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Introduction
Current institution
Publications
Publications (32)
Purpose
The present study aims to evaluate the feasibility and preliminary effectiveness of a novel multi-tiered narrative intervention program—the multimodal narrative (MMN) program—in Catalan that was co-created to boost preschool children's narrative and pragmatic skills.
Method
First, we describe here in detail the novel program, which consist...
Children with neurodevelopmental disorders (NDD) like Autism or Developmental Language Disorder (DLD) have impairments in narrative and pragmatic skills. Thus, many interventions have been developed to address these impairments. However, most intervention programs do not systematically integrate multimodal (gestural and prosodic) strategies, despit...
Non-referential gestures (i.e., beat gestures together with their accompanying prosody) function as multimodal highlighters of relevant information expressed in discourse. Even though beat gestures have been shown to improve some children’s cognitive and linguistic abilities, little is known about their beneficial effect on pragmatic inference comp...
Prosodic cues facilitate children’s understanding of pragmatic
meanings. Multimodal prosody (i.e., combining prosody with
body movements) provides enhancing cues to pragmatic
comprehension and could be beneficial for children with
Developmental Language Disorder (DLD). The present study
evaluated 45 Typically Developing children (TD) and 34
c...
Background
Pragmatic skills allow children to use language for social purposes, that is, to communicate and interact with people. Most children with neurodevelopmental disorders (NDDs) face pragmatic difficulties during development. Nevertheless, pragmatic skills are often only partially assessed because the existing instruments usually focus on sp...
Purpose
Though the frequency of gesture use by infants has been related to the development of different language abilities in the initial stages of language acquisition, less is known about whether this frequency (or “gesture rate”) continues to correlate with language measures in later stages of language acquisition, or whether the relation to lan...
El trastorno específico del lenguaje (TEL) es un trastorno del lenguaje oral con desarrollo en etapa infantil que afecta a la expresión y la comprensión. En el ámbito angloparlante, fruto de dos estudios con la metodología Delphi (Bishop et al., 2016; 2017) se ha generalizado, tanto en el ámbito clínico y educativo como en las publicaciones científ...
Muchas veces, ante la misma persona, casuística o prestación de servicios se actúa de manera diferente. Además, puede pasar que en ciertos casos se actúe teniendo dudas cuando se toman determinadas decisiones o sin un apoyo científico que garantice su fiabilidad. Una manera de reducir este efecto es incorporar instrumentos que recojan principios y...
Conocer las bases de la intervención logopédica es clave para que la puesta en práctica tenga resultados positivos. La organización de un plan de intervención, la interpretación y redacción de informes,el trabajo con otros equipos profesionales y agentes implicados, así como el conocimiento de los recursos necesarios para la intervención logopédica...
El Trastorno Específico del Lenguaje (TEL) es un trastorno del neurodesarrollo que afecta aproximadamente a un 7% de la población y que compromete a la expresión y/o comprensión del lenguaje oral. Sin embargo, es un trastorno muy desconocido para la población general. Uno de los factores que lo explican es la gran dispersión terminológica que difer...
El trastorno específico del lenguaje (TEL), también denominado como trastorno del desarrollo del lenguaje (TDL), se presenta en la población a través de dificultades severas en la comprensión y/o la expresión del lenguaje que afectan a su calidad de vida y suponen una barrera en la progresión académica y en el acceso laboral. El reciente cambio en...
Els estudis sobre desenvolupament del llenguatge típicament s'han centrat en l'anàlisi de la parla. Tanmateix, hi ha altres elements comunicatius que són una peça fonamental en la comunicació i cognició humanes: els gestos. Aquests elements visuals estan íntimament integrats amb la parla des del punt de vista temporal i des del punt de vista semant...
El desarrollo del lenguaje en el niño es un proceso complejo que se inicia al nacer y abarca principalmente los seis primeros años de vida. Este volumen recoge una actualización de las investigaciones sobre el desarrollo de los distintos niveles lingüísticos —fonológico, léxico-semántico, morfosintáctico y pragmático—, las bases perceptivas y comun...
Iconic and pointing gestures are important precursors of children’s early language and
cognitive development. While beat gestures seem to have positive effects on the recall
of information by preschoolers, little is known about the potential beneficial effects of
observing beat gestures on the development of children’s narrative performance. We
tes...
This article investigates how children leverage intonational and gestural cues to an individual’s belief state through unimodal (intonation-only or facial gesture-only) and multimodal (intonation + facial gesture) cues. A total of 187 preschoolers (ages 3–5) participated in a disbelief comprehension task and were assessed for Theory of Mind (ToM) a...
While recent research has shown that iconic gestures and the so-called pitch gestures (or gestures that mimic melody in speech) favour word learning in a second language, little is known about (a) the potential benefits of beat gestures (or hand gestures that accompany prosodic prominence) for second language novel word learning, and (b) the contri...
This study investigates 3- to 5-year-old children’s sensitivity to lexical, intonational and gestural information in the comprehension of speaker uncertainty. Most previous studies on children’s understanding of speaker certainty and uncertainty across languages have focused on the comprehension of lexical markers, and little is known about the pot...
In conversation speakers accompany speech with simple hand and body motions that are typically aligned with prosodic heads and edges. These beat gestures have been shown to be strongly correlated in speech with the presence of acoustic cues of prominence (Krahmer & Swerts, 2007) and to have similar functions as prosody, e.g. information highlightin...
The present study investigated the degree to which an infants' use of simultaneous gesture-speech combinations during controlled social interactions predicts later language development. Nineteen infants participated in a declarative pointing task involving three different social conditions: two experimental conditions (a) available, when the adult...
Speakers often use simple hand and body motions to accompany speech and that are typically aligned with prosodic. Beat gestures are strongly correlated in speech with the presence of prosodic acoustic cues of prominence (Krahmer & Swerts, 2007). In fact, beat gestures are found to have similar functions as prosody, i.e. information highlighting (Lo...
