El vocabulario y la generación de inferencias en la comprensión de narraciones en niños preescolares
Autores/as
Juan Pablo Barreyro
Universidad de Buenos Aires - Consejo Nacional de Investigaciones Científicas y Técnicas, Buenos Aires, Argentina.
[email protected] https://orcid.org/0000-0002-1606-1049Julieta Fumagalli
Universidad de Buenos Aires - Consejo Nacional de Investigaciones Científicas y Técnicas, Facultad de Filosofía y Letras, Buenos Aires, Argentina.
[email protected] https://orcid.org/0000-0002-9532-5777Andrea Alvarez-Drexler
Universidad de Buenos Aires - Consejo Nacional de Investigaciones Científicas y Técnicas, Facultad de Psicología, Buenos Aires, Argentina.
[email protected]Alejandra Calero
Universidad de Buenos Aires - Consejo Nacional de Investigaciones Científicas y Técnicas, Facultad de Psicología, Buenos Aires, Argentina.
[email protected] https://orcid.org/0000-0001-7197-1320Jesica Formoso
Universidad de Buenos Aires - Consejo Nacional de Investigaciones Científicas y Técnicas, Facultad de Psicología, Buenos Aires, Argentina.
[email protected] https://orcid.org/0000-0003-3062-4036Detalles
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Resumen
El propósito del presente trabajo consistió en estudiar el papel de la generación de inferencias y del conocimiento del vocabulario (vinculado a la dimensión de profundidad) en la comprensión literal de narraciones en niños preescolares de tres a seis años. Con este propósito se administró una prueba de vocabulario, se narraron tres cuentos a los niños, y se evaluó la generación de inferencias y la comprensión literal de las narraciones. Los resultados indicaron relaciones significativas entre el vocabulario, la generación de inferencias y la comprensión de las narraciones. Al llevar a cabo un análisis de regresión se observó un efecto de interacción entre el vocabulario y la generación de inferencias. Al analizar dicha interacción se observó que los niños con menor vocabulario dependían de sus habilidades de generación de inferencias para poder comprender, y que los niños con menor capacidad para generar inferencias dependían del conocimiento del vocabulario para lograr comprender la narración.
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