Efecto del lenguaje inclusivo en el procesamiento cognitivo de la memoria de trabajo verbal y la comprensión lectora subyacente en estudiantes universitarios de la ciudad de Cuenca en el periodo marzo – agosto 2022

Abstract

The main aim of the present study is to analyze the effect of inclusive language on the cognitive processing of Working Memory (in its capacity for grammatical reasoning and retrieval of cognitive material in reading comprehension) through the functioning of the Phonological Loop. Working Memory has been operationalized (in the case of language information)--not only by the number of mental items that participants can hold but also--by the time participants spend repeating subvocally the linguistic cognitive material (the so-called word-length effect). An experimental design was designed to show stimulus and to analyze the Response Times, using ANOVA and Student’s t test, and the number of correct answers, using Friedman and Wilcoxon test in different experimental conditions (inclusive language conditions included). A random sample was taken from different universities in the city of Cuenca. The presentation of stimuli and the collection of data was done through the OpensesameTM software. The results show that the inclusive language conditions increase Response Times and the number of errors compared to the language condition called "neutral format" (format with grammatically correct language). Data are in line with previous literature that shows that, for grammatical reasoning and reading comprehension, it is necessary to reverberate the mental elements for a longer time through the so-called "slave system" of the Working Memory; that is, through the Phonological Loop. Therefore, inclusive language implies increasing this reverberation time and, therefore, interferes more in the analyzed cognitive processes of grammatical reasoning and reading comprehension (in terms of Response Times and number of errors).