Enseñando palabras mediante libros ilustrados: el aprendizaje temprano de sustantivos y adjetivos

Abstract

El objetivo del trabajo que se informa fue investigar el aprendizaje de adjetivos y sustantivos mediante libros ilustrados en niños de tres años de edad. Se diseñaron dos estudios con una metodología cuasi-experimental en los que se enseñó a los niños un sustantivo o un adjetivo. Luego los participantes debían extender la palabra aprendida primero al objeto representado por la imagen, y luego a un nuevo ejemplar de la misma categoría de objeto (sustantivo) o propiedad de objeto (adjetivo). El Estudio 1 comparó el aprendizaje de sustantivos y adjetivos. Se encontró que los niños aprendieron el sustantivo pero no el adjetivo, lo que indicaría que para ellos aprender adjetivos a través de libros con imágenes es más difícil que aprender sustantivos. El Estudio 2 exploró el impacto de la información descriptiva sobre el aprendizaje de un adjetivo que refería a una propiedad visual (estampado). Esta información destacaba, por un lado, el núcleo del concepto, el estampado, y por otro la intención comunicativa del interlocutor. Se contrastó la ejecución de los niños en función de la información provista por la experimentadora. Los datos obtenidos muestran que si los niños reciben información descriptiva sobre el aspecto de la imagen que debe conectarse con la palabra, logran relacionarlo con la propiedad a la que refiere, aprendiendo el adjetivo. Los resultados de esta investigación aportan información relevante acerca de la relación entre el aprendizaje del lé- xico y el desarrollo conceptual y subrayan la relevancia del contexto sociopragmático en el aprendizaje de palabras.

Picture-books reading are a very common practice between children and adults. In these interactions parents assume that their children learn lots of things, especially words. But, is this interaction effective as a word learning device? Is it the same to teach different kind of words? The main question of this research arises in the intersection of two fields: symbolic compre - hension of pictures and word learning. Three main ideas guided this research. Symbolic under - standing of pictures is a very complex process that involves cognitive and social skills. The sociopragmatic context has an impact in the cognitive processes involved in word learning. There is a strong relationship between word learning and conceptual development. The aim of this research was to explore 3-year-old children´s learning of nouns and adjectives in a picture-book reading situation. We designed two studies using a cuasiexperimental approach. In Study 1 we compared two groups of children: one learned a noun (category condition) and the other an adjective (property condition). The noun was pompe, a word that does not exist but has a Spanish morphologic structure. The adjective, pompeado, was built based on the word pompe, adding the suffix-ado; suffix marks that the word is an adjective. Toddlers were exposed to the new words during a picturebook reading interaction with the experimenter, then, they had to solve two successive tests. In the first test of the category condition participants had to apply the new noun learned via pictures to the real object. In the second test they had to extend the new noun to a new exemplar, an object with the same shape but different color. In the first test of the property condition, participants had to apply the new adjective learned via pictures to the real object with the property. In the second test they had to extend the adjective to a new exemplar, a new object with the same target-property. The second tests were taken as strong indicators of word learning as they involved some kind of generalization. In the first test both groups, category and property, applied the word to the real object. In the second test, while children in the category condition extended the noun to another exemplar, children in the property condition did not extend the adjective to another exemplar with the same property. In a second study we explored if children need more cues to extend the adjective to another exemplar with the same property, and truly learn the adjective. Study 2 investigated the impact of descriptive information in word learn - ing. We set two groups on the basis of the information provided by the experimenter. One group received descriptive information highlight - ing the specific aspect of the picture that had to be mapped with the property. The other group did not receive this additional information. We found that only the participants that received descriptive information extended the word pompeado to a new exemplar with the target property. We propose that the descriptive information worked high - lighting the communicative intention of the experimenter as well as the core of the concept. Underscoring the perceptual feature allowed much more than making a superficial association, as the descriptive information pointed directly to the heart of the concept. Overall, the results of this research are consistent with previous studies that found that it is more difficult for young children to learn adjectives than nouns. The results also highlight the strong relationship between word learning and conceptual development. This re - search provides strong evidence concerning the importance of socio the pragmatic context on referential understanding and word learning.