La adquisición del lenguaje: talón de Aquiles y poción mágica de la teoría cognitiva &lt;BR&gt;&lt;/BR&gt;Language acquisition: Cognitive theory's Aquilles' heel and magic potion

Ornat, Susana López

doi:10.1174/021435594321236082

Cited by 5 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In addition, certain grammatical properties have different activation and developmental schedules: some are acquired during childhood, while others are mastered later in school. For example, the expression of subjunctive mood in Spanish emerges by age 2 in monolingual children (López Ornat, 1994), but full command and use is not mastered until 12 years of age (Blake, 1983). When children are exposed to two languages, the amount of input in the home language is substantially reduced, and consequently, it is common to find signs of "attrition" in adulthood: structural properties that were acquired or mastered by age 4-6 are lost, resulting in difficulties with lexical production and interpretation (Schmid & Jarvis, 2014), or speakers use code-switching strategies and lexical borrowings to compensate for gaps during speech (J.…”

Section: Age and Linguistic Experience In L2 Acquisitionmentioning

confidence: 99%

The effects of age and experience with input in the acquisition of clitic climbing in heritage and L2 Spanish

Gómez

2022

International Journal of Bilingualism

View full text Add to dashboard Cite

Aims and objectives: This study examines the role of age of first exposure and experience with input in the syntax of English–Spanish bilinguals. More specifically, I examine the production of clitic climbing constructions in Spanish (e.g., lo quiero ver “[I] want to see it” [Kayne; Rizzi]). Design/methodology: I compare two experimental groups of heritage speakers of Spanish ( n = 16) and L2 Spanish learners ( n = 17) from the United States (matched in proficiency) against a group of native Spanish speakers from Mexico ( n = 20). A sentence completion task was employed to elicit proclitic sentences across four verbal conditions: two in which clitic climbing is possible but with a higher or lower probability of occurrence, and two in which proclitic placement is agrammatical. Data and analysis: Results show a strong tendency to avoid clitic climbing constructions across all testing conditions. Two logistic regression analyses report no differences across all groups, who only favored the proclisis in highly grammaticalized verbs; proficiency among the experimental groups was a predictor in the production of these sentences. Findings/conclusions: A different time of onset of first exposure to the second language and a different experience with linguistic input (heritage language acquisition vs L2 acquisition) do not appear to affect the production of complex proclitic sentences in Spanish. Originality: Previous studies have employed a few selected periphrastic conditions to elicit clitic climbing constructions among English–Spanish bilinguals. This study further expands the range of verbal matrices employed in the four testing conditions and uses a more controlled testing environment. Significance: This study adds adult bilingual data to the ongoing debate on whether an early exposure to the second language results in advantages in the morphosyntactic domain.

show abstract

Section: Age and Linguistic Experience In L2 Acquisitionmentioning

confidence: 99%

The effects of age and experience with input in the acquisition of clitic climbing in heritage and L2 Spanish

Gómez

2022

International Journal of Bilingualism

View full text Add to dashboard Cite

show abstract

“…Children use certain biases or innate cognitive mechanisms to learn words, but this learning always occurs within a context of interaction during which, due to the salient characteristics of the referents, children can detect the relationships between the discourse and the world, and in this way comprehend the speaker’s communicative intent. A good deal of studies on language development bring together innatist ideas with proposals centred around the importance of the ontogenetic experience in language acquisition (for example, Bavin, 2009; Karmiloff & Karmiloff-Smith, 2001; López Ornat, 1994, 2003; López Ornat & Gallo, 2004).…”

Section: Learning Lexiconmentioning

confidence: 99%

“…Los niños se sirven de ciertos sesgos o mecanismos cognitivos innatos para aprender palabras, pero este aprendizaje se da en un contexto de interacción en el que, gracias a las características salientes de los referentes, los niños pueden detectar las relaciones entre el discurso y el mundo, y así comprender la intención comunicativa del hablante. Múltiples investigaciones en desarrollo del lenguaje reconcilian las ideas innatistas con las propuestas centradas en la importancia de la experiencia ontogenética en la adquisición del lenguaje (por ejemplo, Bavin, 2009; Karmiloff & Karmiloff-Smith, 2001; López Ornat, 1994, 2003; López Ornat & Gallo, 2004).…”

Section: Aprendiendo Un Adjetivo El Impacto De La Información Descrip...unclassified

Learning an adjective. The impact of descriptive information / Aprendiendo un adjetivo. El impacto de la información descriptiva

Mareovich

Peralta

2016

Infancia y Aprendizaje

View full text Add to dashboard Cite

Picture books are a symbolic means by which children often learn words in everyday interactions with adults. The aim of this research was to study the impact of descriptive information on learning an adjective by using a picture book. We found that whilst this information helped three-year-olds learn the adjective, it was not effective for two-and-a-half-year-olds. It seems that for three-year-olds this descriptive clue contributed to the creation of a zone of proximal development where the teaching/learning process could unfold. This research is in line with studies that underscore the central role of social interaction in general and instruction in particular during the process of cognitive development and learning.

show abstract

The acquisition ofser,estar(andbe) by a Spanish–English bilingual child: The early stages

Silva‐Corvalán

Montanari

2008

Bilingualism

View full text Add to dashboard Cite

This article studies the acquisition of copulas by a Spanish–English bilingual between the ages of 1;6 and 3;0, examines the possibility of interlanguage influence, and considers the distributional frequencies of copular constructions in the speech of the child and in the language input from adults. The study is of interest because the bilingual child needs to acquire semantic and syntactic contrasts in Spanish that are not explicitly marked in English. This difference raises questions about the timing of acquisition of the Spanish copulas under pressure from a stronger language, in addition to the language-internal questions concerning the acquisition of the semantics and syntax of these verbs. The results show that copular constructions develop autonomously, but with a slight delay in the acquisition of estar interpreted as a possible type of influence from English. The distributional analysis reveals parallels between the child's and the adults' uses of copulas, thus supporting a process of acquisition guided by the nature of the interactions that the child enters into with the adults who surround him.

show abstract

La adquisición del lenguaje: talón de Aquiles y poción mágica de la teoría cognitiva <BR></BR>Language acquisition: Cognitive theory's Aquilles' heel and magic potion

Cited by 5 publications

References 0 publications

The effects of age and experience with input in the acquisition of clitic climbing in heritage and L2 Spanish

The effects of age and experience with input in the acquisition of clitic climbing in heritage and L2 Spanish

Learning an adjective. The impact of descriptive information / Aprendiendo un adjetivo. El impacto de la información descriptiva

The acquisition ofser,estar(andbe) by a Spanish–English bilingual child: The early stages

Contact Info

Product

Resources

About