Capacidad de denominación y categorización en una muestra de niños de Jardín de Infantes
Autores/as
Joaquín Ordóñez
Instituto de Investigaciones, Facultad de Psicología, Universidad de Buenos Aires.
joaquin@ordonez.ar https://orcid.org/0000-0001-7966-9142Adán Garros
Facultad de Ciencias Exactas y Naturales, Universidad de Buenos Aires.
adan@garros.net https://orcid.org/0000-0002-8856-741XJésica Formoso
Consejo Nacional de Investigaciones Científicas y Técnicas
jesica.formoso@gmail.com https://orcid.org/0000-0003-3062-4036Juan Pablo Barreyro
Consejo Nacional de Investigaciones Científicas y T´écnicas
jpbarreyro@gmail.com https://orcid.org/0000-0002-1606-1049Detalles
Publicado
2020-01-25
Resumen
AA partir de la postulación del modelo del prototipo, dentro de la Psicología cognitiva se ha cuestionado la capacidad de los niños para realizar tareas semánticas que impliquen distintos niveles de inclusión. Actualmente, continúa en debate si durante el desarrollo se adquieren primero los conceptos del nivel básico o los del nivel superordinado. Por otro lado, continúa el debate en torno a si en la ontogenia se adquieren primero los conceptos y categorías correspondientes al dominio de seres vivos o al de objetos inanimados. Con el objetivo de explorar el desarrollo del conocimiento léxico-semántico, se realizó la prueba del cuarto excluido, propuesta por Luria (1984), en una muestra de 30 niños de Buenos Aires de clase media-alta que asisten a una escuela privada bilingüe. En dicha prueba el participante debe denominar tarjetas a color, luego extraer el estímulo que no se vincule semánticamente al resto del juego y, por último, denominar la categoría resultante. Los resultados obtenidos son consistentes con el modelo del prototipo, en donde los conceptos del nivel básico se adquieren con anterioridad a los del nivel superordinado. Se encontró también que seres vivos puntuó por arriba en las dos tareas de denominación.
Palabras clave
capacidad
cognición
conceptualización
desarrollo infantil
Psicología del Desarrollo
Psicología del niño
Psicología Experimental
Cómo citar
Ordóñez, J., Garros, A., Formoso, J., & Barreyro, J. P. (2020). Capacidad de denominación y categorización en una muestra de niños de Jardín de Infantes. RECIE. Revista Caribeña De Investigación Educativa, 4(1), 92–102. https://doi.org/10.32541/recie.2020.v4i1.pp92-102
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Citas
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https://doi.org/10.1146/annurev.ps.32.020181.000513
Moreno-Martínez, F., Goñi-Imízcoz, M., & Spitznagel, M. (2011). Domain or not Domain? That is the Question: Longitudinal Semantic Deterioration in Alzheimer’s Disease. Brain and Cognition, 77(1), 89-95. https://doi.org/10.1016/j.bandc.2011.05.006
Murphy, G. (2002). The Big Book of Concepts. MIT Press.
Murphy, G. (2016). Explaining the Basic-Level Concept Advantage in Infants…or Is It the Superordinate-Level Advantage? Psychology of Learning and Motivation, 64, 57-92. https://doi.org/10.1016/bs.plm.2015.09.002
Patterson, K., Marshall, J., & Coltheart, M. (2017). Surface Dyslexia: Neuropsychological and Cognitive Studies of Phonological Reading. Routledge. https://doi.org/10.4324/9781315108346
Quinn, P., & Eimas, P. (1996). Perceptual Cues That Permit Categorical Differentiation of Animal Species by Infants. Journal of Experimental Child Psychology, 63(1), 189-211. https://doi.org/10.1006/jecp.1996.0047
Rakison, D., & Yermolayeva, Y. (2010). Infant Categorization. Wiley Interdisciplinary Reviews: Cognitive Science, 1(6), 894-905. https://doi.org/10.1002/wcs.81
Rämä, P., Sirri, L., & Serres, J. (2013). Development of Lexical–Semantic Language System: N400 Priming Effect for Spoken Words in 18- and 24-Month Old Children. Brain and Language, 125(1), 1-10. https://doi.org/10.1016/j.bandl.2013.01.009
