%0 Journal Article
%T La comprensi¨®n de textos expositivos: Relevancia del conocimiento previo en ni£¿os de distintos entornos socioculturales
%A Amado
%A Bibiana Mar¨ªa del Carmen
%A Borzone
%A Ana Mar¨ªa
%J Interdisciplinaria
%D 2011
%I Scientific Electronic Library Online
%X written text comprehension is considered as an interactive process during which a mental representation is constructed by inferences making that require knowledge about texts, general knowledge about the world and specialized knowledge about the domain being discussed. the cognitive models of text processing emphasize the relevance of these types of knowledge for text comprehension (gernsbacher, 1990; kintsch, 1988; van dijk & kintsch, 1983). with regard to knowledge about the world, vygotsky (1962) recognized different forms of conceptualization. he assumed that human beings are able to develop every day concept in the interaction with the environment and scientific concept that are reflective and systematic and must be taught. within the framework of these contributions from cognitive psychology and the socio - cultural theory of human development the present work addressed the role that knowledge about the world of a group of children from a rural area plays in school expository texts comprehension. expository texts were selected because for the processing of this type of text empirical and scientific concepts have to be activated. in previous studies on the activity systems of a rural community in the north of c¨®rdoba (argentina), the empirical concepts develop by children in the context of family activities, such as the weaving of palm leaves, animals bringing up and herbs gathering, were explored (amado, 2010; amado & borzone, 2003). in this work the study of the way children from that community deal with expository texts processing was undertaken. with that purpose, three sets of three texts each were elaborated. the text material consisted in nine expository texts, three sets of three texts. each set presented a progression from a known subject to the rural group (text 1) to a text far from their natural and cultural environment (text 3). text 2 was about an unknown subject but the process described was related with the process described in text 1. after rea
%K children comprehension
%K knowledge about the world
%K empirical concepts
%K scientific concepts
%K activity systems.
%U http://www.scielo.org.ar/scielo.php?script=sci_abstract&pid=S1668-70272011000200007&lng=en&nrm=iso&tlng=en