Palma (Mallorca), del 7 al 9 de septiembre de 2016
VIII Congreso Internacional de Adquisición del Lenguaje


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Programa general, ficha de actividad

Jueves 8 de septiembre de 2016 Póster
The Contribution of Working memory and Cognitive Flexibility to Children’s Reading Comprehension
Expone: Hanne Bruun Søndergaard Knudsen, Aalborg University

Autores: Hanne Bruun Søndergaard Knudsen, Aalborg University, Denmark, Lisa Margaret Davies Archibald, Western University, Canada, Kristine Jensen de López, Aalborg University, Denmark


Multiple cognitive skills support the acquisition of language comprehension and proficient reading skills (Guajardo & Cartwright, 2015). Recently, literacy development has been linked to a set of higher-order mental processes involved in the self-regulation of goals known as executive functions (Diamond, 2013). Executive dysfunctions have been reported for groups with dyslexia (Varvara, Varuzza, Sorrentino, Vicari, & Menghini, 2014), and in cases of reading comprehension difficulties (Jerman Reynolds, & Swanson, 2012). The relative influence of key executive function components on reading comprehension, however, has not been studied extensively. The purpose of the present study was to compare the relationships between reading comprehension and two executive functions, working memory and cognitive flexibility in a group of 39 Danish-speaking school age children. They completed two measures of executive functions, working memory and cognitive flexibility, and measures of reading comprehension, non-word reading, language comprehension, and nonverbal intelligence. Results revealed that unique variance in children’s sentence comprehension was explained by measures of cognitive flexibility even after differences in age, language comprehension, nonverbal intelligence and working memory were taken into account. Although related to the reading measures, working memory did not explain unique variance in the sentence comprehension measure. References: Diamond, A. (2013). Executive Functions. Annual Review of Psychology, 64, 135-168. Guajardo, N.R. & Cartwright, K.B. (2015). The contribution of theory of mind, counterfactual reasoning, and executive function to pre-readers’ language comprehension and later reading awareness and comprehension in elementary school. Journal of Experimental Child Psychology 144, 27–45 Jerman, O., Reynolds, C., & Swanson, H. L. (2012). Does growth in working memory span or executive processes predict growth in reading and math in children with reading disabilities? Learning Disability Quarterly, 35(3), 144-157. Varvara, P., Varuzza, C., Sorrentino, A. C. P., Vicari, S., & Menghini, D. (2014). Executive functions in developmental dyslexia. Frontiers in Human Neuroscience.
Pausa café y sesión de pósters
Lugar: Hall 1er piso Bloque A

Otras actividades en Pausa café y sesión de pósters
10:00 h. a 11:00 h.Pausa café

Póster

La competencia lectora en niños con implante coclear: Intervención en el ámbito educativo-familiar

Expone: Guzmán Pisón del Real, Universidad Complutense de Madrid
Póster

Pragmatic and social-cognitive skills in the Czech Deaf

Expone: Eva Filippova, Charles University in Prague
Póster

La Lengua de Signos Española en el proceso de adquisición de la lengua oral

Expone: Eva Freijeiro Ocampo, Universidade de Vigo
Póster

Predictores del desarrollo de la lectura en español: más allá de las habilidades fonológicas

Expone: Maria Fernanda Lara Díaz, Universidad Nacional de Colombia
Póster

La multimodalidad en las interacciones entre estudiantes sordos al resolver problemas matemáticos.

Expone: Celia Renata Rosemberg, Consejo Nacional de Investigaciones Científicas y Técnicas
Expone: Maria del Pilar Fernández Viader, Universitat de Barcelona, Catedrática Facultad Educación
Póster

Adquisición simultánea de dos lenguas: Influencia del grado de exposición en el desarrollo léxico y gramatical

Expone: Anna Amadó Codony, Universitat de Girona
Póster

Code switching in written language of biliterate children: An exploratory study
Póster

Intersentential Switching in Malayalam-English Bilingual Children
Póster

Fonologia e Memória Verbal : Estudo de caso

Expone: Rosa Maria  Lima, Escola Superior de Educação de Paula Frassinetti,  Profesora Asociada
Póster

European Portuguese infants´ communicative development: a longitudinal study

Expone: Irene Cadime, Universidade do Minho
Póster

Rendimientos en comprensión de textos de personas ciegas y personas videntes: un primer análisis comparativo

Expone: Miguel Pérez Pereira, Universidade de Santiago de Compostela
Póster

Análisis de predictores tempranos del desarrollo lingüístico: la coordinación de conductas comunicativas en el desarrollo léxico temprano.

Expone: Alicia Otones Reyes, Universidad Autónoma de Madrid
Expone: Carlota Ortega Macias, Universidad Autónoma de Madrid
Expone: Cristina Rey Díaz, Universidad Autónoma de Madrid
Póster

Communicative development of Portuguese infants aged between 8 and 15 months

Expone: Fernanda Parente Viana, University of Minho
Póster

El entorno lingüístico de niños pequeños de Argentina. Variaciones en función del nivel socioeconómico

Expone: Celia Renata Rosemberg, Consejo Nacional de Investigaciones Científicas y Técnicas
Póster

El papel de la imitación espontánea e inmediata en el desarrollo lingüístico y comunicativo temprano

Expone: Alba Teno Miján, Universidad Autónoma de Madrid
Expone: Lidia Pardo Alba, Universidad Autónoma de Madrid
Póster

Before and After with Temporal and Spatial Meaning in Language Acquisition

Expone: Veronika Harmati-Pap, Hungarian Academy of Sciences - Research Institute for Linguistics; Pázmány Péter Catholic Univ.
Póster

Léxico y calidad textual: el desarrollo léxico en la producción no nativa

Expone: Elisa Rosado, Universitat Autònoma de Barcelona
Póster

Linguistic interfaces and narrative development in deaf learners’ bilingual acquisition of sign language and written language

Expone: Carolina Plaza-Pust, J. W. Goethe-Universitaet Frankfurt