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Papers by Liliana Tolchinsky

Aula de innovación educativa, 1995

Biblioteca de la Universidad Complutense de Madrid, Base de datos de artículos de revistas, ...

Journal for the Study of Education and Development, Infancia y Aprendizaje, 2021

ABSTRACT The development of writing is pivotal in the educational and communicative growth from c... more ABSTRACT The development of writing is pivotal in the educational and communicative growth from childhood to adulthood. This special issue harnesses studies that examine the development of text writing in different discourse genres and languages, showcasing a set of text-embedded features that function as the blueprint for children’s evolving writing ability. These studies focus on both word-level and text-level features; a range of discourse genres; different language domains marked as indicators of writing quality; explanatory factors of writing quality; and a crosslinguistic scope encompassing language typology, the developmental span of writing and writing difficulties. The multidimensional perspective taken in this themed issue addresses the particular and universal aspects underlying the development of writing.

Infancia Y Aprendizaje, 1992

El presente trabajo forma parte de un proyecto de investigación cuyo propósito es doble: 1) Discr... more El presente trabajo forma parte de un proyecto de investigación cuyo propósito es doble: 1) Discriminar entre las habilidades comunes a todos los usuarios de una lengua y las pericias específicas que se requieren para la producción de textos de calidad y 2) Determinar el efecto de diferentes aproximaciones pedagógicas en el desarrollo de estas pericias. En este trabajo analizamos los textos producidos por un grupo de escolares de segundo curso en una situación de re-producción de narrativas. Los niños eran alumnos de dos clases en las cuales se encaraban distintas maneras de enseñar el lenguaje escrito. Los textos son analizados según su organización sintáctica y de contenido así como según cuatro características del discurso narrativo: el contraste entre el decir y lo dicho, la presencia y ausencia del narrador en el discurso, el interMego entre los hechos y las motivaciones psicológicas de los personajes. Los resultados muestran que existe un perfil sintáctico típico, constituido por una construcción verbal con elementos asociados y regidos más una construcción que incluye discurso directo o indirecto. En cuanto a la organización del contenido, la mayoría de las narrativas incluyen una orientación, un episodio desencadenante, el nudo y la resolución. Respecto de Zas cualidades de lo narrativo constatamos que: los niños preservan una consistencia total entre el orden del decir y de los dicho; hacen un informe «objetivo» de los sucesos, sin extenderse en los motivos de los personajes; logran expresar los contrastes entre la presencia y ausencia del narrador y realizan todo tipo de inferencias sobre lo dicho en el texto. Las diferentes aproximaciones pedagógicas no influyen en la organización sintáctica o las restricciones del género pero sí, en ciertos factores narrativos que afectan la calidad de los textos.

Escribir y leer a través del curriculum LilianaTolchinsky - Rosa Simó Mm CUADERNOS DE EDUCACIÓN... more Escribir y leer a través del curriculum LilianaTolchinsky - Rosa Simó Mm CUADERNOS DE EDUCACIÓN ... Los dos autoras de la obra son asesoras de numerosos centros escolares y formadoras en temas de lengua escrita. Trabajan desde hace años en la elaboración y ...

International Journal of Behavioral Development, Sep 1, 1989

Preschoolers' conception of the written system was analysed with respect to their use of refe... more Preschoolers' conception of the written system was analysed with respect to their use of referential and phonetic strategies in reading and writing. Referential writing involves writing a word using elements related to the features of the referent (e.g. writing "snake" with more signs than "butterfly" because a snake is longer). Similarly, referential reading involves relating to the graphic features of the written word (e.g. choosing the longer word as representing "snake"). Phonetic strategies relate written words to the sound pattern of spoken words. Children were asked to write pairs of spoken nouns. They were then shown pairs of cards on which these same nouns had been written, and were asked to decide which of the nouns appeared on which of the cards and to justify their decision. As predicted, there was a shift with age from the use of referential to phonetic strategies both in children's writing and in their reading although different referential links to the object's features were established when writing and when reading. The findings are interpreted as an outcome of the different processes involved in reading and writing, and of the particular constraints of the written system.