Rapp, B., & Goldrick, M. (2006). Speaking Words: Contributions of Cognitive Neuropsychological Research. Cognitive Neuropsychology, 23(1), 39-73. https://doi.org/10.1080/02643290542000049
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Rogers, T., & Patterson, K. (2007). Object Categorization: Reversals and Explanations of the Basic-Level Advantage. Journal of Experimental Psychology: General, 136(3), 451-469. https://doi.org/10.1037/0096-3445.136.3.451
Rogers, T., Patterson, K., Jefferies, E., & Lambon Ralph, M. (2015). Disorders of Representation and Control in Semantic Cognition: Effects of Familiarity, Typicality, and Specificity. Neuropsychologia, 76, 220-239. https://doi.org/10.1016/j.neuropsychologia.2015.04.015
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Rostad, K., Yott, J., & Poulin-Dubois, D. (2012). Development of Categorization in Infancy: Advancing Forward to the Animate/Inanimate Level. Infant Behavior and Development, 35(3), 584-595. https://doi.org/10.1016/j.infbeh.2012.05.005
Sheng, L., & McGregor, K. (2010). Lexical-Semantic Organization in Children With Specific Language Impairment. Journal of Speech, Language, and Hearing Research, 53(1), 146-159. https://doi.org/10.1044/1092-4388(2009/08-0160)
Simoes-Loureiro, I., & Lefebvre, L. (2016). Retrogenesis of Semantic Knowledge: Comparative Approach of Acquisition and Deterioration of Concepts in Semantic Memory. Neuropsychology, 30(7), 853-859. https://doi.org/10.1037/neu0000272
Sloutsky, V., & Deng, W. (2019). Categories, Concepts, and Conceptual Development. Language, Cognition and Neuroscience, 34(10), 1284-1297. https://doi.org/10.1080/23273798.2017.1391398
Stewart, F., Parkin, A., & Hunkin, N. (1992). Naming Impairments following Recovery from Herpes Simplex Encephalitis: Category-Specific? The Quarterly Journal of Experimental Psychology Section A, 44(2), 261-284. https://doi.org/10.1080/02724989243000037
Torrealva, V., & Santillán, E. (2011). Efecto categorial específico en adultos jóvenes y adultos mayores sanos: Ventaja en el tiempo de respuesta para animales sobre objetos manipulables en una tarea de decisión semántica. Revista Neuropsicologia Latinoamericana, 3(3), 1-11. http://dx.doi.org/10.5579/rnl.2011.0063
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Wright, K., Poulin?Dubois, D., & Kelley, E. (2015). The Animate-Inanimate Distinction in Preschool Children. British Journal of Developmental Psychology, 33(1), 73-91. https://doi.org/10.1111/bjdp.12068
Xu, F., & Tenenbaum, J. (2007). Word Learning as Bayesian Inference. Psychological Review, 114(2), 245272. https://doi.org/10.1037/0033-295X.114.2.245
Zevin, J., & Seidenberg, M. (2002). Age of Acquisition Effects in Word Reading and Other Tasks. Journal of Memory and Language, 47(1), 1-29. https://doi.org/10.1006/jmla.2001.2834
Amsel, B., & Cree, G. S. (2013). Semantic Richness, Concreteness, and Object Domain: An Electrophysiological Study. Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale, 67(2), 117-129. https://doi.org/10.1037/a0029807
Bornstein, M., & Arterberry, M. (2010). The Development of Object Categorization in Young Children: Hierarchical Inclusiveness, Age, Perceptual Attribute, and Group Versus Individual Analyses.
Developmental Psychology, 46(2), 350-365. https://doi.org/10.1037/a0018411
Bunn, E., Tyler, L., & Moss, H. (1998). Category-Specific Semantic Deficits: The Role of Familiarity and Property Type Reexamined.Neuropsychology, 12(3), 367-379. https://doi.org/10.1037//0894-4105.12.3.367
Clark, E. (2000). Coining New Words: Old and New Word Forms for New Meanings. In L. Menn & N. Bernstein Ratner (Eds.). Methods for Studying Language Production (pp.53-67). Lawrence Erlbaum. http://bit.ly/34By23d
