for
creative problem-solving – the neocortical system
needs to get involved.
This information expressway between the
hippocampus and the neocortex is populated by
sleep spindles – spikes in brain activity that are no
more than three seconds long.
“Sleep spindles are somehow associated with
linking new information with existing information,”
Tamminen says. And the data from his research
participants suggests that people with more sleep
spindles have more consolidation of the words they
have learned.
[…]
Children have more slow-wave sleep than
adults – which may be one factor explaining how
quickly kids learn, in both language and other areas. The child sleep lab at Germany’s University
of Tuebingen investigates the role of sleep in
consolidating children’s memory. Monitoring what
happens in children’s brains during sleep, and
how much information they retain before and after
sleep, shows that sleep helps with accessing implicit
knowledge (procedural memory) and making it
explicit (declarative memory).
“The effects are stronger in early childhood
because the brain is developing,” says Dominique
Petit, the coordinator of the Canadian Sleep and
Circadian Network, who has also explored the
circadian rhythm in children. In practical terms, this
means that “children need to sleep during the day to
remember everything that they have to learn”.
“Daytime naps in young children have
been shown to be really important for vocabulary
growth, generalization of the meaning of words and
abstraction in language learning,” she says. “Sleep
continues to be important for memory and learning
throughout the lifetime, though.”
[…]
Not only does sleep help with accessing this
information, it also changes the way this information
is accessed. This makes brains more flexible at
retrieving information (or able to access it in more
ways).
But it also makes them better at extracting
the most significant parts of it.
“It’s actually an active process of strengthening
and changing the memory trace,” Zinke says.
“Memory gets transferred in a way that the most
important information (the gist) is remembered.”
Clearly, for children as well as adults,
prolonged sleep isn’t a sign of laziness in a language
learner. It’s critical for our brains’ connections and
our bodies’ rhythms.
Available at: https://www.bbc.com/future/
article/20180815-why-sleep-should-be-everystudents-priority (adapted)
What is the main topic of this passage?
Ano: 2024
Banca:
Ápice Consultoria
Órgão:
Prefeitura de São João do Tigre - PB
Prova:
Ápice Consultoria - 2024 - Prefeitura de São João do Tigre - PB - Professor B - Letras/Inglês |
Q3403864
Inglês
Choose the word or phrase that best completes
the sentence:
She is interested in ________ for the new project proposal.
She is interested in ________ for the new project proposal.
Ano: 2024
Banca:
Ápice Consultoria
Órgão:
Prefeitura de São João do Tigre - PB
Prova:
Ápice Consultoria - 2024 - Prefeitura de São João do Tigre - PB - Professor B - Letras/Inglês |
Q3403863
Inglês
Texto associado
Read Text I to answer the question:
TEXT I
“Fundamental breakthroughs in the neurosciences,
combined with technical innovations for measuring
brain activity, are shedding new light on the neural
basis of second language (L2) processing, and
on its relationship to native language processing
(L1). The long-held assumption that L1 and L2 are
necessarily represented in different brain regions in
bilinguals has not been confirmed. On the contrary,
the available evidence indicates that L1 and L2 are
processed by the same neural devices. The neural
differences in L1 and L2 representations are only
related to the specific computational demands, which
vary according to the age of acquisition, the degree of
mastery and the level of exposure to each language.
Finally, the acquisition of L2 could be considered
as a dynamic process, requiring additional neural
resources in specific circumstances.”
Available at: https://www.sciencedirect.com/science/article/abs/pii/S0959438805000395
(adapted)
Identify the underlined word or phrase that needs
to be changed for the sentence to be correct:
The athlete, along with his coach, are planning a rigorous training schedule.
The athlete, along with his coach, are planning a rigorous training schedule.
