Questõessobre Análise sintática | Syntax Parsing

1
1
Foram encontradas 127 questões
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UECE 2013 - Inglês - Análise sintática | Syntax Parsing

The sentences “he explained that he strongly disagreed with the violence of some demonstrators,” “In one of his most scathing comments, Mr. Barbosa, the high court’s first and only black justice, took on the entire legal system of Brazil […] contending that the mentality of judges was ‘conservative, pro-status-quo and pro-impunity,’ ” and “In the interview, he said some tension was necessary for the court to function properly” contain, respectively, a/an

TEXT

     BRASÍLIA — Brazil’s highest court has long viewed itself as a bastion of manners and formality. Justices call one another “Your Excellency,” dress in billowing robes and wrap each utterance in grandiloquence, as if little had changed from the era when marquises and dukes held sway from their vast plantations.
     In one televised feud, Mr. Barbosa questioned another justice about whether he would even be on the court had he not been appointed by his cousin, a former president impeached in 1992. With another justice, Mr. Barbosa rebuked him over what the chief justice considered his condescending tone, telling him he was not his “capanga,” a term describing a hired thug. 
      In one of his most scathing comments, Mr. Barbosa, the high court’s first and only black justice, took on the entire legal system of Brazil — where it is still remarkably rare for politicians to ever spend time in prison, even after being convicted of crimes — contending that the mentality of judges was “conservative, pro-status-quo and pro-impunity.”
     “I have a temperament that doesn’t adapt well to politics,” Mr. Barbosa, 58, said in a recent interview in his quarters here in the Supreme Federal Tribunal, a modernist landmark designed by the architect Oscar Niemeyer. “It’s because I speak my mind so much.” 
     His acknowledged lack of tact notwithstanding, he is the driving force behind a series of socially liberal and establishment-shaking rulings, turning Brazil’s highest court — and him in particular — into a newfound political power and the subject of popular fascination. 
   The court’s recent rulings include a unanimous decision upholding the University of Brasília’s admissions policies aimed at increasing the number of black and indigenous students, opening the way for one of the Western Hemisphere’s most sweeping affirmative action laws for higher education. 
     In another move, Mr. Barbosa used his sway as chief justice and president of the panel overseeing Brazil’s judiciary to effectively legalize same-sex marriage across the country. And in an anticorruption crusade, he is overseeing the precedent-setting trial of senior political figures in the governing Workers Party for their roles in a vast vote-buying scheme.
   Ascending to Brazil’s high court, much less pushing the institution to assert its independence, long seemed out of reach for Mr. Barbosa, the eldest of eight children raised in Paracatu, an impoverished city in Minas Gerais State, where his father worked as a bricklayer.  
    But his prominence — not just on the court, but in the streets as well — is so well established that masks with his face were sold for Carnival, amateur musicians have composed songs about his handling of the corruption trial and posted them on YouTube, and demonstrators during the huge street protests that shook the nation this year told pollsters that Mr. Barbosa was one of their top choices for president in next year’s elections.
     While the protests have subsided since their height in June, the political tumult they set off persists. The race for president, once considered a shoo-in for the incumbent, Dilma Rousseff, is now up in the air, with Mr. Barbosa — who is now so much in the public eye that gossip columnists are following his romance with a woman in her 20s — repeatedly saying he will not run. “I’m not a candidate for anything,” he says. 
     But the same public glare that has turned him into a celebrity has singed him as well. While he has won widespread admiration for his guidance of the high court, Mr. Barbosa, like almost every other prominent political figure in Brazil, has recently come under scrutiny. And for someone accustomed to criticizing the so-called supersalaries awarded to some members of Brazil’s legal system, the revelations have put Mr. Barbosa on the defensive. 
     One report in the Brazilian news media described how he received about $180,000 in payments for untaken leaves of absence during his 19 years as a public prosecutor. (Such payments are common in some areas of Brazil’s large public bureaucracy.) Another noted that he bought an apartment in Miami through a limited liability company, suggesting an effort to pay less taxes on the property. In statements, Mr. Barbosa contends that he has done nothing wrong. 
     In a country where a majority of people now define themselves as black or of mixed race — but where blacks remain remarkably rare in the highest echelons of political institutions and corporations — Mr. Barbosa’s trajectory and abrupt manner have elicited both widespread admiration and a fair amount of resistance. 
     As a teenager, Mr. Barbosa moved to the capital, Brasília, finding work as a janitor in a courtroom. Against the odds, he got into the University of Brasília, the only black student in its law program at the time. Wanting to see the world, he later won admission into Brazil’s diplomatic service, which promptly sent him to Helsinki, the Finnish capital on the shore of the Baltic Sea. 
     Sensing that he would not advance much in the diplomatic service, which he has called “one of the most discriminatory institutions of Brazil,” Mr. Barbosa opted for a career as a prosecutor. He alternated between legal investigations in Brazil and studies abroad, gaining fluency in English, French and German, and earning a doctorate in law at Pantheon-Assas University in Paris. 
   Fascinated by the legal systems of other countries, Mr. Barbosa wrote a book on affirmative action in the United States. He still voices his admiration for figures like Thurgood Marshall, the first black Supreme Court justice in the United States, and William J. Brennan Jr., who for years embodied the court’s liberal vision, clearly drawing inspiration from them as he pushed Brazil’s high court toward socially liberal rulings.
    Still, no decision has thrust Mr. Barbosa into Brazil’s public imagination as much as his handling of the trial of political operatives, legislators and bankers found guilty in a labyrinthine corruption scandal called the mensalão, or big monthly allowance, after the regular payments made to lawmakers in exchange for their votes. 
    Last November, at Mr. Barbosa’s urging, the high court sentenced some of the most powerful figures in the governing Workers Party to years in prison for their crimes in the scheme, including bribery and unlawful conspiracy, jolting a political system in which impunity for politicians has been the norm.  
     Now the mensalão trial is entering what could be its final phases, and Mr. Barbosa has at times been visibly exasperated that defendants who have already been found guilty and sentenced have managed to avoid hard jail time. He has clashed with other justices over their consideration of a rare legal procedure in which appeals over close votes at the high court are examined. 
     Losing his patience with one prominent justice, Ricardo Lewandowski, who tried to absolve some defendants of certain crimes, Mr. Barbosa publicly accused him this month of “chicanery” by using legalese to prop up certain positions. An outcry ensued among some who could not stomach Mr. Barbosa’s talking to a fellow justice like that. “Who does Justice Joaquim Barbosa think he is?” asked Ricardo Noblat, a columnist for the newspaper O Globo, questioning whether Mr. Barbosa was qualified to preside over the court. “What powers does he think he has just because he’s sitting in the chair of the chief justice of the Supreme Federal Tribunal?” 
      Mr. Barbosa did not apologize. In the interview, he said some tension was necessary for the court to function properly. “It was always like this,” he said, contending that arguments are now just easier to see because the court’s proceedings are televised. 
     Linking the court’s work to the recent wave of protests, he explained that he strongly disagreed with the violence of some demonstrators, but he also said he believed that the street movements were “a sign of democracy’s exuberance.” 
     “People don’t want to passively stand by and observe these arrangements of the elite, which were always the Brazilian tradition,” he said. 
A
noun clause, a noun clause, and an adjective clause.
B
adjective clause, a noun clause, and an adverb clause.
C
adverb clause, an adjective clause, and a noun clause.
D
noun clause, a noun clause, and a noun clause.
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FAMEMA 2019 - Inglês - Análise sintática | Syntax Parsing, Interpretação de texto | Reading comprehension, Advérbios e conjunções | Adverbs and conjunctions

No trecho do primeiro parágrafo “But there is another reason for us to rethink our relationships with our devices”, o termo sublinhado introduz uma

               An increasing body of evidence suggests that the time we spend on our smartphones is interfering with our sleep, self-esteem, relationships, memory, attention spans, creativity, productivity and problem-solving and decision-making skills. But there is another reason for us to rethink our relationships with our devices. By chronically raising levels of cortisol, the body’s main stress hormone, our phones may be threatening our health and shortening our lives.

          If they happened only occasionally, phone-induced cortisol spikes might not matter. But the average American spends four hours a day staring at their smartphone and keeps it within arm’s reach nearly all the time, according to a tracking app called Moment.

         “Your cortisol levels are elevated when your phone is in sight or nearby, or when you hear it or even think you hear it,” says David Greenfield, professor of clinical psychiatry at the University of Connecticut School of Medicine and founder of the Center for Internet and Technology Addiction. “It’s a stress response, and it feels unpleasant, and the body’s natural response is to want to check the phone to make the stress go away.”

