Foram encontradas 40 questões.
Qual das alternativas abaixo corresponde aos valores lógicos omissos (de cima para baixo) da última coluna da tabela-verdade abaixo, com V ou F.
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Sabendo que A= {0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10}, B = {1, 3, 5, 7, 9} e C = {6, 7, 8, 9, 10}, qual alternativa abaixo representa o conjunto
((A- B) ∩C) ∪B?
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Considere as proposições a, b, c e D a seguir:
a: Luiz Inácio Lula da Silva foi presidente do Brasil.
b: A capital do Rio de Janeiro é São Paulo.
c: A Terra é plana.
D: (a ∧ ~b) ↔ c
Pode-se afirmar que:
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- Lógica ProposicionalEquivalências Lógicas
- Lógica ProposicionalNegação de Proposições CompostasLeis de De Morgan
- Lógica ProposicionalProposições
Considere as três proposições a seguir.
1. Maria Clara é mais velha que Roberto.
2. Gabriel é mais velho que Maria Clara.
3. Roberto é mais velho que Gabriel.
Se as duas primeiras proposições forem verdadeiras, é possível CONCLUIR que
Provas
Questão presente nas seguintes provas
- Lógica ProposicionalEquivalências Lógicas
- Lógica ProposicionalNegação de Proposições CompostasLeis de De Morgan
- Lógica ProposicionalProposições
Classifique cada uma das afirmativas a seguir como verdadeira
(V) ou falsa (F).
( ) Toda proposição tem somente um valor lógico. ( ) Se a negação da proposição P é tautológica, então P é uma contingência. ( ) O valor lógico de qualquer proposição composta depende unicamente dos valores lógicos das proposições simples que a compõem. ( ) A bicondicional p ↔ q e a conjunção ( p → q ) ∧ ( q → p ) nem sempre são equivalentes.
Marque a alternativa que contém a sequência CORRETA de preenchimento dos parênteses.
( ) Toda proposição tem somente um valor lógico. ( ) Se a negação da proposição P é tautológica, então P é uma contingência. ( ) O valor lógico de qualquer proposição composta depende unicamente dos valores lógicos das proposições simples que a compõem. ( ) A bicondicional p ↔ q e a conjunção ( p → q ) ∧ ( q → p ) nem sempre são equivalentes.
Marque a alternativa que contém a sequência CORRETA de preenchimento dos parênteses.
Provas
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Uma universidade promoveu um evento e, após o encerramento, a comissão organizadora contabilizou a participação de 384 pessoas. Visando melhorias para as próximas edições, a comissão organizadora do evento está fazendo um estudo sobre o público presente. Sabe-se que o número de participantes com 23 anos ou menos era o triplo do número de participantes com 40 anos ou mais.
Contabilizou-se também que 7/12 dos participantes eram mulheres. Além disso, sabe-se que 6/7 das participantes mulheres e metade dos participantes homens tinham idade entre 23 e 40 anos. É CORRETO afirmar que a quantidade de participantes com mais de 23 anos era:
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TEXTIII
BABIES CAN LINK LANGUAGE AND ETHNICITY
Arecent study from Canada's University of British Columbia (UBC) suggests that eleven-month-old infants can learn to associate the
language they hear with ethnicity.
The research, published by Developmental Psychobiology, found that 11-month-old infants looked more at the faces of people of
Asian descent compared to those of Caucasian descent when hearing Cantonese but not when hearing Spanish.
“Our findings suggest that by 11 months, infants are making connections between languages and ethnicities based on the individuals
they encounter in their environments. In learning about language, infants are doing more than picking up sounds and sentences—they
also learn about the speakers of language,” said Lillian May, a psychology lecturer at UBC who was lead author of the study.
The research was done in Vancouver, where approximately nine percent of the population can speak Cantonese.
The researchers played English-learning infants of Caucasian ancestry sentences in both English and Cantonese and showed them
pictures of people of Caucasian descent, and of Asian descent. When the infants heard Cantonese, they looked more at the Asian faces
than when they were hearing English. When they heard English, they looked equally to Asian and Caucasian faces.
