Inferential processes in readers with Down syndrome

Authors

  • Marta Rosende-Vázquez University of A Coruña
  • Pilar Vieiro-Iglesias University of A Coruña

DOI:

https://doi.org/10.7203/relieve.19.1.2345

Keywords:

Inference, Down syndrome, reading comprehension, prior knowledge.

Abstract

The aim of this work is to know if the source of the difficulty in making inferences, readers with Down syndrome, is in access to prior knowledge or constructing ideas from purely textual knowledge. Involved a sample of 20 students with Down syndrome and mild mental retardation (mean IQ = 60) and a control group of 20 children without cognitive deficits. They were matched as to their extent read metal age via Prueba de Evaluación del Retraso Lector (average 8 years). We created two experimental situations: a) subjects had to generate inferences based on physical knowledge, b) social inferences about knowledge. The ability to check and reaction times in the activation of inferences about physical and social knowledge. We also analyzed the influence that the effect "priming". Results showed: a) a rate of correct inferences similar verification tasks between the two groups, b) Down subjects take longer to access knowledge that the previous text, c) reaction times used by subjects Down were higher in activating physical inferences, d) there were no significant differences in the population without reaction times gap between physical and social inferences e) subjects without deficits benefited effect "priming" in both types of inferences f) Down subjects only improve reaction time in the inferences of social nature.

Author Biographies

Marta Rosende-Vázquez, University of A Coruña

Licenciada en Psicopedagogía por la Universidad de A Coruña, donde ha cursado los estudios de doctorado con el consiguiente DEA. En estos momentos está relazando su Tesis Doctoral bajo la dirección de la Dra. Pilar Vieiro Iglesias

Pilar Vieiro-Iglesias, University of A Coruña

Orofesora Titular de Psicología Evolutiva y de la Educación en la Universidad de La Coruña y Coordinadora del Grupo de investigación Intervención en los Trastornos del Lenguaje Oral y Escrito. Es la autora de contacto para este artículo. Su trayectoria investigadora versa sobre las investigaciones en: adquisición y dificultades en lenguaje escrito, comprensión de textos y memoria de trabajo. De dichas líneas se derivan libros, artículos y otros trabajos de investigación. Su dirección postal es: Departamento de Psicología Evolutiva y de la Educación, Campus de Elviña s/n. 15071-A Coruña (España)

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Published

2013-06-18

Issue

Vol. 19 No. 1 (2013)

Section

Research Articles

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