Verónica Moreno-Campos

El interés del presente trabajo son las potencialidades inexploradas del alumno de educaciónpreescolar y, los recursos clásicos y contemporáneos inexplotados para este nivel educativo. Este artículo describe, analiza y expone los resultados al aplicar el cuento como una estrategia didáctica sistematizada que posibilita procesos de aprehensión al concepto de negociación y su uso en la resolución de conflictos en alumnos de 3º. de preescolar de la ciudad de San Luis Potosí. La selección minuciosa de una obra, su lectura y reflexión en el grupo focal fue el punto de partida de la investigación organizada en tres fases: exploración, identificación y concienciación. Los alumnos trabajaron bajo consignas fundamentales, desarrollaron procesos metacognitivos y colaboraron entre sí para la obtención de un fin común. A la luz del juicio de expertos entre otros instrumentos de validez y confiabilidad de datos se deja ver el impacto favorable de esta estrategia en el aprendizaje, la imperante n...

The correct use of punctuation marks in secondary-school students is essential for the
comprehension of written texts and, therefore, for the students’ academic success. However, the
examination of this issue has often been overlooked in the literature. In the present study, we
focused on the progression of comma usage (i.e., a punctuation mark that is often challenging
to master) and examined its relation to reading comprehension. A sample of first- and fourthyear
secondary-education students from Spain (N = 115) punctuated brief texts in which commas
had been previously omitted. The original texts included various types of mandatory commas in
Spanish. We also obtained a reading comprehension score from a standardized reading test. Results
show that secondary-education students often did not correctly place the commas, with first-year
secondary-education students only succeeding in the correct placement of commas 54.5% of the time
in (Year 8 in the UK system). This figure increased to 80.9% in fourth-year secondary-education
students (Year 11 in the UK system). As a control, this figure rose to 91.5% in first-year university
students. Critically, better comprehenders were the ones with better use of punctuation marks
(r = 0.33). These results are useful for developing teaching methods to improve writing/reading skills
in secondary-school students.

This chapter adopts the perspective that executive functions are a processing system that regulates language and communication, modulated by conversational competence. In this bidirectional relationship, executive dysfunctions will result in conversational competence alterations of language use (i.e., pragmatics). This chapter examines the relationship between executive functions and conversational competence using examples of spontaneous conversational interactions of patients with language impairments. The authors present didactic proposals to mitigate the effects of the linguistic alterations.

... El grupo PerLA, a partir del modelo de análisis conversacional de Gallardo (1996), profundiza más ... que el IPC es tan solo un elemento en un protocolo de evaluación más amplio. ... 2006): “Más allá de las palabras y su estructura: las categorías del componente pragmático”, en E ...

El presente estudio analizó el procesamiento semántico de un grupo de niños con trastorno del espectro autista (n = 24), con el objetivo principal de conocer si presentan diferencias respecto a un grupo de niños con desarrollo típico (n = 24). Para ello, se realizó un análisis del contenido de los ítems de la subprueba de información del WPPSY-III, estableciendo una serie de categorías en función del tipo de demanda semántica requerida: Asociación significante-significado, relación vivencial y conocimientos generales. Los resultados obtenidos apoyan la idea de que los niños con autismo realizarían un procesamiento semántico de la información de la misma forma que los niños sin autismo, pero necesitarían más tiempo para asumir y establecer dicho procesamiento semántico.The present study analyzed the semantic processing of a group of children with autism spectrum disorder (n = 24), with the main objective of finding out whether they present differences compared to a group of children ...

Copy number variants (CNVs) found in individuals with communication deficits provide a valuable window to the genetic causes of problems with language and more generally, to the genetic foundation of the human-specific ability to learn and use languages. In this paper, we report in detail on the language and communication problems of a patient with a microduplication in 22q11.23 and a microdeletion in 7q31 encompassing FOXP2. The proband exhibits severe speech problems, moderate comprehension deficits, and quite preserved pragmatic abilities, using gestures to compensate most of her expressive problems. This profile is compatible with the deficits found in patients with similar CNVs, particularly, with people bearing microdeletions in 7q31.

The teaching practice that we present was developed because of the difficulties with the practice of the theoretical concepts at Intervención de los Trastornos del Aprendizaje, de la Comunicación y del Lenguaje y de la Conducta subject in the Grado de Educación Infantil at Universidad Internacional de Valencia. The proposal was focused on the increasing of the student competence and know how to apply the theory. The objectives were: 1: to secure theoretical knowledges about disorders, and 2: to apply the knowledge to practical supposes in a gamification context. The results were analyzed with a questionnaire for the students to know their perception about gamification learning process and with a evaluation rubric to measure the competence acquisition. The conclusion is that gamification is a positive element to competence acquisition in the subject and a motivational element, as well.

