3.03 Escuela de Psicología

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Browsing 3.03 Escuela de Psicología by browse.metadata.categoria "Lenguas"

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    Contagio semántico y signo lingüistico
    (2017) Quezada Gaponov, Camilo; Cornejo Alarcón, Carlos; Pontificia Universidad Católica de Chile. Escuela de Psicología
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    Do you what I am saying? : electrophysiological dynamics of visual speech processing and the role of orofacial effectors for cross-modal predictions
    (2019) Michon Desbiey, Maëva; López Hernández, Vladimir; Pontificia Universidad Católica de Chile. Escuela de Psicología
    The need of a comprehensive model to account for the neurobiology of language has quite a long history. New empirical data have challenged classical models. A new framework is needed to foster our understanding of brain mechanisms underlying speech perception and production. In this dissertation, we postulate the existence of a trimodal network for speech perception that emphasizes the importance of visual processing of speech related orofacial movements and its representation in motor cortices. In that sense, we hypothesize that auditory (phonemes), visual (visemes) and motor (articulemes) aspects of speech are bonded in a trimodal repertoire. In order to test our hypothesis, we recorded EEG signal while participants were attentively observing different type of linguistic and non-linguistic orofacial movements in two conditions: under normal observation and observation holding a speech effector depressor horizontally between their teeth. ERPs analyses of the signal provide evidence of cross-modal predictions indexed by the N270 and the N400-like components. The amplitude of these components was specifically modulated by the visual salience of visual speech cues; the more salient the more predictable. Interestingly, when orofacial effectors were restricted, the amplitude of N400 was significantly reduced, suggesting that language production system is recruited for predictions. The time-frequency analysis, on the other hand, demonstrated the involvement of motor cortices for visual speech perception. More specifically, a significant difference in the µ-suppression was observed between linguistic and nolinguistic orofacial movements. The power of the µ-suppression was modulated by visual salience but diminished for the more salient visual speech cues when the participants orofacial effectors were blocked. The results reported in this dissertation represent preliminary evidence of the existence of the proposed trimodal network and, in particular, of the articuleme. Undoubtedly, further research using complementary neuroimaging techniques are required to better understand this multimodal interplay during language perception and production.
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    Gender identity and stereotypes as key factors in reading motivation : three studies in secondary school in Chile
    (2021) Espinoza Catalán, Ana María; Strasser S., Katherine; Pontificia Universidad Católica de Chile. Escuela de Psicología
    The goal of this dissertation was to identify the role of sex, gender identity, reading gender and other stereotypes, in the reading motivation of Chilean secondary school students, controlling for language arts achievement and SES. In addition, it sought to evaluate the differential effect of gender identity and stereotypes in the reading motivation of female and male students. To achieve this general goal, three studies were carried out to delve into different gender-related factors that contribute to explain the disadvantage of males compared to females in academic achievement in reading. Study 1 analyzed the role of students’ identification with expressive and instrumental traits, as well as their adherence to Reading Gender Stereotypes (RGS) in their reading motivation. Study 2 analyzed how fictional students with high and low liking for reading are perceived by both students and teachers, as well as the way in which this perception would especially harm the involvement of male students in activities related to reading. Finally, Study 3 delves into findings of study 1. It evaluated not only the direct effects of sex, students’ gender identity and their adherence to RGS, on reading motivation, but also the indirect effects of these variables, as well as the differential effects for the sample of female and male students.
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    Relationships between executive funtions and linguistic skills in Spanish-speaking children with and without developmental language disorder
    (2024) Torres Morales, Felipe Hernán; Rosas Díaz, Ricardo; Pontificia Universidad Católica de Chile. Escuela de Psicología
    Developmental language disorder (DLD) is a condition that impacts the development of different language skills, mainly vocabulary and morphosyntax. In addition, DLD has often been associated with difficulties in executive functions (EFs). It has also been suggested that difficulties in EF could be linked to language deficits in these children. Based on this, a broader perspective suggests that the development of language and EFs may be interconnected in children with and without DLD. However, the specific patterns in which each EF is associated with language skills remain unclear. For this reason, three studies were proposed. The first study aims to describe the performance of several EFs in children with DLD compared to an age-matched typical development (TD) group. Then, two central studies explore the EFs-language relationship in children with and without DLD. Study 2 investigates the relationship between several EF measures and vocabulary knowledge (size and depth). Study 3 evaluates the relationship between several EFs and morphosyntactic skills (comprehension and production). For the three studies, 204 children aged 6 to 8 years were examined: 105 with DLD and 99 with typical development (TD). In Study 1, multiple regression models were performed with group (DLD and TD) as the independent variable and each EF, one at a time, as the dependent variable. For studies 2 and 3, multiple regression models were performed including the EFs as predictors and language skills (vocabulary in study 2, and morphosyntax in study 3) as outcome variables. All models were adjusted to the participant's age and nonverbal intelligence. Complementarily, in studies 2 and 3, after identifying the EFs associated with each language skill (vocabulary and morphosyntax), path analyses were conducted to explore models of relationships between variables. The results of Study 1 indicate that DLD children have significantly lower performance in interference control, response inhibition, and verbal working memory compared to TD children. There was no difference in nonverbal working memory and cognitive flexibility. Results from studies 2 and 3 indicate that verbal working memory and cognitive flexibility are significantly associated with vocabulary knowledge and morphosyntactic skills in children with DLD. In children with TD, there is less reliance on EFs for language processing. These studies suggest that EFs play a crucial role in language development in children with DLD, highlighting the importance of including EF activities in intervention programs for this population.
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    Young infants can learn object and action-words from continuous audiovisual streams
    (2018) Jara González, María Cristina; Peña, Marcela; Pontificia Universidad Católica de Chile. Escuela de Psicología
    Tesis (Doctor en Psicología)--Pontificia Universidad Católica de Chile, 2018