Zobrazeno 1 - 10
of 54
pro vyhledávání: '"Mònica Sanz-Torrent"'
Publikováno v:
Frontiers in Psychology, Vol 15 (2024)
IntroductionNumerous studies have shown that children with developmental language disorder (DLD), in addition to oral language difficulties, exhibit impaired writing abilities. Their texts contain problems in grammar, organization, cohesion, and leng
Externí odkaz:
https://doaj.org/article/cc53affca575481bb5a2c899912cc124
Publikováno v:
Revista de Investigación en Logopedia, Vol 12, Iss 1 (2022)
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.,
Externí odkaz:
https://doaj.org/article/f56f433d9788466c8a72940edea3c7fa
Autor:
Mari Aguilera, Nadia Ahufinger, Núria Esteve-Gibert, Laura Ferinu, Llorenç Andreu, Mònica Sanz-Torrent
Publikováno v:
Frontiers in Psychology, Vol 12 (2021)
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
Externí odkaz:
https://doaj.org/article/4eb9a2ae6d80481f9e3828eb9187dda9
Publikováno v:
Revista de Investigación en Logopedia, Vol 11, Iss Especial (2021)
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
Externí odkaz:
https://doaj.org/article/68ed7b9848284b489e384616d3ff8660
Autor:
Elisabet Serrat-Sellabona, Eva Aguilar-Mediavilla, Mònica Sanz-Torrent, Llorenç Andreu, Anna Amadó, Miquel Serra
Publikováno v:
Children, Vol 8, Iss 3, p 206 (2021)
Here, we studied the beginnings of language development, jointly assessing two groups of precursors, sociodemographic and pre-linguistic, that have previously been studied separately. Thus, the general objective of this study was to explore which fac
Externí odkaz:
https://doaj.org/article/25db78bff8e24c84916b7324504dd836
Autor:
Nadia Ahufinger, Amy Berglund-Barraza, Anabela Cruz-Santos, Laura Ferinu, Llorenç Andreu, Mònica Sanz-Torrent, Julia L. Evans
Publikováno v:
Children, Vol 8, Iss 2, p 85 (2021)
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
Externí odkaz:
https://doaj.org/article/da9858d3c47b406fb998ea12809eaa3b
Autor:
Mònica Sanz-Torrent, Llorenç Andreu, Javier Rodriguez Ferreiro, Marta Coll-Florit, John C Trueswell
Publikováno v:
PLoS ONE, Vol 12, Iss 12, p e0188728 (2017)
Word recognition includes the activation of a range of syntactic and semantic knowledge that is relevant to language interpretation and reference. Here we explored whether or not the number of arguments a verb takes impinges negatively on verb proces
Externí odkaz:
https://doaj.org/article/918bd9cc5f584d379c90bd3bfdbbc92c
Publikováno v:
PLoS ONE, Vol 9, Iss 8, p e104645 (2014)
According to the dual coding theory, differences in the ease of retrieval between concrete and abstract words are related to the exclusive dependence of abstract semantics on linguistic information. Argument structure can be considered a measure of t
Externí odkaz:
https://doaj.org/article/2d90e4a161314824ac4c5cb90d6a0818
Publikováno v:
O2, repositorio institucional de la UOC
Universitat Oberta de Catalunya (UOC)
Int J Lang Commun Disord
Universitat Oberta de Catalunya (UOC)
Int J Lang Commun Disord
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 procedur
Publikováno v:
Language, Cognition and Neuroscience. 36:1180-1200
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 ...