References / Referencias
- Ambridge, B. (2020). Against stored abstractions: A radical exemplar model of language acquisition. First Language, 40(5–6), 509–559. https://doi.org/https://doi.org/10.1177/0142723719869731
- Anderson, E. M., Chang, Y. J., Hespos, S., & Gentner, D. (2018). Comparison within pairs promotes analogical abstraction in three-month-olds. Cognition, 176, 74–86. https://doi.org/https://doi.org/10.1016/j.cognition.2018.03.008
- Ball, E. W., & Blachman, B. A. (1991). Does phoneme awareness training in kindergarten make a difference in early word recognition and developmental spelling? Reading Research Quarterly, 26(1), 49–66. https://doi.org/https://doi.org/10.1598/rrq.26.1.3
- Bybee, J. (2010). Language, usage and cognition. Cambridge University Press. https://doi.org/https://doi.org/10.1017/CBO9780511750526
- Castro, G., Riffo, B., Veliz, M., & Herrera, M. O. (2013). LECTUM 1. In B. Riffo, M. Véliz, F. Reyes, G. Castro, B. Figueroa, O. Salazar & M. O. Herrera, LECTUM, Reading Comprehension Test [Prueba de comprensión lectora] (pp. 1–161). University of Concepcion. http://www.lectum.cl/
- Catts, H. W., Fey, M. E., Zhang, X., & Tomblin, J. B. (2001). Estimating the risk of future reading difficulties in kindergarten children. Language Speech and Hearing Services in Schools, 32(1), 38. https://doi.org/https://doi.org/10.1044/0161-1461(2001/004)
- Catts, H. W., Hogan, T. P., & Adlof, S. M. (2005). Developmental changes in reading and reading disabilities. In H. W. Catts, & A. G. Kamhi (Eds.), The connections between language and reading disabilities (pp. 25–40). Lawrence Erlbaum Associates Publishers.
- Chen, S. C., & She, H. C. (2020). Effects of analogical learning approaches and presentation modalities on ninth graders’ learning outcome and eye movements: A preliminary study. Journal of Science Education and Technology, 29(4), 547–560. https://doi.org/https://doi.org/10.1007/s10956-020-09835-7
- Childers, J. B., & Paik, J. H. (2009). Korean- and English-speaking children use cross-situational information to learn novel predicate terms. Journal of Child Language, 36(1), 201–224. https://doi.org/https://doi.org/10.1017/S0305000908008891
- Christie, S., & Gentner, D. (2010). Where hypotheses come from: Learning new relations by structural alignment. Journal of Cognition and Development, 11(3), 356–373. https://doi.org/https://doi.org/10.1080/15248371003700015
- Chuderski, A. (2015). The broad factor of working memory is virtually isomorphic to fluid intelligence tested under time pressure. Personality and Individual Differences, 85, 98–104. https://doi.org/https://doi.org/10.1016/j.paid.2015.04.046
- Cibelli, E., Leonard, M., & Chang, E. (2013). Neural evidence for shared phonetic, phonological, and lexical processing of words and pseudowords. The Journal of the Acoustical Society of America, 134(5), 4233. https://doi.org/https://doi.org/10.1121/1.4831555
- Cibelli, E. S., Leonard, M. K., Johnson, K., & Chang, E. F. (2015). The influence of lexical statistics on temporal lobe cortical dynamics during spoken word listening. Brain and Language, 147, 66–75. https://doi.org/https://doi.org/10.1016/j.bandl.2015.05.005
- Clark, N. B., McRoberts, G. W., Van Dyke, J. A., Shankweiler, D. P., & Braze, D. (2012). Immediate memory for pseudowords and phonological awareness are associated in adults and pre-reading children. Clinical Linguistics & Phonetics, 26(7), 577–596. https://doi.org/https://doi.org/10.3109/02699206.2012.673045
- Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155–159. https://doi.org/https://doi.org/10.1037/0033-2909.112.1.155
- Endress, A. D., & Mehler, J. (2010). Perceptual constraints in phonotactic learning. Journal of Experimental Psychology: Human Perception and Performance, 36(1), 235–250. https://doi.org/https://doi.org/10.1037/a0017164
- Farrington-Flint, L., & Wood, C. (2007). The role of lexical analogies in beginning reading: Insights from children’s self-reports. Journal of Educational Psychology, 99(2), 326–338. https://doi.org/https://doi.org/10.1037/0022-0663.99.2.326
- Ferry, A. L., Hespos, S. J., & Gentner, D. (2015). Prelinguistic relational concepts: Investigating analogical processing in infants. Child Development, 86(5), 1386–1405. https://doi.org/https://doi.org/10.1111/cdev.12381
- Gabriel, A., Maillart, C., Stefaniak, N., Lejeune, C., Desmottes, L., & Meulemans, T. (2013). Procedural learning in specific language impairment: Effects of sequence complexity. Journal of the International Neuropsychological Society, 19(3), 264–271. https://doi.org/https://doi.org/10.1017/S1355617712001270
- Gentner, D., & Smith, L. (2012). Analogical reasoning. In V. S. Ramachandran (Ed.), Encyclopedia of human behavior (2nd ed., pp. 130–136). Elsevier.