Clark, E. (2009). First Language Acquisition. Cambridge University Press. https://doi.org/10.1017/CBO9780511806698
Coltheart, M. (2004). Are There lexicons? Psychology Section A, 57(7), 1153-1172. https://doi.org/10.1080/02724980443000007
Coppens, P., & Frisinger, D. (2005). Category-Specific Naming Effect in non-Brain-Damaged Individuals.. Brain and Language, 94(1), 61-71. https://doi.org/10.1016/j.bandl.2004.11.008
Elsner, B., Jeschonek, S., & Pauen, S. (2013). Event-Related Potentials for 7-Month-Olds’ Processing of Animals and Furniture Items. Developmental Cognitive Neuroscience, 3(1), 53-60. https://doi.org/10.1016/j.dcn.2012.09.002
Farah, M., & Rabinowitz, C. (2003). Genetic and Environmental Influences on the Organisation of Semantic Memory in the Brain: Is “Living Things” an Innate Category? Cognitive Neuropsychology, 20(3–6), 401-408. https://doi.org/10.1080/02643290244000293
Fulkerson, A., & Haaf, R. (2003). The Influence of Labels, Non-Labeling Sounds, and Source of Auditory Input on 9- and 15-Month-Olds’ Object Categorization. Infancy, 4(3), 349-369. https://doi.org/10.1207/S15327078IN0403_03
Friedmann, N., Biran, M., & Dotan, D. (2013). Lexical Retrieval and Its Breakdown in Aphasia and Developmental Language Impairment. In Cedric Boeckx & Kleanthes Grohmann (Eds.). The Cambridge Handbook of Biolinguistics (pp.350–74). Cambridge University Press. https://doi.org/10.1017/cbo9780511980435.021
Fulkerson, A., & Haaf, R. (2006). Does Object Naming Aid 12-Month-Olds’ Formation of Novel Object Categories? First Language, 26(4), 347-361. https://doi.org/10.1177/0142723706059217
Funnell, E., & Sheridan, J. (1992). Categories of Knowledge? Unfamiliar Aspects of living and nonliving things. Cognitive Neuropsychology, 9(2), 135– 153. https://doi.org/10.1080/02643299208252056
Juhasz, B. (2005). Age-of-Acquisition Effects in Word and Picture Identification. Psychological Bulletin, 131(5), 684-712. https://doi.org/10.1037/0033-2909.131.5.684
Karmiloff-Smith, A. (1994). Beyond Modularity: A Developmental Perspective on Cognitive Science. International Journal of Language & Communication Disorders, 29(1), 95-105. https://doi.org/10.3109/13682829409041485
Liu, J., Golinkoff, R., & Sak, K. (2001). One Cow Does Not an Animal Make: Young Children Can Extend Novel Words at the Superordinate Level. Child Development, 72(6), 1674-1694. https://doi.org/10.1111/1467-8624.00372
Luria, A. (1984). Conciencia y lenguaje. Visor.
Mahon, B., & Caramazza, A. (2009). Concepts and Categories: A Cognitive Neuropsychological Perspective. Annual Review of Psychology, 60(1), 27-51. https://doi.org/10.1146/annurev.psych.60.110707.163532
Mahon, B., & Caramazza, A. (2011). What Drives the Organization of Object Knowledge in the Brain? Trends in Cognitive Sciences, 15(3), 97-103. https://doi.org/10.1016/j.tics.2011.01.004
Mandler, J., & McDonough, L. (1993). Concept Formation in Infancy. Cognitive Development, 8(3), 291-318. https://doi.org/10.1016/S0885-2014(93)80003-C
Martínez-Cuitiño, M., & Jaichenco, V. (2010). ¿Gato vs. martillo? diferencias en el procesamiento semántico. II Congreso Internacional de Investigación y Práctica Profesional en Psicología XVII Jornadas de Investigación Sexto Encuentro de Investigadores en Psicología del MERCOSUR. Facultad de Psicología - Universidad de Buenos Aires, Buenos Aires. https://bit.ly/36usIiY
Mervis, C., & Rosch, E. (1981). Categorization of Natural Objects. Annual Review of Psychology, 32(1), 89-115.
https://doi.org/10.1146/annurev.ps.32.020181.000513
Moreno-Martínez, F., Goñi-Imízcoz, M., & Spitznagel, M. (2011). Domain or not Domain? That is the Question: Longitudinal Semantic Deterioration in Alzheimer’s Disease. Brain and Cognition, 77(1), 89-95. https://doi.org/10.1016/j.bandc.2011.05.006
Murphy, G. (2002). The Big Book of Concepts. MIT Press.
