Ernesto Guerra
Biographic Data
| ID | 762038 |
|---|---|
| NAME | Ernesto Guerra |
| GIVEN NAMES | Ernesto |
| FAMILY NAME | Guerra |
| SIGNATURE | GUERRA E |
| AFFILIATIONS | University of Chile |
| ORCID | 0000-0001-7403-5271 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1980 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Lexico-syntactic complexity and accuracy in heritage language learners at different proficiency levels: A cross-sectional study
Research on second language (L2) learning using complexity measures has identified key developmental parameters with practical implications for language instruction and related fields. These parameters, however, might not necessarily apply to heritage language learners whose linguistic profile is different from that of L2 learners. This study addresses that gap by analyzing several complexity measures in Spanish heritage language samples. These m…
Evaluating an Integrated Vocabulary and Phonological Awareness Program for Typically Developing Preschoolers: A Pilot Study
Background Enhancing early language skills that play an essential role in later literacy, remains a significant challenge in preschool education. Addressing this issue requires the development of programs specifically designed to foster these skills in preschool children. The present pilot study examines the impact of an integrated program on syllabic awareness and vocabulary skills in typically developing preschool children within a school setti…
Online pronoun resolution in children with developmental language disorder (DLD): A visual world eye-tracking study
Children with Developmental Language Disorder (DLD) often experience difficulties with morphosyntax and discourse processing, which hinder their ability to establish referential coherence. While pronoun resolution has been extensively studied in typically developing (TD) children, little is known about how children with DLD process pronouns in real time, especially in Spanish—a language with rich morphology and flexible word order. This study inv…
Adapting pragmatic interpretation in multiparty conversations: Mutual exclusivity inferences across speaker and context
Listeners flexibly adapt utterance interpretation based on speaker characteristics, but less is known about how this works in multiparty conversations, particularly for pragmatic inferences like Mutual Exclusivity (MEI) – the tendency to map novel terms onto unnamed referents. MEI may reflect a flexible, speaker-sensitive process or a rigid default. This study tested whether listeners modulate MEI based on speaker-specific referential consistency…
The role of structural preferences and animacy cues on dative sentence parsing in L2
Real-time sentence comprehension can pose a challenge for second-language (L2) speakers due to limited exposure to certain syntactic structures. While English allows dative alternation between double object (DO) and prepositional object (PO) constructions, Spanish only allows PO, which can render DOs more difficult to process than POs for Spanish–English bilinguals. However, semantic cues can also play a role: POs often feature inanimate themes, …
Resolution of Null and Overt Pronouns in Catalan: An Eye Tracking Study
This study investigates subject pronoun resolution in Catalan, a null-subject language, by examining linguistic and cognitive factors. We focus on gender, pronoun type (null and overt), and syntactic function (subject and object), as well as the order of mention (first and second) of antecedents. Using eye-tracking in the Visual World Paradigm (VWP), we analyze the interplay between these factors in both canonical (SVO) and non-canonical (OVS) se…
The Inevitable and Unpredictable Role of Large Language Models in Education: A Commentary on Huettig and Christiansen (2024)
This commentary critically complements a recent proposal that cognitive science can leverage Large Language Models (LLMs) to counter declining literacy. While recognizing the educational potential of LLMs, we highlight a significant trade‐off: their inherent design reduces users’ direct engagement with written text, undermining deeper literacy skills, especially in young learners. Acknowledging this tension is essential for developing pedagogical…
Emotional suffering in school-aged children and adolescents with and without developmental language disorder
Seeking the Category: The Pragmatic Function of Formal Explanations and the Role of Cognitive Reflection
Formal explanations are statements that explain properties of an object by referring to its category. This study investigates the role of pragmatics in the evaluation of formal explanations. Across six experiments, we examined how a questioner's knowledge of category identity and an explanation's capability to specify a category affect satisfaction with such explanations. Experiments 1a and 1b demonstrate that participants find formal explanation…
How Children With and Without Developmental Language Disorder Use Prosody and Gestures to Process Phrasal Ambiguities
