Literacy-related differences in morphological knowledge: a nonce-word study

Using a nonce-word inflection task, we examine the morphosyntactic productivity of adult native speakers of Spanish who are either beginning to learn to read and write (semi-literates) or have acquired literacy in late adulthood (late-literates), as well as age-matched controls (high-literates). Hig...

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Autores: Dąbrowska, Ewa, Pascual, Esther, Macías-Gómez-Estern, Beatriz, Llompart, Miquel
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2023
País:España
Institución:Universitat Pompeu Fabra
Repositorio:Repositorio Digital de la UPF
OAI Identifier:oai:repositori.upf.edu:10230/57438
Acceso en línea:http://hdl.handle.net/10230/57438
http://dx.doi.org/10.3389/fpsyg.2023.1136337
Access Level:acceso abierto
Palabra clave:literacy
individual differences
morphological productivity
Spanish
verbal morphology/derivation
imperfect
preterite
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oai_identifier_str oai:repositori.upf.edu:10230/57438
network_acronym_str ES
network_name_str España
repository_id_str
spelling Literacy-related differences in morphological knowledge: a nonce-word studyDąbrowska, EwaPascual, EstherMacías-Gómez-Estern, BeatrizLlompart, Miquelliteracyindividual differencesmorphological productivitySpanishverbal morphology/derivationimperfectpreteriteUsing a nonce-word inflection task, we examine the morphosyntactic productivity of adult native speakers of Spanish who are either beginning to learn to read and write (semi-literates) or have acquired literacy in late adulthood (late-literates), as well as age-matched controls (high-literates). High-literates consistently provided the appropriate form more often than late-literates, who in turn were better than semi-literate participants. Crucially, group interacted with person, number, and conjugation, such that the between-group differences were larger for the less frequent cells in the paradigm, indicating that literacy-related differences are not merely a consequence of the high-literacy group being more engaged or test-wise. This suggests that the availability of written representations may facilitate the acquisition of certain aspects of grammar. We also observed vast individual differences in productivity with inflectional endings. These results add to the growing body of research which challenges the assumption that all native speakers converge on the same grammar early in development.Frontiers202320232023info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttp://hdl.handle.net/10230/57438http://dx.doi.org/10.3389/fpsyg.2023.1136337reponame:Repositorio Digital de la UPFinstname:Universitat Pompeu FabraInglésFrontiers in Psychology. 2023;14:1136337.© 2023 Dąbrowska, Pascual, Macías-GómezEstern and Llompart. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.http://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:repositori.upf.edu:10230/574382026-06-12T07:21:37Z
dc.title.none.fl_str_mv Literacy-related differences in morphological knowledge: a nonce-word study
title Literacy-related differences in morphological knowledge: a nonce-word study
spellingShingle Literacy-related differences in morphological knowledge: a nonce-word study
Dąbrowska, Ewa
literacy
individual differences
morphological productivity
Spanish
verbal morphology/derivation
imperfect
preterite
title_short Literacy-related differences in morphological knowledge: a nonce-word study
title_full Literacy-related differences in morphological knowledge: a nonce-word study
title_fullStr Literacy-related differences in morphological knowledge: a nonce-word study
title_full_unstemmed Literacy-related differences in morphological knowledge: a nonce-word study
title_sort Literacy-related differences in morphological knowledge: a nonce-word study
dc.creator.none.fl_str_mv Dąbrowska, Ewa
Pascual, Esther
Macías-Gómez-Estern, Beatriz
Llompart, Miquel
author Dąbrowska, Ewa
author_facet Dąbrowska, Ewa
Pascual, Esther
Macías-Gómez-Estern, Beatriz
Llompart, Miquel
author_role author
author2 Pascual, Esther
Macías-Gómez-Estern, Beatriz
Llompart, Miquel
author2_role author
author
author
dc.subject.none.fl_str_mv literacy
individual differences
morphological productivity
Spanish
verbal morphology/derivation
imperfect
preterite
topic literacy
individual differences
morphological productivity
Spanish
verbal morphology/derivation
imperfect
preterite
description Using a nonce-word inflection task, we examine the morphosyntactic productivity of adult native speakers of Spanish who are either beginning to learn to read and write (semi-literates) or have acquired literacy in late adulthood (late-literates), as well as age-matched controls (high-literates). High-literates consistently provided the appropriate form more often than late-literates, who in turn were better than semi-literate participants. Crucially, group interacted with person, number, and conjugation, such that the between-group differences were larger for the less frequent cells in the paradigm, indicating that literacy-related differences are not merely a consequence of the high-literacy group being more engaged or test-wise. This suggests that the availability of written representations may facilitate the acquisition of certain aspects of grammar. We also observed vast individual differences in productivity with inflectional endings. These results add to the growing body of research which challenges the assumption that all native speakers converge on the same grammar early in development.
publishDate 2023
dc.date.none.fl_str_mv 2023
2023
2023
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10230/57438
http://dx.doi.org/10.3389/fpsyg.2023.1136337
url http://hdl.handle.net/10230/57438
http://dx.doi.org/10.3389/fpsyg.2023.1136337
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Frontiers in Psychology. 2023;14:1136337.
dc.rights.none.fl_str_mv http://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Frontiers
publisher.none.fl_str_mv Frontiers
dc.source.none.fl_str_mv reponame:Repositorio Digital de la UPF
instname:Universitat Pompeu Fabra
instname_str Universitat Pompeu Fabra
reponame_str Repositorio Digital de la UPF
collection Repositorio Digital de la UPF
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15.812429

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