The objective of this research is to know to what extent the gender variable affects literacy learning processes in terms of the use of digital and analog media. The survey was conducted with first-year students of education degrees from various Spanish universities (n = 1384). This is a descriptive quantitative study. The results show some significant differences, for example, those relating to the preference and use of printed texts for academic purposes (note-taking, underlining or reading) by the female gender, or the listening of podcasts by the male gender. The differences, however, are not those that were expected, a fact that demonstrates a certain absence of bias based on gender, which allows us to analyze reading and writing practices beyond the differences associated with the sex-gender binary.
Recent comparative studies of reading on paper and digital media have highlighted the advantages and disadvantages of each modality. This research addresses the preference for reading on paper among Spanish university students training to become future teachers. The objective is to profile students' preferences for reading on paper. The methodology employs a quantitative and exploratory approach with a non-probability sample of 1384 students. A validated questionnaire was used to collect data on reading preferences and activities. The results reveal a clear preference for reading on paper in academic contexts, more pronounced among women than men. Furthermore, a negative correlation was found between the preference for reading on paper and reading on screens. These findings are relevant to teacher training. As a future line of inquiry, the study proposes investigating the gender gap from a psychological perspective.
Digital reading is linked to the literacy practices of adolescents in various areas, including academic and educational performance in their subsequent university studies. This analog-digital duality generates dual literacy, which in turn generates multiple cognitive processes. In this vein, the objective of this article is to analyze how multitasking influences the digital reading environment. This research was conducted using a quantitative approach, from a descriptive and correlational perspective, with the participation of 1385 first-year students enrolled in bachelor's and double bachelor's degrees in primary and early childhood education at different universities. The results have been organized in three ways: gender, degree, and university. These have yielded relevant data, such as a group of students who have a low preference for performing various activities at the same time, compared to a group that does engage in multitasking.
Today, two worlds coexist: the physical and the digital. This duality also affects reading, which unfolds in both analog and digital formats within the current media ecology. This study focuses on the academic reading practices of first-year students enrolled in teacher education degrees at eight Spanish universities (n = 1384). The aim is twofold: to validate a questionnaire on academic reading practices and to identify the predictors of such practices. A quantitative methodology was employed, using a cross-sectional and correlational design. The instrument consisted of a 40-item questionnaire distributed across four dimensions. Statistical analyses included an exploratory factor analysis, internal consistency testing, and multiple regression analysis. The main findings suggest that analog and digital reading practices coexist among university students. These results are expected to inform and guide future pedagogical strategies and policy decisions in teacher education.
The central objective of the study is to analyse how pre-service university students enrolled in Early Childhood Education and Primary Education degree programmes at eight Spanish universities perceive the usefulness of digital reading and associated reading habits. A review of the scientific literature provides a conceptual and empirical baseline for this still-contested field, offering a better understanding of pre-service teachers who prefer reading on screens and the digital reading practices that shape their reading skills. Using data from the 2021-2022 academic year, the study applies a multivariate analytical approach to classify the variable `reading on screens' into three levels (low, medium and high), based on patterns observed across the remaining variables, to describe each group. The findings specify the defining features of individuals who exhibit a preference for reading on screens.
El objetivo principal del estudio es analizar la percepción del alumnado universitario en formación, en los grados de maestro/a de Educación Infantil y de Educación Primaria de ocho universidades españolas, sobre la utilidad y hábitos de la lectura digital en pantallas. A partir de la literatura científica se asientan las bases actuales sobre el tema, que siguen siendo controvertidas, lo que permite entender las características del alumnado en formación docente que prefiere la lectura en pantalla y los hábitos lectores digitales para el desarrollo de su competencia lectora. A partir de una muestra del curso 2021-2022 de ocho universidades españolas, se realiza un análisis multivariado para clasificar la variable leer en pantallas, distinguiendo tres categorías (baja, media y alta) en función del resto de respuestas para conocer el perfil de cada grupo. A partir de los resultados se establecen las características principales de estas personas que prefieren leer en pantallas.
En la actualidad coexisten dos mundos: el físico y el digital. Ello afecta también a la lectura, que es analógica y digital en la actual ecología de medios. Esta investigación se centra en la lectura académica de estudiantes de primer curso de grados de Magisterio en ocho universidades españolas (n = 1384). El objetivo es doble: revalidar un cuestionario sobre prácticas de lectura académica e identificar los factores predictores de las prácticas de lectura académica. Se desarrolló una metodología cuantitativa con un diseño transversal y correlacional. Se utilizó un cuestionario de 40 ítems distribuidos en cuatro dimensiones. Las pruebas estadísticas incluyeron un análisis factorial exploratorio, la consistencia interna y un análisis de regresión múltiple. Los principales resultados sugieren la coexistencia de la lectura analógica y digital en los estudiantes universitarios. Se espera que estos resultados informen y orienten futuras estrategias pedagógicas y políticas en la formación de docentes.
