Aprendizaje comprensivo: evaluación de la habilitación lingüística en modos complementarios

Abstract

One of the identified conditions under the comprehensive learning experimental analysis corresponds to linguistic enabling. This has been defined as the facilitation of the linguistic performance in active mode as a result of exposure to one in reactive mode. One experiment was developed in order to evaluate the linguistic enabling between complementary reactive-active modes while learning the commutative property of addition through exposure to five competence levels of different complexity. Participants were 15 public school sixth graders. Results showed that a greater number of enabling cases occurred when modes were read-write. Performance within each level appeared to be independent from others and generally favored the reference and selector levels.