Resumen En este trabajo nos planteamos cómo la actuación conversacional de los interlocutores-clave puede afectar al índice de participación conversacional de los hablantes con afasia. A partir de tres grabaciones del corpus PerLA (Percepción, Lenguaje y Afasia) en las que participan dos hablantes afásicas con diferentes interlocutores, señalamos las estrategias compensatorias del déficit que realizan ambos tipos de informante, y que redundan en una construcción colaborativa de la conversación.

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. In this work we analyse the syntax used by children diagnosed with attention deficit hyperactivity disorder (ADHD) when writing texts with a narrative and argumentative superstructure. The basic data analysed are the ratio of syntactic complexity and the relative distribution of verb tenses, assuming that in fusional languages like Spanish the TAM system (tense, aspect, mode) is the direct linguistic correlate of the executive functions related with the management of temporality. Children between 8 and 13 years of age were asked to write narrative and argumentative texts; data were obtained in clinical contexts. The use of complex syntactic structures and verb conjugation were analysed both quantitatively and qualitatively. The children with ADHD displayed lower values in terms of levels of syntactic complexity and used fewer subordinate clauses than the children in the control group in both types of texts. As far as verb tenses are concerned, they used a higher proportion of prototypical tenses, that is to say, the present simple in argumentation and the imperfect indicative in narrative texts.

En este artículo se presenta una propuesta didáctica para la enseñanza y la mejora de la pronunciación de estudiantes de español. La propuesta se enmarca en el paradigma comunicativo y en los principios de la didáctica en enseñanza de las lenguas. La propuesta desarrolla un método de enseñanza de la pronunciación basado en el modelo de doble ruta psicolingüístico y para la intervención se apoya en el paradigma propioceptivo, entendido desde una perspectiva holística donde la percepción y la producción se engloban dentro del acto comunicativo. La propuesta comienza con una evaluación de las dificultades en pronunciación que guíe la elaboración del plan de enseñanza personalizado según las dificultades del estudiante y finaliza con una re-evaluación para determinar si los objetivos se han conseguido.

La afasia es un fenomeno multicomponencial que implica la alteracion simultanea de varios niveles linguisticos. Uno de los retos que abordamos en esta tesis es estudiar el estado de la pragmatica en afasia desde una perspectiva holistica y multidisciplinar que considere cada fenomeno desde los planteamientos a menudo divergentes de la linguistica perceptiva (que requiere datos ecologicos), la neuropsicologia cognitiva (que fundamenta los resultados en analisis estadisticos) y la logopedia (que exige la aplicabilidad de las teorias propuestas). El proposito principal de esta tesis ha sido el de realizar una descripcion de las categorias pragmaticas en hablantes con afasia a partir de un corpus de conversaciones recogidas en el contexto usual de las personas con afasia y con la presencia de un interlocutor-clave para asegurar la validez ecologica de los datos. Mediante el estudio de dichas categorias queremos comprobar, en primer lugar, si existe un deficit pragmatico que podamos vinc...

INTRODUCTION This work takes a deeper look at the differences in the linguistic competence of children with attention deficit hyperactivity disorder (ADHD) in terms of both orality and writing. AIMS The purpose of this study is to check whether, in oral tasks, these children present the same problems related to inhibition and self-regulation as those pointed out in research working with written data. Likewise it seeks to describe those problems (lack of appropriateness, inappropriate production) as they appear in our oral data. PATIENTS AND METHODS A written and an oral argumentation produced by 25 participants between 9 and 11 years of age were analysed. In the written task, the children wrote their argumentations, and in the oral task their argumentative interaction with a collaborator was videotaped and later the types of arguments used in each case (logical, fallacies, sanctioning or moralist) were analysed. RESULTS There is an obvious difference between the results in the two t...

In the present study, the semantic processing of a group of children with autism spectrum disorder (n = 24) was analyzed, with the main objective of finding out if they present differences with respect to a group of children with typical development (n = 24). For this, an analysis of the content of the items of the WPPSY-III information subtest was carried out, establishing a series of categories based on the type of semantic demand required: significant-meaning association, experiential relationship and general knowledge. The results obtained support the idea that children with autism would carry out semantic processing of information in the same way as children without autism, but they would need more time to assume and establish said semantic processing.

