ABSTRACT

Despite the important role assigned to analogical reasoning (AR) in cognition and language, the relationship between this ability and language skills in the emergent literacy period has not been sufficiently studied, especially in Spanish speakers. To explore this link, we examined two modalities of AR (verbal and non-verbal) as predictors of linguistic skills in Spanish-speaking preschoolers with typical language development. A descriptive, cross-sectional study was conducted and non-probability sampling was used. Participants were assessed on listening comprehension, lexical skills, phonological awareness and verbal and non-verbal AR. The sample consisted of 48 monolingual Spanish-speaking children from 4.1 to 6.0 years old. Hierarchical regression analysis identified a general model of age and verbal AR as significant predictors of overall emergent literacy performance and also pointed out the different contributions of the verbal and non-verbal AR to models of listening comprehension, lexical skills and phonological awareness. These findings contribute to the discussion on the dynamics of this relationship in the emergent literacy period and underscore the need to analyse specific analogical modalities in models of language development.

摘要

尽管类比推理 (AR) 在认知和语言中发挥重要作用，但在新兴识字期，这种能力与语言技能之间的关系尚未得到充分研究，尤其是在讲西班牙语的人中。为了探索这种联系，我们检查了两种 AR（语言和非语言）模式作为具有典型语言发展的说西班牙语的学龄前儿童的语言技能的预测指标。进行了描述性横断面研究，并使用了非概率抽样。参与者在听力理解、词汇技能、语音意识以及语言和非语言 AR 方面进行了评估。样本由 48 名 4.1 至 6.0 岁的单语西班牙语儿童组成。分层回归分析将年龄和语言 AR 的一般模型确定为整体紧急读写能力的重要预测因子，并指出语言和非语言 AR 对听力理解、词汇技能和语音意识模型的不同贡献。这些发现有助于讨论新兴识字时期这种关系的动态，并强调需要分析语言发展模型中的特定类比模式。