Inmaculada Baixauli Fortea - Academia.edu (original) (raw)
Uploads
Papers by Inmaculada Baixauli Fortea
Journal of Neurolinguistics
Mathematics
Face recognition is located in the fusiform gyrus, which is also related to other tasks such word... more Face recognition is located in the fusiform gyrus, which is also related to other tasks such word recognition. Although these two processes have several similarities, there are remarkable differences that include a vast range of approaches, which results from different groups of participants. This research aims to examine how the word-processing system processes faces at different moments and vice versa. Two experiments were carried out. Experiment 1 allowed us to examine the classical discrimination task, while Experiment 2 allowed us to examine very early moments of discrimination. In the first experiment, 20 Spanish University students volunteered to participate. Secondly, a sample of 60 participants from different nationalities volunteered to take part in Experiment 2. Furthermore, the role of sex and place of origin were considered in Experiment 1. No differences between men and women were found in Experiment 1, nor between conditions. However, Experiment 2 depicted shorter lat...
Edetania. Estudios y propuestas socioeducativas
Los niños con trastorno del espectro autista (TEA) requieren intervenciones educativas basadas en... more Los niños con trastorno del espectro autista (TEA) requieren intervenciones educativas basadas en la evidencia que traten las dificultades en la atención conjunta, la reciprocidad social, la comunicación, las habilidades mentalistas o el funcionamiento ejecutivo, al tiempo que consideren sus fortalezas en el procesamiento visual y su estilo de aprendizaje. Una intervención que reúne estas cualidades es la técnica de la lectura dialógica de cuentos, como sugieren recientes investigaciones con resultados prometedores. Además, su combinación con nuevas tecnologías como la realidad aumentada puede incrementar la motivación de los niños hacia la tarea y favorecer el aprendizaje. En este artículo se presenta una propuesta de intervención consistente en una serie de cuentos enriquecidos con RA. Los cuentos han sido diseñados con objeto de abordar déficits nucleares en el TEA. Se incluyen también algunas orientaciones para su aplicación, de acuerdo con la técnica de la lectura dialógica.
Research in Autism Spectrum Disorders
Revista de Neurología
El desarrollo de lenguaje es un proceso de esencial importancia. De él dependen no sólo procesos ... more El desarrollo de lenguaje es un proceso de esencial importancia. De él dependen no sólo procesos de comunicación y habilidades sociales, sino también procesos de desarrollo del pensamiento, de apren-dizaje y de autorregulación de la conducta. Los tras-tornos del ...
Applied Neuropsychology: Child
International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología., 2016
Resumen Objetivos. Comparar el perfil de niños con trastorno del espectro autista (TEA) y niños c... more Resumen Objetivos. Comparar el perfil de niños con trastorno del espectro autista (TEA) y niños con trastorno por déficit de atención con hiperactividad (TDAH), presentación combinada, en componentes del funcionamiento ejecutivo (FE) y en comportamientos que están asociados al aprendizaje. Método. Participaron en esta investigación 16 niños con un diagnóstico clínico de TDAH y 16 niños con un diagnóstico clínico de TEA con alto nivel de funcionamiento que habían sido diagnosticados en servicios de Neuropediatría de la Comunidad Valenciana. Las edades estaban comprendidas entre 7 y 11 años. El 94% eran varones y se encontraban escolarizados en aulas ordinarias, estando equiparados los dos grupos en edad y capacidad intelectual. Los profesores cumplimentaron el Inventario de funcionamiento ejecutivo (Behavior Rating Inventory of Executive Function; BRIEF; Gioia et al., 2000) que valora un espectro amplio de funciones ejecutivas y la escala de conductas de aprendizaje (Learning Behav...
Adquisicion Ensenanza Y Contraste De Lenguas Bilinguismo Y Traduccion 2003 Isbn 84 8158 258 1 Pags 27 38, 2003
Quaderns De Filologia Estudis Linguistics, 2000
Información del artículo Dos procesos en contraste: Adquisición de L1 y L2.
