Eva Murillo

Eva Murillo
Universidad Autónoma de Madrid | UAM · Basic Psychology

PhD

About

30
Publications
4,870
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143
Citations
Additional affiliations
November 2012 - February 2017
Complutense University of Madrid
Position
  • Professor
September 2008 - February 2012
Universidad Autónoma de Madrid
Position
  • Profesora Asociada

Publications

Publications (30)
Article
Full-text available
The aim of this study was to examine longitudinally gestural and vocal coordination in multimodal communicative patterns during the period of transition to first words, and its role in early lexical development. Eleven monolingual Spanish children were observed from 9 to 12 and 15 months of age in a semi-structured play situation. We obtained three...
Article
Gestures and vocal elements interact from the early stages of language development, but the role of this interaction in the language learning process is not yet completely understood. The aim of this study is to explore gestural accompaniment's influence on the acoustic properties of vocalizations in the transition to first words. Eleven Spanish ch...
Article
Gestures and speech combinations have a crucial role on early lexical and syntactic development. Nonetheless, little is known about the role of these combinations on language learning beyond the two-word stage. Our aim is to explore how children combine gestures and speech when they start to master syntactic rules. Thirty Spanish children (aged 24–...
Article
Purpose: The aim of this study is to analyze the changes in temporal synchrony between gesture and speech of multimodal communicative behaviors in the transition from babbling to two-word productions. Method: Ten Spanish-speaking children were observed at 9, 12, 15, and 18 months of age in a semistructured play situation. We longitudinally analy...
Article
Full-text available
Resumen Introducción El síndrome STXBP1 es una enfermedad genética que afecta a uno de los mecanismos reguladores de la liberación de neurotransmisores por parte de las vesículas sinápticas, por lo que tiene serias implicaciones para el neurodesarrollo. Suele manifestarse en los primeros días o meses de vida e incluye con mucha frecuencia epilepsi...
Poster
Full-text available
1. Statement of problem The General Movements Assessment (GMA) is a reliable method to detect specific developmental disorders in infants from birth to 20 weeks of post-term age. This method is based on an observational protocol applied by a trained clinician. The aim of this proposal is to complement the GMA with objective measures from motion-tra...
Article
This study investigated verbal imitation from a multimodal point of view, considering the mutual influence of children’s and adults’ participation. Sixteen Spanish-speaking children were observed longitudinally at 21, 24, and 30 months of age in natural settings. We analyzed the multimodal characteristics of children’s and adults’ repetitions, cons...
Article
Full-text available
Children's rhythmic movements during the first year of life possess a meaningful predictive validity for later communicative development. However, their role within adult-child interactions is still underexplored. In this study, we examined whether children's rhythmic movements were significantly responded by adults and the role of multimodality an...
Article
Full-text available
Sentence repetition tasks (SRTs) have been widely used in language development research for decades. In recent years, there has been increasing interest in studying performance in SRTs as a clinical marker for language impairment. What are the characteristics of SRTs? For what purposes have SRTs been used? To what extent have they been used with yo...
Article
Full-text available
This study focuses on the multimodal communication of children with autism spectrum disorders (ASD) compared to typically developing (TD) children. Eleven children with ASD (aged from 28 to 79 months) and 11 TD children (from 12 to 30 months) were matched by their productive vocabulary. We observed their communicative production in a semi-structure...
Article
ABSTRACT Spontaneous verbal repetition is part of early adult–child conversational interchanges. However, most of the studies devoted to verbal repetition analyse child-produced and adult-produced repetition independently. The aim of this study is to analyse verbal repetition sequences that are extended by children and adults participating in turns...
Article
The role of children’s verbal repetition of parents’ utterances on vocabulary growth has been well documented (Masur, 1999). Nevertheless, few studies have analyzed adults’ and children’s spontaneous verbal repetition around the second birthday distinguishing between the types of repetition. We analyzed longitudinally Spanish-speaking parent-child...
Article