          But while doing so might soothe you for a second, it probably will make things worse in the long run. Any time you check your phone, you’re likely to find something else stressful waiting for you, leading to another spike in cortisol and another craving to check your phone to make your anxiety go away. This cycle, when continuously reinforced, leads to chronically elevated cortisol levels. And chronically elevated cortisol levels have been tied to an increased risk of serious health problems, including depression, obesity, metabolic syndrome, Type 2 diabetes, fertility issues, high blood pressure, heart attack, dementia and stroke.



(Catherine Price. www.nytimes.com, 24.04.2019. Adaptado.)

A
oposição.
B
conclusão.
C
exclusão.
D
adição.
E
explicação.
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IF-BA 2014 - Inglês - Análise sintática | Syntax Parsing, Vocabulário | Vocabulary, Grau dos adjetivos | Adjective degrees, Adjetivos | Adjectives, Voz Ativa e Passiva | Passive and Active Voice, Interpretação de texto | Reading comprehension

Observe the propositions that follow. Decide if they are correct or incorrect according to Text 01 and mark the alternative in which there are only correct propositions.


Excerpt 01: "Protesters say the poorest are being short-changed while the government spends the large bills on new stadiums and glitzy infrastructure for the soccer competition Brazil is hosting next year and the Olympic Games coming in 2016."


I – There is an example of passive voice.

II – There is an example of comparative of adjectives.

III – The noun phrase “glitzy infrastructure for the soccer competition” is formed by a determiner, a pre modifier, a noun and a post modifier.

IV - “while” indicates simultaneous actions.



A
I and II
B
II and III
C
III and IV
D
I and III
E
I and IV
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IF-BA 2012 - Inglês - Tempos Verbais | Verb Tenses, Análise sintática | Syntax Parsing, Prefixos e sufixos | Prefixes and suffixes, Orações Relativas e pronomes relativos | Relative clauses and relative pronouns, Verbos modais | Modal verbs, Pronomes e adjetivos possessivos | Possessive pronouns and adjectives, Interpretação de texto | Reading comprehension, Pronomes | Pronouns

Sobre o uso da língua, no Texto I, é correto afirmar que


I. o termo “our” (l.2) é um pronome possessivo e refere-se aos leitores.

II. “which” (l.3) é um pronome relativo, na função de sujeito, e refere-se a “daily activities”.

III. os termos “useless” e “unwanted” (l.5) são formados por afixação.

IV. os modais “can” (l.5) e “may” (l.12) expressam a mesma ideia: possibilidade.

V. os marcadores discursivos “or” (l.3), “and” (l.5) e “but” (l.12) expressam, respectivamente, proporcionalidade, adição e condição.


A alternativa em que todas as afirmativas são verdadeiras é a:


A
I e III
B
II e III
C
II e IV
D
III e IV
E
IV e V
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FAG 2015 - Inglês - Tempos Verbais | Verb Tenses, Análise sintática | Syntax Parsing, Aspectos linguísticos | Linguistic aspects

In the sentence “Nor need we shrink from honestly facing conditions in our country today” the verb need preceded the subject we because:

Text 2


First and Second Inaugural Addresses


    This is preeminently the time to speak the truth, the whole truth, frankly and boldly. Nor need we shrink from honestly facing conditions in our country today. This great Nation will endure as it has endured, will revive and will prosper. So, first of all, let me assert my firm belief that the only thing we have to fear is fear itself – nameless, unreasoning, unjustified terror which paralyzes needed efforts to convert retreat into advance. In every dark hour of our national life a leadership of frankness and vigor has met with that understanding and support of the people themselves which is essential to victory. I am convinced that you will again give that support to leadership in these critical days. day by day.
    I see millions whose daily lives in city and on farm continue under conditions labeled indecent by a so-called polite society half a century ago.
    I see millions denied education, recreation, and the opportunity to better their lot and the lot of their children.
    I see millions lacking the means to buy the products of farm and factory and by their poverty denying work and productiveness to many other millions.
    I see one-third of a nation ill-housed, ill-clad, ill-nourished.
    It is not in despair that I paint you that picture, I paint it for you in hope – because the Nation, seeing and understanding the injustice in it, proposes to paint it out. We are determined to make every American citizen the subject of his country’s interest and concern; and we will never regard any faithful, law-abiding group within our borders as superfluous. The test of our progress is not whether we add more to the abundance of those who have much; it is whether we provide enough for those who have too little.
(Franklin Delano Roosevelt)
A
The sentence has an interrogative idea.
B
The verb that comes after the subject requires it.
C
The sentence starts with a negative expression.
D
There was the omission of an auxiliary.
E
There was the omission of a subjunctive.
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UECE 2010 - Inglês - Tempos Verbais | Verb Tenses, Análise sintática | Syntax Parsing

The sentence: “We can hardly avoid using the term (realism) on occasions, particularly when we mean to suggest that a work of literature has verisimilitude or in some way possesses that kind of authenticity which is generally believed to be an essential quality in a work of literature.” contains a/an


CUDDON, J. A. The Penguin Dictionary of Literary Terms and Literary Theory. New York: Penguin Books, 1998.  

A
Adjective clause.
B
Past continuous tense.
C
Conditional clause.
D
Future continuous tense.
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UECE 2014 - Inglês - Análise sintática | Syntax Parsing

“As technology evolves, publishers are adding bells and whistles that encourage detours” is an example of

TEXT

    Clifford the Big Red Dog looks fabulous on an iPad. He sounds good, too — tap the screen and hear him pant as a blue truck roars into the frame. “Go, truck, go!” cheers the narrator. But does this count as story time? Or is it just screen time for babies? It is a question that parents, pediatricians and researchers are struggling to answer as children’s books, just like all the other ones, migrate to digital media.

   

     For years, child development experts have advised parents to read to their children early and often, citing studies showing its linguistic, verbal and social benefits. In June, the American Academy of Pediatrics advised doctors to remind parents at every visit that they should read to their children from birth, prescribing books as enthusiastically as vaccines and vegetables.

   

     On the other hand, the academy strongly recommends no screen time for children under 2, and less than two hours a day for older children. 

   

     At a time when reading increasingly means swiping pages on a device, and app stores are bursting with reading programs and learning games aimed at infants and preschoolers, which bit of guidance should parents heed? 

   

     The answer, researchers say, is not yet entirely clear. “We know how children learn to read,” said Kyle Snow, the applied research director at the National Association for the Education of Young Children. “But we don’t know how that process will be affected by digital technology.” 

   

     Part of the problem is the newness of the devices. Tablets and e-readers have not been in widespread use long enough for the sorts of extended studies that will reveal their effects on learning.

   

     Dr. Pamela High, the pediatrician who wrote the June policy for the pediatrics group, said electronic books were intentionally not addressed. “We tried to do a strongly evidence-based policy statement on the issue of reading starting at a very young age,” she said. “And there isn’t any data, really, on e-books.”

   

    But a handful of new studies suggest that reading to a child from an electronic device undercuts the dynamic that drives language development. “There’s a lot of interaction when you’re reading a book with your child,” Dr. High said. “You’re turning pages, pointing at pictures, talking about the story. Those things are lost somewhat when you’re using an e-book.”

   

     In a 2013 study, researchers found that children ages 3 to 5 whose parents read to them from an electronic book had lower reading comprehension than children whose parents used traditional books. Part of the reason, they said, was that parents and children using an electronic device spent more time focusing on the device itself than on the story (a conclusion shared by at least two other studies).

 

     “Parents were literally putting their hands over the kids’ hands and saying, ‘Wait, don’t press the button yet. Finish this up first,’ ” said Dr. Julia Parish-Morris, a developmental psychologist at Children’s Hospital of Philadelphia and the lead author of the 2013 study that was conducted at Temple University. Parents who used conventional books were more likely to engage in what education researchers call “dialogic reading,” the sort of back-and-forth discussion of the story and its relation to the child’s life that research has shown are key to a child’s linguistic development.

   

     Complicating matters is that fewer and fewer children’s e-books can strictly be described as books, say researchers. As technology evolves, publishers are adding bells and whistles that encourage detours. “What we’re really after in reading to our children is behavior that sparks a conversation,” said Kathy Hirsh-Pasek, a professor of psychology at Temple and co-author of the 2013 study. “But if that book has things that disrupt the conversation, like a game plopped right in the middle of the story, then it’s not offering you the same advantages as an old-fashioned book.”

   

     Of course, e-book publishers and app developers point to interactivity as an educational advantage, not a distraction. Many of those bells and whistles — Clifford’s bark, the sleepy narration of “Goodnight Moon,” the appearance of the word “ham” when a child taps the ham in the Green Eggs and Ham app — help the child pick up language, they say.