Applied Linguistics Now Recurso Electronico Understanding Language and Mind La Linguistica Aplicada Actual Comprendiendo El Lenguaje Y La Mente 2009 Isbn 978 84 692 1479 4 Pags 919 928, 2009
Revista de neurologia, 2011
A number of studies have shown that teachers are capable of recognising pupils with language diff... more A number of studies have shown that teachers are capable of recognising pupils with language difficulties if they have suitable guidelines or guidance. To determine the effectiveness of an observation-based protocol for pre-school education teachers in the detection of phonetic-phonological, semantic and morphosyntactic difficulties. The sample consisted of 175 children from public and state-subsidised schools in Valencia and its surrounding province, together with their teachers. The children were aged between 3 years and 6 months and 5 years and 11 months. The protocol that was used asks for information about pronunciation skills (intelligibility, articulation), conversational skills (with adults, with peers), literal understanding of sentences, grammatical precision, expression through discourse, lexical knowledge and semantics. There was a significant correlation between the teachers' observations and the criterion scores on intelligibility, literal understanding of sentence...
Como Se Comenta Un Texto Coloquial 2000 Isbn 84 344 2857 1 Pags 81 110, 2000
Revista de Logopedia, Foniatría y Audiología, 2011
ABSTRACT This article describes the assessment and intervention process carried out in a case of ... more ABSTRACT This article describes the assessment and intervention process carried out in a case of verbal dyspraxia associated with attention deficit-hyperactivity disorder (ADHD), combined subtype. In ADHD, deficits occur in behavioral inhibitory control, affecting the control, flow and syntax of the performance of complex motor sequences, such as speech articulation. During language development, the characteristics of ADHD probably hamper articulatory control, sometimes contributing to aggravating a core symptom of verbal dyspraxia. Verbal dyspraxia involves difficulty in automatically and unconsciously creating motor programs for phonemes, syllables and words during first language acquisition.The present article discusses strategies for assessing dyspraxia, as well as diagnosis of this order based on the criteria included in the specialized literature. The intervention was based on three key elements: careful selection and sequencing of linguistic objectives, enhancement of feedback mechanisms and introduction of an augmentative system (gestures to support the phoneme) to achieve slow and progressive automation of motor programs or verbal automatisms. In addition, to achieve treatment goals, the instruction and methodology were adapted to the child's ADHD status. As the child's speech became fluent, language difficulties were manifested in morphology and syntax, predictable in these cases, pointing to a broader symptomatology of the disorder, not limited to the praxis component.
Child Language Teaching and Therapy, 2015
Applied Psycholinguistics, 2013
ABSTRACTAttention-deficit/hyperactivity disorder (ADHD) is frequently associated with learning di... more ABSTRACTAttention-deficit/hyperactivity disorder (ADHD) is frequently associated with learning disabilities. The present study examined the written composition of children with ADHD, which depends to a large degree on continuous self-regulation and attentional control skills for organizing information and maintaining the level of effort. Fifty children with ADHD and 50 normally developing children, matched on age and IQ, were assessed using a composition writing task. The results contribute to prior research findings by showing that the children with ADHD performed significantly worse than the comparison groups on the majority of the planning, translation, and revision process measures usually employed to assess the quality of written compositions. Deficiencies in executive functioning or poor linguistic and metalinguistic competence could account for the results found. More research is needed to clarify the underlying causes of the written composition performance profile of childre...
Revista de neurologia, 2011
A number of studies have shown that teachers are capable of recognising pupils with language diff... more A number of studies have shown that teachers are capable of recognising pupils with language difficulties if they have suitable guidelines or guidance. To determine the effectiveness of an observation-based protocol for pre-school education teachers in the detection of phonetic-phonological, semantic and morphosyntactic difficulties. The sample consisted of 175 children from public and state-subsidised schools in Valencia and its surrounding province, together with their teachers. The children were aged between 3 years and 6 months and 5 years and 11 months. The protocol that was used asks for information about pronunciation skills (intelligibility, articulation), conversational skills (with adults, with peers), literal understanding of sentences, grammatical precision, expression through discourse, lexical knowledge and semantics. There was a significant correlation between the teachers' observations and the criterion scores on intelligibility, literal understanding of sentence...
