MEMORIA PROCEDIMENTAL Y COMPLEJIDAD SINTÁCTICA EN ESTUDIANTES HISPANOHABLANTES

Translated title of the contribution: Procedural memory and syntactic complexity in Spanish students

PEDRO GABRIEL ALFARO FACCIO, Alejandra Figueroa-Leighton

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

This research (Fondecyt Proyect 11160978) aims to determine the influence of procedural memory levels on syntactic complexity in school-age subjects with typical linguistic and cognitive development. For this reason, a retrospective ex post facto research was conducted in which 119 subjects were evaluated. These subjects were divided into five groups of different school levels: preschool, second grade, fourth grade, sixth grade, and eight grade from primary school. In terms of procedural memory, an implicit learning serial reaction time (SRT) task was applied using visual-spatial series. To report syntax, we conducted an analysis of nodes of syntactic dependency present in oral narratives retold by subjects. Data was correlated and therefore a linear regression model was applied to predict the influence of one variable over the other. Results revealed significant correlations (<1.96 according to the standard index value) in each group (preschool=0.72; second grade=0.75; fourth grade=0.74; sixth grade=0.79; eight grade=0.70). The regression model reported R 2 values over to 0.5.

Translated title of the contributionProcedural memory and syntactic complexity in Spanish students
Original languageSpanish
Pages (from-to)113-127
Number of pages15
JournalLenguas Modernas
Volume2019
Issue number54
StatePublished - 2019
Externally publishedYes

Fingerprint

Dive into the research topics of 'Procedural memory and syntactic complexity in Spanish students'. Together they form a unique fingerprint.

Cite this