“This indicates that they have already learned that in Vancouver, both Caucasians and Asians are likely to speak English, but only
Asians are likely to speak Cantonese,” noted UBC psychology professor Janet Werker, the study's senior author.
The researchers showed the same pictures to the infants while playing Spanish, to see whether they were inclined to associate any
unfamiliar language with any unfamiliar ethnicity. However, in that test the infants looked equally to Asian and Caucasian faces. This
suggests young infants pick up on specific language-ethnicity pairings based on the faces and languages they encounter.
“Babies are learning so much about language—even about its social use—long before they produce their first word,” said Werker. “The
link between speaker characteristics and language is something no one has to teach babies. They learn it all on their own.” “The ability
to link language and ethnicity might help babies with language acquisition. We are now probing this possibility. For example, does a
bilingual Chinese-English baby expect Chinese words from a Southeast Asian speaker and English words from a Caucasian speaker?
Our preliminary results indicate that indeed, babies are using their expectations about language and ethnicity as another source of
information in language learning,” added Werker.
Source: “Babies can link language and ethnicity”. Language Magazine Language Magazine, June 28, 2019
Provas
Questão presente nas seguintes provas
TEXTIII
BABIES CAN LINK LANGUAGE AND ETHNICITY
Arecent study from Canada's University of British Columbia (UBC) suggests that eleven-month-old infants can learn to associate the
language they hear with ethnicity.
The research, published by Developmental Psychobiology, found that 11-month-old infants looked more at the faces of people of
Asian descent compared to those of Caucasian descent when hearing Cantonese but not when hearing Spanish.
“Our findings suggest that by 11 months, infants are making connections between languages and ethnicities based on the individuals
they encounter in their environments. In learning about language, infants are doing more than picking up sounds and sentences—they
also learn about the speakers of language,” said Lillian May, a psychology lecturer at UBC who was lead author of the study.
The research was done in Vancouver, where approximately nine percent of the population can speak Cantonese.
The researchers played English-learning infants of Caucasian ancestry sentences in both English and Cantonese and showed them
pictures of people of Caucasian descent, and of Asian descent. When the infants heard Cantonese, they looked more at the Asian faces
than when they were hearing English. When they heard English, they looked equally to Asian and Caucasian faces.
“This indicates that they have already learned that in Vancouver, both Caucasians and Asians are likely to speak English, but only
Asians are likely to speak Cantonese,” noted UBC psychology professor Janet Werker, the study's senior author.
The researchers showed the same pictures to the infants while playing Spanish, to see whether they were inclined to associate any
unfamiliar language with any unfamiliar ethnicity. However, in that test the infants looked equally to Asian and Caucasian faces. This
suggests young infants pick up on specific language-ethnicity pairings based on the faces and languages they encounter.
“Babies are learning so much about language—even about its social use—long before they produce their first word,” said Werker. “The
link between speaker characteristics and language is something no one has to teach babies. They learn it all on their own.” “The ability
to link language and ethnicity might help babies with language acquisition. We are now probing this possibility. For example, does a
bilingual Chinese-English baby expect Chinese words from a Southeast Asian speaker and English words from a Caucasian speaker?
Our preliminary results indicate that indeed, babies are using their expectations about language and ethnicity as another source of
information in language learning,” added Werker.
Source: “Babies can link language and ethnicity”. Language Magazine Language Magazine, June 28, 2019
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“Effective teachers are typically defined as those whose students perform better on standardized achievement tests. In a study of
effective teachers in bilingual education programs in California and Hawaii, for example, Tikunoff (1985) observed teachers to find out
how they organize instruction, structure teaching activities, and enhance student performance on tasks.”
RICHARDS, Jack C. Theories of Teaching in Language Teaching. In: RICHARDS, J. C. & RENANDYA, W. A. Methodology in Language Teaching: An Anthology of
Which of the following characteristics is concerned with an effective teaching?
Which of the following characteristics is concerned with an effective teaching?
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According to the comics, it is CORRECTto say that:
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