Procesos de compresión del discurso y adquisición de segundas lenguas¿hasta que punto estamos ante una nueva varidad de relativismo lingüístico?

  1. León Cascón, José Antonio
  2. Escudero, Inmaculada
  3. Buchweitz, Augusto
Revista:
Psicología educativa

ISSN: 1135-755X

Año de publicación: 2010

Volumen: 16

Número: 1

Páginas: 3-22

Tipo: Artículo

DOI: 10.5093/ED2010V16N1A1 DIALNET GOOGLE SCHOLAR

Otras publicaciones en: Psicología educativa

Objetivos de desarrollo sostenible

Referencias bibliográficas

  • Aske, J. (1989). Path predicates in English and Spanish: A closer look. Proceedings of the Fifteenth Annual Meeting of the Berkeley Linguistics Society, 1-14.
  • Bartlett, F.C. (1932). Remembering. A study in experimental and social psychology. Cambridge. Cambridge University Press.
  • Barthes, R. (1966). Introduction to the Structural Analysis of the Narrative. Birmingham: Stencilled.
  • Bates, E., Devescovi, A. y Wulfeck, B. (2001). Annual Review of Psychology, 52, 369-396.
  • Berry, J.W. (2000). Cross-cultural psychology: A symbiosis of cultural and comparative approaches. Asian Journal of Social Psychology, 3, 197- 205.
  • Berry, J.W., Poortinga, Y.H., Segall, M.H. y Dasen, P.R. (1992). Cross-cultural psychology: Research and applications. Cambridge, MA: Cambridge University Press.
  • Bolger, D.J., Perfetti, C.A., Schneider, W., (2005). A cross-cultural effect on the brain revisited. Human Brain Mapping, 25, 91-104.
  • Brewer, W.R. (1980). Literary theory, rhetoric, and stylistics: Implications for psychology. En R.J. Spiro, B.C. Bruce y W.F. Brewer (Eds.), Theoretical issues in reading comprehension (pp. 221-239). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Britton, B.K. y Black, J.B. (Eds.) (1985). Understanding expository text: A Theoretical and Practical Handbook for Analyzing Explanatory Text. Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Bruner, J.S. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press.
  • Buchweitz, A. (2006). Two languages, two input modalities, one brain: an fMRI study of Portuguese English bilinguals and Portuguese lis- tening and reading comprehension effects on brain activation. Unpublished doctoral dissertation, Florianópolis: Universidade Federal de Santa Catarina.
  • Buchweitz, A., Mason, R.A., Hasegawa, M., y Just, M.A. (in preparation). Japanese and English sentence comprehension and writing systems: An fMRI study of first and second language effects on brain activation.
  • Candel, M., Fernández, C. y León, J.A. (2006). Una propuesta de evaluación de la competencia lectora en niños de 6º de Primaria. Psicología Educativa, 12, 1, 65-78.
  • Chafe, W.L. (1980). The pear stories: Cognitive, cultural, and linguistic aspects of narrative production. Norwood, NJ: Ablex Publishing Company.
  • Cabeza, R. y Kingstone, A. (2006) Handbook of functional neuroimaging of cognition. Massachusetts: MIT press.
  • Danziger, E. (2001). Relatively speaking: Language, thought and kinship in Mopan Maya. Oxford Studies in Anthropological Linguistics. Oxford University Press.
  • De Vega, M. (1995). Backward updating of mental models during continuous reading of narratives. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 373-385.
  • Dewey, J. (1938). Logic. The theory of inquiry. Nueva York: Holt.
  • Einstein, G.O., McDaniel, M.A., Owen, P.D. y Coté, N.C. (1990). Encoding and recall of texts: The importance of material appropriate processing. Journal of Memory and Language, 29, 566- 581.
  • Escudero, I. (2004). Procesamiento de inferencias elaborativas en la comprensión del discurso y según el tipo de texto. Tesis doctoral inédita. Universidad Autónoma de Madrid.
  • Escudero, I. y León, J.A. (2007). Procesos inferenciales en a comprensión del discurso escrito. Influencia de la estructura del texto en los procesos de comprensión. Revista Signos, 40, 311-336.