La lectura digital se vincula a las prácticas letradas de los adolescentes en diversos ámbitos, entre los que se encuentran el desempeño académico y formativo de sus posteriores estudios universitarios. Esta dualidad analógico-digital genera una bialfabetización que genera múltiples procesos cognitivos. En esta línea, el objetivo de este artículo se centra en analizar cómo influye el multitasking en el entorno de la lectura digital. Esta investigación se ha llevado a cabo mediante un enfoque cuantitativo, desde una perspectiva descriptiva y correlacional, en el que han participado 1385 estudiantes del primer curso de los Grados y Dobles Grados en Educación Primaria e Infantil de distintas universidades. Los resultados se han organizado en tres vías: el sexo, la titulación y las universidades. Estos han arrojado datos relevantes, como un grupo de alumnado que tienen una baja preferencia para realizar diversas actividades a la vez, frente a un grupo que sí desarrolla la multitarea.
El objetivo de esta investigación es conocer en qué medida la variable género incide en los procesos de aprendizaje (lectura y escritura) en cuanto al uso de medios digitales y analógicos. El sondeo se ha llevado a cabo con alumnado de primer curso de los grados de educación de diversas universidades españolas (n=1384). Se trata de un estudio cuantitativo descriptivo para el que se ha empleado el cuestionario diseñado y validado por Abarzúa-Ceballos et al. (2024). Los resultados muestran algunas diferencias significativas, por ejemplo, las relativas a la preferencia y uso de textos impresos con fines académicos (toma de notas, subrayado o lectura) por parte del género femenino, o la escucha de pódcast por parte del género masculino. Las divergencias no son, sin embargo, tantas como se hubiera pensado. Hecho que demuestra una cierta eliminación de los sesgos en pro de un mayor equilibrio entre personas más allá del género.
Últimamente se han realizado estudios comparativos de lectura en papel y digital que han destacado ventajas y desventajas de cada modalidad. Esta investigación aborda la preferencia por leer en papel entre estudiantes universitarios españoles que se están formando como futuros docentes. El objetivo es trazar un perfil de las preferencias de lectura en papel de los estudiantes. La metodología emplea un enfoque cuantitativo y exploratorio con una muestra no probabilística de 1384 estudiantes. Se utilizó un cuestionario validado para recopilar datos sobre preferencias y actividades de lectura. Los resultados revelan una clara preferencia por leer en papel en contextos académicos, más acentuada en las mujeres que en los hombres. Además, se encontró una relación negativa entre la preferencia por leer en papel y la lectura en pantalla. Estos hallazgos son relevantes para la formación docente. Como líneas prospectivas, se propone indagar en la brecha de género desde una perspectiva psicológica.
In spite of the large amount of studies considering the differences between Spanish Latin-American dialects, the analysis of syntactic phenomena seems to be a minority. This paper considers the coding variants of Conceptual Subordination (CS) in two of them. From a Functional Typological Grammar perspective, CS is considered as an asymmetric link between two States of Events (SoE). This study compares the processes of clausal complexification and the frequency and type of CS in the retellings of 49 5-year-old children, Spanish speakers belonging to the Chilean (Chile), and the Rioplatense dialects (Arg). The results indicate that, although Argentine children display retellings with higher productivity rates, they use typical and alternative CS forms in a similar way than Chilean children. It indicates that, at this age, dialectal differences with respect to CS have not been instantiated yet.
The aim of this work is to explore how scope acts in Portu & ntilde;ol when faced with bare nouns. Specifically, in the Portu & ntilde;ol spoken on the border between Rivera (Uruguay) and Santana do Livramento (Brazil). To carry out this initial description, a field semantics methodology was used. The work was based on creating a questionnaire with contexts and images that allowed us to approach the study of (in)definiteness in Portu & ntilde;ol. Scope ambiguity is just one ofthe phenomena related to (in)definiteness that we studied, but it is essential to begin to understand whether Portu & ntilde;ol is a dialect of Portuguese, a mixed language, or a semantically independent language from Portuguese and Spanish.
