ABSTRACT
El objetivo del trabajo que se informa fue investigar el aprendizaje de adjetivos y sustantivos mediante libros ilustrados en niños de tres años de edad. Se diseñaron dos estudios con una metodología cuasi-experimental en los que se enseñó a los niños un sustantivo o un adjetivo. Luego los participantes debían extender la palabra aprendida primero al objeto representado por la imagen, y luego a un nuevo ejemplar de la misma categoría de objeto (sustantivo) o propiedad de objeto (adjetivo). El Estudio 1 comparó el aprendizaje de sustantivos y adjetivos. Se encontró que los niños aprendieron el sustantivo pero no el adjetivo, lo que indicaría que para ellos aprender adjetivos a través de libros con imágenes es más difícil que aprender sustantivos. El Estudio 2 exploró el impacto de la información descriptiva sobre el aprendizaje de un adjetivo que refería a una propiedad visual (estampado). Esta información destacaba, por un lado, el núcleo del concepto, el estampado, y por otro la intención comunicativa del interlocutor. Se contrastó la ejecución de los niños en función de la información provista por la experimentadora. Los datos obtenidos muestran que si los niños reciben información descriptiva sobre el aspecto de la imagen que debe conectarse con la palabra, logran relacionarlo con la propiedad a la que refiere, aprendiendo el adjetivo. Los resultados de esta investigación aportan información relevante acerca de la relación entre el aprendizaje del léxico y el desarrollo conceptual y subrayan la relevancia del contexto sociopragmático en el aprendizaje de palabras.
Picture-books reading are a very common practice between children and adults. In these interactions parents assume that their children learn lots of things, especially words. But, is this interaction effective as a word learning device? Is it the same to teach different kind of words? The main question of this research arises in the intersection of two fields: symbolic comprehension of pictures and word learning. Three main ideas guided this research. Symbolic understanding of pictures is a very complex process that involves cognitive and social skills. The socio-pragmatic context has an impact in the cognitive processes involved in word learning. There is a strong relationship between word learning and conceptual development. The aim of this research was to explore 3-year-old children´s learning of nouns and adjectives in a picture-book reading situation. We designed two studies using a cuasi-experimental approach. In Study 1 we compared two groups of children: one learned a noun (category condition) and the other an adjective (property condition).The noun was pompe, a word that does not exist but has a Spanish morphologic structure. The adjective, pompeado, was built based on the word pompe, adding the suffix-ado; suffix marks that the word is an adjective. Toddlers were exposed to the new words during a picture-book reading interaction with the experimenter, then, they had to solve two successive tests. In the first test of the category condition participants had to apply the new noun learned via pictures to the real object. In the second test they had to extend the new noun to a new exemplar, an object with the same shape but different color. In the first test of the property condition, participants had to apply the new adjective learned via pictures to the real object with the property. In the second test they had to extend the adjective to a new exemplar, a new object with the same target-property. The second tests were taken as strong indicators of word learning as they involved some kind of generalization. In the first test both groups, category and property, applied the word to the real object. In the second test, while children in the category condition extended the noun to another exemplar, children in the property condition did not extend the adjective to another exemplar with the same property. In a second study we explored if children need more cues to extend the adjective to another exemplar with the same property, and truly learn the adjective. Study 2 investigated the impact of descriptive information in word learning. We set two groups on the basis of the information provided by the experimenter. One group received descriptive information highlighting the specific aspect of the picture that had to be mapped with the property. The other group did not receive this additional information. We found that only the participants that received descriptive information extended the word pompeado to a new exemplar with the target property. We propose that the descriptive information worked highlighting the communicative intention of the experimenter as well as the core of the concept. Underscoring the perceptual feature allowed much more than making a superficial association, as the descriptive information pointed directly to the heart of the concept. Overall, the results of this research are consistent with previous studies that found that it is more difficult for young children to learn adjectives than nouns. The results also highlight the strong relationship between word learning and conceptual development. This research provides strong evidence concerning the importance of socio the pragmatic context on referential understanding and word learning.
ABSTRACT
Introduction Familiar satisfaction results from the continuous interplay of verbal and/or physical interactions between subjects and the other members of their family. This satisfaction maintain relations to the coherence, fairness, fun, support, lack of conflicts, affective proximity, confidence, cohesion, adaptation, allocation and acceptance of roles and tasks, open communication and the acceptance in general of the own family. The use of developed psychological tests constructed in other countries is a frequent practice in the world. The validation and standardization of the test imply to establish measurement rules and scales of qualification for a determined population, when it is different from the original population in which it was created or where the instrument is used habitually. The objective of this study was to collect the normative data of the Family Satisfaction by Adjectives Scale (FSAS) in children and adolescents of Mexico City. Material and methods A cross-sectional study was performed in 476 men and women; 8 to 15 years 11 months of age. The survey family satisfaction by adjectives scale (FSAS) by Barraca and Lopez-Yarto was applied. The data were analyzed with the Statistical Package for Social Sciences (SPSS v.17). Results The sample was conformed by 226 men (47.5%) and 250 women (52.5%). Of these, 237 were children (8 to 11 years and 11 months of age) and 239 were adolescents (12 to 15 years and 11 months of age). It was found that Family Satisfaction by Adjectives Scale (FSAS) has very good reliability (a=.89), construct (50% total variance), content and discriminative validity among children and adolescents (p.000).
Introducción La satisfacción familiar es el resultado del continuo juego de interacciones verbales y/o físicas que mantiene un sujeto con los otros miembros de su familia y guarda relación con la coherencia, la equidad en el hogar, la diversión, el apoyo, la falta de conflictos, la cercanía afectiva, la confianza, la cohesión, la adaptación, la asignación y aceptación de roles y tareas, la comunicación abierta y la aceptación en general de la propia familia. La utilización de pruebas psicológicas construidas en otros países es una práctica frecuente no sólo en nuestro país sino en todo el mundo. La validación y estandarización de las mismas implica establecer reglas de medición y escalas de calificación para una población determinada, cuando es diferente de la población original en la que se creó o se utiliza habitualmente el instrumento. El objetivo de este estudio fue obtener los datos normativos de la Escala de Satisfacción Familiar por Adjetivos (ESFA) en escolares y adolescentes mexicanos de la Ciudad de México. Material y métodos Se realizó una encuesta transversal a 476 hombres y mujeres, de 8 a 15 años 11 meses, a quienes se les aplicó la escala de satisfacción familiar por adjetivos (ESFA) de Barraca y López-Yarto. Los datos se analizaron con el Paquete Estadístico para las Ciencias Sociales (SPSS v.17). Resultados La muestra se conformó por 226 hombres (47.5%) y 250 mujeres (52.5%). De éstos, 237 fueron escolares de 8 a 11 años 11 meses y 239 adolescentes de 12 a 15 años 11 meses. Se encontró que la escala posee muy buena confiabilidad (a=.89), validez de constructo (varianza total de 50%), de contenido y discriminante entre escolares y adolescentes (p.000).