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Introduction
Skills and Expertise
Publications
Publications (15)
A comprehensive approach, including social and emotional affectations, has been recently proposed as an important framework to understand Developmental Language Disorder (DLD). There is an increasing considerable interest in knowing how language and emotion are related, and as far as we know, the role of the emotional regulation (ER) of parents of...
Background:
A growing body of work shows that children with developmental language disorder (DLD) perform poorly on statistical word learning (SWL) tasks, consistent with the predictions of the Procedural Deficit Hypothesis that predicts that procedural memory is impaired in DLD. To date, however, SWL performance has not been compared across lingu...
Children with Developmental Language Disorder (DLD) perform poorly on statistical word learning (SWL) tasks, consistent with the predictions of the Procedural Deficit Hypothesis. However, SWL performance has not been compared across linguistically populations of children with DLD. The aim of this study was to compare the SWL performance in a group...
Children with Developmental Language Disorder (DLD) need more exposures to learn new words in an unambiguous context compared to children with typical development (TD). However, it remains unclear whether they would be able to learn new words by extracting frequencies over multiple word-object encounters in ambiguous situations. The present study e...
Nonword repetition has been proposed as a diagnostic marker of developmental language disorder (DLD); however, the inconsistency in the ability of nonword repetition tasks (NRT) to identify children with DLD raises significant questions regarding its feasibility as a clinical tool. Research suggests that some of the inconsistency across NRT may be...
Resumen
Introducción
Los niños y niñas con trastorno del desarrollo del lenguaje (TDL) además de las dificultades del lenguaje, también pueden tener afectados otros aspectos cognitivos como la atención y la memoria. Los estudios de estos aspectos supralingüísticos han abierto un debate en la comunidad científica y profesional para cambiar la denom...
Resumen
Antecedentes y objetivo
Cada vez hay más investigaciones que tratan de encontrar posibles identificadores tempranos de las dificultades del lenguaje. El objetivo de este estudio fue analizar los antecedentes familiares de trastornos del lenguaje u otros trastornos del neurodesarrollo, los factores sociodemográficos y otros indicadores de d...
Resumen
Antecedentes y objetivo
El objetivo de este estudio es analizar, a nivel expresivo y receptivo, las dificultades morfosintácticas en niños y niñas con trastorno del desarrollo del lenguaje (TDL) a través de tres subpruebas del CELF-4: estructura de palabras, estructura de oraciones y formulación de oraciones.
Método
Participaron 25 niños/...
Resumen
Antecedentes y objetivo
El presente estudio analiza la relación entre el trastorno del desarrollo del lenguaje (TDL) y la presencia de síntomas emocionales o problemas con los compañeros/as. Concretamente, se estudia el riesgo de sufrir victimización en la población con TDL, y su relación con los problemas del lenguaje.
Método
La investig...
El trastorn del desenvolupament del llenguatge (TDL) es defineix com una afectació en l’adquisició i en el desenvolupament del llenguatge oral. Per poder adquirir adequadament el llenguatge oral, els infants han d’integrar la informació multimodal de la parla (auditiva i visual). Diferents estudis indiquen que aquests infants podrien presentar un d...
El trastorn del desenvolupament del llenguatge o TDL és un trastorn caracteritzat per una dificultat severa i persistent en l’expressió i la comprensió del llenguatge que afecta aproximadament un 7% de la població infantil. Tot i ser un trastorn molt prevalent, encara no en sabem la causa. Al llarg dels anys i amb les investigacions fetes per inten...
Verbs play an essential role in enabling sentences to be interpreted rapidly in real time. The objective of this work is to investigate how verb information is used during real-time comprehension of sentences in Spanish. Twenty-five children (aged 5.3–8.2 years) with specific language impairment (SLI), fifty typically developing children (aged 3.3–...
It has been demonstrated that children with specific language impairment (SLI) show difficulties not only with auditory but also with audiovisual speech perception. The goal of this study was to assess whether children with SLI might show reduced attention to the talker's mouth compared to their typically developing (TD) peers. An additional aim wa...
Native language proficiency in production requires an implicit, detailed understanding of verb semantics. To be able to describe an event, people must scan the visual scene in order to extract sufficient information for the construction of a sequential linguistic formulation. If someone has an entire semantic representation of the verb, when the ve...