This study presents an approach to the diatopic distribution and frequency of usage of Quechua loanwords in Colombian Spanish. The Quechua diasystem has been identified as the primary source of most indigenous lexical items found in the varieties of Spanish spoken in Colombia, also, Quechua-derived terms function as dialectal differentiation markers within the country. Therefore, their study is essential for the description of linguistic variation in Colombian Spanish. This work is part of an ongoing research project based on materials from the Linguistic-Ethnographic Atlas of Colombia (ALEC), which aims to systematize various aspects of the phenomenon. The study supports the identification of a center-periphery structure in the spatial distribution of variants and provides quantitative data to characterize both the density by locality and the frequency of Quechua loanword usage in Colombian Spanish.
This study provides an initial basis for postulating the evolution of Colonial Neogranadian Spanish dialectal divisions from the conjunction of two phonological variables: the context-free process of delateralization of palatals and context-sensitive processes affecting syllable-final liquids (rhotics and laterals). For this purpose, the weight of phonological variables derived from non-critical paleographic transcriptions of colonial texts was reviewed in relation to proposals for dialectal division in the colonial period. It was found that context-sensitive sound substitutions had a greater influence than context-free ones between the 16th and 17th centuries, while the 18th century provides elements that support the separation between the Caribbean and the Pacific-Interior association found in present-day Colombia.
This paper attempts to identify linguistic phenomena whose functions can be classified as contact-induced linguistic changes in the Spanish of the Ecuadorian-Colombian linguistic area from the mid-18th century and throughout the 19th century. The starting hypothesis is based on the intuitions and observations of the Colombian linguist Montes Giraldo, and the theoretical and methodological principles are provided by current work on language contact. Data are extracted from the idiolects of the speakers/signatories of a set of letters dated in different demarcations belonging to four countries today (Colombia, Ecuador, Venezuela, and Panama). The starting point is the influence of the race, ethnicity, and educational level of the letter senders in an area with a strong presence of indigenous and African populations. Among the conclusions, the influence of population movements and interregional trade relations stand out as central factors in this change.
The purpose of this article is to enunciate the theoretical and methodological bases that should be considered in order to select the evaluation criteria for dictionaries of Colombianisms. Regarding the methodology, it is based on a chart that exposes some lexicographic elements to carry out such evaluation; the applied chart is presented, as well as a general description of the results. Among the main findings, it is shown that this metalexicographic analysis is an instrument that provides elements to know what a dictionary, that accounts for the linguistic diversity and lexical richness in Colombia, should be like. Likewise, the relevance of objectively evaluating lexicographic works is not limited to highlighting the characteristics of a prototypical dictionary of the Colombian lexicon; it also means recognizing the lexicographic repertoires that have been elaborated about Spanish in Colombia and their contribution to the study of this dialectal variety
In this work, we show that in the Ayacucho variety of Quechua the morpheme of Number with plural information is realized with one of the Participants of the Speech Act (Speaker or Addressee) through the operation of Agreement, and will maximize the satisfaction of Person features through cyclic Agreement. However, when it must agree with both Participants with plural information and they belong to a high position in the Hierarchy of Person, the head will erase the specific feature of Addressee, through the operation of Impoverishment in order to agree with both. Additionally, we will explain the absence of third-person object agreement with the head Number, since any third person clitic is generated within the DP; and why, in some instances, the agreement between Subject third-person plural DP and the Number head includes the feature Addressee. We will sustain that since second person singular Object appears in the sentence, the agreement accesses the information of Person exceptionally as a case of semantic and not syntactic agreement.
Documents written in Spanish by technology companies that explain and promote products of Natural Language Processing (NLP, a component of Artificial Intelligence that studies how computers process human language), such as transcription systems, chatbots, automatic translation, etc., are discussed in this work. The purpose of this study is to analyze which linguistic considerations prevail in these documents and which language phenomena should be regulated for the proper functioning of NLP. This study is conducted within a glottopolitical approach, a perspective that analyzes the different social interventions on language use. From a corpus consisting of documents from six companies, we studied ideologemes and sociolinguistic representations, as well as their enunciative-argumentative dimension. Our analysis shows that the recurrent characterization of language on the basis of its complexity operates discursively to justify the limitations of NLP, and that a series of phenomena can be categorized as "irregularities", which are very dissimilar in terms of their linguistic-discursive nature, involving both semantic-polysemic and discursive-poliphonic aspects, as well as including the use of rhetorical resources and linguistic varieties.
