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Comprendiendo el curso temporal del aprendizaje incidental de palabras basado en el contexto de adolescentes
Autores/as
- Florencia Fuenzalida Universidad de Chile
- Geraldine Muñoz Universidad de Chile
- Camila Cortés Universidad de Chile
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Josué Pino
Universidad de Chile
https://orcid.org/0000-0003-2412-2718
-
Andrea Helo
Universidad de Chile
https://orcid.org/0000-0002-0912-7476
-
Ernesto Guerra
Universidad de Chile
https://orcid.org/0000-0001-7403-5271
Resumen
La literatura existente sobre aprendizaje incidental de palabras no ha estudiado el curso temporal de este proceso en adolescentes, aun cuando este tipo de aprendizaje es la primera fuente de adquisición de nuevas palabras, particularmente en la educación secundaria. El presente estudio viene a llenar ese vacío, y además examina el rol del vocabulario preexistente en este proceso, y la relación entre el porcentaje de palabras aprendidas y los tiempos de lectura. Una muestra de catorce adolescentes completó un experimento de lectura autoadministrada de tres fases (exposición, evaluación implícita, evaluación explícita), más una prueba de vocabulario. Los resultados muestran que aquellos participantes que aprendieron más palabras dedicaron mayor tiempo de lectura a las nuevas palabras en la fase de exposición, y, además, evidenciaron un efecto de facilitación luego de solo cuatro exposiciones. Tentativamente, esta capacidad podría estar relacionada en parte con el vocabulario preexistente en los adolescentes.Palabras clave:
Aprendizaje incidental, Vocabulario, Adolescentes, Tiempos de lecturaReferencias
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