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Los problemas de aprendizaje de palabras explican la posibilidad no adulta de comprensión del lenguaje en niños en
Ailís Cournane1, Anouk Dieuleveut2, Chiara Repetti-Ludlow3
1Department of Linguistics, New York University.
Developmental psychology
|September 2, 2025
Resumen
Los niños en edad preescolar entienden "pueden" como posibilidad, pero tratan "tienen que" como posibilidad, sugiriendo el aprendizaje de palabras, no conceptuales, desafíos en la comprensión de los verbos modales.
Área de la Ciencia:
- La lingüística
- Psicología del desarrollo
- Ciencias cognitivas
Sus antecedentes:
- La comprensión de los niños de los verbos modales como "puede" y "tiene que" es crucial para el desarrollo del lenguaje.
- Investigaciones anteriores sugieren que los niños luchan con la necesidad de "tener que" en comparación con la posibilidad de "poder".
- Los estudios existentes a menudo utilizan la modalidad epistémica, que puede no reflejar la exposición típica del lenguaje de los niños.
Objetivo del estudio:
- Investigar la comprensión de los niños en edad preescolar de habla inglesa de la fuerza modal, específicamente "puede" (posibilidad) y "tiene que" (necesidad).
- Explorar si las dificultades de los niños con la fuerza modal provienen de limitaciones conceptuales o desafíos de aprendizaje de palabras.
- Examinar la comprensión modal utilizando la modalidad teleológica (orientada a objetivos), que es más común en el habla dirigida al niño.
Principales métodos:
- Se realizaron dos experimentos con niños ingleses.
- Los participantes fueron evaluados en su comprensión de los verbos modales "puede" y "tiene que" en contextos teleológicos.
- Los tipos de oraciones incluían construcciones afirmativas y negativas.
Principales resultados:
- Los niños en edad preescolar demostraron una comprensión similar a la de los adultos de "puede" expresar la posibilidad.
- Los niños trataron la necesidad modal "tener que" como una posibilidad modal tanto en oraciones afirmativas como negativas.
- Los errores sistemáticos sugieren un patrón en la forma en que los niños pequeños procesan los modelos de necesidad.
Conclusiones:
- Las dificultades de los niños en edad preescolar con la fuerza modal, en particular "tener que", pueden atribuirse a desafíos de aprendizaje de palabras en lugar de déficits conceptuales.
- Los niños pequeños pueden aprender inicialmente modales de necesidad como modales de posibilidad.
- Los hallazgos desafían las explicaciones conceptuales existentes sobre la comprensión modal de los niños.
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