Assessment of reactive translativity from the integration of sequences of pairs of reactive / active linguistic modes Evaluación de la translatividad reactiva a partir de la integración de secuencias de pares de modos lingüísticos reactivos/activos

Abstract

Reactive translativity has been defined as the sequential facilitation between two reactive linguistics modes regarding their enabling effect on the active linguistic modes (Ribes-Iñesta, Ibáñez-Bernal y Pérez-Almonacid, 2014). This reactive translativity was assessed through a procedure that evaluated learning of the commutative property of addition by fifth-grade children from an elementary school. The reactive translativity was analyzed from the integration of six different sequences of reactive-active pairs of linguistic modes. The goal was to observe which sequence affected more participants’ performance when solving exercises related to the commutative property. 18 children from fifth-grade participated in Experiment 1, who were divided in six groups of 3 participants each. Each group was differentiated by the type of sequence of linguistic mode pairs to which it was exposed. The exercises used in this experiment had a lower level of complexity (contextual); 18 different children from the same grade and the same school participated in Experiment 2. They were divided in groups and were exposed to the same sequence as in Experiment 1. The difference was that for this experiment the exercises used had a higher/greater level of complexity (referential substitute). The sequences in which tranlativity took place were listening / talking-reading / writing and observing / pointing-reading / writing modes. The main differences showed up when using the exercises corresponding to the most complex level.