   

     There is some evidence to bear out those claims, at least in relation to other technologies. A study by the University of Wisconsin in 2013 found that 2-year-olds learned words faster with an interactive app as opposed to one that required no action.

   

     But when it comes to learning language, researchers say, no piece of technology can substitute for a live instructor — even if the child appears to be paying close attention.

 

     Patricia K. Kuhl, a director of the Institute for Learning and Brain Sciences at the University of Washington, led a study in 2003 that compared a group of 9-month-old babies who were addressed in Mandarin by a live instructor with a group addressed in Mandarin by an instructor on a DVD. Children in a third group were exposed only to English.

 

    “The way the kids were staring at the screen, it seemed obvious they would learn better from the DVDs,” she said. But brain scans and language testing revealed that the DVD group “learned absolutely nothing,” Dr. Kuhl said. “Their brain measures looked just like the control group that had just been exposed to English. 

   

     The only group that learned was the live social interaction group.” In other words, “it’s being talked with, not being talked at,” that teaches children language, Dr. Hirsh-Pasek said. 

   

     Similarly, perhaps the biggest threat posed by e-books that read themselves to children, or engage them with games, is that they could lull parents into abdicating their educational responsibilities, said Mr. Snow of the National Association for the Education of Young Children. 

 

    “There’s the possibility for e-books to become the TV babysitters of this generation,” he said. “We don’t want parents to say, ‘There’s no reason for me to sit here and turn pages and tell my child how to read the word, because my iPad can do it.’ ” 

   

     But parents may find it difficult to avoid resorting to tablets. Even literacy advocates say the guidelines can be hard to follow, and that allowing limited screen time is not high on the list of parental missteps. “You might have an infant and think you’re down with the A.A.P. guidelines, and you don’t want your baby in front of a screen, but then you have a grandparent on Skype,” Mr. Snow said. “Should you really be tearing yourself apart? Maybe it’s not the world’s worst thing.” 

   

     “The issue is when you’re in the other room and Skyping with the baby cause he likes it,” he said. Even if screen time is here to stay as a part of American childhood, good old-fashioned books seem unlikely to disappear anytime soon. Parents note that there is an emotional component to paper-andink storybooks that, so far, does not seem to extend to their electronic counterparts, however engaging. 

From: www.nytimes.com, OCT. 11, 2014 

A
complex sentence.
B
simple sentence.
C
compound sentence.
D
compound-complex.
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UECE 2012 - Inglês - Análise sintática | Syntax Parsing

The sentences “This view of bilingualism is remarkably different from the understanding of bilingualism through much of the 20th century.” and “In the laboratory the children placed the blue circles in the bin marked with the blue square.” contain, respectively, at least one

T E X T 

    SPEAKING two languages rather than just one has obvious practical benefits in an increasingly globalized world. But in recent years, scientists have begun to show that the advantages of bilingualism are even more fundamental than being able to converse with a wider range of people. Being bilingual, it turns out, makes you smarter. It can have a profound effect on your brain, improving cognitive skills not related to language and even shielding against dementia in old age. 

     This view of bilingualism is remarkably different from the understanding of bilingualism through much of the 20th century. Researchers, educators and policy makers long considered a second language to be an interference, cognitively speaking, that hindered a child’s academic and intellectual development. 
    They were not wrong about the interference: there is ample evidence that in a bilingual’s brain both language systems are active even when he is using only one language, thus creating situations in which one system obstructs the other. But this interference, researchers are finding out, isn’t so much a handicap as a blessing in disguise. It forces the brain to resolve internal conflict, giving the mind a workout that strengthens its cognitive muscles. 
    Bilinguals, for instance, seem to be more adept than monolinguals at solving certain kinds of mental puzzles. In a 2004 study by the psychologists Ellen Bialystok and Michelle MartinRhee, bilingual and monolingual preschoolers were asked to sort blue circles and red squares presented on a computer screen into two digital bins — one marked with a blue square and the other marked with a red circle. 
    In the first task, the children had to sort the shapes by color, placing blue circles in the bin marked with the blue square and red squares in the bin marked with the red circle. Both groups did this with comparable ease. Next, the children were asked to sort by shape, which was more challenging because it required placing the images in a bin marked with a conflicting color. The bilinguals were quicker at performing this task. 
    The collective evidence from a number of such studies suggests that the bilingual experience improves the brain’s so-called executive function — a command system that directs the attention processes that we use for planning, solving problems and performing various other mentally demanding tasks. These processes include ignoring distractions to stay focused, switching attention willfully from one thing to another and holding information in mind — like remembering a sequence of directions while driving.
    Why does the tussle between two simultaneously active language systems improve these aspects of cognition? Until recently, researchers thought the bilingual advantage stemmed primarily from an ability for inhibition that was honed by the exercise of suppressing one language system: this suppression, it was thought, would help train the bilingual mind to ignore distractions in other contexts. But that explanation increasingly appears to be inadequate, since studies have shown that bilinguals perform better than monolinguals even at tasks that do not require inhibition, like threading a line through an ascending series of numbers scattered randomly on a page.
    The key difference between bilinguals and monolinguals may be more basic: a heightened ability to monitor the environment. “Bilinguals have to switch languages quite often — you may talk to your father in one language and to your mother in another language,” says Albert Costa, a researcher at the University of PompeuFabra in Spain. “It requires keeping track of changes around you in the same way that we monitor our surroundings when driving.” In a study comparing German-Italian bilinguals with Italian monolinguals on monitoring tasks, Mr. Costa and his colleagues found that the bilingual subjects not only performed better, but they also did so with less activity in parts of the brain involved in monitoring, indicating that they were more efficient at it. 
    The bilingual experience appears to influence the brain from infancy to old age (and there is reason to believe that it may also apply to those who learn a second language later in life). 
    In a 2009 study led by Agnes Kovacs of the International School for Advanced Studies in Trieste, Italy, 7-month-old babies exposed to two languages from birth were compared with peers raised with one language. In an initial set of trials, the infants were presented with an audio cue and then shown a puppet on one side of a screen. Both infant groups learned to look at that side of the screen in anticipation of the puppet. But in a later set of trials, when the puppet began appearing on the opposite side of the screen, the babies exposed to a bilingual environment quickly learned to switch their anticipatory gaze in the new direction while the other babies did not. 
    Bilingualism’s effects also extend into the twilight years. In a recent study of 44 elderly Spanish-English bilinguals, scientists led by the neuropsychologist Tamar Gollan of the University of California, San Diego, found that individuals with a higher degree of bilingualism — measured through a comparative evaluation of proficiency in each language — were more resistant than others to the onset of dementia and other symptoms of Alzheimer’s disease: the higher the degree of bilingualism, the later the age of onset.
    Nobody ever doubted the power of language. But who would have imagined that the words we hear and the sentences we speak might be leaving such a deep imprint? 

Source: www.nytimes.com

In the following question, some sentences from the text have been modified to fit certain grammatical structures. 
A
direct object and one subject complement.
B
object complement and one direct object.
C
subject complement and one direct object.
D
indirect object and one object complement.
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UECE 2010 - Inglês - Análise sintática | Syntax Parsing

The sentences: “The ultimate in psychological realism is the use of the stream of consciousness method.” and “This kind of realism, too, has often resulted in a kind of decadence as authors dig deeper and further and with greater relish into the scatological and orectic chaos of the conscious and subconscious territories.” contain respectively a/an


CUDDON, J. A. The Penguin Dictionary of Literary Terms and Literary Theory. New York: Penguin Books, 1998.  

A
Subject complement and adverb clause.
B
Object complement and adverb clause.
C
Subject complement and adjective clause.
D
Object complement and adjective clause.
05a7f16f-b7
UECE 2010 - Inglês - Análise sintática | Syntax Parsing

In the sentences: “… Flaubert produced ‘Madame Bovary’, which was greeted as a great work of realism.” and “Playwrights who favoured realism rejected the concept of the well-made play with its mechanical artifices and its altogether too slick plotting and exaggerated theatricalism.” one can find respectively a/an


CUDDON, J. A. The Penguin Dictionary of Literary Terms and Literary Theory. New York: Penguin Books, 1998.  

A
Restrictive adjective clause/ nonrestrictive adjective clause.
B
Restrictive adjective clause/ restrictive adjective clause.
C
Nonrestrictive adjective clause/ restrictive adjective clause.
D
Nonrestrictive adjective clause/ nonrestrictive adjective clause.
05a3db88-b7
UECE 2010 - Inglês - Análise sintática | Syntax Parsing

The sentences: “The realist thought an artist should concern himself with the here and now, with everyday events, with his own environment and with the movements (political, social, etc.) of his time.” and “Courbet rejected both Classical and Romantic precepts and tastes…” contain respectively a/an


CUDDON, J. A. The Penguin Dictionary of Literary Terms and Literary Theory. New York: Penguin Books, 1998.  