Ano: 2024
Banca:
Ápice Consultoria
Órgão:
Prefeitura de São João do Tigre - PB
Prova:
Ápice Consultoria - 2024 - Prefeitura de São João do Tigre - PB - Professor B - Letras/Inglês |
Q3403862
Inglês
Texto associado
Read Text I to answer the question:
TEXT I
“Fundamental breakthroughs in the neurosciences,
combined with technical innovations for measuring
brain activity, are shedding new light on the neural
basis of second language (L2) processing, and
on its relationship to native language processing
(L1). The long-held assumption that L1 and L2 are
necessarily represented in different brain regions in
bilinguals has not been confirmed. On the contrary,
the available evidence indicates that L1 and L2 are
processed by the same neural devices. The neural
differences in L1 and L2 representations are only
related to the specific computational demands, which
vary according to the age of acquisition, the degree of
mastery and the level of exposure to each language.
Finally, the acquisition of L2 could be considered
as a dynamic process, requiring additional neural
resources in specific circumstances.”
Available at: https://www.sciencedirect.com/science/article/abs/pii/S0959438805000395
(adapted)
In the passage, the term “neural basis” refers
to:
Ano: 2024
Banca:
Ápice Consultoria
Órgão:
Prefeitura de São João do Tigre - PB
Prova:
Ápice Consultoria - 2024 - Prefeitura de São João do Tigre - PB - Professor B - Letras/Inglês |
Q3403861
Inglês
Texto associado
Read Text I to answer the question:
TEXT I
“Fundamental breakthroughs in the neurosciences,
combined with technical innovations for measuring
brain activity, are shedding new light on the neural
basis of second language (L2) processing, and
on its relationship to native language processing
(L1). The long-held assumption that L1 and L2 are
necessarily represented in different brain regions in
bilinguals has not been confirmed. On the contrary,
the available evidence indicates that L1 and L2 are
processed by the same neural devices. The neural
differences in L1 and L2 representations are only
related to the specific computational demands, which
vary according to the age of acquisition, the degree of
mastery and the level of exposure to each language.
Finally, the acquisition of L2 could be considered
as a dynamic process, requiring additional neural
resources in specific circumstances.”
Available at: https://www.sciencedirect.com/science/article/abs/pii/S0959438805000395
(adapted)
What does the term “breakthroughs” most
closely mean in the context of this text?
Ano: 2024
Banca:
Ápice Consultoria
Órgão:
Prefeitura de São João do Tigre - PB
Prova:
Ápice Consultoria - 2024 - Prefeitura de São João do Tigre - PB - Professor B - Letras/Inglês |
Q3403860
Inglês
Texto associado
Read Text I to answer the question:
TEXT I
“Fundamental breakthroughs in the neurosciences,
combined with technical innovations for measuring
brain activity, are shedding new light on the neural
basis of second language (L2) processing, and
on its relationship to native language processing
(L1). The long-held assumption that L1 and L2 are
necessarily represented in different brain regions in
bilinguals has not been confirmed. On the contrary,
the available evidence indicates that L1 and L2 are
processed by the same neural devices. The neural
differences in L1 and L2 representations are only
related to the specific computational demands, which
vary according to the age of acquisition, the degree of
mastery and the level of exposure to each language.
Finally, the acquisition of L2 could be considered
as a dynamic process, requiring additional neural
resources in specific circumstances.”
Available at: https://www.sciencedirect.com/science/article/abs/pii/S0959438805000395
(adapted)
Considering the extract: “Finally, the acquisition
of L2 could be considered as a dynamic
process, requiring additional neural resources
in specific circumstances” it is CORRECT to
infer that the acquisition of L2 in the text:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Nova Mutum - MT
Prova:
SELECON - 2024 - Prefeitura de Nova Mutum - MT - Professor Nível Superior – Letras |
Q3181998
Pedagogia
Uma das competências específicas de língua portuguesa para o Ensino Fundamental é a seguinte:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Nova Mutum - MT
Prova:
SELECON - 2024 - Prefeitura de Nova Mutum - MT - Professor Nível Superior – Letras |
Q3181997
Pedagogia
Eis uma das habilidades de língua portuguesa, presente na Base Nacional Comum Curricular: “(EF67LP15) Identificar a proibição imposta ou o direito garantido, bem como as circunstâncias de sua aplicação, em artigos relativos a normas, regimentos escolares, regimentos e estatutos da sociedade civil, regulamentações para o mercado publicitário, Código de Defesa do Consumidor, Código Nacional de Trânsito, ECA, Constituição, dentre outros”. Essa habilidade está associada a uma determinada prática de linguagem, que é o campo:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Nova Mutum - MT
Prova:
SELECON - 2024 - Prefeitura de Nova Mutum - MT - Professor Nível Superior – Letras |
Q3181996
Literatura
Texto associado
Leia o poema a seguir, de Gonçalves de Magalhães:
Adeus à Europa
Adeus, oh terras da Europa!
