The present research explores the degree of morphological structure of compound words in the native and nonnative lexicons, and provides additional data on the access to these representations. Native and nonnative speakers (L1 Spanish) of English were tested using a lexical decision task with masked priming of the compound's constituents in isolation, including two orthographic conditions to control for a potential orthographic locus of effects. Both groups displayed reliable priming effects, unmediated by semantics, for the morphological but not the orthographic conditions as compared to an unrelated baseline. Results contribute further evidence of morphological structure in the lexicon of native speakers, and suggest that lexical representation and access in a second language are qualitatively comparable at relatively advanced levels of proficiency.Keywords: lexical representation; non-native speakers; compounds; morphological processing; masked priming. IntroductionAmong the considerable issues in visual word recognition research, the role of morphology is hotly debated. While many agree that, at least in some cases, native visual word processing involves morphological decomposition for complex words (e.g., Marslen-Wilson, 2007), there is no consensus as to exactly how, when, and under what conditions this happens. As with any other aspect of language processing, access is crucially interesting for psycholinguists in that it is inextricably bound to representation.In fact, the existence of-or even the need for-a morphologically structured lexicon has been the subject of much discussion (see, e.g., Feldman, O'Connor, & Moscoso del Prado Martín, 2009). Focused on the visual processing of English compound words in isolation, the data reported in this article provide supporting evidence for models assuming some degree of morphological structure in the lexicon of native speakers, and suggests that lexical representations in relatively proficient second language users are equally complex.The role constituent morphemes play in the access to, and representation of, complex words has been explored systematically for the last 40 years, from the seminal studies of Forster, 1975, 1976) to the proliferation of research contrasting behavioural, electrophysiological, neuroimaging and clinical data (e.g., Bozic, Marslen-Wilson, Stamatakis, Davis, & Tyler, 2007;Fiorentino, Naito-billen, Bost, & Fund-Reznicek, 2014;MacGregor & Shtyrov, 2013;Marelli, Zonca, Contardi, & Luzzatti, 2014; Marslen-Wilson & Tyler, 2007, among others). Current positions range from models advocating exclusively morpheme mediated access (Stockall & Marantz, 2006;Taft & Nillsen, 2013), to dual/multiple-route accounts highlighting the competition (and/or cooperation) between whole-form and morpheme-based access (Hyönä, 2012), to proposals questioning the role of morphology in favour of a distributed-connectionist implementation of unmediated access to constituent and whole-word meanings through orthographic and/or phonological cues (e.g., Devlin, Jami...
A partir de la reseña de un estudio de caso realizado en 2005 sobre las adaptaciones pedagógicas utilizadas por un grupo de docentes a cargo del único estudiante sordo admitido en 2003 en la Universidad Nacional de Colombia, se presentan algunas reflexiones para la formulación de una política curricular institucional orientada hacia la integración académica de estudiantes sordos en este contexto educativo. Algunas de las consideraciones centrales conciernen a la necesidad de utilizar más recursos tecnológicos visuales de la información y de la comunicación, así como de diseñar y poner en marcha un programa institucional de acompañamiento permanente a los estudiantes sordos admitidos y a sus docentes con miras a garantizar un desarrollo adecuado del proceso de formación involucrado.
procesamiento silábico difirió en su patrón del observado en los adultos: en niños el efecto es facilitador y en adultos el efecto es inhibitorio.
Esta refl exión está orientada a presentar los avances en el estudio de la naturaleza del lenguaje con énfasis en los procesos de comprensión semántica, desde las teorías corporizadas y motrices de la cognición. Se establecen los lineamientos principales que sostienen dichas teorías y su aporte al área de las ciencias del lenguaje y la psicolingüística. En un primer apartado se resumen las ideas fundacionales de la teoría corporizada y enactiva, y se defi nen las propuestas sobre el lenguaje desde esta postura, para presentar, de manera general, el movimiento de la semántica corporizada. Posteriormente, se retoman estos planteamientos para relacionarlos con los problemas en el procesamiento de lenguaje de los pacientes con enfermedad de Parkinson. Esta enfermedad neurológica, al estar asociada con défi cits motores y del movimiento voluntario, resulta una plataforma ideal para la validación de teorías que sugieren una estrecha relación entre la actividad motriz en contexto, la neurofi siología de la acción y los procesos de comprensión lingüística.
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