A
subject noun clause/ subject noun clause.
B
subject noun clause/ object noun clause.
C
object noun clause/ indirect object.
D
object noun clause/ direct object.
16923c91-b8
UECE 2014 - Inglês - Análise sintática | Syntax Parsing

In the sentence “Those things are lost somewhat when you're using an e-book” contains a/an

TEXT

    Clifford the Big Red Dog looks fabulous on an iPad. He sounds good, too — tap the screen and hear him pant as a blue truck roars into the frame. “Go, truck, go!” cheers the narrator. But does this count as story time? Or is it just screen time for babies? It is a question that parents, pediatricians and researchers are struggling to answer as children’s books, just like all the other ones, migrate to digital media.

   

     For years, child development experts have advised parents to read to their children early and often, citing studies showing its linguistic, verbal and social benefits. In June, the American Academy of Pediatrics advised doctors to remind parents at every visit that they should read to their children from birth, prescribing books as enthusiastically as vaccines and vegetables.

   

     On the other hand, the academy strongly recommends no screen time for children under 2, and less than two hours a day for older children. 

   

     At a time when reading increasingly means swiping pages on a device, and app stores are bursting with reading programs and learning games aimed at infants and preschoolers, which bit of guidance should parents heed? 

   

     The answer, researchers say, is not yet entirely clear. “We know how children learn to read,” said Kyle Snow, the applied research director at the National Association for the Education of Young Children. “But we don’t know how that process will be affected by digital technology.” 

   

     Part of the problem is the newness of the devices. Tablets and e-readers have not been in widespread use long enough for the sorts of extended studies that will reveal their effects on learning.

   

     Dr. Pamela High, the pediatrician who wrote the June policy for the pediatrics group, said electronic books were intentionally not addressed. “We tried to do a strongly evidence-based policy statement on the issue of reading starting at a very young age,” she said. “And there isn’t any data, really, on e-books.”

   

    But a handful of new studies suggest that reading to a child from an electronic device undercuts the dynamic that drives language development. “There’s a lot of interaction when you’re reading a book with your child,” Dr. High said. “You’re turning pages, pointing at pictures, talking about the story. Those things are lost somewhat when you’re using an e-book.”

   

     In a 2013 study, researchers found that children ages 3 to 5 whose parents read to them from an electronic book had lower reading comprehension than children whose parents used traditional books. Part of the reason, they said, was that parents and children using an electronic device spent more time focusing on the device itself than on the story (a conclusion shared by at least two other studies).

 

     “Parents were literally putting their hands over the kids’ hands and saying, ‘Wait, don’t press the button yet. Finish this up first,’ ” said Dr. Julia Parish-Morris, a developmental psychologist at Children’s Hospital of Philadelphia and the lead author of the 2013 study that was conducted at Temple University. Parents who used conventional books were more likely to engage in what education researchers call “dialogic reading,” the sort of back-and-forth discussion of the story and its relation to the child’s life that research has shown are key to a child’s linguistic development.

   

     Complicating matters is that fewer and fewer children’s e-books can strictly be described as books, say researchers. As technology evolves, publishers are adding bells and whistles that encourage detours. “What we’re really after in reading to our children is behavior that sparks a conversation,” said Kathy Hirsh-Pasek, a professor of psychology at Temple and co-author of the 2013 study. “But if that book has things that disrupt the conversation, like a game plopped right in the middle of the story, then it’s not offering you the same advantages as an old-fashioned book.”

   

     Of course, e-book publishers and app developers point to interactivity as an educational advantage, not a distraction. Many of those bells and whistles — Clifford’s bark, the sleepy narration of “Goodnight Moon,” the appearance of the word “ham” when a child taps the ham in the Green Eggs and Ham app — help the child pick up language, they say.

   

     There is some evidence to bear out those claims, at least in relation to other technologies. A study by the University of Wisconsin in 2013 found that 2-year-olds learned words faster with an interactive app as opposed to one that required no action.

   

     But when it comes to learning language, researchers say, no piece of technology can substitute for a live instructor — even if the child appears to be paying close attention.

 

     Patricia K. Kuhl, a director of the Institute for Learning and Brain Sciences at the University of Washington, led a study in 2003 that compared a group of 9-month-old babies who were addressed in Mandarin by a live instructor with a group addressed in Mandarin by an instructor on a DVD. Children in a third group were exposed only to English.

 

    “The way the kids were staring at the screen, it seemed obvious they would learn better from the DVDs,” she said. But brain scans and language testing revealed that the DVD group “learned absolutely nothing,” Dr. Kuhl said. “Their brain measures looked just like the control group that had just been exposed to English. 

   

     The only group that learned was the live social interaction group.” In other words, “it’s being talked with, not being talked at,” that teaches children language, Dr. Hirsh-Pasek said. 

   

     Similarly, perhaps the biggest threat posed by e-books that read themselves to children, or engage them with games, is that they could lull parents into abdicating their educational responsibilities, said Mr. Snow of the National Association for the Education of Young Children. 

 

    “There’s the possibility for e-books to become the TV babysitters of this generation,” he said. “We don’t want parents to say, ‘There’s no reason for me to sit here and turn pages and tell my child how to read the word, because my iPad can do it.’ ” 

   

     But parents may find it difficult to avoid resorting to tablets. Even literacy advocates say the guidelines can be hard to follow, and that allowing limited screen time is not high on the list of parental missteps. “You might have an infant and think you’re down with the A.A.P. guidelines, and you don’t want your baby in front of a screen, but then you have a grandparent on Skype,” Mr. Snow said. “Should you really be tearing yourself apart? Maybe it’s not the world’s worst thing.” 

   

     “The issue is when you’re in the other room and Skyping with the baby cause he likes it,” he said. Even if screen time is here to stay as a part of American childhood, good old-fashioned books seem unlikely to disappear anytime soon. Parents note that there is an emotional component to paper-andink storybooks that, so far, does not seem to extend to their electronic counterparts, however engaging. 

From: www.nytimes.com, OCT. 11, 2014 

A
adjectival clause.
B
prepositional phrase.
C
adverbial clause.
D
infinitive phrase.
f357fad6-b8
UECE 2012 - Inglês - Análise sintática | Syntax Parsing

The sentences “Being bilingual makes you smarter.” and “Why does the tussle between two simultaneously active language systems improve these aspects of cognition?” should be classified respectively as

T E X T 

    SPEAKING two languages rather than just one has obvious practical benefits in an increasingly globalized world. But in recent years, scientists have begun to show that the advantages of bilingualism are even more fundamental than being able to converse with a wider range of people. Being bilingual, it turns out, makes you smarter. It can have a profound effect on your brain, improving cognitive skills not related to language and even shielding against dementia in old age. 