Prosody is crucial for resolving phrasal ambiguities. Recent research suggests that gestures can enhance this process, which may be especially useful for children with Developmental Language Disorder (DLD), who have impaired structural language. This study investigates how children with DLD use prosodic and gestural cues to interpret phrasal ambiguities. Catalan-speaking children with and without DLD heard sentences with two possible interpretati…
Are Adolescents with a Wider Vocabulary Faster at Inference Making During Reading? Evidence from Self-Paced Reading
This study investigates the relationship between vocabulary knowledge and inference-making during real-time reading comprehension in Spanish-speaking adolescents, addressing an important gap in the literature. A large sample of adolescents (n = 265) aged between 11 and 18 were asked to perform a self-paced reading task, which required integrating words across sentence boundaries. The study compared two conditions: repetition and inference. In the…
When sequence matters: The processing of contextually biased German verb–object metaphors
Several studies have investigated the comprehension of decontextualized English nominal metaphors. However, not much is known about how contextualized, non-nominal, non-English metaphors are processed, and how this might inform existing theories of metaphor comprehension. In the current work, we investigate the effects of context and of sequential order for an under-studied type of construction: German verb–object metaphors. In two visual-world, …
Word Retrieval After the 80s: Evidence From Specific and Multiple Words Naming Tasks
Older adults show a progressive cognitive decline, and although language processing appears to resist advancing age, studies in word retrieval report that elders show important difficulties. Previous research reports that such failures increase from age 70 years, which suggests that during the fourth age word retrieval would exhibit even stronger constraints. At the same time, extant evidence suggests that only retrieval of a specific word might …
Objects Shape Activation during Spoken Word Recognition in Preschoolers with Typical and Atypical Language Development: An Eye-tracking Study
Visually situated spoken words activate phonological, visual, and semantic representations guiding overt attention during visual exploration. We compared the activation of these representations in children with and without developmental language disorder (DLD) across four eye-tracking experiments, with a particular focus on visual (shape) representations. Two types of trials were presented in each experiment. In Experiment 1, participants heard a…
Adult Vocabulary Modulates Speed of Word Integration Into Preceding Text Across Sentence Boundaries: Evidence From Self‐Paced Reading
An important component of reading comprehension is the reader's capacity to make inferences that can maintain the coherence between propositions within the text. However, the cognitive and linguistic skills that underlie online inference making remain elusive. The authors aimed to clarify the effects of vocabulary and text comprehension on word‐to‐text integration during reading. In a self‐paced reading study, the authors measured participants’ i…
Strategic Spatial Anchoring as Cognitive Compensation During Word Categorization in Parkinson's Disease: Evidence from Eye Movements
Visually Situated Language Comprehension
Over the past two decades, 'visually situated' language comprehension (the interplay between language comprehension, attention, and non-linguistic visual context) has emerged as an increasingly active area of research. One important result in this area is that both linguistic and world knowledge, as well as visual cues, can rapidly inform the unfolding interpretation as reflected by comprehenders' eye movements to objects during spoken language c…
Fracciones de clase en la burguesía de ciudades intermedias de Colombia: Un Estudio Sociológico
Enrique Ogliastri, Ernesto Guerra, Fracciones de clase en la burguesía de ciudades intermedias de Colombia: un estudio sociológico, Revista Mexicana de Sociología, Vol. 42, No. 4 (Oct. - Dec., 1980), pp. 1631-1661
Adult Vocabulary Modulates Speed of Word Integration Into Preceding Text Across Sentence Boundaries: Evidence From Self‐Paced Reading
An important component of reading comprehension is the reader's capacity to make inferences that can maintain the coherence between propositions within the text. However, the cognitive and linguistic skills that underlie online inference making remain elusive. The authors aimed to clarify the effects of vocabulary and text comprehension on word‐to‐text integration during reading. In a self‐paced reading study, the authors measured participants’ i…
Seeking the Category: The Pragmatic Function of Formal Explanations and the Role of Cognitive Reflection
Formal explanations are statements that explain properties of an object by referring to its category. This study investigates the role of pragmatics in the evaluation of formal explanations. Across six experiments, we examined how a questioner's knowledge of category identity and an explanation's capability to specify a category affect satisfaction with such explanations. Experiments 1a and 1b demonstrate that participants find formal explanation…
