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Late language development: Metapragmatic consciousness in school-aged children

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Autor Crespo-Allende N.
Autor Alfaro-Faccio P.
Fecha Tésis 2010
Fecha Ingreso 2014-04-04T17:22:08Z
Fecha Disponible 2014-04-04T17:22:08Z
Fecha en Repositorio 2014-04-04
dc.description.abstract During schooling, children's oral language skills increase qualitatively and quantitatively. Among the qualitative changes, the development of metapragmatic awareness -the ability to discriminate and to establish relation-ships between linguistic and non-linguistic stimuli -can be found. Despite the various hypotheses that attempt to account for this development, there is no empirical evidence that might explain these changes or specify the ages at which they appear. For the purpose of this article, a test was administered to 160 children between the ages of 6 and 12. The results suggest that as age increases, metapragmatic (conscious) responses increase and epipragmatic (automatic) responses decrease. Likewise, significant differences were found among the age groups, and their responses to the test items depended on the type of exercise, thus confirming that metapragmatic skills are not systematic; their effectiveness varies according to the relations between the linguistic message and the context. © Universitas Psychologica Universidad Javeriana 2010. en_US
dc.source Universitas Psychologica
Link Descarga dc.source.uri
Title dc.title Late language development: Metapragmatic consciousness in school-aged children en_US
dc.title.alternative Desarrollo tardío del lenguaje: La conciencia metapragmática en la edad escolar] es_ES
dc.description.keywords Language acquisition; Linguistics; Metacognition; Metalinguistics; Metapragmatic consciousness; Psycholinguistics; School-aged children en_US

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