     This view of bilingualism is remarkably different from the understanding of bilingualism through much of the 20th century. Researchers, educators and policy makers long considered a second language to be an interference, cognitively speaking, that hindered a child’s academic and intellectual development. 
    They were not wrong about the interference: there is ample evidence that in a bilingual’s brain both language systems are active even when he is using only one language, thus creating situations in which one system obstructs the other. But this interference, researchers are finding out, isn’t so much a handicap as a blessing in disguise. It forces the brain to resolve internal conflict, giving the mind a workout that strengthens its cognitive muscles. 
    Bilinguals, for instance, seem to be more adept than monolinguals at solving certain kinds of mental puzzles. In a 2004 study by the psychologists Ellen Bialystok and Michelle MartinRhee, bilingual and monolingual preschoolers were asked to sort blue circles and red squares presented on a computer screen into two digital bins — one marked with a blue square and the other marked with a red circle. 
    In the first task, the children had to sort the shapes by color, placing blue circles in the bin marked with the blue square and red squares in the bin marked with the red circle. Both groups did this with comparable ease. Next, the children were asked to sort by shape, which was more challenging because it required placing the images in a bin marked with a conflicting color. The bilinguals were quicker at performing this task. 
    The collective evidence from a number of such studies suggests that the bilingual experience improves the brain’s so-called executive function — a command system that directs the attention processes that we use for planning, solving problems and performing various other mentally demanding tasks. These processes include ignoring distractions to stay focused, switching attention willfully from one thing to another and holding information in mind — like remembering a sequence of directions while driving.
    Why does the tussle between two simultaneously active language systems improve these aspects of cognition? Until recently, researchers thought the bilingual advantage stemmed primarily from an ability for inhibition that was honed by the exercise of suppressing one language system: this suppression, it was thought, would help train the bilingual mind to ignore distractions in other contexts. But that explanation increasingly appears to be inadequate, since studies have shown that bilinguals perform better than monolinguals even at tasks that do not require inhibition, like threading a line through an ascending series of numbers scattered randomly on a page.
    The key difference between bilinguals and monolinguals may be more basic: a heightened ability to monitor the environment. “Bilinguals have to switch languages quite often — you may talk to your father in one language and to your mother in another language,” says Albert Costa, a researcher at the University of PompeuFabra in Spain. “It requires keeping track of changes around you in the same way that we monitor our surroundings when driving.” In a study comparing German-Italian bilinguals with Italian monolinguals on monitoring tasks, Mr. Costa and his colleagues found that the bilingual subjects not only performed better, but they also did so with less activity in parts of the brain involved in monitoring, indicating that they were more efficient at it. 
    The bilingual experience appears to influence the brain from infancy to old age (and there is reason to believe that it may also apply to those who learn a second language later in life). 
    In a 2009 study led by Agnes Kovacs of the International School for Advanced Studies in Trieste, Italy, 7-month-old babies exposed to two languages from birth were compared with peers raised with one language. In an initial set of trials, the infants were presented with an audio cue and then shown a puppet on one side of a screen. Both infant groups learned to look at that side of the screen in anticipation of the puppet. But in a later set of trials, when the puppet began appearing on the opposite side of the screen, the babies exposed to a bilingual environment quickly learned to switch their anticipatory gaze in the new direction while the other babies did not. 
    Bilingualism’s effects also extend into the twilight years. In a recent study of 44 elderly Spanish-English bilinguals, scientists led by the neuropsychologist Tamar Gollan of the University of California, San Diego, found that individuals with a higher degree of bilingualism — measured through a comparative evaluation of proficiency in each language — were more resistant than others to the onset of dementia and other symptoms of Alzheimer’s disease: the higher the degree of bilingualism, the later the age of onset.
    Nobody ever doubted the power of language. But who would have imagined that the words we hear and the sentences we speak might be leaving such a deep imprint? 

Source: www.nytimes.com

In the following question, some sentences from the text have been modified to fit certain grammatical structures. 
A
simple and compound.
B
compound and simple.
C
complex and complex.
D
simple and simple.
059ff0b6-b7
UECE 2010 - Inglês - Análise sintática | Syntax Parsing

The sentences: “Realism started in France some time in the 1830s and had gathered momentum by the 1850s.” and “It rejects Classicism, Romanticism and the doctrine of art for art’s sake.” should be classified as


CUDDON, J. A. The Penguin Dictionary of Literary Terms and Literary Theory. New York: Penguin Books, 1998.  

A
compound and compound.
B
complex and compound.
C
compound and simple.
D
simple and simple.
f353a457-b8
UECE 2012 - Inglês - Análise sintática | Syntax Parsing

In the sentences “…in a bilingual’s brain both language systems are active even when he is using only one language[...]” and “The interference of one language on the other in the bilingual brain gives the mind a workout that strengthens its cognitive muscles.”, one finds respectively a/an

T E X T 

    SPEAKING two languages rather than just one has obvious practical benefits in an increasingly globalized world. But in recent years, scientists have begun to show that the advantages of bilingualism are even more fundamental than being able to converse with a wider range of people. Being bilingual, it turns out, makes you smarter. It can have a profound effect on your brain, improving cognitive skills not related to language and even shielding against dementia in old age. 

     This view of bilingualism is remarkably different from the understanding of bilingualism through much of the 20th century. Researchers, educators and policy makers long considered a second language to be an interference, cognitively speaking, that hindered a child’s academic and intellectual development. 
    They were not wrong about the interference: there is ample evidence that in a bilingual’s brain both language systems are active even when he is using only one language, thus creating situations in which one system obstructs the other. But this interference, researchers are finding out, isn’t so much a handicap as a blessing in disguise. It forces the brain to resolve internal conflict, giving the mind a workout that strengthens its cognitive muscles. 
    Bilinguals, for instance, seem to be more adept than monolinguals at solving certain kinds of mental puzzles. In a 2004 study by the psychologists Ellen Bialystok and Michelle MartinRhee, bilingual and monolingual preschoolers were asked to sort blue circles and red squares presented on a computer screen into two digital bins — one marked with a blue square and the other marked with a red circle. 
    In the first task, the children had to sort the shapes by color, placing blue circles in the bin marked with the blue square and red squares in the bin marked with the red circle. Both groups did this with comparable ease. Next, the children were asked to sort by shape, which was more challenging because it required placing the images in a bin marked with a conflicting color. The bilinguals were quicker at performing this task. 
    The collective evidence from a number of such studies suggests that the bilingual experience improves the brain’s so-called executive function — a command system that directs the attention processes that we use for planning, solving problems and performing various other mentally demanding tasks. These processes include ignoring distractions to stay focused, switching attention willfully from one thing to another and holding information in mind — like remembering a sequence of directions while driving.
    Why does the tussle between two simultaneously active language systems improve these aspects of cognition? Until recently, researchers thought the bilingual advantage stemmed primarily from an ability for inhibition that was honed by the exercise of suppressing one language system: this suppression, it was thought, would help train the bilingual mind to ignore distractions in other contexts. But that explanation increasingly appears to be inadequate, since studies have shown that bilinguals perform better than monolinguals even at tasks that do not require inhibition, like threading a line through an ascending series of numbers scattered randomly on a page.
    The key difference between bilinguals and monolinguals may be more basic: a heightened ability to monitor the environment. “Bilinguals have to switch languages quite often — you may talk to your father in one language and to your mother in another language,” says Albert Costa, a researcher at the University of PompeuFabra in Spain. “It requires keeping track of changes around you in the same way that we monitor our surroundings when driving.” In a study comparing German-Italian bilinguals with Italian monolinguals on monitoring tasks, Mr. Costa and his colleagues found that the bilingual subjects not only performed better, but they also did so with less activity in parts of the brain involved in monitoring, indicating that they were more efficient at it. 
    The bilingual experience appears to influence the brain from infancy to old age (and there is reason to believe that it may also apply to those who learn a second language later in life). 
    In a 2009 study led by Agnes Kovacs of the International School for Advanced Studies in Trieste, Italy, 7-month-old babies exposed to two languages from birth were compared with peers raised with one language. In an initial set of trials, the infants were presented with an audio cue and then shown a puppet on one side of a screen. Both infant groups learned to look at that side of the screen in anticipation of the puppet. But in a later set of trials, when the puppet began appearing on the opposite side of the screen, the babies exposed to a bilingual environment quickly learned to switch their anticipatory gaze in the new direction while the other babies did not. 
    Bilingualism’s effects also extend into the twilight years. In a recent study of 44 elderly Spanish-English bilinguals, scientists led by the neuropsychologist Tamar Gollan of the University of California, San Diego, found that individuals with a higher degree of bilingualism — measured through a comparative evaluation of proficiency in each language — were more resistant than others to the onset of dementia and other symptoms of Alzheimer’s disease: the higher the degree of bilingualism, the later the age of onset.
    Nobody ever doubted the power of language. But who would have imagined that the words we hear and the sentences we speak might be leaving such a deep imprint? 

Source: www.nytimes.com

In the following question, some sentences from the text have been modified to fit certain grammatical structures. 
A
relative clause and a time clause.
B
noun clause and an adverb clause.
C
adverb clause and an adjective clause.
D
adjective clause and a time clause.
f34f1a7c-b8
UECE 2012 - Inglês - Análise sintática | Syntax Parsing

The sentences “The collective evidence from a number of such studies suggests that the bilingual experience improves the brain’s so-called executive function…” and “But in a later set of trials, when the puppet began appearing on the opposite side of the screen, the babies exposed to a bilingual environment easily switched their gaze in the new direction[...] ” contain respectively a/an

T E X T 

    SPEAKING two languages rather than just one has obvious practical benefits in an increasingly globalized world. But in recent years, scientists have begun to show that the advantages of bilingualism are even more fundamental than being able to converse with a wider range of people. Being bilingual, it turns out, makes you smarter. It can have a profound effect on your brain, improving cognitive skills not related to language and even shielding against dementia in old age. 

