Bibliographic citations
Navarro, L., (2022). Diferencias de las habilidades psicolingüísticas de estudiantes del primer grado de educación primaria de una institución educativa privada de Lima Metropolitana en función a la práctica o no del teatro [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/21294
Navarro, L., Diferencias de las habilidades psicolingüísticas de estudiantes del primer grado de educación primaria de una institución educativa privada de Lima Metropolitana en función a la práctica o no del teatro []. PE: Pontificia Universidad Católica del Perú; 2022. http://hdl.handle.net/20.500.12404/21294
@mastersthesis{renati/28040,
title = "Diferencias de las habilidades psicolingüísticas de estudiantes del primer grado de educación primaria de una institución educativa privada de Lima Metropolitana en función a la práctica o no del teatro",
author = "Navarro Villavisencio, Lorena Erika",
publisher = "Pontificia Universidad Católica del Perú",
year = "2022"
}
The objective of the investigation is to demonstrate if significant differences exist in abstract and automatic psycholinguistic ability levels in first grade students in regards to the practice of theater at a private Lima Metropolitan institution. For this investigation, a non-experimental descriptive comparison employed in which psycholinguistic abilities and their components are described in students that participate and do not participate in an extra-curricular theater workshop at the school they attend. The study group consisted of 16 first grade students at a Lima Metropolitan private institution that is considered to be in the middle/upper socioeconomic class. The instrument used was the Illinois Psycholinguistic Abilities Test adapted by Ballesteros and Cordero (2004). The results concluded that no significant differences exist between both groups in regard to psycholinguistic abilities, however, the group of students who attended the extracurricular theater workshop obtained better results in auditory activities, while the group of students that did not participate in the workshop did better in visual activities. Specifically, the theater workshop students produced better results in auditory association ability showing a significant difference. On the contrary, the group of students that did not participate in the theater workshop achieved higher levels of verbal fluency, demonstrating significant differences in their favor. In conclusion, the majority of students are in the process of achieving a high level of psycholinguistic abilities. At the same time, an investigation with a larger sample size and the influence of theater on learning and verbal association ability is recommended.
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