Full-text available
The aim of this study is to analyze the relationship between rhythmic movements and deictic gestures at the end of the first year of life, and to focus on their unimodal or multimodal character. We hypothesize that multimodal rhythmic movement performed with an object in the hand can facilitate the transition to the first deictic gestures. Twenty-t...
Article
The aim of this study is to analyze the use of representational gestures from a multimodal point of view in the transition from one-word to multi-word constructions. Twenty-one Spanish-speaking children were observed longitudinally at 18, 21, 24 and 30 months of age. We analyzed the production of deictic, symbolic and conventional gestures and the...
Article
Full-text available
Introduction STXBP1 syndrome is a genetic disorder that affects one of the regulatory mechanisms of neurotransmitter release by the synaptic vesicles and has serious implications for neurodevelopment. Symptoms usually appear in the first days or months of life, and very often include epilepsy, psychomotor delay, and intellectual disability. Althoug...
Conference Paper
Full-text available
The aim of this study is to explore the production of rhythmic movements immersed in multimodal patterns at 9 and 12 months of age, and its relationship with proximal deictic gestures production. We observed 18 infants when they were 9 and 12 months-old in a free play situation with a primary caregiver. Results showed that rhythmic movements are fr...
Article
We analyzed the effect of infant-directed speech (IDS) on multimodal communicative production of children at the beginning of the second year of life in two different languages: Spanish and Basque. Twelve Spanish and twelve Basque children aged between 12 and 15 months observed two versions of an audiovisual story: one version was narrated with IDS...
Article
The purpose of this study was to examine early fast mapping abilities in late talkers (LT) and typically developing (TD) Spanish-speaking children by considering the effect of different variables on fast mapping (age, vocabulary level, grammatical category and number morphology). Thirty-eight Spanish-speaking children were assessed at three times (...
Article
It has been demonstrated that the ability to repeat non-words is a good marker of lexical development in a number of languages, including Spanish. In addition, the ability to repeat nonwords has been used as a good discriminator between typically developing children and children with language delays or other language difficulties. However, despite...
Article
Full-text available
Purpose: This study longitudinally examined monolingual Spanish speaking early word and nonword repetition abilities. We explored the role that word status, word length, time and vocabulary level play in repetition performance. We also examined the predicting value of vocabulary level in repetition abilities. Method: Thirty-seven children particip...
Article
Full-text available
La habilidad para repetir pseudopalabras se ha mostrado como un buen marcador de desarrollo léxico en multitud de lenguas incluyendo el español. Además permite discriminar en buena medida entre niños con desarrollo típico y niños con trastornos y retrasos del lenguaje. Sin embargo, pese a su potencial importancia para su uso clínico e investigador,...
Article
Full-text available
Social participation has positive effects on mental and physical health, and it can be taken as an indicator of quality of life. However, the participation of people with disabilities in their communities is still scarce, especially for people with autism. The impact on individual satisfaction produced by a university volunteer program (APUNTATE) a...
Conference Paper
Full-text available
This work addresses the developmental changes in vocalizations acoustic features in relation to its coordination with communicative gestures in the transition to first words. Our hypothesis is that gestural-vocal coordination facilitates early lexical development, so that the acoustic features of vocalizations will be more similar to those of words...
Article
Full-text available
El objetivo del estudio es explorar la coordinación de gestos y vocalizaciones en patrones comunicativos multimodales en el periodo de transición a las primeras palabras. Para ello se analizaron longitudinalmente las conductas comunicativas de 11 niños españoles monolingües entre los 9 y los 15 meses. Se observó que el uso de recursos comunicativos...
Chapter
Full-text available
La inmensa mayoría de las habilidades que ponemos en práctica a los largo del día se basan en aprendizajes que hemos realizado en los tres primeros años de vida. Esta etapa es un periodo de grandes cambios y de logros que nos van a acompañar a lo largo de nuestra existencia. El objetivo principal de la escuela infantil es acompañar en todos los apr...

