Person: Nieva Ramos, Silvia
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First Name
Silvia
Last Name
Nieva Ramos
Affiliation
Universidad Complutense de Madrid
Faculty / Institute
PsicologÃa
Department
PsicologÃa Experimental, Procesos Cognitivos y Logopedia
Area
PsicologÃa Básica
Identifiers
17 results
Search Results
Now showing 1 - 10 of 17
Item The role of spontaneous verbal repetition sequences as shared discourse in early linguistic development(Journal for the Study of Education and Development, 2021) Casla, Marta; Moreno, Rebeca; RodrÃguez, Jessica; Méndez-Cabezas, Celia; Nieva Ramos, Silvia; Murillo Sanz, EvaSpontaneous 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. We carried out a longitudinal study of 17 parent–child dyads, which included children from the ages of 21 to 30 months. Results show that the frequency of these sequences decreases in the older age range, while the frequency of simple verbal repetitions increases. Participation in repetition sequences is related to the lexical and grammatical development that occurs within the younger ages. Verbal repetition sequences are discussed in terms of their role in early interactions, since they promote attention to the interlocutor and the co-construction of linguistic structures.Item Verbal and More: Multimodality in Adults’ and Toddlers’ Spontaneous Repetitions(Verbal and More: Multimodality in Adults’ and Toddlers’ Spontaneous Repetitions, 2021) Casla Soler, Marta; RodrÃguez, Jessica; Mendez-Cabezas, Celia; Murillo Sanz, Eva; Nieva Ramos, Silvia; Rujas Pascual, IreneThis 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, considering whether they were verbal, verbal-gestural, or gestural. In addition, we also analyzed the multi-modal characteristics of the utterances that were repeated (source). Measures of vocabulary and grammatical levels were also taken into account at the three points in development. Results showed that verbal-gestural repetitions were frequent in the speech of children and adults, although not as frequent as verbal repetitions. Nevertheless, verbal-gestural speech was reproduced more frequently than verbal speech. Adults were more likely to reproduce children’s speech when it included gestures, which was also related to children’s linguistic level. Furthermore, children and adults synchronize their multimodal communicative behaviors, coordinating the modality of their repetitions with the modality of the source speech. The results are discussed taking into account the need to study the multimodal characteristics of child-directed speech, as well as the need to study verbal repetition and multimodal communicative behaviors simultaneously, as forms of interaction that are essential to language development.- Project number: 267
Item Un asistente pedagógico digital para la reflexión, toma de decisiones y evaluación de la práctica docente(2023) Alvarado Izquierdo, Jesús MarÃa; Grà cia Garcia, Marta ; Aguayo Estremera, Raimundo; Aparicio GarcÃa, Marta Evelia; Nieva Ramos, Silvia; Onde Pérez, Daniel; Ovejero Bruna, MarÃa De Las Mercedes; Alvarez Atencio, Erika ; Ballesteros De La Vega, Jaime ; Bellón Vázquez, Paula ; Lancheros Florián, Lady Catheyne; González Gómez, MarÃa MercedesDesarrollo e Implementación de un Sistema de Soporte a la toma de Decisiones orientado a evaluar y fortalecer las competencias comunicativas de docentes y estudiantes con el objetivo de mejorar la motivación, la calidad y el rendimiento académico. Item Observar y medir el desarrollo gramatical temprano en español(Psicothema, 2010) Mariscal Altares, Sonia; Nieva Ramos, Silvia; López Ornat, SusanaEste estudio analiza si los datos procedentes de informes parentales son una fuente de información fiable sobre el desarrollo gramatical temprano. Se trata de un estudio de validez concurrente que compara la información aportada por los padres a través la versión española de los Inventarios MacArthur-Bates con medidas tomadas a partir del habla espontánea de los 35 niños participantes. Se elaboró un protocolo observacional para evaluar el nivel de desarrollo gramatical en niños menores de 2,06 años de edad. Se analizaron las relaciones entre las puntuaciones en los inventarios, los datos procedentes del protocolo observacional y la longitud media de las emisiones (LME) producidas espontáneamente por los niños. Los resultados muestran que los informes parentales sobre el desarrollo gramatical de los niños correlacionan bien con las otras dos medidas, aunque en diferente grado. Las implicaciones de estas diferencias son discutidas en relación al problema de la medida del lenguaje en las primeras fases del desarrollo gramatical.- Project number: 137