Adeus, França, adeus, Paris!
Volto a ver terras da Pátria,
vou morrer no meu país.
Qual ave errante, sem ninho,
oculto peregrinando,
visitei vossas cidades,
sempre na Pátria pensando.
De saudade consumido,
dos velhos pais tão distante,
gotas de fel azedavam
o meu mais suave instante.
As cordas de minha lira
longo tempo suspiraram,
mas alfim frouxas, cansadas
de suspirar, se quebraram.
Oh lira do meu exílio,
da Europa as plagas deixemos;
eu te darei novas cordas,
novos hinos cantaremos.
Adeus, oh terras da Europa!
Adeus, França, adeus, Paris!
Volto a ver terras da Pátria,
vou morrer no meu país.
Fonte: https://www.cervantesvirtual.com/obra-visor/suspiros-poeticos-e-saudades--0/html/. Acesso em 14/10/2024
No poema, um traço muito marcante do período literário em que foi produzido é o:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Nova Mutum - MT
Prova:
SELECON - 2024 - Prefeitura de Nova Mutum - MT - Professor Nível Superior – Letras |
Q3181995
Literatura
Texto associado
Leia o poema a seguir, de Gonçalves de Magalhães:
Adeus à Europa
Adeus, oh terras da Europa!
Adeus, França, adeus, Paris!
Volto a ver terras da Pátria,
vou morrer no meu país.
Qual ave errante, sem ninho,
oculto peregrinando,
visitei vossas cidades,
sempre na Pátria pensando.
De saudade consumido,
dos velhos pais tão distante,
gotas de fel azedavam
o meu mais suave instante.
As cordas de minha lira
longo tempo suspiraram,
mas alfim frouxas, cansadas
de suspirar, se quebraram.
Oh lira do meu exílio,
da Europa as plagas deixemos;
eu te darei novas cordas,
novos hinos cantaremos.
Adeus, oh terras da Europa!
Adeus, França, adeus, Paris!
Volto a ver terras da Pátria,
vou morrer no meu país.
Fonte: https://www.cervantesvirtual.com/obra-visor/suspiros-poeticos-e-saudades--0/html/. Acesso em 14/10/2024
Esse poema é representativo da:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Nova Mutum - MT
Prova:
SELECON - 2024 - Prefeitura de Nova Mutum - MT - Professor Nível Superior – Letras |
Q3181994
Português
Na palavra DESACELERAÇÃO, há:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Nova Mutum - MT
Prova:
SELECON - 2024 - Prefeitura de Nova Mutum - MT - Professor Nível Superior – Letras |
Q3181993
Português
Texto associado
Por que estudar com materiais impressos pode ajudar a
aumentar a retenção
Pesquisas indicam que o estudo com materiais impressos facilita
uma leitura mais lenta e cuidadosa
No mundo digital de hoje, muitos estudantes e profissionais migraram para e-books, tablets e laptops para estudar. No entanto, estudos indicam que o uso de materiais impressos pode ser mais eficaz para a retenção de informações. Entenda por que escolher o papel em vez das telas pode melhorar sua capacidade de aprendizado e memória, segundo um estudo da Universidade de Valencia. As informações são do The Guardian.