- Girbau, D., & Schwartz, R. G. (2007). Non‐word repetition in Spanish‐speaking children with Specific Language Impairment (SLI). International Journal of Language & Communication Disorders, 42(1), 59–75. https://doi.org/https://doi.org/10.1080/13682820600783210
- Goswami, U. (1992). Analogical reasoning in children. Lawrence Erlbaum Associates. https://doi.org/https://doi.org/10.4324/9781315804729
- Goswami, U. (2012). Analogical reasoning by young children. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning (pp. 225–228). Springer. https://doi.org/https://doi.org/10.1007/978-1-4419-1428-6_993
- Graduate Record Examinations Board. (1983). GRE information bulletin. Educational Testing Service.
- Hespos, S. J., Anderson, E., & Gentner, D. (2020). Structure-mapping processes enable infants’ learning across domains including language. In J. Childers (Ed.), Language and concept acquisition from infancy through childhood: Learning from multiple exemplars (pp. 79–104). Springer International Publishing. https://doi.org/https://doi.org/10.1007/978-3-030-35594-4_5
- Hogan, T. P. (2010). A short report: Word-level phonological and lexical characteristics interact to influence phoneme awareness. Journal of Learning Disabilities, 43(4), 346–356. https://doi.org/https://doi.org/10.1177/0022219410369083
- Hogan, T. P., Adlof, S. M., & Alonzo, C. N. (2014). On the importance of listening comprehension. International Journal of Speech-Language Pathology, 16(3), 199–207. https://doi.org/https://doi.org/10.3109/17549507.2014.904441
- Holyoak, K. (2012). Analogy and relational reasoning. In K. J. Holyoak, & R. G. Morrison (Eds.), The Oxford handbook of thinking and reasoning (pp. 234–259). Oxford University Press.
- Holyoak, K., Gentner, D., & Kokinov, B. (2001). Introduction: The place of analogy in cognition. In D. Gentner, K. Holyoak, & B. Kokinov (Eds.), The analogical mind: Perspectives from cognitive science (pp. 1–19). The MIT Press/Bradford Book.
- Ichien, N., Lu, H., & Holyoak, K. J. (2020). Verbal analogy problem sets: An inventory of testing materials. Behavior Research Methods, 52(5), 1803–1816. https://doi.org/https://doi.org/10.3758/s13428-019-01312-3
- Kim, Y., & Phillips, B. (2014). Cognitives correlates of listening comprehension. Reading Research Quarterly, 49(3), 269–281. https://doi.org/https://doi.org/10.1002/rrq.74
- Krzemien, M., Jemel, B., & Maillart, C. (2017). Analogical reasoning in children with specific language impairment: Evidence from a scene analogy task. Clinical Linguistics & Phonetics, 31(7–9), 573–588. https://doi.org/https://doi.org/10.1080/02699206.2017.1302509
- Krzemien, M., Thibaut, J. P., & Maillart, C. (2020). How language and inhibition influence analogical reasoning in children with or without developmental language disorder? Journal of Clinical and Experimental Neuropsychology, 42(1), 76–89. https://doi.org/https://doi.org/10.1080/13803395.2019.1676881
- Leong, V., & Goswami, U. (2015). Acoustic-emergent phonology in the amplitude envelope of child-directed speech. PLoS One, 10(12), e0144411. https://doi.org/https://doi.org/10.1371/journal.pone.0144411
- Leroy, S., Maillart, C., & Parisse, C. (2014). Analogical mapping across modalities in children with specific language impairment (SLI). Research in Developmental Disabilities, 35(9), 2158–2171. https://doi.org/https://doi.org/10.1016/J.RIDD.2014.05.005
- Leroy, S., Parisse, C., & Maillart, C. (2012). Analogical reasoning in children with specific language impairment. Clinical Linguistics & Phonetics, 26(4), 380–396. https://doi.org/https://doi.org/10.3109/02699206.2011.641059
- López Ornat, S., Gallego, C., Gallo, P., Karousou, A., Mariscal, S., & Martínez, M. (2005). Inventarios de Desarrollo Comunicativo MacArthur [MacArthur Communicative Development Inventories]. TEA Ediciones.
