Gloria Chamorro
Biographic Data
| ID | 3839284 |
|---|---|
| NAME | Gloria Chamorro |
| GIVEN NAMES | Gloria |
| FAMILY NAME | Chamorro |
| SIGNATURE | CHAMORRO G |
| AFFILIATIONS | Universidad Nacional de Educación a Distancia |
| ORCID | 0000-0002-5090-1478 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Complex grammar in English: A snapshot of comprehension in children aged 5 to 8
Our study makes an empirical contribution to questions relating to the developmental trajectory of four examples of English complex grammar: subject and object control, subject and object relative clauses, long passives and seem -raising constructions with and without an overt experiencer argument. We tested children’s comprehension of all seven sentence sets at the same point in time using a picture-selection task. Forty-five children (20 girls)…
Semi-incidental collocation learning from reading: Effects of repeated exposure, prior vocabulary knowledge, congruency, and association strength
This study examined the effect of repeated exposure on semi-incidental collocation learning, while also exploring the extent to which learner-related (prior vocabulary knowledge), and item-related factors (congruency, association strength) can modulate its effect. In an experiment using a Latin-square design, eighty-two learners of English at a university in Spain read a series of academic texts that included 18 collocations at different frequenc…
Theory-of-Mind development in educational bilingualism: Identifying the strongest predictors of performance and tracking them over time
This longitudinal study monitored Theory-of-Mind development in monolingually raised but bilingually educated Spanish children (age 5–6) with varied L2-English curricula (13%–83%) to assess whether higher L2-exposure resulted in advantages on seven ToM concepts (emotion, desires, belief, reference, moral-reasoning, lies, sarcasm). Attention (selective, switching, inhibition) and a full suite of individual-difference effects were also monitored. G…
The effects of L2 exposure at school on the cognitive development of children from monolingual backgrounds: A longitudinal study
This longitudinal study examined the cognitive development of Spanish children from monolingual backgrounds attending schools with varying levels of English exposure (13%–83%) to assess whether higher L2 exposure results in advantages over time. 229 children (ages 6–7) completed background (nonverbal reasoning (NVR), working memory (WM), L1 vocabulary, L2 vocabulary) and experimental tests measuring attentional/executive functions (selective atte…
Incidental learning of collocations through reading an academic text
This study investigated the incidental learning of collocations in two reading modes (reading-only (RO), reading-while-listening (RWL)), taking into account additional learner- and collocation-related predictors of learning (e.g., congruency). An academic text was used, as this could be a useful source for vocabulary learning for university-level English as a Foreign Language (EFL) learners. Sixty-eight advanced Spanish EFL learners read a text c…
Exploring Esol teachers’ perspectives on the language learning experiences, challenges, and motivations of refugees and asylum seekers in the UK
The aim of this study was to explore the perspectives of ESOL teachers on the language learning experiences, challenges, and motivations that refugees and asylum seekers have when they learn the language of the host country. This information was collected using an online questionnaire, which was completed by 72 teachers from different institutions throughout the UK teaching English to refugees and asylum seekers. The results revealed teachers’ pe…
Educational bilingualism: Reflections on a longitudinal study of children's cognitive and linguistic development
Our longitudinal study examined the cognitive and linguistic development of bilingually-educated, yet monolingually-raised, Spanish children, exploring (a) whether bilingual education procured a bilingual advantage, (b) whether greater L2 exposure was key to producing it, and (c) how development proceeded over time. We compared three groups of children in Years 1 and 2 of primary education in Spain: one attending monolingual education (MON), and …
Investigating the bilingual advantage: The impact of L2 exposure on the social and cognitive skills of monolingually-raised children in bilingual education
Most research reporting that bilingual children exhibit enhanced cognitive skills and social awareness relative to their monolingual peers focusses on children raised and educated bilingually, making it difficult to pinpoint the degree of second language exposure necessary for such advantages to materialise. The current study measures the social and cognitive skills of Spanish children educated bilingually yet raised monolingually to explore (a) …
What is the source of L1 attrition? The effect of recent L1 re-exposure on Spanish speakers under L1 attrition
The recent hypothesis that L1 attrition affects the ability to process interface structures but not knowledge representations (Sorace, 2011) is tested by investigating the effects of recent L1 re-exposure on antecedent preferences for Spanish pronominal subjects, using offline judgements and online eye-tracking measures. Participants included a group of native Spanish speakers experiencing L1 attrition (‘attriters’), a second group of attriters e…
Selectivity in L1 Attrition: Differential Object Marking in Spanish Near-Native Speakers of English
