Aprendizaje, representación y procesamiento de palabras ambiguas en bilingu?es
DOI:
https://doi.org/10.24310/espsiescpsi.v10i1.13194Palabras clave:
bilingüismo, ambigüedad léxica, homonimia, polisemia, ambigüedad de traducciónResumen
En este trabajo se revisan los estudios que han investigado el procesamiento, la representación y el aprendizaje de palabras ambiguas (homónimas y polisémicas) en individuos bilingües. La evidencia disponible apoya la influencia mutua entre las dos lenguas del bilingüe, tanto en un nivel léxico como semántico. Más concretamente, destaca el impacto de la llamada “ambigüedad de traducción”, el cual se ve modulado por el nivel de competencia en la segunda lengua (L2). Se recogen además, las aportaciones de los distintos modelos de organización léxica bilingüe (Dijkstra y van Heuven, 2002; Kroll y Stewart, 1994; van Hell y De Groot, 1998), que parecen complementarse a la hora de explicar los resultados obtenidos. Para terminar, se corrobora la dificultad que encierra, en el ámbito educativo, el aprendizaje de palabras con varios significados y se concluye con algunas recomendaciones que facilitarían el aprendizaje de este tipo de palabras en la L2.
Descargas
Métricas
Citas
Anderson, J. R. y Reder, L. M. (1999). The fan effect: New results and new theories. Journal of Experimental Psychology: General, 128(2), 186-197. https://doi.org/10.1037//0096-3445.128.2.186
Arêas Da Luz Fontes, A. B. y Schwartz, A. (2010). On a Different “Plane”: Cross-language effects on the conceptual representations of within-language homonyms. Language and Cognitive Processes, 25, 508-532. https://doi.org/10.1080/01690960903285797
Barcroft, J. (2005). La enseñanza del vocabulario en español como segunda lengua. Hispania, 88, 568-583. https://doi.org/10.2307/20063160
Boada, R., Sánchez-Casas, R. M., Gavilán, J. M., García-Albea, J. E. y Tokowicz, N. (2013). Effect of multiple translations and cognate status on translation recognition performance of balanced bilinguals. Bilingualism: Language and Cognition, 16, 183-197. https://doi.org/10.1017/S1366728912000223
Blekher, M. (2000). Word-type effects in the lexical processing of Russian-English and French-English bilinguals (Tesis doctoral). Recuperado de http://biblioteca.universia.net/html_bura/ficha/params/id/50972805.html
Bracken, J., Degani, T., Eddington, C. M. y Tokowicz, N. (2016). Translation semantic variability: How semantic relatedness affects learning of translation-ambiguous words. Bilingualism: Language and Cognition. Recuperado el 25 de junio del 2016, del CJO2016. https://doi.org/10.1017/S1366728916000274
Comesaña, M., Perea, M., Piñeiro, A. y Fraga, I. (2009). Vocabulary teaching strategies and conceptual representations of words in L2 in children: Evidence with novice learners. Journal of Experimental Child Psychology, 104, 22-33. https://doi.org/10.1016/j.jecp.2008.10.004
Conrad, C. (1974). Context effects in sentence comprehension: A study of the subjective lexicon. Memory & Cognition, 2, 130-138. https://doi.org/10.3758/BF03197504
De Groot, A. M. B. (1992b). Bilingual lexical representation: A closer look at conceptual representations. En R. Frost y L. Katz (Eds.), Orthography, phonology, morphology, and meaning, pp. 389–412. Amsterdam: Elsevier.https://doi.org/10.1016/S0166-4115(08)62805-8
Degani, T., Prior, A. y Tokowicz, N. (2011). Bidirectional transfer: The effect of sharing a translation. Journal of Cognitive Psychology, 23(1), 18-28. https://doi.org/10.1080/20445911.2011.445986
Degani, T. y Tokowicz, N. (2010). Ambiguous words are harder to learn. Bilingualism: Language and Cognition, 13, 299-314. https://doi.org/10.1017/S1366728909990411
Degani, T. y Tokowicz, N. (2013). Cross-language influences: translation status affects intraword sense relatedness. Memory & Cognition, 41(7), 1046-1064. https://doi.org/10.3758/s13421-013-0322-9
Degani, T., Tseng, A. M. y Tokowicz, N. (2014). Together or apart? Learning of ambiguous words. Bilingualism: Language and Cognition, 17, 749–765. https://doi.org/10.1017/S1366728913000837
