CARACTERIZACIÓN NEUROPSICOLÓGICA DEL OÍDO FONEMÁTICO EN NIÑOS INDÍGENAS BILINGÜES MEXICANOS. (Neuropsychological characterization of phonematic integration in bilingual mexican children)
Abstract
En la neuropsicología casi no se conocen trabajos de evaluación de oído fonemático en la población indígena infantil bilingüe (tzotzil y castellano). El objetivo del estudio fue caracterizar el estado funcional del oído fonemático para el idioma castellano en 60 niños normales indígenas bilingües. Se aplicaron las tareas correspondientes de la evaluación “Neuropsicológica Infantil Breve”. Los resultados indican el estado funcional adecuado del oído fonemático. El análisis cualitativo de los errores muestra que las dificultades en las tareas verbales se relacionan con la debilidad funcional en la retención audio-verbal y en programación y control. Se concluye que a través del análisis neuropsicológico cualitativo es posible detectar el estado funcional de los mecanismos cerebrales óptimos y deficientes y esclarecer las causas verdaderas de dificultades de aprendizaje y de elección de estrategias pedagógicas para el trabajo con poblaciones indígenas.
ABSTRACT
There are no studies dedicated to assessment of phonematic integration in native bilingual population in Mexico (Spanish and Tzoztil). El objective of our study was to characterize the functional state of phonematic integration for Spanish language in bilingual native children. 6o normal bilingual normal children were selected for the study. Specific items for phonematic integration were applied from The Scheme for Neuropsychological Assessment for Children. The results pointed out adequate functional state of phonematic integration for Spanish. The qualitative analyses of mistakes shows difficulties in verbal tasks related to functional deficit of audio-verbal retention and programming and control. This data claims that neuropsychological qualitative assessment is useful for detection of strong and weak functional state of brain mechanisms. Such analyses helps to discover the reasons of learning disabilities in bilingual native population and to establish proper pedagogical strategies while attending Mexican native bilingual children.
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