1. Materiais impressos reduzem a fadiga ocular e aumentam a concentração
Ler em dispositivos digitais por longos períodos pode causar fadiga ocular, desconforto e dificuldade para se concentrar. A luz
emitida pelas telas digitais, especialmente a luz azul, interfere no foco visual, levando a cansaço e, em alguns casos, dor de
cabeça. Esses fatores afetam diretamente a capacidade de se concentrar e reter informações. Com materiais impressos, você
elimina esse problema, permitindo um estudo mais confortável e prolongado, o que favorece a memorização. Além disso, o papel oferece uma experiência de leitura mais tranquila e linear, sem as distrações constantes de notificações ou a tentação de mudar para outros aplicativos, o que muitas vezes acontece ao estudar em dispositivos digitais.
2. O papel estimula um aprendizado mais ativo e profundo
Estudos mostram que a leitura de materiais impressos envolve um processamento cognitivo mais profundo em comparação com a leitura em dispositivos eletrônicos. Quando você interage com um livro físico, pode sublinhar, fazer anotações nas margens e folhear as páginas com mais facilidade, o que ajuda a reforçar o aprendizado. Essas ações promovem um envolvimento mais ativo com o conteúdo, aumentando a chance de reter as informações a longo prazo. O formato físico também facilita a criação de uma representação mental do conteúdo. Muitas pessoas conseguem "visualizar" onde certas informações estavam localizadas em uma página, o que ajuda na recuperação das informações no futuro. Esse tipo de memória espacial é menos comum quando se lê em dispositivos digitais.
3. Estudar com papel promove melhor compreensão e reflexão
Pesquisas indicam que o estudo com materiais impressos facilita uma leitura mais lenta e cuidadosa. Diferente da leitura rápida que ocorre frequentemente em dispositivos digitais, o papel incentiva a reflexão e a análise crítica. Essa desaceleração é essencial para uma compreensão mais profunda e para a retenção de conceitos complexos. Além disso, o ato físico de virar páginas e marcar progresso em um livro pode gerar uma sensação de conquista e controle sobre o aprendizado, o que ajuda a manter o foco e a motivação. Isso se traduz em um maior comprometimento com o conteúdo, aumentando significativamente a retenção de informações.
O papel como aliado da memória e do aprendizado
Embora os dispositivos digitais ofereçam conveniência, os materiais impressos têm vantagens claras quando o objetivo é melhorar a retenção de informações. Eles reduzem a fadiga ocular, promovem um aprendizado mais ativo e envolvem o cérebro em um processo de leitura mais profundo. Ao incorporar materiais impressos em sua rotina de estudos, você pode melhorar significativamente sua concentração, compreensão e capacidade de lembrar o que aprendeu. Portanto, da próxima vez que precisar estudar algo importante, considere deixar o tablet de lado e recorrer ao bom e velho papel.
Fonte: https://exame.com/carreira/guia-de-carreira/por-que-estudar-com-materiais-impressos-pode-ajudar-a-aumentar-a-retencao/?fbclid=IwY2xjawF0DdtleHRuA2FlbQIxMQABHbl79jkIg9y4wXAE_i9nJWevHj7Iiw6I-0SQaUP_1hoPBWERHfLRcF-54w_aem_cJ1lizqhZA1_J2oU3MTF3A&sfnsn=wiwspwa. Acesso em: 14 out. 2024.
Em “Esses fatores afetam diretamente a capacidade de se concentrar e reter informações”, as duas orações destacadas estão coordenadas entre si. Elas são classificadas como subordinadas:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Nova Mutum - MT
Prova:
SELECON - 2024 - Prefeitura de Nova Mutum - MT - Professor Nível Superior – Letras |
Q3181992
Português
Texto associado
Por que estudar com materiais impressos pode ajudar a
aumentar a retenção
Pesquisas indicam que o estudo com materiais impressos facilita
uma leitura mais lenta e cuidadosa
No mundo digital de hoje, muitos estudantes e profissionais migraram para e-books, tablets e laptops para estudar. No entanto, estudos indicam que o uso de materiais impressos pode ser mais eficaz para a retenção de informações. Entenda por que escolher o papel em vez das telas pode melhorar sua capacidade de aprendizado e memória, segundo um estudo da Universidade de Valencia. As informações são do The Guardian.
