This study investigated how previous linguistic experience and universal strategies guide the acquisition of phonology in the classroom. More specifically, it focused on the possible advantages that bilingual children have over monolingual children. Thirty-four children completed a picture-naming task: 9 Spanish native speakers, 19 English native speakers acquiring Spanish as L2 and 6 Korean-English bilinguals acquiring Spanish as L3. Results indicated that in general the children rapidly acquired native-like pronunciation of the Spanish rhotics, but the Korean-English bilinguals outperformed the English-speaking children. We propose that although previous linguistic knowledge plays a role in L2 and L3 acquisition, children are able to overcome transfer errors because they are guided by universal developmental strategies from the initial stages of acquisition. We suggest that if L3 learners have an advantage over L2 learners, this may be due to their complex linguistic knowledge and higher metalinguistic competence.
We propose that an orientation toward relating to one's romantic partner via multiple sensory channels has beneficial effects for the relationship, especially for long-distance relationships. We used Wicklund's (2004) conceptualisation of full-dimensionality of relating and Brehm's (1999) emotional intensity theory to test the effects of a sensory multidimensional orientation and difficulty of maintaining the romantic relationship on feelings of love and commitment. In Study 1, we tested 55 participants involved in a long-distance romantic relationship and found that a multidimensional orientation fended off the detrimental effects of difficulty of maintaining the relationship: when partners experienced high difficulty, those with a high orientation experienced more positive affect, love, and commitment than those with a low orientation. In Study 2, data from 31 long-distance and 23 geographically-close participants indicated that a high multidimensionality orientation had a greater positive impact in long-distance relationships than in geographically-close relationships. In Study 3, 40 long-distance participants were asked to write about two times when it was either difficult but possible or nearly impossible to maintain their current relationship. Positive affect for the partner, love, and desire to be with the partner in the future were highest for the participants in the possible condition who preferred relating to the partner on multiple sensory channels. Altogether, these studies underline the importance of multidimensional orientation in romantic relationships, especially when intimates perceive maintaining the relationship as being difficult but manageable. Theoretical and practical implications of this new concept of sensory multidimensionality orientation are discussed.
Este estudio analiza el desarrollo de la interpretación de las frases nominales (FN) en niños hispanohablantes para confirmar (o refutar) si muestran preferencia por la interpretación genérica y si la edad constituye un factor en dicha interpretación. Treinta y nueve niños (grupos de edad: 4;11–7;11 y 8;4–11;7) y un grupo control de 19 adultos realizaron una prueba en línea, en la que se les mostraban imágenes de animales / objetos con características atípicas, que incluían una pregunta con una FN definida (¿Los leones son verdes?) o una FN demostrativa (¿Estos leones son verdes?). Nuestras hipótesis fueron: 1) todos los niños mostrarían preferencia por el significado genérico y 2) esta preferencia se vería entre los niños más jóvenes. Los resultados demostraron que las interpretaciones de las FN definidas fueron similares en los tres grupos. En las interpretaciones de las FN específicas hubo diferencias significativas: los más pequeños interpretaron como genéricas un número elevado de FN demostrativas. Esto apoya la propuesta de que la interpretación genérica es una predisposición universal y que no es sino hasta la adolescencia que los niños se acercan a la norma adulta.
En esta investigación se evaluaron los usos de los adjetivos en un grupo de niños hispanohablantes, según tres variables: edad, sexo y tipo semántico. Los adjetivos pueden clasificarse según dos tipos semánticos: subsectivos e intersectivos. Los primeros describen tamaño y calidad (ej. grande, pequeño y flaco), y para su interpretación es necesario conocer las propiedades prototípicas del objeto. Lo contrario sucede con los adjetivos intersectivos (ej. rojo, italiano), que aplican de manera absoluta y no requieren de dicho conocimiento en su interpretación. Los datos que se analizaron pertenecen a la base de datos computadorizada CHILDES (MacWhinney, 2000). Se seleccionaron 93 niños / as entre las edades de 3 a 10 años. Los niños se dividieron en tres etapas de desarrollo: niñez temprana (3; 0-4;1), niñez media (6; 1-7; 11) y niñez tardía (9; 1-10; 9). Los resultados sugieren que la edad, pero no el sexo, del niño predice la diversidad adjetival alcanzada. También encontramos que la prevalencia de uno u otro tipo semántico está asociada tanto a la edad como al sexo del niño.
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