Journal of Neurolinguistics
Mathematics
Face recognition is located in the fusiform gyrus, which is also related to other tasks such word... more Face recognition is located in the fusiform gyrus, which is also related to other tasks such word recognition. Although these two processes have several similarities, there are remarkable differences that include a vast range of approaches, which results from different groups of participants. This research aims to examine how the word-processing system processes faces at different moments and vice versa. Two experiments were carried out. Experiment 1 allowed us to examine the classical discrimination task, while Experiment 2 allowed us to examine very early moments of discrimination. In the first experiment, 20 Spanish University students volunteered to participate. Secondly, a sample of 60 participants from different nationalities volunteered to take part in Experiment 2. Furthermore, the role of sex and place of origin were considered in Experiment 1. No differences between men and women were found in Experiment 1, nor between conditions. However, Experiment 2 depicted shorter lat...
Edetania. Estudios y propuestas socioeducativas
Los niños con trastorno del espectro autista (TEA) requieren intervenciones educativas basadas en... more Los niños con trastorno del espectro autista (TEA) requieren intervenciones educativas basadas en la evidencia que traten las dificultades en la atención conjunta, la reciprocidad social, la comunicación, las habilidades mentalistas o el funcionamiento ejecutivo, al tiempo que consideren sus fortalezas en el procesamiento visual y su estilo de aprendizaje. Una intervención que reúne estas cualidades es la técnica de la lectura dialógica de cuentos, como sugieren recientes investigaciones con resultados prometedores. Además, su combinación con nuevas tecnologías como la realidad aumentada puede incrementar la motivación de los niños hacia la tarea y favorecer el aprendizaje. En este artículo se presenta una propuesta de intervención consistente en una serie de cuentos enriquecidos con RA. Los cuentos han sido diseñados con objeto de abordar déficits nucleares en el TEA. Se incluyen también algunas orientaciones para su aplicación, de acuerdo con la técnica de la lectura dialógica.
Research in Autism Spectrum Disorders
Revista de Neurología
El desarrollo de lenguaje es un proceso de esencial importancia. De él dependen no sólo procesos ... more El desarrollo de lenguaje es un proceso de esencial importancia. De él dependen no sólo procesos de comunicación y habilidades sociales, sino también procesos de desarrollo del pensamiento, de apren-dizaje y de autorregulación de la conducta. Los tras-tornos del ...
Applied Neuropsychology: Child
International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología., 2016
Resumen Objetivos. Comparar el perfil de niños con trastorno del espectro autista (TEA) y niños c... more Resumen Objetivos. Comparar el perfil de niños con trastorno del espectro autista (TEA) y niños con trastorno por déficit de atención con hiperactividad (TDAH), presentación combinada, en componentes del funcionamiento ejecutivo (FE) y en comportamientos que están asociados al aprendizaje. Método. Participaron en esta investigación 16 niños con un diagnóstico clínico de TDAH y 16 niños con un diagnóstico clínico de TEA con alto nivel de funcionamiento que habían sido diagnosticados en servicios de Neuropediatría de la Comunidad Valenciana. Las edades estaban comprendidas entre 7 y 11 años. El 94% eran varones y se encontraban escolarizados en aulas ordinarias, estando equiparados los dos grupos en edad y capacidad intelectual. Los profesores cumplimentaron el Inventario de funcionamiento ejecutivo (Behavior Rating Inventory of Executive Function; BRIEF; Gioia et al., 2000) que valora un espectro amplio de funciones ejecutivas y la escala de conductas de aprendizaje (Learning Behav...
Adquisicion Ensenanza Y Contraste De Lenguas Bilinguismo Y Traduccion 2003 Isbn 84 8158 258 1 Pags 27 38, 2003
Quaderns De Filologia Estudis Linguistics, 2000
Información del artículo Dos procesos en contraste: Adquisición de L1 y L2.