     This view of bilingualism is remarkably different from the understanding of bilingualism through much of the 20th century. Researchers, educators and policy makers long considered a second language to be an interference, cognitively speaking, that hindered a child’s academic and intellectual development. 
    They were not wrong about the interference: there is ample evidence that in a bilingual’s brain both language systems are active even when he is using only one language, thus creating situations in which one system obstructs the other. But this interference, researchers are finding out, isn’t so much a handicap as a blessing in disguise. It forces the brain to resolve internal conflict, giving the mind a workout that strengthens its cognitive muscles. 
    Bilinguals, for instance, seem to be more adept than monolinguals at solving certain kinds of mental puzzles. In a 2004 study by the psychologists Ellen Bialystok and Michelle MartinRhee, bilingual and monolingual preschoolers were asked to sort blue circles and red squares presented on a computer screen into two digital bins — one marked with a blue square and the other marked with a red circle. 
    In the first task, the children had to sort the shapes by color, placing blue circles in the bin marked with the blue square and red squares in the bin marked with the red circle. Both groups did this with comparable ease. Next, the children were asked to sort by shape, which was more challenging because it required placing the images in a bin marked with a conflicting color. The bilinguals were quicker at performing this task. 
    The collective evidence from a number of such studies suggests that the bilingual experience improves the brain’s so-called executive function — a command system that directs the attention processes that we use for planning, solving problems and performing various other mentally demanding tasks. These processes include ignoring distractions to stay focused, switching attention willfully from one thing to another and holding information in mind — like remembering a sequence of directions while driving.
    Why does the tussle between two simultaneously active language systems improve these aspects of cognition? Until recently, researchers thought the bilingual advantage stemmed primarily from an ability for inhibition that was honed by the exercise of suppressing one language system: this suppression, it was thought, would help train the bilingual mind to ignore distractions in other contexts. But that explanation increasingly appears to be inadequate, since studies have shown that bilinguals perform better than monolinguals even at tasks that do not require inhibition, like threading a line through an ascending series of numbers scattered randomly on a page.
    The key difference between bilinguals and monolinguals may be more basic: a heightened ability to monitor the environment. “Bilinguals have to switch languages quite often — you may talk to your father in one language and to your mother in another language,” says Albert Costa, a researcher at the University of PompeuFabra in Spain. “It requires keeping track of changes around you in the same way that we monitor our surroundings when driving.” In a study comparing German-Italian bilinguals with Italian monolinguals on monitoring tasks, Mr. Costa and his colleagues found that the bilingual subjects not only performed better, but they also did so with less activity in parts of the brain involved in monitoring, indicating that they were more efficient at it. 
    The bilingual experience appears to influence the brain from infancy to old age (and there is reason to believe that it may also apply to those who learn a second language later in life). 
    In a 2009 study led by Agnes Kovacs of the International School for Advanced Studies in Trieste, Italy, 7-month-old babies exposed to two languages from birth were compared with peers raised with one language. In an initial set of trials, the infants were presented with an audio cue and then shown a puppet on one side of a screen. Both infant groups learned to look at that side of the screen in anticipation of the puppet. But in a later set of trials, when the puppet began appearing on the opposite side of the screen, the babies exposed to a bilingual environment quickly learned to switch their anticipatory gaze in the new direction while the other babies did not. 
    Bilingualism’s effects also extend into the twilight years. In a recent study of 44 elderly Spanish-English bilinguals, scientists led by the neuropsychologist Tamar Gollan of the University of California, San Diego, found that individuals with a higher degree of bilingualism — measured through a comparative evaluation of proficiency in each language — were more resistant than others to the onset of dementia and other symptoms of Alzheimer’s disease: the higher the degree of bilingualism, the later the age of onset.
    Nobody ever doubted the power of language. But who would have imagined that the words we hear and the sentences we speak might be leaving such a deep imprint? 

Source: www.nytimes.com

In the following question, some sentences from the text have been modified to fit certain grammatical structures. 
A
adjective clause and a noun clause
B
noun clause and an adverbial clause.
C
adverbial clause and an adjective clause.
D
noun clause and a noun clause.
168a6aaf-b8
UECE 2014 - Inglês - Análise sintática | Syntax Parsing

The sentence “We know how children learn to read” contains a/an

TEXT

    Clifford the Big Red Dog looks fabulous on an iPad. He sounds good, too — tap the screen and hear him pant as a blue truck roars into the frame. “Go, truck, go!” cheers the narrator. But does this count as story time? Or is it just screen time for babies? It is a question that parents, pediatricians and researchers are struggling to answer as children’s books, just like all the other ones, migrate to digital media.

   

     For years, child development experts have advised parents to read to their children early and often, citing studies showing its linguistic, verbal and social benefits. In June, the American Academy of Pediatrics advised doctors to remind parents at every visit that they should read to their children from birth, prescribing books as enthusiastically as vaccines and vegetables.

   

     On the other hand, the academy strongly recommends no screen time for children under 2, and less than two hours a day for older children. 

   

     At a time when reading increasingly means swiping pages on a device, and app stores are bursting with reading programs and learning games aimed at infants and preschoolers, which bit of guidance should parents heed? 

   

     The answer, researchers say, is not yet entirely clear. “We know how children learn to read,” said Kyle Snow, the applied research director at the National Association for the Education of Young Children. “But we don’t know how that process will be affected by digital technology.” 

   

     Part of the problem is the newness of the devices. Tablets and e-readers have not been in widespread use long enough for the sorts of extended studies that will reveal their effects on learning.

   

     Dr. Pamela High, the pediatrician who wrote the June policy for the pediatrics group, said electronic books were intentionally not addressed. “We tried to do a strongly evidence-based policy statement on the issue of reading starting at a very young age,” she said. “And there isn’t any data, really, on e-books.”

   

    But a handful of new studies suggest that reading to a child from an electronic device undercuts the dynamic that drives language development. “There’s a lot of interaction when you’re reading a book with your child,” Dr. High said. “You’re turning pages, pointing at pictures, talking about the story. Those things are lost somewhat when you’re using an e-book.”

   

     In a 2013 study, researchers found that children ages 3 to 5 whose parents read to them from an electronic book had lower reading comprehension than children whose parents used traditional books. Part of the reason, they said, was that parents and children using an electronic device spent more time focusing on the device itself than on the story (a conclusion shared by at least two other studies).

 

     “Parents were literally putting their hands over the kids’ hands and saying, ‘Wait, don’t press the button yet. Finish this up first,’ ” said Dr. Julia Parish-Morris, a developmental psychologist at Children’s Hospital of Philadelphia and the lead author of the 2013 study that was conducted at Temple University. Parents who used conventional books were more likely to engage in what education researchers call “dialogic reading,” the sort of back-and-forth discussion of the story and its relation to the child’s life that research has shown are key to a child’s linguistic development.

   

     Complicating matters is that fewer and fewer children’s e-books can strictly be described as books, say researchers. As technology evolves, publishers are adding bells and whistles that encourage detours. “What we’re really after in reading to our children is behavior that sparks a conversation,” said Kathy Hirsh-Pasek, a professor of psychology at Temple and co-author of the 2013 study. “But if that book has things that disrupt the conversation, like a game plopped right in the middle of the story, then it’s not offering you the same advantages as an old-fashioned book.”

   

     Of course, e-book publishers and app developers point to interactivity as an educational advantage, not a distraction. Many of those bells and whistles — Clifford’s bark, the sleepy narration of “Goodnight Moon,” the appearance of the word “ham” when a child taps the ham in the Green Eggs and Ham app — help the child pick up language, they say.

   

     There is some evidence to bear out those claims, at least in relation to other technologies. A study by the University of Wisconsin in 2013 found that 2-year-olds learned words faster with an interactive app as opposed to one that required no action.

   

     But when it comes to learning language, researchers say, no piece of technology can substitute for a live instructor — even if the child appears to be paying close attention.

 

     Patricia K. Kuhl, a director of the Institute for Learning and Brain Sciences at the University of Washington, led a study in 2003 that compared a group of 9-month-old babies who were addressed in Mandarin by a live instructor with a group addressed in Mandarin by an instructor on a DVD. Children in a third group were exposed only to English.

 

    “The way the kids were staring at the screen, it seemed obvious they would learn better from the DVDs,” she said. But brain scans and language testing revealed that the DVD group “learned absolutely nothing,” Dr. Kuhl said. “Their brain measures looked just like the control group that had just been exposed to English. 

   

     The only group that learned was the live social interaction group.” In other words, “it’s being talked with, not being talked at,” that teaches children language, Dr. Hirsh-Pasek said. 

   

     Similarly, perhaps the biggest threat posed by e-books that read themselves to children, or engage them with games, is that they could lull parents into abdicating their educational responsibilities, said Mr. Snow of the National Association for the Education of Young Children. 