1. Materiais impressos reduzem a fadiga ocular e aumentam a concentração
Ler em dispositivos digitais por longos períodos pode causar fadiga ocular, desconforto e dificuldade para se concentrar. A luz
emitida pelas telas digitais, especialmente a luz azul, interfere no foco visual, levando a cansaço e, em alguns casos, dor de
cabeça. Esses fatores afetam diretamente a capacidade de se concentrar e reter informações. Com materiais impressos, você
elimina esse problema, permitindo um estudo mais confortável e prolongado, o que favorece a memorização. Além disso, o papel oferece uma experiência de leitura mais tranquila e linear, sem as distrações constantes de notificações ou a tentação de mudar para outros aplicativos, o que muitas vezes acontece ao estudar em dispositivos digitais.
2. O papel estimula um aprendizado mais ativo e profundo
Estudos mostram que a leitura de materiais impressos envolve um processamento cognitivo mais profundo em comparação com a leitura em dispositivos eletrônicos. Quando você interage com um livro físico, pode sublinhar, fazer anotações nas margens e folhear as páginas com mais facilidade, o que ajuda a reforçar o aprendizado. Essas ações promovem um envolvimento mais ativo com o conteúdo, aumentando a chance de reter as informações a longo prazo. O formato físico também facilita a criação de uma representação mental do conteúdo. Muitas pessoas conseguem "visualizar" onde certas informações estavam localizadas em uma página, o que ajuda na recuperação das informações no futuro. Esse tipo de memória espacial é menos comum quando se lê em dispositivos digitais.
3. Estudar com papel promove melhor compreensão e reflexão
Pesquisas indicam que o estudo com materiais impressos facilita uma leitura mais lenta e cuidadosa. Diferente da leitura rápida que ocorre frequentemente em dispositivos digitais, o papel incentiva a reflexão e a análise crítica. Essa desaceleração é essencial para uma compreensão mais profunda e para a retenção de conceitos complexos. Além disso, o ato físico de virar páginas e marcar progresso em um livro pode gerar uma sensação de conquista e controle sobre o aprendizado, o que ajuda a manter o foco e a motivação. Isso se traduz em um maior comprometimento com o conteúdo, aumentando significativamente a retenção de informações.
O papel como aliado da memória e do aprendizado
Embora os dispositivos digitais ofereçam conveniência, os materiais impressos têm vantagens claras quando o objetivo é melhorar a retenção de informações. Eles reduzem a fadiga ocular, promovem um aprendizado mais ativo e envolvem o cérebro em um processo de leitura mais profundo. Ao incorporar materiais impressos em sua rotina de estudos, você pode melhorar significativamente sua concentração, compreensão e capacidade de lembrar o que aprendeu. Portanto, da próxima vez que precisar estudar algo importante, considere deixar o tablet de lado e recorrer ao bom e velho papel.
Fonte: https://exame.com/carreira/guia-de-carreira/por-que-estudar-com-materiais-impressos-pode-ajudar-a-aumentar-a-retencao/?fbclid=IwY2xjawF0DdtleHRuA2FlbQIxMQABHbl79jkIg9y4wXAE_i9nJWevHj7Iiw6I-0SQaUP_1hoPBWERHfLRcF-54w_aem_cJ1lizqhZA1_J2oU3MTF3A&sfnsn=wiwspwa. Acesso em: 14 out. 2024.
“Ler em dispositivos digitais por longos períodos pode causar fadiga ocular, desconforto e dificuldade para se concentrar”. O trecho destacado pode ser classificado sintaticamente como:
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