Journal of Child Language, Feb 1, 1987

When asked to write an utterance, nursery children and kindergartners often produce strings of un... more When asked to write an utterance, nursery children and kindergartners often produce strings of unrelated characters. We analysed whether these invented writings reflect similarities and differences in the phonetic and semantic aspects of the utterance. One hundred and twenty Israeli children were asked to write pairs of nouns that share a syllable (e.g. pe ' mouth' and perach ' flower') and series of sentences that share either mainly nouns or mainly verbs. The older the children, the more their invented writing reflected common linguistic elements and length of utterance. Similarities and differences on the word level were represented at a younger age than those on the syllabic level. Nouns were represented in children's written productions earlier than verbs and adverbs. Invented writing was interpreted as a linguistic act, drawing on the semantic, syntactic and phonological levels of language.

Trends in language acquisition research, 2004

The nature and scope of later language development* Liliana Tolchinsky 1. Introduction and overvi... more The nature and scope of later language development* Liliana Tolchinsky 1. Introduction and overview Few changes in the development of individuals are as remarkable as the emer-gence of language. It is not surprising, then, that the earliest stages of language acquisition-the ...

Applied Psycholinguistics, Sep 1, 1985

We investigated the development in preschoolers' conceptualization of the written system from its... more We investigated the development in preschoolers' conceptualization of the written system from its graphic rendering and its mapping onto meaning by analyzing children's writings and readings of their writings. Forty-two Israeli children aged 3.4-5.8 years were asked to draw, write, and interpret a number of utterances. By the age of four, children's writings became constricted in size relative to their drawings and were composed of linearly organized units separated by regular blanks. These units increased in their adherence to conventional Hebrew letters throughout the age range examined. Children's interpretations of their own writing were classified into five modes: Interpretation unrelated to the utterance; preserving the content of the utterance but not its verbal form; complete reiteration; dividing the utterance into phonetic units; and description of the written characters. These modes were related to age and to conventionality of characters used.

Textos de didáctica de la lengua y la literatura, 1998

Culture and Education, Cultura y Educación, 2021

ABSTRACT The articles in this monograph explore different aspects of how universities work in lig... more ABSTRACT The articles in this monograph explore different aspects of how universities work in light of their fundamental missions and the challenges that this institution is facing in the post-pandemic era. Members of different universities in Spain with extensive experience in teaching, research, transfer, management and participation on governing teams respond with their reflections, document studies and fieldwork in Culture and Education’s invitation to examine the ‘secrets of the tribe’.

Journal for the Study of Education and Development, Infancia y Aprendizaje, 2018

espanolEn el articulo se resenan algunas de las contribuciones y repercusiones de la investigacio... more espanolEn el articulo se resenan algunas de las contribuciones y repercusiones de la investigacion llevada a cabo por Annette Karmiloff-Smith en el estudio del desarrollo cognitivo y linguistico. Su labor investigadora supero las explicaciones dicotomicas del desarrollo, ensancho los limites de los periodos evolutivos que interesa examinar, resalto la importancia del conocimiento notacional como dominio de desarrollo y demostro la necesidad de que la investigacion en ciencia cognitiva vaya mas alla de describir el desempeno exitoso en determinadas tareas para adentrarse en la explicacion del cambio representacional. EnglishThis article provides an overview of some of Annette Karmiloff-Smith’s many contributions and the impact of her research on the study of cognitive and linguistic development. Her research work exceeded the dichotomous explanations of development, broadened the limits of developmental periods that are worth examining, emphasized the importance of notational knowledge as a developmental domain and demonstrated the need for research in cognitive science to go beyond describing successful performance on certain tasks in order to more deeply account for representational change.