... Sobre el concepto de inferencia: un diálogo entre Lingüística y Psicología. Autores: VerónicaMoreno Campos; Localización: Territorios en red: prácticas culturales y análisis del discurso / coord. por Susana Díaz, Andrea Goin, 2008, ISBN 978-84-9742-856-9 , págs. 159-178. ...

PREP- R is an instrument devised to assess the pragmatic efficacy of speakers with linguistic impairment during spontaneous conversation with the purpose of identifying, in a time efficient manner, whether the nature of their impairment is predominantly grammatical (what we call a grammar-based pragmatic deficit) or related to more general cognitive and communicative skills (that is to say, a specific pragmatic deficit). Drawing on a Functional Clinical Linguistics theoretical framework, it examines a range of 18 pragmatic skills across three levels, each of them focusing on a series of categories related to one of the main dimensions of the communicative process (i.e. the enunciative, the textual, and the interactive levels). This book has been devised to ease the experience of speech language therapists without previous knowledge about Pragmatics and willing to work with PREP-R as much as possible. Examples from a variety of clinical corpora are provided in order to illustrate each one of the skills assessed, along with a clear but thorough description of the theoretical knowledge needed in order to carry out a sound pragmatic assessment

INTRODUCTION AND AIMS . In this work we analyse the syntax used by children diagnosed with attention deficit hyperactivity disorder (ADHD) when writing texts with a narrative and argumentative superstructure. The basic data analysed are the ratio of syntactic complexity and the relative distribution of verb tenses, assuming that in fusional languages like Spanish the TAM system (tense, aspect, mode) is the direct linguistic correlate of the executive functions related with the management of temporality. SUBJECTS AND METHODS Children between 8 and 13 years of age were asked to write narrative and argumentative texts; data were obtained in clinical contexts. The use of complex syntactic structures and verb conjugation were analysed both quantitatively and qualitatively. RESULTS AND CONCLUSIONS The children with ADHD displayed lower values in terms of levels of syntactic complexity and used fewer subordinate clauses than the children in the control group in both types of texts. As far ...

... La obtención y análisis de datos orales en lingüística clínica. Autores: Verónica MorenoCampos; Localización: Oralia: Análisis del discurso oral, ISSN 1575-1430, Nº 10, 2007 , págs. 213-232. Fundación Dialnet. Acceso de usuarios registrados. ...

espanolNumerosas investigaciones mantienen la relacion entre los alumnos con dificultades de aprendizaje y el estres. La lectura tiene dos componentes importantes: la comprension y la decodificacion (errores y velocidad). Objetivo: Nuestro estudio pretende averiguar la relacion existente entre el estres en la escuela y la lectura. Participantes: Se evaluo un grupo de 30 estudiantes de cuarto de primaria. El 56,7% eran chicos y el resto chicas, el 36,7 % estaban escolarizados en modalidad PIP cuya lengua base del programa es el castellano y el resto en modalidad PIL cuya base del programa es el valenciano, aunque tambien son castellanohablantes. La media del CI era 103 y la media de edad, 118 meses. Las pruebas administradas fueron el Raven-color para el CI, las subpruebas de comprension de textos, lectura de palabras y pseudopalabras del Prolec-R, y el test IECI para medir el estres academico. No se encontraron diferencias entre el tipo de escolarizacion en comprension lectora. Resu...

En el presente trabajo se describe la eficacia de la evaluacion e intervencion pragmatica en un caso de retraso del lenguaje secundario a dano cerebral infantil. La intervencion logopedica adopto un marco teorico de psicolinguistica cognitiva funcional y se centro en potenciar las habilidades pragmaticas comunicativas mediante la estimulacion de las categorias pragmaticas interactivas en contextos conversacionales naturales. Mediante el PREP-R (Protocolo Rapido de Evaluacion Pragmatica Revisado) se ha hecho un seguimiento de la orientacion comunicativa de los turnos, la predictibilidad, la eficacia comunicativa, la habilidad pragmatica (general, especifica y gramatical) y los elementos que componen el acto comunicativo para establecer el perfil comunicativo especifico de la paciente y proponer una intervencion funcional ajustada a las necesidades del caso.

pseudo Introducción El estudio del procesamiento léxico se debe abordar necesariamente desde dos ciencias complementarias como lo son la psicología cognitiva y la lingüística cognitiva; el estudio de la variable morfológica en el procesamiento del lenguaje en castellano ha sido considerada para observar su incidencia en el acceso, almacenamiento y reconocimiento en el lexicón mental (Sebastián y Sopena, 1986 y Domínguez y Estévez, 1999). En el presente trabajo se han estudiado los sistemas de formación de palabras en castellano (flexión, derivación y composición) y su procesamiento en dos experimentos complementarios: uno de decisión léxica y otro de lectura. EL EFECTO DE LA COMPLEJIDAD MORFOLÓGICA EN EL RECONOCIMIENTO VISUAL DE PALABRAS