Applied Linguistics Now Recurso Electronico Understanding Language and Mind La Linguistica Aplicada Actual Comprendiendo El Lenguaje Y La Mente 2009 Isbn 978 84 692 1479 4 Pags 919 928, 2009
Revista de neurologia, 2011
A number of studies have shown that teachers are capable of recognising pupils with language diff... more A number of studies have shown that teachers are capable of recognising pupils with language difficulties if they have suitable guidelines or guidance. To determine the effectiveness of an observation-based protocol for pre-school education teachers in the detection of phonetic-phonological, semantic and morphosyntactic difficulties. The sample consisted of 175 children from public and state-subsidised schools in Valencia and its surrounding province, together with their teachers. The children were aged between 3 years and 6 months and 5 years and 11 months. The protocol that was used asks for information about pronunciation skills (intelligibility, articulation), conversational skills (with adults, with peers), literal understanding of sentences, grammatical precision, expression through discourse, lexical knowledge and semantics. There was a significant correlation between the teachers' observations and the criterion scores on intelligibility, literal understanding of sentence...
Como Se Comenta Un Texto Coloquial 2000 Isbn 84 344 2857 1 Pags 81 110, 2000
Revista de Logopedia, Foniatría y Audiología, 2011
ABSTRACT This article describes the assessment and intervention process carried out in a case of ... more ABSTRACT This article describes the assessment and intervention process carried out in a case of verbal dyspraxia associated with attention deficit-hyperactivity disorder (ADHD), combined subtype. In ADHD, deficits occur in behavioral inhibitory control, affecting the control, flow and syntax of the performance of complex motor sequences, such as speech articulation. During language development, the characteristics of ADHD probably hamper articulatory control, sometimes contributing to aggravating a core symptom of verbal dyspraxia. Verbal dyspraxia involves difficulty in automatically and unconsciously creating motor programs for phonemes, syllables and words during first language acquisition.The present article discusses strategies for assessing dyspraxia, as well as diagnosis of this order based on the criteria included in the specialized literature. The intervention was based on three key elements: careful selection and sequencing of linguistic objectives, enhancement of feedback mechanisms and introduction of an augmentative system (gestures to support the phoneme) to achieve slow and progressive automation of motor programs or verbal automatisms. In addition, to achieve treatment goals, the instruction and methodology were adapted to the child's ADHD status. As the child's speech became fluent, language difficulties were manifested in morphology and syntax, predictable in these cases, pointing to a broader symptomatology of the disorder, not limited to the praxis component.
Child Language Teaching and Therapy, 2015
Applied Psycholinguistics, 2013
ABSTRACTAttention-deficit/hyperactivity disorder (ADHD) is frequently associated with learning di... more ABSTRACTAttention-deficit/hyperactivity disorder (ADHD) is frequently associated with learning disabilities. The present study examined the written composition of children with ADHD, which depends to a large degree on continuous self-regulation and attentional control skills for organizing information and maintaining the level of effort. Fifty children with ADHD and 50 normally developing children, matched on age and IQ, were assessed using a composition writing task. The results contribute to prior research findings by showing that the children with ADHD performed significantly worse than the comparison groups on the majority of the planning, translation, and revision process measures usually employed to assess the quality of written compositions. Deficiencies in executive functioning or poor linguistic and metalinguistic competence could account for the results found. More research is needed to clarify the underlying causes of the written composition performance profile of childre...
Revista de neurologia, 2011
A number of studies have shown that teachers are capable of recognising pupils with language diff... more A number of studies have shown that teachers are capable of recognising pupils with language difficulties if they have suitable guidelines or guidance. To determine the effectiveness of an observation-based protocol for pre-school education teachers in the detection of phonetic-phonological, semantic and morphosyntactic difficulties. The sample consisted of 175 children from public and state-subsidised schools in Valencia and its surrounding province, together with their teachers. The children were aged between 3 years and 6 months and 5 years and 11 months. The protocol that was used asks for information about pronunciation skills (intelligibility, articulation), conversational skills (with adults, with peers), literal understanding of sentences, grammatical precision, expression through discourse, lexical knowledge and semantics. There was a significant correlation between the teachers' observations and the criterion scores on intelligibility, literal understanding of sentence...