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English to Spanish: 2-year-old children understand complex grammar General field: Other
Source text - English 2-year-old children understand complex grammar
Published: Tuesday, August 23, 2011
Psychologists at the University of Liverpool have found that children as young as two years old have an understanding of complex grammar even before they have learned to speak in full sentences. Researchers at the University's Child Language Study Centre showed children, aged two, sentences containing made-up verbs, such as 'the rabbit is glorping the duck', and asked them to match the sentence with a cartoon picture. They found that even the youngest two-year-old could identify the correct image with the correct sentence, more often than would be expected by chance.
The study suggests that infants know more about language structure than they can actually articulate, and at a much earlier age than previously thought. The work also shows that children may use the structure of sentences to understand new words, which may help explain the speed at which infants acquire speech.
Dr Caroline Rowland, from the University's Institute of Psychology, Health and Society, said: "When acquiring a language, children must learn not only the meaning of words but also how to combine words to convey meaning. Most two year olds rarely combine more than two words together. They may say 'more juice' or 'no hat', but don't know how to form full sentences yet.
"Studies have suggested that children between the ages of two and three start to build their understanding of grammar gradually from watching and listening to people. More recent research, however, has suggested that even at 21 months infants are sensitive to the different meanings produced by particular grammatical
construction, even if they can't articulate words properly.
"We tested this theory by showing two-year-old children pictures of a cartoon rabbit and duck. One picture was the rabbit acting on the duck, lifting the duck's leg for example, and the other was an image of the animals acting independently, such as swinging a leg. We then played sentences with made-up verbs — the rabbit is glorping the duck — over a loudspeaker and asked them to point to the correct picture. They picked out the correct image more often than we would expect them to by chance.
"Our work suggests that the words that children say aren't necessarily the extent of what they actually know about language and grammar. The beginnings of grammar acquisition start much earlier than previously thought, but more importantly it
demonstrates that children can use grammar to help them work out the meaning of new words, particularly those that don't correspond to concrete objects such as 'know' and 'love'. Children can use the grammar of sentence to narrow down possible meanings, making it much easier for them to learn."
The research is published in the journal Cognitive Science.
Translation - Spanish Un estudio demuestra que los niños de dos años entienden las estructuras gramaticales complejas
Publicado el martes, 23 de agosto de 2011
Psicólogos de la Universidad de Liverpool han descubierto que los niños de dos años comprenden las estructuras gramaticales complejas, incluso antes de aprender a hablar formando frases. Los investigadores del Centro de Estudios sobre el Lenguaje Infantil de la Universidad de Liverpool enseñaron a un grupo de niños de dos años unas frases con los verbos inventados, como «el conejo está glorpeando al pato», junto con imágenes de dibujos animados. Los niños debían emparejar cada frase con la imagen adecuada. El resultado de este experimento mostró que hasta el niño más pequeño de ese grupo acertó más veces, de lo que podría achacarse al azar.
El estudio demostró que los niños empiezan a comprender mejor las estructuras gramaticales del lenguaje de lo que da a entender su capacidad de articulación desde mucho antes de lo que se pensaba. Además, el estudio prueba que los niños se sirven de las estructuraras gramaticales de las oraciones para poder entender las palabras nuevas. Esto explicaría la velocidad en que adquieren el habla.
En las palabras de la doctora Caroline Rowland del Instituto de Psicología, Salud y Sociedad de la Universidad de Liverpool:
«Al principio del proceso de adquisición del lenguaje los niños no solo tienen que aprender el significado de las palabras, sino la manera de combinarlas para expresar sentido. La mayoría de los niños de dos años no llega a combinar más de dos palabras. Saben decir «más zumo» o «gorro no», pero no consiguen construir una frase entera.
»Según los estudios anteriores, entre los dos y tres años los niños empiezan a fortalecer gradualmente la compresión de las estructuras gramaticales, al observar y escuchar a la gente que los rodea. Sin embargo, las investigaciones más recientes demuestran que incluso los niños de 21 meses son susceptibles a los diferentes significados producidos por las construcciones gramaticales determinadas; aunque todavía no sepan pronunciar las palabras correctamente.
»Para comprobar esta hipótesis primero enseñamos a un grupo de niños de dos años el dibujo animado del conejo y el pato. En uno de ellos el conejo actúa sobre el pato; por ejemplo, levantándole una pata; en la otra imagen se veía a los animales actuando independientemente; balanceando un pie, por ejemplo. Después reprodujimos por los altavoces las frases con los verbos inventados, como “el conejo está glorpeando al pato”, y les pedimos a los niños que señalasen la imagen correcta. Estos acertaron más veces de lo que esperaríamos que hicieran por casualidad.
»Nuestra investigación sugiere que las palabras que usan los niños no son indicativas del verdadero alcance de sus conocimientos de la lengua y la gramática. Eso significa que la adquisición de la gramática empieza mucho antes de lo que se pensaba. Lo que es aún más importante, el estudio demuestra que los niños se sirven de la gramática para encontrar el significado de palabras nuevas, especialmente las que nombran entidades abstractas, como “saber” o “amar”. Los niños utilizan la estructura gramatical de la frase para delimitar los posibles significados de las palabras, lo que les facilita el aprendizaje».
Este estudio se ha publicado en la revista Cognitive Science.
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Translation education
Other - Professional Translation
Experience
Years of experience: 5. Registered at ProZ.com: Nov 2019.
Spanish to Polish (Cálamo&Cran, verified) English to Polish (Cálamo&Cran, verified) English to Spanish (Cálamo&Cran, verified) Polish (Uniwersytet Gdański / Universität Danzig / University of Gdańsk) Spanish (Cálamo&Cran, verified)
I'm a Spanish
and English to Polish freelance translator and subtitler. I studied Classics and Art History at the University
of Gdańsk in Poland. I finished a one-year Professional Translation course
in a Cálamo and Cran Academy in Madrid.
I specialize in
audiovisual translation, localization, and general translation.
My fields of
expertise are variable and include arts, cinema, music, humanities, fashion,
marketing, publicity, IT, etc.
I’m a huge fan
of the cinema. I was born in Łódź, the city that inspired David Lynch and
Martin Scorsese apart from being home to one of the best film schools in
Europe.
After seven
years of living in Madrid and working in places unrelated to my education, I
want to turn my passion for translation into a real job. I enjoy the constant
intellectual challenge it offers.
I consider
myself a meticulous and detailed person, very responsible and professional,
sensitive, and creative, with a love for art, literature, music, and cinema.
After studying Ancient Greek and Latin, I started to see more clearly that I
was made to work with languages.
Expertise