Comprensione prosodica e comprensione di modi di dire e proverbi in soggetti in età scolare

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Abstract

[automatically translated] A crucial component of language is represented by the prosodic system by providing essential items to talking about how a sentence is to be interpreted or understood (Aglioti, 2009; Davidson, 2003). Increasing interest from researchers also relates to the understanding of figurative language (Benelli and Bellacchi, 2007). In the figurative expressions the speaker wants the listener intends something more or different than what is stated explicitly. Examples are the metaphorical expressions (eg. Anna is a gem), the ironic and idiomatic expressions (eg. Cut the rope). The meta-linguistic comprehension skills concerning the cognitive processes that allow you to reflect on language and manipulate its features. These capabilities, essential to recognize and resolve the ambiguities of a complex message, allow you to control and plan the way we produce and understand language (Levorato, Cacciari, 1997). The study presented aims to demonstrate how, in their report, the prosodic and comprehension of idioms and proverbs, which are crucial for achieving the meta-linguistic awareness, are influenced both by the level of education that the level socio- cultural. Method Looking attended 160 patients with language and cognitive skills usually divided into two age groups: 80 children attending the first grade (mean age 6 years and 3 months; range 6; 3-7; 2), and 80 children third grade (mean age = 8 years and 4 months; range 8; 3-9; 1), allocated equally to the socio-cultural level. All subjects were administered the linguistic prosody comprehension test and the test of understanding of ways to say and proverbs, specially constructed. Each subject was tested individually, in an environment far from any distractor stimuli that interfere with the presentations of the sound stimuli. In linguistic prosody tests, delivery was to explain to the child that he heard of the phrases, the previous recorded via audio and should have indicated whether it was questions, orders or statements. In tests of idioms and proverbs, the delivery was to read the sentences and ask the child to point to between three possible meanings that considered most suitable. Results The results suggest an improvement in performance with increasing age; in particular the provision of the sub prosodic comprehension test is significantly influenced both by the level of education that the socio-cultural level. The provision of the sub idioms and proverbs comprehension test is influenced by the socio-cultural level only in first grade (r = 0:56, p <0.01), while there were no differences in older subjects with regard to the socio-cultural level. Discussion The competence figurative consists of a series of different skills such as the ability to understand the various meanings of a word and to identify the main significance as well as the ability to use contextual information to obtain a comprehensive and coherent semantic representation. The best performance in the understanding of the ways to say and proverbs of the greatest subjects, in both social and cultural levels can be explained in terms of the schooling effect. In fact, the correct figurative interpretation implies the activation of inference processes to disambiguate the incongruity underlying meta-linguistic skills which can be well controlled only by the subject of 8/9 years. Younger children however, exhibit a cognitive rigidity that does not allow them to go beyond the simple literal meaning. the correct figurative interpretation implies the activation of inference processes to disambiguate the incong
Original languageItalian
Number of pages0
Publication statusPublished - 2011

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