 

    “There’s the possibility for e-books to become the TV babysitters of this generation,” he said. “We don’t want parents to say, ‘There’s no reason for me to sit here and turn pages and tell my child how to read the word, because my iPad can do it.’ ” 

   

     But parents may find it difficult to avoid resorting to tablets. Even literacy advocates say the guidelines can be hard to follow, and that allowing limited screen time is not high on the list of parental missteps. “You might have an infant and think you’re down with the A.A.P. guidelines, and you don’t want your baby in front of a screen, but then you have a grandparent on Skype,” Mr. Snow said. “Should you really be tearing yourself apart? Maybe it’s not the world’s worst thing.” 

   

     “The issue is when you’re in the other room and Skyping with the baby cause he likes it,” he said. Even if screen time is here to stay as a part of American childhood, good old-fashioned books seem unlikely to disappear anytime soon. Parents note that there is an emotional component to paper-andink storybooks that, so far, does not seem to extend to their electronic counterparts, however engaging. 

From: www.nytimes.com, OCT. 11, 2014 

A
noun clause.
B
prepositional phrase.
C
adjectival clause.
D
participial phrase.
f34ba8de-b8
UECE 2012 - Inglês - Análise sintática | Syntax Parsing

The sentence “Until recently, researchers thought the bilingual advantage stemmed primarily from an ability for inhibition [...]” contains

T E X T 

    SPEAKING two languages rather than just one has obvious practical benefits in an increasingly globalized world. But in recent years, scientists have begun to show that the advantages of bilingualism are even more fundamental than being able to converse with a wider range of people. Being bilingual, it turns out, makes you smarter. It can have a profound effect on your brain, improving cognitive skills not related to language and even shielding against dementia in old age. 

     This view of bilingualism is remarkably different from the understanding of bilingualism through much of the 20th century. Researchers, educators and policy makers long considered a second language to be an interference, cognitively speaking, that hindered a child’s academic and intellectual development. 
    They were not wrong about the interference: there is ample evidence that in a bilingual’s brain both language systems are active even when he is using only one language, thus creating situations in which one system obstructs the other. But this interference, researchers are finding out, isn’t so much a handicap as a blessing in disguise. It forces the brain to resolve internal conflict, giving the mind a workout that strengthens its cognitive muscles. 
    Bilinguals, for instance, seem to be more adept than monolinguals at solving certain kinds of mental puzzles. In a 2004 study by the psychologists Ellen Bialystok and Michelle MartinRhee, bilingual and monolingual preschoolers were asked to sort blue circles and red squares presented on a computer screen into two digital bins — one marked with a blue square and the other marked with a red circle. 
    In the first task, the children had to sort the shapes by color, placing blue circles in the bin marked with the blue square and red squares in the bin marked with the red circle. Both groups did this with comparable ease. Next, the children were asked to sort by shape, which was more challenging because it required placing the images in a bin marked with a conflicting color. The bilinguals were quicker at performing this task. 
    The collective evidence from a number of such studies suggests that the bilingual experience improves the brain’s so-called executive function — a command system that directs the attention processes that we use for planning, solving problems and performing various other mentally demanding tasks. These processes include ignoring distractions to stay focused, switching attention willfully from one thing to another and holding information in mind — like remembering a sequence of directions while driving.
    Why does the tussle between two simultaneously active language systems improve these aspects of cognition? Until recently, researchers thought the bilingual advantage stemmed primarily from an ability for inhibition that was honed by the exercise of suppressing one language system: this suppression, it was thought, would help train the bilingual mind to ignore distractions in other contexts. But that explanation increasingly appears to be inadequate, since studies have shown that bilinguals perform better than monolinguals even at tasks that do not require inhibition, like threading a line through an ascending series of numbers scattered randomly on a page.
    The key difference between bilinguals and monolinguals may be more basic: a heightened ability to monitor the environment. “Bilinguals have to switch languages quite often — you may talk to your father in one language and to your mother in another language,” says Albert Costa, a researcher at the University of PompeuFabra in Spain. “It requires keeping track of changes around you in the same way that we monitor our surroundings when driving.” In a study comparing German-Italian bilinguals with Italian monolinguals on monitoring tasks, Mr. Costa and his colleagues found that the bilingual subjects not only performed better, but they also did so with less activity in parts of the brain involved in monitoring, indicating that they were more efficient at it. 
    The bilingual experience appears to influence the brain from infancy to old age (and there is reason to believe that it may also apply to those who learn a second language later in life). 
    In a 2009 study led by Agnes Kovacs of the International School for Advanced Studies in Trieste, Italy, 7-month-old babies exposed to two languages from birth were compared with peers raised with one language. In an initial set of trials, the infants were presented with an audio cue and then shown a puppet on one side of a screen. Both infant groups learned to look at that side of the screen in anticipation of the puppet. But in a later set of trials, when the puppet began appearing on the opposite side of the screen, the babies exposed to a bilingual environment quickly learned to switch their anticipatory gaze in the new direction while the other babies did not. 
    Bilingualism’s effects also extend into the twilight years. In a recent study of 44 elderly Spanish-English bilinguals, scientists led by the neuropsychologist Tamar Gollan of the University of California, San Diego, found that individuals with a higher degree of bilingualism — measured through a comparative evaluation of proficiency in each language — were more resistant than others to the onset of dementia and other symptoms of Alzheimer’s disease: the higher the degree of bilingualism, the later the age of onset.
    Nobody ever doubted the power of language. But who would have imagined that the words we hear and the sentences we speak might be leaving such a deep imprint? 

Source: www.nytimes.com

In the following question, some sentences from the text have been modified to fit certain grammatical structures. 
A
a relative clause.
B
a conditional clause.
C
an adverbial time clause.
D
a noun clause.
16833dd7-b8
UECE 2014 - Inglês - Análise sintática | Syntax Parsing

The sentence “But does this count as story time?” is

TEXT

    Clifford the Big Red Dog looks fabulous on an iPad. He sounds good, too — tap the screen and hear him pant as a blue truck roars into the frame. “Go, truck, go!” cheers the narrator. But does this count as story time? Or is it just screen time for babies? It is a question that parents, pediatricians and researchers are struggling to answer as children’s books, just like all the other ones, migrate to digital media.

   

     For years, child development experts have advised parents to read to their children early and often, citing studies showing its linguistic, verbal and social benefits. In June, the American Academy of Pediatrics advised doctors to remind parents at every visit that they should read to their children from birth, prescribing books as enthusiastically as vaccines and vegetables.

   

     On the other hand, the academy strongly recommends no screen time for children under 2, and less than two hours a day for older children. 

   

     At a time when reading increasingly means swiping pages on a device, and app stores are bursting with reading programs and learning games aimed at infants and preschoolers, which bit of guidance should parents heed? 

   

     The answer, researchers say, is not yet entirely clear. “We know how children learn to read,” said Kyle Snow, the applied research director at the National Association for the Education of Young Children. “But we don’t know how that process will be affected by digital technology.” 

   

     Part of the problem is the newness of the devices. Tablets and e-readers have not been in widespread use long enough for the sorts of extended studies that will reveal their effects on learning.

   

     Dr. Pamela High, the pediatrician who wrote the June policy for the pediatrics group, said electronic books were intentionally not addressed. “We tried to do a strongly evidence-based policy statement on the issue of reading starting at a very young age,” she said. “And there isn’t any data, really, on e-books.”

   

    But a handful of new studies suggest that reading to a child from an electronic device undercuts the dynamic that drives language development. “There’s a lot of interaction when you’re reading a book with your child,” Dr. High said. “You’re turning pages, pointing at pictures, talking about the story. Those things are lost somewhat when you’re using an e-book.”

   

     In a 2013 study, researchers found that children ages 3 to 5 whose parents read to them from an electronic book had lower reading comprehension than children whose parents used traditional books. Part of the reason, they said, was that parents and children using an electronic device spent more time focusing on the device itself than on the story (a conclusion shared by at least two other studies).

 

     “Parents were literally putting their hands over the kids’ hands and saying, ‘Wait, don’t press the button yet. Finish this up first,’ ” said Dr. Julia Parish-Morris, a developmental psychologist at Children’s Hospital of Philadelphia and the lead author of the 2013 study that was conducted at Temple University. Parents who used conventional books were more likely to engage in what education researchers call “dialogic reading,” the sort of back-and-forth discussion of the story and its relation to the child’s life that research has shown are key to a child’s linguistic development.

   

     Complicating matters is that fewer and fewer children’s e-books can strictly be described as books, say researchers. As technology evolves, publishers are adding bells and whistles that encourage detours. “What we’re really after in reading to our children is behavior that sparks a conversation,” said Kathy Hirsh-Pasek, a professor of psychology at Temple and co-author of the 2013 study. “But if that book has things that disrupt the conversation, like a game plopped right in the middle of the story, then it’s not offering you the same advantages as an old-fashioned book.”