How Children With and Without Developmental Language Disorder Use Prosody and Gestures to Process Phrasal Ambiguities
Prosody is crucial for resolving phrasal ambiguities. Recent research suggests that gestures can enhance this process, which may be especially useful for children with Developmental Language Disorder (DLD), who have impaired structural language. This study investigates how children with DLD use prosodic and gestural cues to interpret phrasal ambiguities. Catalan-speaking children with and without DLD heard sentences with two possible interpretati…
Visually Situated Language Comprehension
Over the past two decades, 'visually situated' language comprehension (the interplay between language comprehension, attention, and non-linguistic visual context) has emerged as an increasingly active area of research. One important result in this area is that both linguistic and world knowledge, as well as visual cues, can rapidly inform the unfolding interpretation as reflected by comprehenders' eye movements to objects during spoken language c…
Fracciones de clase en la burguesía de ciudades intermedias de Colombia: Un Estudio Sociológico
Enrique Ogliastri, Ernesto Guerra, Fracciones de clase en la burguesía de ciudades intermedias de Colombia: un estudio sociológico, Revista Mexicana de Sociología, Vol. 42, No. 4 (Oct. - Dec., 1980), pp. 1631-1661
Visually Situated Language Comprehension
Over the past two decades, 'visually situated' language comprehension (the interplay between language comprehension, attention, and non-linguistic visual context) has emerged as an increasingly active area of research. One important result in this area is that both linguistic and world knowledge, as well as visual cues, can rapidly inform the unfolding interpretation as reflected by comprehenders' eye movements to objects during spoken language c…
Adult Vocabulary Modulates Speed of Word Integration Into Preceding Text Across Sentence Boundaries: Evidence From Self‐Paced Reading
An important component of reading comprehension is the reader's capacity to make inferences that can maintain the coherence between propositions within the text. However, the cognitive and linguistic skills that underlie online inference making remain elusive. The authors aimed to clarify the effects of vocabulary and text comprehension on word‐to‐text integration during reading. In a self‐paced reading study, the authors measured participants’ i…
Strategic Spatial Anchoring as Cognitive Compensation During Word Categorization in Parkinson's Disease: Evidence from Eye Movements
Objects Shape Activation during Spoken Word Recognition in Preschoolers with Typical and Atypical Language Development: An Eye-tracking Study
Visually situated spoken words activate phonological, visual, and semantic representations guiding overt attention during visual exploration. We compared the activation of these representations in children with and without developmental language disorder (DLD) across four eye-tracking experiments, with a particular focus on visual (shape) representations. Two types of trials were presented in each experiment. In Experiment 1, participants heard a…
When sequence matters: The processing of contextually biased German verb–object metaphors
Several studies have investigated the comprehension of decontextualized English nominal metaphors. However, not much is known about how contextualized, non-nominal, non-English metaphors are processed, and how this might inform existing theories of metaphor comprehension. In the current work, we investigate the effects of context and of sequential order for an under-studied type of construction: German verb–object metaphors. In two visual-world, …
Word Retrieval After the 80s: Evidence From Specific and Multiple Words Naming Tasks
Older adults show a progressive cognitive decline, and although language processing appears to resist advancing age, studies in word retrieval report that elders show important difficulties. Previous research reports that such failures increase from age 70 years, which suggests that during the fourth age word retrieval would exhibit even stronger constraints. At the same time, extant evidence suggests that only retrieval of a specific word might …
Are Adolescents with a Wider Vocabulary Faster at Inference Making During Reading? Evidence from Self-Paced Reading
This study investigates the relationship between vocabulary knowledge and inference-making during real-time reading comprehension in Spanish-speaking adolescents, addressing an important gap in the literature. A large sample of adolescents (n = 265) aged between 11 and 18 were asked to perform a self-paced reading task, which required integrating words across sentence boundaries. The study compared two conditions: repetition and inference. In the…
The Inevitable and Unpredictable Role of Large Language Models in Education: A Commentary on Huettig and Christiansen (2024)