  • Escudero, I. (2010). Las influencias en la comprensión lectora: una ventana hacia los procesos cognitivos en segundas leyes. Revista Nebrija de Lingüística Aplicada a la Enseñanza de Lenguas, 7, 1-32.
  • Escudero, I. y León, J.A. (en revisión). Discourse comprehension processes between types of texts: A cross-cultural/cross-language study. Journal of Cross-Cultural Psychology.
  • Foley, W. (1997). Anthropological Linguistics: An Introduction. Blackwell Publishers.
  • Gentner, D. y Goldin-Meadow, S. (2003). Language in mind: Advances in the study of language and thought. Cambridge, MA: MIT Press.
  • Glenberg, A.M., Meyer, M. y Lindem, K. (1987). Mental models contribute to foregrounding during text comprehension. Journal of Memory and Language, 26, 69-83.
  • Goldman, S.R. y Bisanz, G.L. (2002). Toward a functional analysis of scientific genres: Implications for understanding and learning processes. En J. Otero, J.A. León y A.C. Graesser (Eds.), The psychology of science text comprehension (pp. 19-50). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Goldman, S.R., Varma, S. y Coté, N. (1996). Extending capacity-constrained construction integration: toward “smarter” and flexible models of text comprehension. En B.K. Britton y A.C. Graesser (Eds.), Models of understanding text (pp. 73-113). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Graesser, A.C. (1981). Prose comprehension beyond the world. Nueva York: Springer-Verlag.
  • Graesser, A.C. y Bertus, L.B. (1998). The construction of causal inferences while reading expository texts on science and technology. Scientific Studies of Reading, 2, 247-269.
  • Graesser, A.C. y Bower, G.H. (Eds.) (1990). Inferences and text comprehension. San Diego, CA: Academic Press.
  • Graesser, A.C., León, J.A. y Otero, J.C. (2002). Introduction to the psychology of science text comprehension. En J.C. Otero, J.A. León y A.C. Graesser (Eds.), The psychology of science text comprehension (pp. 1-15). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Graesser, A.C., Swamer, S.S., Baggett, W.B. y Sell, M.A. (1996). New models of deep comprehension. En B.K. Britton y A.C. Graesser, (Eds.), Models of understanding text (pp. 1-32). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Gumperz, J. y Levinson, S. (1996). Rethinking Linguistic Relativity. Cambridge, UK: Cambridge University Press.
  • Harris, J.L., Rogers, W.A. y Qualls, C.D. (1998). Written language comprehension in younger and older adults. Journal of Speech, Language and Hearing Research, 41, 603-617.
  • Hoerl, C. y McCormack, T. (2001). Time and memory: Issues in philosophy and psychology. Oxford, UK: Oxford University Press.
  • Illes, J., Francis, W. S., Desmond, J.E., Gabrieli, J.D.E., Glover, G.H., Poldrack, R., Lee, C.J., Wagner, A.D. (1999). Convergent cortical representation of semantic processing in bilinguals. Brain and Language, 70, 347-363.
  • Johnson-Laird, P.N. (1983). Mental models: Towards a cognitive science of language, inference, and consciousness. Cambridge: Cambridge University Press.
  • Kim, K.H.S., Relkin, N.R., Lee, K. y Hirsch, J. (1997). Distinct cortical areas associated with native and second languages. Nature, 388, 171- 174.
  • Kim, U., Park, Y.-S. y Park, D. (2000). The challenge of cross-cultural psychology: The role of the indigenous psychologies. Journal of CrossCultural Psychology, 31, 63-75.
  • Kucan, L. y Beck, I.L. (1996). Four fourth graders thinking aloud: An investigation of genre effects. Journal of Literacy Research, 28, 259-287.
  • Labov, W. y Waletzsky, J. (1967). Narrative analysis: Oral versions of personal experience. En J. Helm (Ed.), Essays in the verbal and visual arts (pp. 12- 44). Seattle: University of Washington Press.