What is the source of L1 attrition? The effect of recent L1 re-exposure on Spanish speakers under L1 attrition
The recent hypothesis that L1 attrition affects the ability to process interface structures but not knowledge representations (Sorace, 2011) is tested by investigating the effects of recent L1 re-exposure on antecedent preferences for Spanish pronominal subjects, using offline judgements and online eye-tracking measures. Participants included a group of native Spanish speakers experiencing L1 attrition (‘attriters’), a second group of attriters e…
Selectivity in L1 Attrition: Differential Object Marking in Spanish Near-Native Speakers of English
Investigating the bilingual advantage: The impact of L2 exposure on the social and cognitive skills of monolingually-raised children in bilingual education
Most research reporting that bilingual children exhibit enhanced cognitive skills and social awareness relative to their monolingual peers focusses on children raised and educated bilingually, making it difficult to pinpoint the degree of second language exposure necessary for such advantages to materialise. The current study measures the social and cognitive skills of Spanish children educated bilingually yet raised monolingually to explore (a) …
Exploring Esol teachers’ perspectives on the language learning experiences, challenges, and motivations of refugees and asylum seekers in the UK
The aim of this study was to explore the perspectives of ESOL teachers on the language learning experiences, challenges, and motivations that refugees and asylum seekers have when they learn the language of the host country. This information was collected using an online questionnaire, which was completed by 72 teachers from different institutions throughout the UK teaching English to refugees and asylum seekers. The results revealed teachers’ pe…
Educational bilingualism: Reflections on a longitudinal study of children's cognitive and linguistic development
Our longitudinal study examined the cognitive and linguistic development of bilingually-educated, yet monolingually-raised, Spanish children, exploring (a) whether bilingual education procured a bilingual advantage, (b) whether greater L2 exposure was key to producing it, and (c) how development proceeded over time. We compared three groups of children in Years 1 and 2 of primary education in Spain: one attending monolingual education (MON), and …
The effects of L2 exposure at school on the cognitive development of children from monolingual backgrounds: A longitudinal study
This longitudinal study examined the cognitive development of Spanish children from monolingual backgrounds attending schools with varying levels of English exposure (13%–83%) to assess whether higher L2 exposure results in advantages over time. 229 children (ages 6–7) completed background (nonverbal reasoning (NVR), working memory (WM), L1 vocabulary, L2 vocabulary) and experimental tests measuring attentional/executive functions (selective atte…
Incidental learning of collocations through reading an academic text
This study investigated the incidental learning of collocations in two reading modes (reading-only (RO), reading-while-listening (RWL)), taking into account additional learner- and collocation-related predictors of learning (e.g., congruency). An academic text was used, as this could be a useful source for vocabulary learning for university-level English as a Foreign Language (EFL) learners. Sixty-eight advanced Spanish EFL learners read a text c…
Complex grammar in English: A snapshot of comprehension in children aged 5 to 8
Our study makes an empirical contribution to questions relating to the developmental trajectory of four examples of English complex grammar: subject and object control, subject and object relative clauses, long passives and seem -raising constructions with and without an overt experiencer argument. We tested children’s comprehension of all seven sentence sets at the same point in time using a picture-selection task. Forty-five children (20 girls)…
Semi-incidental collocation learning from reading: Effects of repeated exposure, prior vocabulary knowledge, congruency, and association strength
This study examined the effect of repeated exposure on semi-incidental collocation learning, while also exploring the extent to which learner-related (prior vocabulary knowledge), and item-related factors (congruency, association strength) can modulate its effect. In an experiment using a Latin-square design, eighty-two learners of English at a university in Spain read a series of academic texts that included 18 collocations at different frequenc…
Theory-of-Mind development in educational bilingualism: Identifying the strongest predictors of performance and tracking them over time
This longitudinal study monitored Theory-of-Mind development in monolingually raised but bilingually educated Spanish children (age 5–6) with varied L2-English curricula (13%–83%) to assess whether higher L2-exposure resulted in advantages on seven ToM concepts (emotion, desires, belief, reference, moral-reasoning, lies, sarcasm). Attention (selective, switching, inhibition) and a full suite of individual-difference effects were also monitored. G…
Psychology (8 works) · Language Development and Disorders (6 works) · Neurobiology of Language and Bilingualism (6 works) · Cognition (4 works) · Computer Science (4 works) · Linguistics (4 works) · Neuroscience of multilingualism (4 works) · Reading and Literacy Development (4 works) · Developmental psychology (3 works) · Longitudinal study (3 works)