Questions

Question (1)
Question
Hi! We are developing a research about adult-infant interaction and language development. We need to acquire cameras that can be used head-mounted, so we can record from a first person perspective. Any advice about specific types or models? Any comment or suggestion will be highly appreciated!. Thank you

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Project (1)
Project
El primer ciclo de educación infantil es una etapa crucial para el desarrollo del lenguaje. Aunque tradicionalmente todas las habilidades comunicativas previas a las primeras palabras han sido consideradas como elementos “prelingüísticos”, cada vez hay más evidencia de la continuidad en el desarrollo temprano del lenguaje, tanto en los aspectos comunicativos como en los formales. Del mismo modo, hay evidencia creciente de la necesidad de considerar el lenguaje como un fenómeno multimodal que se desarrolla en un contexto multimodal desde el principio. Desde esta perspectiva es necesario considerar, además del componente verbal, elementos gestuales y motores como parte integrante del sistema lingüístico. Es necesario, por lo tanto, tener en cuenta estos elementos a la hora de generar explicaciones sobre cómo se desarrolla el lenguaje, tanto en su función comunicativa como en su función autorreguladora. Además de ser un fenómeno multimodal, el lenguaje es un proceso interactivo. El lenguaje se desarrolla en un contexto social sensible a las conductas del niño, quien a su vez modifica su comportamiento en función de la respuesta social a sus acciones. Resulta imprescindible, por lo tanto, estudiar el desarrollo considerando no sólo las acciones del niño, sino tomando la interacción como unidad de análisis. Desde esta perspectiva multimodal, interactiva y dinámica, el objetivo de este proyecto es desarrollar indicadores multimodales e interactivos del desarrollo del lenguaje que permitan acompañar a los niños en este proceso, entendiendo por acompañar el conocimiento y el respeto de los ritmos de desarrollo de cada niño y niña. Para conseguir este objetivo proponemos analizar situaciones de interacción espontánea tanto con los padres como con las educadoras utilizando análisis que implican escalas de tiempo anidadas. Así, proponemos estudiar momentos claves de transición en esta etapa que nos permitan explicar el proceso de cambio en tiempo real. Proponemos para ello cuatro líneas complementarias de investigación. La primera de ellas tiene que ver con la coordinación de elementos de distintas modalidades comunicativas y su relación con el desarrollo del lenguaje. La segunda línea se centra en el desarrollo de la función autorreguladora del lenguaje, y en el estudio de los indicadores multimodales tempranos de este proceso. La tercera línea se centra específicamente en el papel de la imitación multimodal, tanto por parte del niño como por parte del adulto, en el desarrollo lingüístico en distintos momentos evolutivos. Finalmente, la cuarta línea propuesta se centra en la adaptación de tareas estructuradas que han sido empleadas en el contexto investigador para su utilización como herramientas de detección en el contexto educativo. Se trata de pruebas sencillas de fácil administración que pueden resultar de gran utilidad a la hora de conocer los ritmos de desarrollo de cada uno de los niños. El desarrollo de estas cuatro líneas de investigación proporcionará información concurrente que permita acompañar a los niños en el desarrollo temprano del lenguaje, detectar posibles trayectorias de desarrollo atípicas a lo largo del primer ciclo de educación infantil, y definir estilos interactivos que promuevan el desarrollo de determinadas capacidades cuando sea necesario. The first cycle of early childhood education is a crucial stage for language development. Although traditionally all the communicative abilities previous to first words production have been considered as “prelinguistic” elements, there is growing evidence of the continuity both in the communicative and in the formal aspects of early language development. In the same way, there is increasing evidence of the need to consider language as a multimodal phenomenon that develops in a multimodal context from the very beginning. From this perspective, gestural and motor elements must be considered, in addition to the verbal component, as integral parts of the linguistic system. It is essential, therefore, to take into account these elements when generating explanations about how language develops, both in its communicative and in its self-regulatory function. Besides being a multimodal phenomenon, language is an interactive process. Language develops in a social context sensitive to the behavior of the child, who in turn modifies his behavior according to the social response to his actions. It is essential, therefore, to study language development considering not only child actions, but taking the interaction as the focus of the analyses. From this multimodal, interactive and dynamic perspective, the aim of the project is to develop interactive and multimodal markers of language development that allow us to support children in this process, knowing and respecting individual developmental rhythms. To achieve this goal, we propose the analysis of spontaneous interaction situations with both parents and educators using nested time scales analyses. Thus, we propose to study key transitional moments in this stage that allow us to explain the change in real time. With this aim, we propose four complementary lines of research. The first one is focused on the coordination of elements from different communicative modalities, and its link to language development. The second one studies the language self-regulatory function, and the early multimodal markers of this process. The third line focuses specifically on the role of multimodal imitation, both from the child and from the adult, in the linguistic development at different developmental moments. Finally, the fourth line focuses on the adaptation of structured tasks previously used in the research context, for its use as early detection tools in an educative context. These simple, easy-to-administer tests can be very useful when interested in knowing the developmental rhythms of each child. The development of these four lines of research will provide concurrent information to support children in the early development of language, to detect possible atypical development trajectories throughout the first cycle of early childhood education, and to define interactive styles that promote the development of specific abilities when necessary.