El genero en espanol y la teoria de la marcadez

Prado, Marcial

doi:10.2307/341541

Cited by 15 publications

(6 citation statements)

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“…(Recall that the words were presented to the child prior to eliciting a response.) It is plausible that the children chose a particular gender, for nouns with which they were unfamiliar, in this case masculine, a gender considered the default form (Prado, 1982), and a pattern that is similar to that reported by Pérez-Pereira (1991) in his invented word task. Consistent with Bybee (1985), frequency of occurrence may play a role in children's learning of a noun's inherent gender.…”

Section: Lexical Learning and Grammatical Gender?supporting

confidence: 73%

The use of articles by monolingual Puerto Rican Spanish-speaking children with specific language impairment

Anderson

Souto

2005

Applied Psycholinguistics

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The present investigation sought to evaluate patterns of article use in a group of monolingual Spanishspeaking children with specific language impairment (SLI). In particular, because of conflicting results reported in previous studies, it was of interest to discern specific types of nontarget responses and how these corresponded to what has been reported in other Spanish-speaking children with SLI. Eleven children with SLI and 11 age-matched peers participated in the study. Three different spontaneous speech samples were gathered from each child. In addition, an experimental task that assessed the children's use of articles with a variety of nouns was also administered to the children. The results of the study for both spontaneous speech and experimental data indicated that the children with SLI performed significantly poorer in their use of Spanish articles than their age-matched peers. Most of the nontarget responses consisted of omission of the target article. In contrast to a previous study by Restrepo and Gutiérrez-Clellen, the children did not present with deficits in noun phrase gender agreement. The gender errors that were observed appeared to be due to difficulties accessing the correct article form and not due to deficits in knowledge of the gender agreement paradigm. Possible theoretical explanations were explored suggesting that both processing and linguistic explanations, in particular optionality of determiners, could explain the observed patterns. Reasons for cross-study differences in error patterns are suggested, including relative phonological skill and language learning environment.

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Section: Lexical Learning and Grammatical Gender?supporting

confidence: 73%

The use of articles by monolingual Puerto Rican Spanish-speaking children with specific language impairment

Anderson

Souto

2005

Applied Psycholinguistics

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“…By contrast, the rules of gender attribution are not quite as clear-cut for Spanish words of foreign origin. Some studies indicate the widespread use of the masculine as the unmarked or default gender for loanwords (see Rodríguez González, 1980;Prado, 1982;Rodríguez Segura, 1999;Morin, 2010), a feature Spanish has in common with many other Indo-European and Afroasiatic languages (Aikhenvald, 2004). This general rule notwithstanding, the assignment of gender to a noun originally alien to that language can still create doubt in Spanish speakers, causing a hesitation that can affect the syntactic relationship between the noun in question and other grammatical elements.…”

Section: Gender Assignment In Spanishmentioning

confidence: 99%

“…As previously mentioned, there is a tendency for Anglicisms and other foreignisms that refer to non-living things to take the masculine gender in Spanish (see Prado, 1982;Morin, 2010). This trend is demonstrated by a number of technology-related words such as el blog, el buffer, el byte, el chip, el clic, el driver, el e-mail, el hardware, el laptop, el pendrive, el píxel or pixel, el software, el router (see Morin, 2006).…”

Section: Transitional Gender In Spanishmentioning

confidence: 99%

¿Nos hacemos un/una selfie con la/el tablet? Cross-Linguistic Lexical Influence, Gender Assignment and Linguistic Policy in Spanish

Muñoz–Basols

Salazar

2019

Rev. signos

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One of the immediate consequences of cross-linguistic lexical influence in languages that have an explicit gender system is the need to assign a gender to newly borrowed terms. In this paper, we analyze gender assignment in two recent technology-related borrowings in Spanish, 'tablet' and 'selfie', paying particular attention to the morphological, phonological and semantic factors that play a role in this process. We explain how these two words have been adopted and adapted by the Spanish language, and how various language institutions have attempted to establish policies to control or limit their use. In so doing, we demonstrate that sociolinguistic factors, such as the attitudes of Spanish language institutions vis-à-vis lexical borrowings from English, can contribute to understanding the phenomenon of the assignment of gender to Anglicisms in Spanish and their integration in the language.

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“…Probably, the generic male rule was applied to animal nouns such that readers activated both male and female referents when processing words like “canguros” MAS (kangaroos), but they only activated the female referent when processing the word “tortuga” FE (turtle). In a similar vein, we could speculate that the reduced gender-congruency effect for feminine pronouns may be caused, at least partially, by the grammatical rule of the feminine being the “marked” gender (the one carrying the greater amount of gender information, see Prado, 1982 ; Harris, 1991 ; Beatty-Martínez and Dussias, 2019 ). This being so, the specified nature of the feminine prime noun would cause more disruption in the incongruent condition with the masculine pronoun, than a generic masculine would cause with the feminine pronoun, as the masculine generic is less specified for gender.…”

Section: Discussionmentioning

confidence: 95%

Exploring the nature of the gender-congruency effect: implicit gender activation and social bias

Casado¹,

Sá-Leite²,

Pesciarelli³

et al. 2023

Front. Psychol.

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The aim of the study was to explore the nature of the gender-congruency effect, characterized by a facilitation on the processing of congruent words in grammatical gender. Moreover, we explored whether resemblances between gender identities and gender attitudes with grammatical gender modulated lexical processing. We designed a gender-priming paradigm in Spanish, in which participants decided the gender of a masculine or feminine pronoun preceded by three different primes: biological gender nouns (mapping biological sex), stereotypical nouns (mapping biological and stereotypical information), and epicene nouns (arbitrary gender assignment). We found faster processing of gender congruent pronouns independently of the type of prime, showing that the grammatical gender feature is active even when processing bare nouns that are not conceptually related to gender. This indicates that the gender-congruency effect is driven by the activation of the gender information at the lexical level, which is transferred to the semantic level. Interestingly, the results showed an asymmetry for epicene primes: the gender-congruency effect was smaller for epicene primes when preceding the feminine pronoun, probably driven by the grammatical rule of the masculine being the generic gender. Furthermore, we found that masculine oriented attitudes can bias language processing diminishing the activation of feminine gender, which ultimately could overshadow the female figure.

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El genero en espanol y la teoria de la marcadez

Cited by 15 publications

References 0 publications

The use of articles by monolingual Puerto Rican Spanish-speaking children with specific language impairment

The use of articles by monolingual Puerto Rican Spanish-speaking children with specific language impairment

¿Nos hacemos un/una selfie con la/el tablet? Cross-Linguistic Lexical Influence, Gender Assignment and Linguistic Policy in Spanish

Exploring the nature of the gender-congruency effect: implicit gender activation and social bias

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