DeLosh, E. L. y McDaniel, M. A. (1996). The role of order information in free recall: Application to the word-frequency effect. Journal of Experimental Psychology: Learning, Memory and Cognition, 22(5), 1136–1146. https://doi.org/10.1037/0278-7393.22.5.1136
Dijkstra, T. y van Heuven, W. J. B. (2002). The architecture of the bilingual word recognition system: From identification to decision. Bilingualism: Language and Cognition, 5, 175–197. https://doi.org/10.1017/S1366728902003012
Duffy, S. A., Morris, R. K. y Rayner, K. (1988). Lexical ambiguity and fixation times in reading. Journal of Memory y Language, 27(4), 429-446. https://doi.org/10.1016/0749-596X(88)90066-6
Eddington, C. M. y Tokowicz, N. (2013). Examining English–German translation ambiguity using primed translation recognition. Bilingualism: Language and Cognition, 16, 442-457. https://doi.org/10.1017/S1366728912000387
Elston-Güttler, K. E., Paulmann, S. y Kotz, S. A. (2005). Who’s in control? Proficiency and L1 influence on L2 processing. Journal of Cognitive Neuroscience, 17, 1593-1610. https://doi. org/10.1162/089892905774597245
Elston-Güttler, K. E. y Williams, J. N. (2008). First language polysemy affects second language meaning interpretation: evidence for activation of first language concepts during second language reading. Second Language Research, 24(2), 167–187. https://doi.org/10.1177/0267658307086300
Green, D. W. (1998). Mental control of the bilingual lexicosemantic system. Bilingualism: Language and Cognition, 1, 67–81. https://doi.org/10.1017/S1366728998000133
Hebb, D. (1949). The Organization of Behavior: A neuropsychological theory. Nueva York: Wiley.
Jacquet, M. y French, R. M. (2002). The BIA++: Extending the BIA+ to a dynamical distributed connectionist framework. Bilingualism, 5(3), 202-205. https://doi.org/10.1017/S1366728902223019
Jiang, N. (2000). Lexical representation and development in a second language. Applied Linguistics, 21(1), 47–77. https://doi.org/10.1093/applin/21.1.47
Jiang, N. (2002). Form-meaning mapping in vocabulary acquisition in a second language. Studies in Second Language Acquisition, 24(4), 617-637. https://doi.org/10.1017/S0272263102004047
Jiang, N. (2004). Semantic transfer and its implications for vocabulary teaching in a second language. The Modern Language Journal, 88(3), 416-432. https://doi.org/10.1111/j.0026-7902.2004.00238.x
Kroll, J. F. y Stewart, E. (1994). Category interference in translation and picture naming: Evidence for asymmetric connections between bilingual memory representations. Journal of Memory and Language, 33(2), 149-179. https://doi.org/10.1006/jmla.1994.1008
Laxén, J. y Lavaur, J-M. (2010). The role of semantics in translation recognition: effects of number of translations, dominance of translations and semantic relatedness of multiple translations. Bilingualism: Language and Cognition, 13, 157-183. https://doi.org/10.1017/S1366728909990472
Levelt, W. J. M. (1989). Speaking: From intention to articulation. Cambridge, MA: MIT Press. https://doi.org/10.5860/CHOICE.27-1947
Levy, B. J., McVeigh, N. D., Marful, A. y Anderson, M. C. (2007). Inhibiting your native language: The role of retrieval-induced forgetting during second-language acquisition. Psychological Science 18(1), 29-34. https://doi.org/10.1111/j.1467-9280.2007.01844.x
Lin, C-J. C. y Ahrens, K. (2010). Ambiguity advantage revisited: Two meanings are better than one when accessing Chinese Nouns. Journal of Psycholinguistic Research, 39(1), 1-19. https://doi.org/10.1007/s10936-009-9120-8
Lyons, J. (1977). Semantics. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511620614
McClelland, J. L. y Rumelhart, D. E. (1981). An interactive activation model of context effects in letter perception: Part 1. An account of basic findings. Psychological Review, 88(5), 375-407. https://doi.org/10.1037/0033-295X.88.5.375
McDaniel, M. A., Neufeld, K. H. y Damico-Nettleton, S. (2001). Many-to-one and one-to-many associative learning in a naturalistic task. Journal of Experimental Psychology: Applied, 7(3), 182–194. https://doi.org/10.1037/1076-898X.7.3.182
Michael, E. B., Tokowicz, N., Degani, T. y Smith, C. J. (2011). Individual differences in the ability to resolve translation ambiguity across languages. Vigo International Journal of Applied Linguistics, 8, 79-97.
