Segmentación y categorización intraléxica por infantes aprendices del español de 9 a 12 meses de edad

• Alberto Falcón Albarrán ^[1] ; Elda A. Alva Canto ^[1] ; Antonio Franco Rodríguez ^[1]
  1. [1] Universidad Nacional Autónoma de México

     Universidad Nacional Autónoma de México

     México

     
• Localización: Psicológica: Revista de metodología y psicología experimental, ISSN-e 1576-8597, ISSN 0211-2159, Vol. 34, Nº 1, 2013, págs. 37-58
• Idioma: español
• Títulos paralelos:
  • Intralexic segmentation and categorization by 9-to-12-month-old Spanish learning infants.
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 2 Citas
• Resumen
  • español

    Desde temprana edad, los infantes se sensibilizan a los patrones fonológicos más constantes en el lenguaje del ambiente. Esta sensibilización promueve el desarrollo de habilidades perceptuales para la adquisición del lenguaje. El objetivo de este estudio fue evaluar en infantes aprendices del español, las habilidades para categorizar fonológicamente palabras por la coincidencia en el inicio o final de las mismas. Usando el Procedimiento de Atención Preferencial Auditiva, se realizaron dos experimentos con infantes de 9 a 12 meses de edad. Los participantes escuchaban dos tipos de listas de palabras CVCV. Las palabras en las listas experimentales coincidían en una sílaba en particular (i.e. inicial, Experimento 1; final, Experimento 2), mientras que las palabras en las listas control no tenían regularidad alguna. Los resultados revelaron que, a pesar de la variabilidad en su sílaba contigua, los infantes aprendices del español discriminan categóricamente tanto palabras que tienen un inicio en común como aquellas que coinciden en la sílaba final de palabras que no tienen una regularidad. Dadas las características morfológicas del español, se discute su relación con el desarrollo de estas habilidades perceptuales.

  • English

    Infants become sensitive to phonological regularities that are more consistent in their language input. This sensibility enhances the development of perceptual abilities that will serve as the basis for language acquisition. The aim of this research was to evaluate Spanish learning infants’ basic cognitive abilities for the categorical discrimination of words that coincide in their initial or final segment. The head-turn preference procedure was used in two experiments with infants from 9 to 12 months of age. Infants listened to two types of lists of CVCV words. Items in the experimental lists shared a particular syllable (i.e. onset syllable, Experiment 1 and ending syllable, Experiment 2), whereas items in the control lists were unrelated. Infants showed significant preferences between the lists. These results revealed that Spanish learning infants categorically discriminate not only the words that have a common onset, but also those that share a final syllable, despite the variability in the adjacent syllable.

    Given the morphology of Spanish, discussion is made on its relationship with the development of these perceptual abilities.

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