Murphy, G. (2016). Explaining the Basic-Level Concept Advantage in Infants…or Is It the Superordinate-Level Advantage? Psychology of Learning and Motivation, 64, 57-92. https://doi.org/10.1016/bs.plm.2015.09.002
Patterson, K., Marshall, J., & Coltheart, M. (2017). Surface Dyslexia: Neuropsychological and Cognitive Studies of Phonological Reading. Routledge. https://doi.org/10.4324/9781315108346
Quinn, P., & Eimas, P. (1996). Perceptual Cues That Permit Categorical Differentiation of Animal Species by Infants. Journal of Experimental Child Psychology, 63(1), 189-211. https://doi.org/10.1006/jecp.1996.0047
Rakison, D., & Yermolayeva, Y. (2010). Infant Categorization. Wiley Interdisciplinary Reviews: Cognitive Science, 1(6), 894-905. https://doi.org/10.1002/wcs.81
Rämä, P., Sirri, L., & Serres, J. (2013). Development of Lexical–Semantic Language System: N400 Priming Effect for Spoken Words in 18- and 24-Month Old Children. Brain and Language, 125(1), 1-10. https://doi.org/10.1016/j.bandl.2013.01.009
Rapp, B., & Goldrick, M. (2006). Speaking Words: Contributions of Cognitive Neuropsychological Research. Cognitive Neuropsychology, 23(1), 39-73. https://doi.org/10.1080/02643290542000049
Rips, L., Smith, E., & Medin, D. (2012). Concepts and Categories: Memory, Meaning, and Metaphysics. In Keith Holyoak & Robert Morrison (Eds.). The Oxford Handbook of Thinking and Reasoning (pp.37-72). Oxford Hanbooks Online. https://doi.org/10.1093/oxfordhb/9780199734689.013.0011
Rogers, T., & Patterson, K. (2007). Object Categorization: Reversals and Explanations of the Basic-Level Advantage. Journal of Experimental Psychology: General, 136(3), 451-469. https://doi.org/10.1037/0096-3445.136.3.451
Rogers, T., Patterson, K., Jefferies, E., & Lambon Ralph, M. (2015). Disorders of Representation and Control in Semantic Cognition: Effects of Familiarity, Typicality, and Specificity. Neuropsychologia, 76, 220-239. https://doi.org/10.1016/j.neuropsychologia.2015.04.015
Rosch, E. (1978). Principles of Categorization. In E. H. Rosch & B. B. Lloyd (Eds.). Cognition and Categorization (pp.27-48). Lawrence Erlbaum. http://bit.ly/2Nrryyp
Rostad, K., Yott, J., & Poulin-Dubois, D. (2012). Development of Categorization in Infancy: Advancing Forward to the Animate/Inanimate Level. Infant Behavior and Development, 35(3), 584-595. https://doi.org/10.1016/j.infbeh.2012.05.005
Sheng, L., & McGregor, K. (2010). Lexical-Semantic Organization in Children With Specific Language Impairment. Journal of Speech, Language, and Hearing Research, 53(1), 146-159. https://doi.org/10.1044/1092-4388(2009/08-0160)
Simoes-Loureiro, I., & Lefebvre, L. (2016). Retrogenesis of Semantic Knowledge: Comparative Approach of Acquisition and Deterioration of Concepts in Semantic Memory. Neuropsychology, 30(7), 853-859. https://doi.org/10.1037/neu0000272
Sloutsky, V., & Deng, W. (2019). Categories, Concepts, and Conceptual Development. Language, Cognition and Neuroscience, 34(10), 1284-1297. https://doi.org/10.1080/23273798.2017.1391398
Stewart, F., Parkin, A., & Hunkin, N. (1992). Naming Impairments following Recovery from Herpes Simplex Encephalitis: Category-Specific? The Quarterly Journal of Experimental Psychology Section A, 44(2), 261-284. https://doi.org/10.1080/02724989243000037
Torrealva, V., & Santillán, E. (2011). Efecto categorial específico en adultos jóvenes y adultos mayores sanos: Ventaja en el tiempo de respuesta para animales sobre objetos manipulables en una tarea de decisión semántica. Revista Neuropsicologia Latinoamericana, 3(3), 1-11. http://dx.doi.org/10.5579/rnl.2011.0063
Tulving, E. (2002). Episodic Memory: From Mind to Brain. Annual Review of Psychology, 53, 1-25. https://doi.org/10.1146/annurev.psych.53.100901.135114
Tulving, E. (2016). Memory Research: What Kind of Progress? En L.-G. Nilsson (Ed.). Perspectives on Memory Research (PLE:Memory): Essays in Honor of Uppsala University’s 500th Anniversary (pp.19-34). Psychology Press. http://bit.ly/36EVK0h
Wright, K., Poulin?Dubois, D., & Kelley, E. (2015). The Animate-Inanimate Distinction in Preschool Children. British Journal of Developmental Psychology, 33(1), 73-91. https://doi.org/10.1111/bjdp.12068
Xu, F., & Tenenbaum, J. (2007). Word Learning as Bayesian Inference. Psychological Review, 114(2), 245272. https://doi.org/10.1037/0033-295X.114.2.245
Zevin, J., & Seidenberg, M. (2002). Age of Acquisition Effects in Word Reading and Other Tasks. Journal of Memory and Language, 47(1), 1-29. https://doi.org/10.1006/jmla.2001.2834
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