  • Langston, M. y Trabasso, T. (1999). Modeling causal integration and availability of information during comprehension of narrative texts. En H. van Oostendorp y S.R. Goldman (Eds.), The construction of mental representations during reading (pp. 29-69). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Lebrun, Y. (2002). Implicit competence and implicit knowledge. In: F. Fabbro (Ed.) Advances in the neurolinguistics of bilingualism, Udine: Forum, pp. 299-313.
  • León. J.A. (1986). La memoria de los niños a través de los cuentos: Un análisis experimental. Mérida: Universidad Nacional de Educación a Distancia.
  • León, J.A. (Coord.) (2003). Conocimiento y discurso. Claves para inferir y comprender. Madrid: Pirámide.
  • León, J.A. (2004). Adquisición de conocimiento y comprensión. Origen, evolución y método. Madrid: Biblioteca Nueva.
  • León, J.A. (2004). ¿Por qué las personas no comprenden lo que leen? Psicología Educativa, 10, 101-116.
  • León, J.A. (2009). Neuroimagen de los procesos de comprensión en la lectura y el lenguaje. Psicología Educativa, 15, 61-71.
  • León, J.A., Escudero, I., Olmos, R., Sanz, M. Dávalos, T. y García, T. (2009). ECOMPLEC: Un Modelo de Evaluación de la Comprensión Lectora en Diversos Tramos de la Educación Secundaria, (2009), Psicología Educativa, 15, 123-142.
  • León, J.A., Escudero, I. y van den Broek, P. (2003). La influencia del género del texto en el establecimiento de inferencias elaborativas. En J.A. León (Coord.), Conocimiento y discurso. Claves para inferir y comprender (pp. 153-170). Madrid: Pirámide.
  • León, J.A., Hytönnen, K. y Escudero, I. (en preparación). The influence of genre on the activation of elaborative inferences: A cross-cultural study based on thinking-aloud tasks.
  • León, J.A., Otero, J.C., Escudero, I., Campanario, J.M. y Pérez, O. (1999, Julio). Levels of causal explanations in psychology and physics domains. An expert/novice study. Comunicación presentada en el VI European Congress of Psychology. Roma, Italia.
  • León, J.A. y Peñalba, G.E. (2002). Understanding causality and temporal sequence in scientific discourse. En J.C. Otero, J.A. León y A.C. Graesser (Eds.), The psychology of science text comprehension (pp. 199-221). Mahwah, NJ: Lawrence Erlbaum Associates.
  • León, J.A. y Slisko, J. (2000). La dificultad comprensiva de los textos de ciencias. Nuevas alternativas para un viejo problema educativo. Psicología Educativa, 6, 7-26.
  • Lucy, J. (1992). Grammatical categories and Cognition: a Case Study of the Linguistic Relativity Hypothesis. Cambridge, UK: Cambridge University Press.
  • Mahendra, N., Plante, E., Magloire, J., Milman, L. y Trouard, T.P. (2003). fMRI variability and the localization of languages in the bilingual brain. NeuroReport, 14, 1225-1228.
  • Marian, V., Shildkrot, Y., Blumenfeld, H.K., Kaushanskaya, M., Faroqi-Shah, Y. y Hirsch J. (2007). Cortical activation during word processing in late bilinguals: similarities and differences as revealed by functional magnetic resonance imaging. Journal of Clinical and Experimental Neuropsychology 29, 247-65.
  • McDaniel, M.A., Einstein, G.O., Dunay, P.K. y Cobb, R.E. (1986). Encoding difficulty and memory: Toward a unifying theory. Journal of Memory and Language, 25, 545-656.
  • McKeown, M.G., Beck, I.L., Sinatra, G.M. y Loxterman, J.A. (1992). The contribution of prior knowledge and coherent text to comprehension. Reading Research Quarterly, 27, 78-93.
  • Mandler, J.M. y Johnson, N.S. (1977). Remembrance of things parsed: Story structure and recall. Cognitive Psychology, 9, 111-151.
  • Mandler, J.M., Scribner, S., Cole, M., y De Forest, M. (1980). Cross-cultural invariance in story recall. Child development, 51, 19-26.
  • Martins, I. (2002). Visual Imagery in School Science Texts. En J.C. Otero, J.A. León y A.C. Graesser (Eds.), The psychology of science text comprehension (pp. 73-90). Mahwah, NJ: Lawrence Erlbaum Associates.
