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The aim of this study was to determine whether discourse comprehension processes, focusingon the type of inferences activated during reading, would be influenced by the language(English and Spanish) as supported by linguistic relativity theories. 20 U.S. and 20 Spanishundergraduates took part in this study using a think-aloud task. The results suggest thatinference generation was not restricted by language differences. In contrast, these data supportthe idea that inference activation reflects a universal cognitive processes patternEl objetivo de este trabajo es determinar si los procesos de comprensión del discurso, enespecial los diversos tipos de inferencias que se activan durante la lectura, están o no influidos porla lengua materna (inglés vs. español), tal y como apuntan algunas teorías sobre el relativismolingüístico. En este estudio, consistente en una tarea de pensamiento en voz alta, participaron20 estudiantes universitarios norteamericanos y 20 españoles. Los resultados obtenidos sugierenque la activación de inferencias no está restringida a las diferencias idiomáticas. Por el contrario,los datos apoyan la idea de que la activación de inferencias refleja un patrón universal en losprocesos cognitivosThis research was partly supported by a faculty research grant from the SpanishMinistry of Science and Technology (PSI2009-13932

revista investigación educativa/rie. revista investigación educativa

Are discourse comprehension and cognitive processes influenced by the type of language language (English and Spanish)? A cross-language study based on elaborative inferences generation