Browsing by Author "Aravena Bravo, Paulina Alexandra"

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    Combining observational and experimental approaches to the development of language and communication in rural samples: Opportunities and challenges
    (2022) Cristia, Alejandrina; Foushee, Ruthe; Aravena Bravo, Paulina Alexandra; Cychosz, Meg; Scaff, Camila; Casillas, Marisa
    Multiple approaches—including observational and experimental—are necessary to articulate powerful theories of learning. Our field’s key questions, which rely on these varied methods, are still open: How do children perceive and produce language? What do they encounter in their linguistic input? What does the learner bring to the task of acquisition? Considerable progress has been made for the development of spoken English (especially by North American learners). Yet there is still a great deal to discover about how children in other populations proceed, especially populations in rural settings. To examine language learning in these populations, we need a multi-method approach. However, adapting and integrating methods, particularly experimental ones, to new settings can present immense challenges. In this paper, we discuss the opportunities and challenges facing researchers who aim to use a multimethodological approach in rural samples, and what the field of language acquisition can do to promote such work.
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    Desarrollo de las funciones neuropsicológicas en el niño(a) con antecedente de prematuridad y su impacto en el contexto escolar
    (2022) Varela-Moraga, Virginia; Jara González, María Cristina; Aravena Bravo, Paulina Alexandra
    La neuropsicología infantil estudia la relación entre funciones mentales superiores y las bases neuro-anatomofuncionales subyacentes en un cerebro en desarrollo. Lo anterior es de vital importancia dado que posibles alteraciones pueden repercutir en el aprendizaje general. Es de especial interés dentro de esta disciplina aquellas poblaciones que presentan condiciones biomédicas que pueden causar o explicar una dificultad neuropsicológica del aprendizaje. Bajo este contexto, los niños(as) con antecedente de prematuridad preocupan no solo desde un punto de vista médico e inmediato, sino que también desde un enfoque educativo con miras al posible impacto en el desarrollo escolar. Además, es relevante considerar la importancia de esta población en términos de prevalencia, la cual representa aproximadamente un 10% de la población mundial. Diversos estudios muestran que los niños(a) prematuros, rinden significativamente más bajo que los niños(as) nacidos de término en tareas visoperceptivas, visoconstructivas, lenguaje, velocidad de procesamiento, memoria de trabajo u operativa y atención en comparación con los niños(as) nacidos de término. En el contexto anterior, el presente artículo profundizará en las diferentes funciones neuropsicológicas que se presentan deficitarias en los niños(as) prematuros y cómo estas pueden afectarlos dadas las exigencias del aula. Por último, se entregará una mirada respecto a la importancia de la intervención del niño(a) prematuro desde el enfoque neuropsicológico.
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    Towards Diversifying Early Language Development Research: The First Truly Global International Summer/Winter School on Language Acquisition (/L+/) 2021
    (2023) Aravena Bravo, Paulina Alexandra; Cristia, Alejandrina; Garcia, Rowena; Kotera, Hiromasa; Kunene Nicolas, Ramona; Laranjo, Ronel; Elizabeth Arokoyo, Bolanle; Benavides-Varela, Silvia; Benders, Titia; Boll-Avetisyan, Natalie; Cychosz, Margaret; Dal Ben, Rodrigo; Diop, Yatma; Durán-Urzúa, Catalina; Havron, Naomi; Manalili, Marie; Narasimhan, Bhuvana; Okyere Omane, Paul; Rowland, Caroline; Schiavon Kolberg, Leticia; Sentoogo Ssemata, Andrew; Styles, Suzy J.; Troncoso-Acosta, Belén; Ting Woon, Fei
    With a long-term aim of empowering researchers everywhere to contribute to work on language development, we organized the First Truly Global /L+/ International Summer/ Winter School on Language Acquisition, a free 5-day virtual school for early career researchers. In this paper, we describe the school, our experience organizing it, and lessons learned. The school had a diverse organizer team, composed of 26 researchers (17 from under represented areas: Subsaharan Africa, South and Southeast Asia, and Central and South America); and a diverse volunteer team, with a total of 95 volunteers from 35 different countries, nearly half from under represented areas. This helped world-wide Page 5 of 5 promotion of the school, leading to 958 registrations from 88 different countries, with 300 registrants (based in 63 countries, 80% from under represented areas) selected to participate in the synchronous aspects of the event. The school employed asynchronous (pre-recorded lectures, which were close-captioned) and synchronous elements (e.g., discussions to place the recorded lectures into participants' context; networking events) across three time zones. A post-school questionnaire revealed that 99% of participants enjoyed taking part in the school. Not with standing these positive quantitative outcomes, qualitative comments suggested we fell short in several areas, including the geographic diversity among lecturers and greater customization of contents to the participants’ contexts. Although much remains to be done to promote inclusivity in linguistic research, we hope our school will contribute to empowering researchers to investigate and publish on language acquisition in their home languages, to eventually result in more representative theories and empirical generalizations.