Ana Isabel García Pérez
Biographic Data
| ID | 6742989 |
|---|---|
| NAME | Ana Isabel García Pérez |
| GIVEN NAMES | Ana Isabel García |
| FAMILY NAME | Pérez |
| SIGNATURE | PÉREZ A I G |
| AFFILIATIONS | Universidad de Granada |
| ORCID | 0000-0002-3211-231X |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Developmental differences in L1 and L2 text comprehension
Text comprehension relies on high-level cognitive processes. These processes might be challenging for young readers, especially when comprehension takes place in a non-native language, an issue that remains unexplored. Twenty-four children and twenty-six adolescent early sequential bilinguals, were presented with narratives in L1-Spanish and L2-English. Each text biased an initial inference ("baby"), which then required either literal ("The littl…
Inferential evaluation and revision in L1 and L2 text comprehension
Text comprehension frequently demands the resolution of no longer plausible interpretations to build an accurate situation model, an ability that might be especially challenging during second language comprehension. Twenty-two native English speakers (L1) and twenty-two highly proficient non-native English speakers (L2) were presented with short narratives in English. Each text required the evaluation and revision of an initial prediction. Eye mo…
Prospective memory in bilinguals
Recalling future intentions (i.e., prospective memory, PM) plays an essential role in everyday life, but sometimes, if the person is involved in a demanding ongoing task, PM is unsuccessful. This is especially relevant for bilinguals who, in many situations, have to recall intentions while performing a task in their second language (L2). Our aim was to explore whether PM is modulated by the linguistic context in which PM takes place. In this stud…
Second language acquisition of grammatical rules
Learning a new language is an important goal that many individuals find difficult to achieve, particularly during adulthood. Several factors have related this variability to different extrinsic (learning condition, difficulty of the materials) and intrinsic (cognitive abilities) factors, but the interaction between them is barely known. In two experiments, participants learned English grammar rules in intentional (Experiment 1) or explicit (Exper…
High-level listening comprehension in advanced English as a second language
English is imposed as the language of instruction in multiple linguistically diverse societies where there is more than one official language. This might have negative educational consequences for people whose first language (L1) is not English. To investigate this, 47 South Africans with advanced English proficiency but different L1s (L1-English vs. L1-Zulu) were evaluated in their listening comprehension ability. Specifically, participants list…
Sociolinguistic context matters
Individual reports of language history, use, and proficiency are generally considered sufficient for language profiling. Yet, these variables alone neglect the contribution of contextual linguistic diversity to one’s overall language repertoire. In this study we used the Contextual Linguistic Profile Questionnaire to evaluate whether there is a difference in contextual linguistic diversity between participants across the linguistically dissimilar…
A holistic measure of contextual and individual linguistic diversity
The sociolinguistic context of language use contributes to individuals’ linguistic knowledge. However, how it does so has yet to be fully conceptualised or quantitatively investigated within the language sciences. To meet this goal, a psychometrically sound evidence-based measure that captures important aspects of contextually influenced linguistic experience is necessary. In this paper we describe the development and validation of the Contextual…
A holistic measure of contextual and individual linguistic diversity
The sociolinguistic context of language use contributes to individuals’ linguistic knowledge. However, how it does so has yet to be fully conceptualised or quantitatively investigated within the language sciences. To meet this goal, a psychometrically sound evidence-based measure that captures important aspects of contextually influenced linguistic experience is necessary. In this paper we describe the development and validation of the Contextual…
A holistic measure of contextual and individual linguistic diversity
The sociolinguistic context of language use contributes to individuals’ linguistic knowledge. However, how it does so has yet to be fully conceptualised or quantitatively investigated within the language sciences. To meet this goal, a psychometrically sound evidence-based measure that captures important aspects of contextually influenced linguistic experience is necessary. In this paper we describe the development and validation of the Contextual…
Sociolinguistic context matters
Individual reports of language history, use, and proficiency are generally considered sufficient for language profiling. Yet, these variables alone neglect the contribution of contextual linguistic diversity to one’s overall language repertoire. In this study we used the Contextual Linguistic Profile Questionnaire to evaluate whether there is a difference in contextual linguistic diversity between participants across the linguistically dissimilar…
Prospective memory in bilinguals
Recalling future intentions (i.e., prospective memory, PM) plays an essential role in everyday life, but sometimes, if the person is involved in a demanding ongoing task, PM is unsuccessful. This is especially relevant for bilinguals who, in many situations, have to recall intentions while performing a task in their second language (L2). Our aim was to explore whether PM is modulated by the linguistic context in which PM takes place. In this stud…
Second language acquisition of grammatical rules
Learning a new language is an important goal that many individuals find difficult to achieve, particularly during adulthood. Several factors have related this variability to different extrinsic (learning condition, difficulty of the materials) and intrinsic (cognitive abilities) factors, but the interaction between them is barely known. In two experiments, participants learned English grammar rules in intentional (Experiment 1) or explicit (Exper…
High-level listening comprehension in advanced English as a second language
English is imposed as the language of instruction in multiple linguistically diverse societies where there is more than one official language. This might have negative educational consequences for people whose first language (L1) is not English. To investigate this, 47 South Africans with advanced English proficiency but different L1s (L1-English vs. L1-Zulu) were evaluated in their listening comprehension ability. Specifically, participants list…
Inferential evaluation and revision in L1 and L2 text comprehension
Text comprehension frequently demands the resolution of no longer plausible interpretations to build an accurate situation model, an ability that might be especially challenging during second language comprehension. Twenty-two native English speakers (L1) and twenty-two highly proficient non-native English speakers (L2) were presented with short narratives in English. Each text required the evaluation and revision of an initial prediction. Eye mo…
Developmental differences in L1 and L2 text comprehension
Text comprehension relies on high-level cognitive processes. These processes might be challenging for young readers, especially when comprehension takes place in a non-native language, an issue that remains unexplored. Twenty-four children and twenty-six adolescent early sequential bilinguals, were presented with narratives in L1-Spanish and L2-English. Each text biased an initial inference ("baby"), which then required either literal ("The littl…
Psychology (6 works) · Linguistics (5 works) · Neurobiology of Language and Bilingualism (4 works) · Artificial Intelligence (3 works) · Cognition (3 works) · Comprehension (3 works) · Computer Science (3 works) · Narrative (3 works) · Reading and Literacy Development (3 works) · Sentence (3 works)