We present the results of pragmatic analysis of 9 recorded conversations from right brain damaged patients; we contrast these results with similar analysis of conversational data of aphasic speakers and control group, in a research program that seeks to make a full description of the three basic pragmatic levels in this patients (enunciative, interactive, textual). The methodology used has ethnomethodological base, and the categories analysed in the transcript are of two types: enunciative categories (propositional and locative speech acts; triggers of inferences; filled and empty pauses) and interactive (type of intervention: Initiative, Inform, Evaluative Reaction, Response, Response/Initiative tunrs ). The results show that there is no systematic impairment associated with pragmatic categories depending on turn taking.

The COVID-19 pandemic had imposed a variety of containment measures on the general population for prolonged periods. Confinement has had, and still has, social, economic, educational, health, and psychological consequences on the entire population. Objective: In this article, a systematic search has been performed based on studies carried out since the beginning of the pandemic, regarding the impact of these containment measures on the autism spectrum disorder (ASD) population and their caregivers. Method: We consulted six databases (i.e., PubMed, Medline, Embase, Scopus, Web of Science, and Science Direct) and selected ten studies that met the inclusion criteria. The chosen studies have been classified according to their theoretical focus, methodology, and target population. Results: We found an increase in stress and a decrease in psychological well-being among individuals diagnosed with ASD (i.e., parents and caregivers). Additionally, in studies focused on children, youth, and a...

. In this work we analyse the syntax used by children diagnosed with attention deficit hyperactivity disorder (ADHD) when writing texts with a narrative and argumentative superstructure. The basic data analysed are the ratio of syntactic complexity and the relative distribution of verb tenses, assuming that in fusional languages like Spanish the TAM system (tense, aspect, mode) is the direct linguistic correlate of the executive functions related with the management of temporality. Children between 8 and 13 years of age were asked to write narrative and argumentative texts; data were obtained in clinical contexts. The use of complex syntactic structures and verb conjugation were analysed both quantitatively and qualitatively. The children with ADHD displayed lower values in terms of levels of syntactic complexity and used fewer subordinate clauses than the children in the control group in both types of texts. As far as verb tenses are concerned, they used a higher proportion of prototypical tenses, that is to say, the present simple in argumentation and the imperfect indicative in narrative texts.

In this work we analyze how the conversational performance of the key conversational partners
can affect the Index of Conversational Participation of the people with aphasia. From three recordings of the
corpus PerLA (Perception, Language and Aphasia) in which two aphasic speakers take part with some
different speakers, we indicate the compensatory strategies of the deficit that both types of informants realize,
and that results in a colaborative construction of the interaction.

Though it is usual to speak about pragmatics of the speakers with brain damage, there are few detailed and rigorous analyses of the linguistic real production of such speakers. In this paper we present a model of pragmatic analysis from several transcriptions of a speaker with Broca aphasia by registered quantitatively information recounted to the index of conversational participation, to the type of interventions, and to the type of speech acts. There are identified as specific categories of the aphasic speech the editing tasks: draft acts, propositional acts, and activators of inferences acts (interjections and locutive acts), that overexploit other pragmatics cathegories as the Grice's implicatures or the inferencial meaning. The data belong to the corpus PerLA (" Perception, language and aphasia "), integrated by conversational recordings of aphasic speakers. The evolution of the aphasic speaker demonstrates a clear increase of the lexical and grammatical skills, close to a showy reduction of conversational participation index. Usual speech therapy, worried by the recovery of the grammar, has to incorporate a real and effective consideration of the linguistic pragmatic elements, so that the lexical and morphosyntactic rehabilitation is not realized with the lost of the communicative efficiency of the speaker. For that, it will be necessary that the pragmatic evaluation be rigorous and detailed.

Copy number variants (CNVs) found in individuals with communication deficits provide a valuable window to the genetic causes of problems with language and more generally, to the genetic foundation of the human-specific ability to learn and use languages. In this paper, we report in detail on the language and communication problems of a patient with a microduplication in 22q11.23 and a microdeletion in 7q31 encompassing FOXP2. The proband exhibits severe speech problems, moderate comprehension deficits, and quite preserved pragmatic abilities, using gestures to compensate most of her expressive problems. This profile is compatible with the deficits found in patients with similar CNVs, particularly, with people bearing microdeletions in 7q31.