- Morsanyi, K., & Holyoak, K. J. (2009). Analogical reasoning ability in autistic and typically developing children. Developmental Science, 13(4), 578–587. https://doi.org/https://doi.org/10.1111/j.1467-7687.2009.00915.x
- Nadig, A. (2013). Listening comprehension. In F. R. Volkmar (Ed.), Encyclopedia of autism spectrum disorders (p. 1743). Springer. https://doi.org/https://doi.org/10.1007/978-1-4419-1698-3_349
- Papadimitriou, A. M., & Vlachos, F. M. (2014). Which specific skills developing during preschool years predict the reading performance in the first and second grade of primary school? Early Child Development and Care, 184(11), 1706–1722. https://doi.org/https://doi.org/10.1080/03004430.2013.875542
- Pullen, P. C., & Justice, L. M. (2003). Enhancing phonological awareness, print awareness, and oral language skills in preschool children. Intervention in School and Clinic, 39(2), 87–98. https://doi.org/https://doi.org/10.1177/10534512030390020401
- Raven, J., Court, J., & Raven, J. (1993). Test de Matrices Progresivas [Progressive matrices test]. Editorial Paidós.
- Raven, J. C. (1948). The comparative assessment of intellectual ability. British Journal of Psychology. General Section, 39(1), 12–19. https://doi.org/https://doi.org/10.1111/j.2044-8295.1948.tb00198.x
- Riffo, B., Reyes, F., Cerda, M., & Castro, G. (2015). Reconocimiento auditivo de palabras, léxico pasivo y comprensión de textos descriptivos orales en preescolares [Auditory word recognition, passive vocabulary and comprehension of oral expository texts in preschoolers]. Revista Signos, 48(89), 355–378. https://doi.org/https://doi.org/10.4067/S0718-09342015000300004
- Savage, R. S., & Cloutier, E. (2017). Early reading interventions: The state of the practice and new directions in building causal theoretical models. In K. Cain, D. Compton, & R. Parrila (Eds.), Theories of reading development (pp. 409–436). John Benjamins.
- Son, J. Y., Smith, L. B., Goldstone, R. L., & Leslie, M. (2012). The importance of being interpreted: Grounded words and children’s relational reasoning. Frontiers in Psychology, 3, 45, 1–12. https://doi.org/https://doi.org/10.3389/fpsyg.2012.00045
- Steacy, L., Elleman, A., & Compton, D. (2017). Opening the “black box” of learning to read. In K. Cain, D. Compton, & R. Parrila (Eds.), Theories of reading development: Vol.15. Studies in written language and literacy (pp. 99–122). John Benjamins Publishing Company. https://doi.org/https://doi.org/10.1075/swll.15
- Stoel-Gammon, C. (2011). Relationships between lexical and phonological development in young children. Journal of Child Language, 38(1), 1–34. https://doi.org/https://doi.org/10.1017/S0305000910000425
- Tomasello, M. (2007). Cognitive linguistics and first language acquisition. In D. Geeraerts, & H. Cuyckens (Eds.), Oxford handbook of cognitive linguistics (pp. 1092–1112). Oxford University Press. https://doi.org/https://doi.org/10.1093/oxfordhb/9780199738632.013.0041
- Tomasello, M. (2009). The usage-based theory of language acquisition. In E. Bavin (Ed.), The Cambridge handbook of child language (Cambridge Handbooks in Language and Linguistics, pp. 69–88). Cambridge University Press.
- Vitevitch, M., Eshelman, D., & Armbruster, J. (2002). The influence of phonotactics and phonological similarity on speech production. The Journal of the Acoustical Society of America, 111(5), 2475. https://doi.org/https://doi.org/10.1121/1.4778575
- Vitevitch, M. S. (2003). The influence of sublexical and lexical representations on the processing of spoken words in English. Clinical Linguistics & Phonetics, 17(6), 487–499. https://doi.org/https://doi.org/10.1080/0269920031000107541
- Ziegler, J. C., Bertrand, D., Tóth, D., Csépe, V., Reis, A., Faísca, L., Saine, N., Lyytinen, H., Vaessen, A., & Blomert, L. (2010). Orthographic depth and its impact on universal predictors of reading: A cross-language investigation. Psychological Science, 21(4), 551–559. https://doi.org/https://doi.org/10.1177/0956797610363406