  • McDaniel, M.A., Einstein, G.O., Dunay, P.K. y Cobb, R.E. (1986). Encoding difficulty and memory: Toward a unifying theory. Journal of Memory and Language, 25, 545-656.
  • Millis, K.K. y Graesser, A.C. (1994). The timecourse of constructing knowledge-based inferences for scientific texts. Journal of Memory and Language, 33, 583-599.
  • Morris, M.W., Nisbett, R.E. y Peng, K. (1995). Causal attribution across domains and cultures. En D. Sperber, D. Premack y A.J. Premack (Eds.), Causal cognition: A multidisciplinary debate (pp. 577-614). Nueva York: Clarendon Press/Oxford University Press.
  • Ohlsson, S. (2002). Generating and understanding qualitative explanations. En J.C. Otero, J.A. León y A.C. Graesser (Eds.), The psychology of science text comprehension (pp. 91-128). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Otero, J.C., León, J.A. y Graesser, A.C. (Eds.) (2002). The psychology of science text comprehension. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Paradis, M. (2003). Differential use of cerebral mechanisms in bilinguals. En: M.T. Banich, M.
  • Mack (Eds.), Mind, Brain, and Language: Multidisciplinary perspectives. Lawrence Erlbaum, pp. 351-370.
  • Perani, D., y Abutalebi, J. (2005). The neural basis of first and second language processing. Current Opinion in Neurobiology, 15, 202-206.
  • Perani, D., Paulesu, E., Galles, N.S., Dupoux, E., Dehaene, S., Bettinardi, V., Cappa, S.F., Fazio, F. y Mehler, J. (1998). The bilingual brain: proficiency and age of acquisition of the second language. Brain, 121, 1841-1852.
  • Piaget, J. (1927a). La causalité physique chez l’enfant [The child’s conception of physical causality]. París: Alcan.
  • Piaget, J. (1927b). L’explication de l’ombre chez l’enfant (Children’s explanations of shadows). Journal de Psychologie, 24, 230-242.
  • Pinker, S. (1994). The language instinct: How the mind creates language. New York, NY: Morrow.
  • Polkinghorne, D.E. (1988). Narrative knowing and the human sciences. Nueva York: State University of New York Press.
  • Ricoeur, P. (1998). Tiempo y narración. Configuración del tiempo en el relato histórico. Madrid: Siglo veintiuno (Trabajo original publicado en 1985).
  • Rosenbaum, D.A. y Collyer, C.E. (Eds.) (1998). Timing of behavior: Neural, psychological, and computational perspectives. Cambridge, MA, US: The MIT Press.
  • Rumelhart, D.E. (1975). Notes on a schema for stories. En D.G. Bobrow y A. Collins (Eds.), Representation and understanding: Studies in cognitive science (pp. 211-236). Nueva York: Academic Press.
  • Salmon, W.C. (1998). Causality and explanation. Oxford, UK: Oxford University Press.
  • Sapir, E. (1921). Language. New York, NY: Harcout, Brace, and World.
  • Schank, R.C. (1975). The role of memory in language processing. En C. Cofer y R. Atkinson (Eds.), The nature of human memory. San Francisco: Freedman. (Trad. Cast.: Estructura de la memoria humana. Barcelona: Omega, 1979).
  • Schank, R.C. y Abelson, R.P. (1977). Scripts, plans, goals and understanding: An inquiry into human knowledge structures. Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Singer, M., Harkness, D. y Stewart, S.T. (1997). Constructing inferences in expository text comprehension. Discourse Processes, 24, 199-228.
  • Slobin, D. I. (1987). Thinking for speaking. Proceedings of the Thirteenth Annual Meeting of the Berkeley Linguistics Society, 435-444.
  • Slobin, D. I. (1996). Two ways to travel: Verbs of motion in English and Spanish. En M. Shibatani y S. A. Thompson (Eds.), Grammatical constructions: Their form and meaning (pp. 195-217). Oxford: Oxford University Press.
  • Slobin, D. I. (1997). Mind, code, and text. En J. Bybee, J. Haiman, y S. A. Thompson (Eds.), Essays on language function and language type: Dedicated to T. Givón (pp. 437-467). Amsterdam/Philadelphia: John Benjamins.
