Lengua y congruencia lingüística afectan el desempeño en tareas de memoria verbal en adolescentes bilingües
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https://doi.org/10.17979/reipe.2026.13.1.12628Resumen
El presente estudio examinó el efecto de claves audiovisuales lingüísticamente congruentes sobre la memoria verbal en adolescentes que aprenden inglés como segunda lengua. Ochenta estudiantes de una escuela bilingüe observaron un fragmento de película en su lengua materna (L1, español) o en su segunda lengua (L2, inglés), seguido de la presentación de una lista de palabras relacionadas. Fueron asignados a cuatro condiciones que combinaron de forma congruente o incongruente la lengua del fragmento (español o inglés) y de la lista de palabras (L1 o L2). Se evaluó la memoria a través de tareas de recuerdo libre y reconocimiento, tanto inmediatamente como una semana después. Se esperaba que la congruencia lingüística entre el estímulo audiovisual y el material verbal facilitara el recuerdo y reconocimiento de palabras. Los resultados indicaron que el grupo con presentación congruente en L1 tuvo un mejor desempeño en tareas de recuerdo libre y reconocimiento inmediatas; mientas que los grupos en L2 presentaron menor cantidad de intrusiones en el recuerdo libre. En las tareas de reconocimiento, se observó una mejora general en el rendimiento diferido, probablemente asociada a procesos de consolidación. Estos hallazgos sugieren que la congruencia lingüística y la lengua dominante modulan diferencialmente el acceso a la memoria verbal, con efectos diferenciales a lo largo del tiempo. Estos hallazgos tienen implicaciones pedagógicas para el uso de material audiovisual en la enseñanza de lenguas extranjeras.
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