This commentary critically complements a recent proposal that cognitive science can leverage Large Language Models (LLMs) to counter declining literacy. While recognizing the educational potential of LLMs, we highlight a significant trade‐off: their inherent design reduces users’ direct engagement with written text, undermining deeper literacy skills, especially in young learners. Acknowledging this tension is essential for developing pedagogical…
Emotional suffering in school-aged children and adolescents with and without developmental language disorder
Seeking the Category: The Pragmatic Function of Formal Explanations and the Role of Cognitive Reflection
Formal explanations are statements that explain properties of an object by referring to its category. This study investigates the role of pragmatics in the evaluation of formal explanations. Across six experiments, we examined how a questioner's knowledge of category identity and an explanation's capability to specify a category affect satisfaction with such explanations. Experiments 1a and 1b demonstrate that participants find formal explanation…
How Children With and Without Developmental Language Disorder Use Prosody and Gestures to Process Phrasal Ambiguities
Prosody is crucial for resolving phrasal ambiguities. Recent research suggests that gestures can enhance this process, which may be especially useful for children with Developmental Language Disorder (DLD), who have impaired structural language. This study investigates how children with DLD use prosodic and gestural cues to interpret phrasal ambiguities. Catalan-speaking children with and without DLD heard sentences with two possible interpretati…
Lexico-syntactic complexity and accuracy in heritage language learners at different proficiency levels: A cross-sectional study
Research on second language (L2) learning using complexity measures has identified key developmental parameters with practical implications for language instruction and related fields. These parameters, however, might not necessarily apply to heritage language learners whose linguistic profile is different from that of L2 learners. This study addresses that gap by analyzing several complexity measures in Spanish heritage language samples. These m…
Evaluating an Integrated Vocabulary and Phonological Awareness Program for Typically Developing Preschoolers: A Pilot Study
Background Enhancing early language skills that play an essential role in later literacy, remains a significant challenge in preschool education. Addressing this issue requires the development of programs specifically designed to foster these skills in preschool children. The present pilot study examines the impact of an integrated program on syllabic awareness and vocabulary skills in typically developing preschool children within a school setti…
Online pronoun resolution in children with developmental language disorder (DLD): A visual world eye-tracking study
Children with Developmental Language Disorder (DLD) often experience difficulties with morphosyntax and discourse processing, which hinder their ability to establish referential coherence. While pronoun resolution has been extensively studied in typically developing (TD) children, little is known about how children with DLD process pronouns in real time, especially in Spanish—a language with rich morphology and flexible word order. This study inv…
Adapting pragmatic interpretation in multiparty conversations: Mutual exclusivity inferences across speaker and context
Listeners flexibly adapt utterance interpretation based on speaker characteristics, but less is known about how this works in multiparty conversations, particularly for pragmatic inferences like Mutual Exclusivity (MEI) – the tendency to map novel terms onto unnamed referents. MEI may reflect a flexible, speaker-sensitive process or a rigid default. This study tested whether listeners modulate MEI based on speaker-specific referential consistency…
The role of structural preferences and animacy cues on dative sentence parsing in L2
Real-time sentence comprehension can pose a challenge for second-language (L2) speakers due to limited exposure to certain syntactic structures. While English allows dative alternation between double object (DO) and prepositional object (PO) constructions, Spanish only allows PO, which can render DOs more difficult to process than POs for Spanish–English bilinguals. However, semantic cues can also play a role: POs often feature inanimate themes, …
Resolution of Null and Overt Pronouns in Catalan: An Eye Tracking Study
This study investigates subject pronoun resolution in Catalan, a null-subject language, by examining linguistic and cognitive factors. We focus on gender, pronoun type (null and overt), and syntactic function (subject and object), as well as the order of mention (first and second) of antecedents. Using eye-tracking in the Visual World Paradigm (VWP), we analyze the interplay between these factors in both canonical (SVO) and non-canonical (OVS) se…
Psychology (11 works) · Computer Science (10 works) · Artificial Intelligence (9 works) · Reading and Literacy Development (9 works) · Language Development and Disorders (8 works) · Linguistics (8 works) · Cognitive psychology (7 works) · Neurobiology of Language and Bilingualism (7 works) · Cognition (5 works) · Sentence (4 works)