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La conciencia metapragmática en la edad escolar

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Autor dc.contributor.author Allende N.C.
Autor dc.contributor.author Faccio P.A.
Fecha Tésis dc.date 2009
Fecha Ingreso dc.date.accessioned 2014-04-04T17:22:08Z
Fecha Disponible dc.date.available 2014-04-04T17:22:08Z
Fecha en Repositorio dc.date.issued 2014-04-04
dc.description.abstract Oral language skills develop in school age children both quantitatively and qualitatively. Among the qualitative changes, we find metapragmatic awareness. Despite the existence of various hypotheses which account for this development (Puyuelo y Rondal 2003), there is no empirical evidence for explaining these changes. With the purpose of describing the development of metapragmatic awareness, a test was administered to 160 children between the ages of 6 and 12. The results imply that as age increases, conscious (metapragmatic) responses increase, whereas automatic (epipragmatic) responses decrease. Likewise, significant differences were found among age groups, and their responses to the test items depended on the type of exercise, confirming thus that metapragmatic skills are not systematic. en_US
dc.source Boletin de Linguistica
Link Descarga dc.source.uri http://www.scopus.com/inward/record.url?eid=2-s2.0-77955586551&partnerID=40&md5=2a7e12b1fef72c2c8f7352df4cddee0b
Title dc.title La conciencia metapragmática en la edad escolar en_US
dc.description.keywords Epipragmatic adjustment; Late oral development; Metapragamtic awareness en_US


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