3. Producción
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Item type:Publication, El vocabulario productivo y su relación con la gramática en niños hablantes de castellano peruano entre los 16 y los 30 meses(Universidad Autónoma del Estado de México, 2020-08-26)"Se examinaron datos provenientes de la evaluación del lenguaje de 104 niños con edades entre 16 y 30 meses residentes en Lima con una versión preliminar de la adaptación de la Forma II de los reportes parentales MacArthur-Bates Communicative Development Inventories (CDI) al español del Perú. Se analizó el léxico productivo a partir de la lista de palabras del reporte y se realizaron análisis de regresión para evaluar si el nivel de vocabulario contribuía a predecir el desarrollo gramatical de los niños, empleando como variables de control la edad del niño y el nivel de escolarización materna (como indicador del nivel socioeconómico) y como variables dependientes la longitud media de los tres enunciados más largos (LME3) y la complejidad morfosintáctica (CM), obtenidas con el CDI. Los sustantivos fueron la clase de palabras más frecuente y que más aumentó con la edad, como en el italiano (Caselli et al., 1995; D’Odorico y Fasolo, 2007) y el español mexicano (Jackson-Maldonado et al., 1993). Además, el nivel de vocabulario predijo el nivel de desarrollo gramatical, como en el español peninsular (Mariscal y Gallego, 2012) y en el mexicano (Thal, Jackson-Maldonado y Acosta, 2000): una vez controlados los efectos de la edad y la escolarización materna, el vocabulario explicó el 20 % de la variabilidad de la LME3 y el 37 % de la variabilidad de la CM. Este estudio ofrece información sobre el desarrollo temprano del vocabulario y la gramática en el español del Perú, una etapa escasamente estudiada en esta variedad." - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Reading comprehension in Spanish by Quechua-Spanish bilingual children(Taylor & Francis, 2020-11-12)This research analyzes data collected by the Young Lives project on childhood poverty. It addresses the effect of socio-demographic, individual, and linguistic variables – focusing on the latter – on reading comprehension in Spanish by 502 Peruvian Quechua-Spanish bilingual children aged 8 years. The regression model tested explained 46% of the variance found: beyond the effect of non-linguistic factors, receptive vocabulary – followed by listening comprehension and reading accuracy – played the most important role. The importance of specifically promoting vocabulary development in the classroom over skills related to decoding is underlined. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Productive vocabulary and its relationship with grammar in Spanish-speaking children from 16 to 30 months of age(Centro Interamericano de Investigaciones Psicologicas y Ciencias Afines, 2020-08-20)We present results from the analysis of data from 104 children with ages ranging from 16 to 30 months, living in Lima, Peru. The data was collected using a preliminary version of the MacArthur-Bates Communicative Development Inventories (CDI), Form II, adapted to Peruvian Spanish. The CDIs are parental reports that assess language through the presentation of a series of items to the parents, mainly in the form of a checklist. We aimed to (1) describe the composition of Peruvian children’s productive lexicon at this age, (2) identify whether nouns were the most frequent class in their vocabulary, and also the class which increased the most with age, as is the case in Italian (Caselli et al., 1995; D’Odorico y Fasolo, 2007) and Mexican Spanish (Jackson-Maldonado et al., 1993); and (3) assess whether vocabulary size explained the level of grammatical development as in Peninsular and Mexican Spanish (Mariscal & Gallego, 2012; Thal, Jackson-Maldonado & Acosta, 2000). In order to do so, we analyzed the following data: age; maternal education level (as an indicator of socioeconomic status); vocabulary (represented by a list of more than 500 words that parents recognized as produced or not by their children); the mean length of the three longest utterances produced by the child as reported by parents; and sentence complexity, a measure of the level of structures produced by the child based on the parent’s report. To achieve the first and second goals, words in the vocabulary list were classified according to grammatical class. Then, the percentage of production of each class of words was calculated, as well as the correlation between this percentage and age. Children’s vocabulary was composed mainly of nouns, which represented 57 % of the production, followed by predicates (verbs and adjectives) and function words (pronouns, determiners, prepositions, conjunctions and connectives). Noun was the class of words that increased the most with age, showing the highest correlation with such variable (r = .72). Correlations between other types of words and age varied: it was also high for adjectives; but moderate for some classes and low for others. This showed that each type of word increased at different rates. Regarding the third goal, to assess the relationship between vocabulary size and level of grammatical development, two regression analyses were conducted to predict the variables mean-length-of-the-three-longestutterances and sentence-complexity. For both analyses, age and maternal education level were entered in the first step, in order to control for their effect; and vocabulary was entered in the second step. Both models accounted for substantial amounts of variance and showed an important effect on vocabulary. The model with the mean-length-of the-three-longest-utterances as the dependent variable accounted for 56 % of the variance. The first step explained 37 % of the variance (due to the contribution of both age and maternal education level), and the second step explained an additional 20 %. The model with sentence-complexity accounted for a higher percentage of the variance, 75 %. The first step explained 38 % of the variance, exclusively due to age; while the second step explained an additional 37 %. These results suggest a strong relationship between vocabulary and grammar. Further research is needed to confirm these results with direct measures of child production and more representative samples of children acquiring Peruvian Spanish, including speakers of dialects of other parts of the country. However, these results, preliminary as they are, shed light on the composition of vocabulary and its relationship with grammar in a variety of Spanish scarcely studied during early stages of development. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Gesture development in Peruvian children and its relationship with vocalizations and vocabulary(John Benjamins Publishing Company, 2021-11-22)We examine gestural development, and correlations between gesture types, vocalizations and vocabulary at ages 8 to 15 months, employing data from MacArthur-Bates Communicative Development Inventories for Peruvian Spanish, in the first such study with Peruvian children. Results show (1) significant change with age in the production of gesture types, with older children producing more; (2) important correlations between gesture types, and both vocalization types and vocabulary after controlling for age effects; and (3) correlations between the trajectory of the pointing gesture in its two modalities (whole-hand and index-finger) with age, vocalizations, and vocabulary, an effect that persists with respect to vocalizations after controlling for age. Our findings, based on a sample from a non-weird population, support a key role for gesture production in early communicative and linguistic development. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Culture moderates the relationship between self-control ability and free will beliefs in childhood(Elsevier, 2021-05-01)We investigate individual, developmental, and cultural differences in self-control in relation to children's changing belief in “free will” – the possibility of acting against and inhibiting strong desires. In three studies, 4- to 8-year-olds in the U.S., China, Singapore, and Peru (N = 441) answered questions to gauge their belief in free will and completed a series of self-control and inhibitory control tasks. Children across all four cultures showed predictable age-related improvements in self-control, as well as changes in their free will beliefs. Cultural context played a role in the timing of these emerging free will beliefs: Singaporean and Peruvian children's beliefs changed at later ages than Chinese and U.S. children. Critically, culture moderated the link between self-control abilities and free will beliefs: Individual differences in self-control behaviors were linked to individual differences in free will beliefs in U.S. children, but not in children from China, Singapore or Peru. There was also evidence of a causal influence of self-control performance on free will beliefs in our U.S. sample. In Study 2, a randomly assigned group of U.S. 4- and 5-year-olds who failed at two self-control tasks showed reduced belief in free will, but a group of children who completed free will questions first did not show changes to self-control. Together these results suggest that culturally-acquired causal-explanatory frameworks for action, along with observations of one's own abilities, might influence children's emerging understanding of free will. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Causal learning, counterfactual reasoning and pretend play: A cross-cultural comparison of Peruvian, mixed- and low-socioeconomic status U.S. children(Royal Society Publishing, 2022-12-19)Pretend play universally emerges during early childhood and may support the development of causal inference and counterfactual reasoning. However, the amount of time spent pretending, the value that adults place on pretence and the scaffolding adults provide vary by both culture and socioeconomic status (SES). In middle class U.S. preschoolers, accuracy on a pretence-based causal reasoning task predicted performance on a similar causal counterfactual task. We explore the relationship between cultural environment, pretence and counterfactual reasoning in low-income Peruvian (N = 62) and low-income U.S. (N = 57) 3- to 4-year olds, and contrast findings against previous findings in an age-matched, mixed-SES U.S. sample (N = 60). Children learned a novel causal relationship, then answered comparable counterfactual and pretence-based questions about the relationship. Children's responses for counterfactual and pretence measures differed across populations, with Peruvian and lower-income U.S. children providing fewer causally consistent responses when compared with middle class U.S. children. Nevertheless, correlations between the two measures emerged in all populations. Across cohorts, children also provided more causally consistent answers during pretence than counterfactually. Our findings strengthen the hypothesis that causal pretend play is related to causal counterfactual reasoning across cultural contexts, while also suggesting a role for systematic environmental differences. This article is part of the theme issue ‘Thinking about possibilities: mechanisms, ontogeny, functions and phylogeny’. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Pragmatic Development in Peruvian Children: Modality and Lexical Development Between 8 and 15 Months of Age(John Benjamins Publishing Company, 2023-12-31)This study examines how 8- to 15-month-old Peruvian children1 (N=18) express pragmatic functions in terms of the modality and referential-specifcity level of each communicative behaviour. Results show that pragmatic functions were expressed mainly via the vocal modality, primarily with vocalisations; nevertheless, specifc functional patterns were found: declaratives involved more use of words, and imperatives more use of gestures. While older children produced more declaratives and less personal expressions, and more words, there was no signifcant change of preferred modality with age. Finally, vocabulary size and pragmatic production seem to be associated: children with larger receptive vocabularies produced more declaratives and less personal expressions, while those with larger expressive vocabularies produced fewer personal expressions and more words. This pragmatic approach allows for a more nuanced view of communicative development, with each function exhibiting a specifc trajectory. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Early Vocabulary in Two Varieties of South American Spanish: Quantitative and Qualitative Differences(SAGE Publications Ltd, 2023-10-01)This article presents a cross-cultural comparison of the size and composition of the expressive vocabulary of young children speaking two dialectal varieties of South American Spanish. Ninety-one Peruvian and 91 Argentinian toddlers (mean age: 22.5 months), matched on gender, age and maternal education, were assessed through the respective adaptations of the MacArthur-Bates Communicative Development Inventories. Results revealed a vocabulary growth compatible with a spurt in both groups. A marginally significant country-by-gender interaction indicated that while Argentinian children exhibited an accelerated lexical growth before age 2;0 regardless of gender, only Peruvian girls did so; Peruvian boys presented a more gradual and later increase. We also found between-group qualitative differences in vocabulary composition: Argentinian toddlers with vocabularies of up to 100 words exhibited a significantly higher proportion of Nouns, while Peruvian children, especially those with a lexical mass under 50 words, had a higher percentage of Social words. Both findings are discussed in terms of possible cross-cultural differences linked to input quality and early interactions, and avenues for further research are proposed.