Miller, G. A. (1986). Dictionaries in the mind. Language & Cognitive Processes, 1(3), 171-185. https://doi.org/10.1080/01690968608407059
Prior, A. Kroll, J. F. y MacWhinney, B. (2013). Translation ambiguity but not word class predicts translation performance. Bilingualism: Language and Cognition, 16(2), 458-474. https://doi.org/10.1017/S1366728912000272
Rodd, J. M., Gaskell, M. G. y Marslen-Wilson, W. D. (2002). Making sense of semantic ambiguity: Semantic competition in lexical access. Journal of Memory and Language, 46, 245–266. https://doi.org/10.1006/jmla.2001.2810
Rubenstein, H., Garfield, L. y Millikan, J. A. (1970). Homographic entries in the internal lexicon. Journal of Verbal Learning and Verbal Behavior, 9, 487-494. https://doi.org/10.1016/S0022-5371(70)80091-3
Schwartz, A. I., Yeh, L. H. y Arêas Da Luz Fontes, A. B. (2009). Bilingual lexical disambiguation in context: The role of non-selective cross-language. Unpublished manuscript.
Schwartz, A. I., Yeh, L. H. y Shaw, M. P. (2008). Lexical representation of second language words: Implications for second language vocabulary acquisition and use. The Journal of the Mental Lex-icon, 3(3), 309-324. https://doi.org/10.1075/ml.3.3.04sch
Stroop, J. R. (1935). Studies of interference in serial verbal reactions. Journal of Experimental Psychology, 18(6), 643-662. https://doi.org/10.1037/h0054651
Tokowicz, N. (2014) Translation ambiguity affects language processing, learning, and representation. En R. T. Miller et al. (Eds.), Selected Proceedings of the 2012 Second Language Research Forum (pp. 170-180). Somerville, MA: Cascadilla Proceedings Project.
Tokowicz, N. y Kroll, J. F. (2007). Number of meanings and concreteness: Consequences of ambiguity within and across languages. Language and Cognitive Processes, 22, 727-779. https://doi.org/10.1080/01690960601057068
Tokowicz, N., Prior, A. y Kroll, J. F. (2009). Bilingual speech production depends on translation ambiguity. Unpublished manuscript.
Turner, M. L. y Engle, R. W. (1989). Is working memory capacity task dependent? Journal of Memory & Language, 28, 127-154. https://doi.org/10.1016/0749-596X(89)90040-5
Underwood, B. J. (1969). Attributes of memory. Psychological Review, 76, 559–573. https://doi.org/10.1037/h0028143
van Assche, E., Duyck, W., R. J., Hartsuiker, R. J. y Diependaele, K. (2009). Does Bilingualism Change Native-Language Reading? Cognate Effects in a Sentence Context. Psychological Science, 20, 923-927. https://doi.org/10.1111/j.1467-9280.2009.02389.x
van Hell, J. G. y De Groot, A. M. B. (1998). Conceptual representation in bilingual memory: Effects of concreteness and cognate status in word association. Bilingualism: Language and Cognition, 1, 193–211. https://doi.org/10.1017/S1366728998000352
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Todos los contenidos publicados en Escritos de Psicología están sujetos a la licencia Creative Commons Reconocimento-NoComercia-Compartirigual 4.0 cuyo texto completo puede consultar en <http://creativecommons.org/licenses/by-nc-sa/4.0>
Se pueden copiar, usar, difundir, transmitir y exponer públicamente, siempre que:
- Se cite la autoría y la fuente original de su publicación (revista, editorial y URL de la obra).
- No se usen para fines comerciales.
- Se mencione la existencia y especificaciones de esta licencia de uso.
Los derechos de autor son de dos clases: morales y patrimoniales. Los derechos morales son prerrogativas perpetuas, irrenunciables, intransferibles, inalienables, inembargables e imprescriptibles. De acuerdo con la legislación de derechos de autor, Escritos de Psicología reconoce y respeta el derecho moral de los autores/as, así como la titularidad del derecho patrimonial. Los derechos patrimoniales, se refieren a los beneficios que se obtienen por el uso o divulgación de las obras. Escritos de Psicología se publica en open access y queda autorizada en exclusiva para realizar u autorizar por cualquier medio el uso, distribución, divulgación, reproducción, adaptación, traducción o transformación de la obra.
Es responsabilidad de los autores/as obtener los permisos necesarios de las imágenes que están sujetas a derechos de autor.
10.png)
ESCRITOS DE PSICOLOGÍA por 