Verbal and non-verbal analogical reasoning in the emergent literacy period: an exploratory analysis of the influence of AR modality on listening comprehension, phonological awareness and lexical skills

• Yeniè S. Norambuena ^[1] ; Bernardo E. Riffo ^[1] ; Katia L. Sáez ^[1]
  1. [1] Universidad de Concepción

     Universidad de Concepción

     Comuna de Concepción, Chile

     
• Localización: Journal for the Study of Education and Development, Infancia y Aprendizaje, ISSN-e 1578-4126, ISSN 0210-3702, Vol. 45, Nº 2, 2022, págs. 247-279
• Idioma: inglés
• DOI: 10.1080/02103702.2021.1992105
• Títulos paralelos:
  • Razonamiento analógico verbal y no verbal en el período de alfabetización emergente: un análisis exploratorio de la influencia de modalidad de AR sobre la comprensión auditiva, la conciencia fonológica y las habilidades léxicas
• Enlaces
  • Texto completo
• Resumen
  • español

    A pesar del importante papel asignado al razonamiento analógico (RA) en la cognición y el lenguaje, la relación entre esta capacidad y las habilidades lingüísticas en el período de alfabetización emergente no se ha estudiado lo suficiente, especialmente en hispanohablantes. Para explorar este vínculo, examinamos dos modalidades de RA (verbal y no verbal) como predictores de habilidades lingüísticas en preescolares de habla hispana con desarrollo típico del lenguaje. Se realizó un estudio descriptivo, transversal y se utilizó un muestreo no probabilístico. Los participantes fueron evaluados en comprensión auditiva, habilidades léxicas, conciencia fonológica y RA verbal y no verbal. La muestra estuvo conformada por 48 niños monolingües, hispanohablantes de 4.1 a 6.0 años. El análisis de regresión jerárquica permitió identificar un modelo general con la edad y el RA verbal como predictores significativos del desempeño general en habilidades de alfabetización emergente, y también destacó las diferentes contribuciones del RA verbal y no verbal a modelos de comprensión auditiva, habilidades léxicas y conciencia fonológica. Estos hallazgos contribuyen a la discusión sobre la dinámica de esta relación durante el período de alfabetización emergente y subrayan la necesidad de analizar modalidades analógicas específicas en los modelos de desarrollo del lenguaje.

  • English

    Despite the important role assigned to analogical reasoning (AR) in cognition and language, the relationship between this ability and language skills in the emergent literacy period has not been sufficiently studied, especially in Spanish speakers. To explore this link, we examined two modalities of AR (verbal and non-verbal) as predictors of linguistic skills in Spanish-speaking preschoolers with typical language development. A descriptive, cross-sectional study was conducted and non-probability sampling was used. Participants were assessed on listening comprehension, lexical skills, phonological awareness and verbal and non-verbal AR. The sample consisted of 48 monolingual Spanish-speaking children from 4.1 to 6.0 years old. Hierarchical regression analysis identified a general model of age and verbal AR as significant predictors of overall emergent literacy performance and also pointed out the different contributions of the verbal and non-verbal AR to models of listening comprehension, lexical skills and phonological awareness. These findings contribute to the discussion on the dynamics of this relationship in the emergent literacy period and underscore the need to analyse specific analogical modalities in models of language development.

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