  • Slobin, D.I. (2003). Language and thought online: Cognitive consequences of linguistic relativity. En D. Gentner y S. Goldin-Meadow (Eds.), Language in mind: Advances in the study of language and thought (pp. 157-192). Cambridge, MA: MIT Press.
  • Slobin, D. I., y Hoiting, N. (1994). Reference to movement in spoken and signed languages: Typological considerations. Proceedings of the Twentieth Annual Meeting of the Berkeley Linguistics Society, 487-505.
  • Sperber, D., Premack, D. y Premack, A.J. (Eds.). (1995). Causal cognition: A multidisciplinary debate. Nueva York: Clarendon.
  • Stein, N.L. y Glenn, C.G. (1979). An analysis of story comprehension in elementary school children. En R.O. Freedle (Ed.), New directions in discourse processing (pp. 53-120). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Tan, L.H., Laird, A.R., Li, K., Fox, P.T. (2005). Neuroanatomical correlates of phonological processing of Chinese characters and alphabetic words: A meta-analysis. Human Brain Mapping, 25, 83-91.
  • Tannen, D. (1980). A comparative analysis of oral narrative strategies: Athenian Greek and American English. En W.L. Chafe (Ed.), The pear stories: Cognitive, cultural, and linguistic aspects of narrative production. Norwood, NJ: Ablex Publishing Company.
  • Tannen, D. (1983). “I take out the rok-dok!”: How Greek women tell about being molested (and create involvement). Anthropological Linguistics, 359-374.
  • Tannen, D. (1984). Spoken and written narrative in English and Greek. En D. Tannen (Ed.), Coherence in spoken and written discourse. Norwood, NJ: Ablex Publishing Company.
  • Tannen, D. (1988). Hearing voices in conversation, fiction, and mixed genres. En D. Tannen (Ed.), Linguistics in contexts: Connecting observation and understanding. Norwood, NJ: Ablex Publishing Company.
  • Thorndyke, P.W. (1977). Cognitive structures in comprehension and memory of narrative discourse. Cognitive Psychology, 9, 77-110.
  • Trabasso, T., Secco, T. y van den Broek, P. (1984). Causal cohesion and story coherence. En H. Mandl, N.L. Stein y T. Trabasso (Eds.), Learning and comprehension of text (pp. 83-111). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Trabasso, T. y Sperry, L.L. (1985). The causal basis for deciding importance of story events. Journal of Memory and Language, 24, 595-611.
  • Trabasso, T., van den Broek, P.W. y Suh, S.Y. (1989). Logical necessity and transitivity of causal relations in stories. Discourse Processes, 12, 1-25.
  • Van den Broek, P. (1988). The effects of causal relations and hierarchical position on the importance of story statements. Journal of Memory and Language, 27, 1-22.
  • Van den Broek, P. (1989). The effects of causal structure on the comprehension of narratives: Implications for education. Reading Psychology, 10, 19-44.
  • Van den Broek, P. (1990). Causal inferences and the comprehension of narrative text. En A.C. Graesser y G.H. Bower (Eds.), Inferences and text comprehension (pp. 175-196). San Diego, CA: Academic Press.
  • Van den Broek, P., Virtue, S., Gaddy, M., Tzeng, Y. y Sung, Y. (2002). Comprehension and memory of science texts: Inferential processes and the construction of a mental representation. En J.C. Otero, J.A. León y A.C. Graesser (Eds.), The psychology of science text comprehension (pp. 131- 154). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Van den Broek, P., Young, M., Tzeng, Y. y Linderholm, T. (1999). The landscape model of reading: Inferences and the online construction of a memory representation. En H. van Oostendorp y S. Goldman (Eds.), The construction of mental representations during reading (pp. 71-98). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Van Dijk, T. y Kintsch, W. (1983). Strategies of discourse comprehension. Nueva York: Academic Press.
  • Whorf, B. (1956). Language, Thought, and Reality: Selected Writings of Benjamin Lee Whorf, edited by Carroll JB.