   

     Of course, e-book publishers and app developers point to interactivity as an educational advantage, not a distraction. Many of those bells and whistles — Clifford’s bark, the sleepy narration of “Goodnight Moon,” the appearance of the word “ham” when a child taps the ham in the Green Eggs and Ham app — help the child pick up language, they say.

   

     There is some evidence to bear out those claims, at least in relation to other technologies. A study by the University of Wisconsin in 2013 found that 2-year-olds learned words faster with an interactive app as opposed to one that required no action.

   

     But when it comes to learning language, researchers say, no piece of technology can substitute for a live instructor — even if the child appears to be paying close attention.

 

     Patricia K. Kuhl, a director of the Institute for Learning and Brain Sciences at the University of Washington, led a study in 2003 that compared a group of 9-month-old babies who were addressed in Mandarin by a live instructor with a group addressed in Mandarin by an instructor on a DVD. Children in a third group were exposed only to English.

 

    “The way the kids were staring at the screen, it seemed obvious they would learn better from the DVDs,” she said. But brain scans and language testing revealed that the DVD group “learned absolutely nothing,” Dr. Kuhl said. “Their brain measures looked just like the control group that had just been exposed to English. 

   

     The only group that learned was the live social interaction group.” In other words, “it’s being talked with, not being talked at,” that teaches children language, Dr. Hirsh-Pasek said. 

   

     Similarly, perhaps the biggest threat posed by e-books that read themselves to children, or engage them with games, is that they could lull parents into abdicating their educational responsibilities, said Mr. Snow of the National Association for the Education of Young Children. 

 

    “There’s the possibility for e-books to become the TV babysitters of this generation,” he said. “We don’t want parents to say, ‘There’s no reason for me to sit here and turn pages and tell my child how to read the word, because my iPad can do it.’ ” 

   

     But parents may find it difficult to avoid resorting to tablets. Even literacy advocates say the guidelines can be hard to follow, and that allowing limited screen time is not high on the list of parental missteps. “You might have an infant and think you’re down with the A.A.P. guidelines, and you don’t want your baby in front of a screen, but then you have a grandparent on Skype,” Mr. Snow said. “Should you really be tearing yourself apart? Maybe it’s not the world’s worst thing.” 

   

     “The issue is when you’re in the other room and Skyping with the baby cause he likes it,” he said. Even if screen time is here to stay as a part of American childhood, good old-fashioned books seem unlikely to disappear anytime soon. Parents note that there is an emotional component to paper-andink storybooks that, so far, does not seem to extend to their electronic counterparts, however engaging. 

From: www.nytimes.com, OCT. 11, 2014 

A
compound.
B
complex.
C
compound-complex.
D
simple.
1678a239-b8
UECE 2014 - Inglês - Análise sintática | Syntax Parsing

In the sentence “Tablets and e-readers have not been in widespread use long enough for the sorts of extended studies that will reveal their effects on learning”, the pronoun that introduces a/an

TEXT

    Clifford the Big Red Dog looks fabulous on an iPad. He sounds good, too — tap the screen and hear him pant as a blue truck roars into the frame. “Go, truck, go!” cheers the narrator. But does this count as story time? Or is it just screen time for babies? It is a question that parents, pediatricians and researchers are struggling to answer as children’s books, just like all the other ones, migrate to digital media.

   

     For years, child development experts have advised parents to read to their children early and often, citing studies showing its linguistic, verbal and social benefits. In June, the American Academy of Pediatrics advised doctors to remind parents at every visit that they should read to their children from birth, prescribing books as enthusiastically as vaccines and vegetables.

   

     On the other hand, the academy strongly recommends no screen time for children under 2, and less than two hours a day for older children. 

   

     At a time when reading increasingly means swiping pages on a device, and app stores are bursting with reading programs and learning games aimed at infants and preschoolers, which bit of guidance should parents heed? 

   

     The answer, researchers say, is not yet entirely clear. “We know how children learn to read,” said Kyle Snow, the applied research director at the National Association for the Education of Young Children. “But we don’t know how that process will be affected by digital technology.” 

   

     Part of the problem is the newness of the devices. Tablets and e-readers have not been in widespread use long enough for the sorts of extended studies that will reveal their effects on learning.

   

     Dr. Pamela High, the pediatrician who wrote the June policy for the pediatrics group, said electronic books were intentionally not addressed. “We tried to do a strongly evidence-based policy statement on the issue of reading starting at a very young age,” she said. “And there isn’t any data, really, on e-books.”

   

    But a handful of new studies suggest that reading to a child from an electronic device undercuts the dynamic that drives language development. “There’s a lot of interaction when you’re reading a book with your child,” Dr. High said. “You’re turning pages, pointing at pictures, talking about the story. Those things are lost somewhat when you’re using an e-book.”

   

     In a 2013 study, researchers found that children ages 3 to 5 whose parents read to them from an electronic book had lower reading comprehension than children whose parents used traditional books. Part of the reason, they said, was that parents and children using an electronic device spent more time focusing on the device itself than on the story (a conclusion shared by at least two other studies).

 

     “Parents were literally putting their hands over the kids’ hands and saying, ‘Wait, don’t press the button yet. Finish this up first,’ ” said Dr. Julia Parish-Morris, a developmental psychologist at Children’s Hospital of Philadelphia and the lead author of the 2013 study that was conducted at Temple University. Parents who used conventional books were more likely to engage in what education researchers call “dialogic reading,” the sort of back-and-forth discussion of the story and its relation to the child’s life that research has shown are key to a child’s linguistic development.

   

     Complicating matters is that fewer and fewer children’s e-books can strictly be described as books, say researchers. As technology evolves, publishers are adding bells and whistles that encourage detours. “What we’re really after in reading to our children is behavior that sparks a conversation,” said Kathy Hirsh-Pasek, a professor of psychology at Temple and co-author of the 2013 study. “But if that book has things that disrupt the conversation, like a game plopped right in the middle of the story, then it’s not offering you the same advantages as an old-fashioned book.”

   

     Of course, e-book publishers and app developers point to interactivity as an educational advantage, not a distraction. Many of those bells and whistles — Clifford’s bark, the sleepy narration of “Goodnight Moon,” the appearance of the word “ham” when a child taps the ham in the Green Eggs and Ham app — help the child pick up language, they say.

   

     There is some evidence to bear out those claims, at least in relation to other technologies. A study by the University of Wisconsin in 2013 found that 2-year-olds learned words faster with an interactive app as opposed to one that required no action.

   

     But when it comes to learning language, researchers say, no piece of technology can substitute for a live instructor — even if the child appears to be paying close attention.

 

     Patricia K. Kuhl, a director of the Institute for Learning and Brain Sciences at the University of Washington, led a study in 2003 that compared a group of 9-month-old babies who were addressed in Mandarin by a live instructor with a group addressed in Mandarin by an instructor on a DVD. Children in a third group were exposed only to English.

 

    “The way the kids were staring at the screen, it seemed obvious they would learn better from the DVDs,” she said. But brain scans and language testing revealed that the DVD group “learned absolutely nothing,” Dr. Kuhl said. “Their brain measures looked just like the control group that had just been exposed to English. 

   

     The only group that learned was the live social interaction group.” In other words, “it’s being talked with, not being talked at,” that teaches children language, Dr. Hirsh-Pasek said. 

   

     Similarly, perhaps the biggest threat posed by e-books that read themselves to children, or engage them with games, is that they could lull parents into abdicating their educational responsibilities, said Mr. Snow of the National Association for the Education of Young Children. 

 

    “There’s the possibility for e-books to become the TV babysitters of this generation,” he said. “We don’t want parents to say, ‘There’s no reason for me to sit here and turn pages and tell my child how to read the word, because my iPad can do it.’ ” 

   

     But parents may find it difficult to avoid resorting to tablets. Even literacy advocates say the guidelines can be hard to follow, and that allowing limited screen time is not high on the list of parental missteps. “You might have an infant and think you’re down with the A.A.P. guidelines, and you don’t want your baby in front of a screen, but then you have a grandparent on Skype,” Mr. Snow said. “Should you really be tearing yourself apart? Maybe it’s not the world’s worst thing.” 

   

     “The issue is when you’re in the other room and Skyping with the baby cause he likes it,” he said. Even if screen time is here to stay as a part of American childhood, good old-fashioned books seem unlikely to disappear anytime soon. Parents note that there is an emotional component to paper-andink storybooks that, so far, does not seem to extend to their electronic counterparts, however engaging. 

From: www.nytimes.com, OCT. 11, 2014 

A
non-restrictive relative clause.
B
object noun clause.
C
restrictive relative clause.
D
subject noun clause.