Item Técnicas de evaluación e intervención en Logopedia: base de datos audiovisual de la Unidad ClÃnica de Logopedia.(2015) Nieva Ramos, Silvia; Bartuilli Pérez, Mónica; González Calero, Pedro Antonio; Melle Hernández, Natalia; Murillo Sanz, Eva; Pareja Lora, Antonio; Sáenz Pérez, Fernando; Schüller Moreno, Maria TeresaEl proyecto consiste en creación y virtualización de una base de datos audiovisual estructurada de sesiones de evaluación e intervención llevadas a cabo con pacientes que acuden a tratamiento a la ClÃnica de Logopedia de la UCM con objetivos docentes y de investigación, dando acceso a los alumnos al visionado de vÃdeos para realizar sesiones de análisis y estudio de casos clÃnicos a partir de los procesos de evaluación e intervención para las distintas patologÃas que son su ámbito de estudio. Item Assessment of Oral Skills in Adolescents(Children, 2021) Grà cia, Marta; Alvarado Izquierdo, Jesús MarÃa; Nieva Ramos, Silvia; Muratori, PietroThere is broad consensus on the need to foster oral skills in middle school due to their inherent importance and because they serve as a tool for learning and acquiring other competences. In order to facilitate the assessment of communicative competence, we hereby propose a model which establishes five key dimensions for effective oral communication: interaction management; multimodality and prosody; textual coherence and cohesion; argumentative strategies; and lexicon and terminology. Based on this model, we developed indicators to measure the proposed dimensions, thus generating a self-report tool to assess oral communication in middle school. Following an initial study conducted with 168 students (mean age = 12.47 years, SD = 0.41), we selected 22 items with the highest discriminant power, while in a second study carried out with a sample of 960 students (mean age 14.11 years, SD = 0.97), we obtained evidence concerning factorial validity and the relationships between oral skills, emotional intelligence and metacognitive strategies related to metacomprehension. We concluded that the proposed model and its derived measure constitute an instrument with good psychometric properties for a reliable and valid assessment of students’ oral competence in middle school.Item Anticipatory coarticulation of the Spanish alveolar fricative /s/ in adults with apraxia versus dysarthria(Revista de Investigación en Logopedia, 2024) Melle Hernández, Natalia; Lahoz Bengoechea, José MarÃa; Gallego López, Carlos; Nieva Ramos, SilviaThis acoustic study compares anticipatory coarticulation characteristics of the Spanish alveolar sibilant fricative /s/ when in utterance-initial position followed by a vowel in adults with dysarthria and apraxia of speech. Three groups of participants (28 individuals with no speech disorder, 20 with dysarthria, and 8 with apraxia of speech) produced 12 monosyllabic words that included the five vowel sounds of Central-Peninsular Spanish. The acoustic measurements compared within and between groups were frequency of the spectral intensity peak (FreqMid) in different zones of fricative execution, magnitude of the change in frequency of the spectral intensity peak (ΔFreq) in the end zone compared to the average of the initial and middle zones, first three spectral moments, and the difference in spectral center of gravity between the middle and end zones (DiffM-E CoG). Several of these measures were able to differentiate between dysarthric and healthy speech, especially when /s/ was followed by an unrounded vowel, and the same occurred for apraxia, but this time when the adjacent vowel was rounded. While both disorders showed similar spectral patterns, the two motor speech disorders differed in terms of the measures FreqMid and DiffM-E CoG. Possible explanations for these differences are here discussed within the framework of motor control models.Item Effects of Intraoperative Infusion of Esmolol on Systemic and Pulmonary Inflammation in a Porcine Experimental Model of Lung Resection Surgery(Anesthesia & Analgesia, 2019) Garutti MartÃnez, Ignacio; Rancán, Lisa; Abubakra, Selma; Simón Adiego, Carlos MarÃa; Paredes Royano, Sergio Damián; Ortega, Javier; Huerta MartÃnez, Luis Javier; Nieva Ramos, Silvia; Vara Ameigeiras, Elena MarÃaAbstract BACKGROUND: Lung resection surgery (LRS) is associated with systemic and pulmonary inflammation, which can affect postoperative outcomes. Activation of β-adrenergic receptors increases the expression of proinflammatory and anti-inflammatory mediators, and their blockade may attenuate the systemic inflammatory response. The aim of this study was to analyze the effect of a continuous perioperative intravenous perfusion of esmolol on postoperative pulmonary edema in an experimental model of LRS requiring periods of one-lung ventilation (OLV). METHODS: Twenty-four large white pigs were randomly assigned to 3 groups: control (CON), esmolol (ESM), and sham. The ESM group received an intravenous esmolol bolus (0.5 mg/kg) and then an esmolol infusion (0.05 mg·kg−1·minute−1) throughout the procedure. The CON group received the same volume of 0.9% saline solution as the ESM group plus a continual infusion of saline. The sham group underwent a left thoracotomy without LRS or OLV. At the end of the LRS, the animals were awakened, and after 24 hours, they underwent general anesthesia again. Lung biopsies and plasma samples were obtained to analyze the levels and expression of inflammatory mediators, and the animals also received a bronchoalveolar lavage. RESULTS: At 24 hours after the operation, the ESM group had less lung edema and lower expression of the proinflammatory biomarkers tumor necrosis factor (TNF) and interleukin (IL)-1 compared to the CON group for both lung lobes. For the mediastinal lobe biopsies, the mean difference and 95% confidence interval (CI) between the groups for edema, TNF, and IL-1 were 14.3 (95% CI, 5.6–23.1), P = .002; 0.19 (95% CI, 0.07–0.32), P = .002; and 0.13 (95% CI, 0.04–0.22), P = .006, respectively. In the left upper lobe, the mean differences for edema, TNF, and IL-1 were 12.4 (95% CI, 4.2–20.6), P = .003; 0.25 (95% CI, 0.12–0.37), P < .001; and 0.3 (95% CI, 0.08–0.53), P = .009. CONCLUSIONS: Our results suggest that esmolol reduces lung edema and inflammatory responses in the intraoperative and postoperative periods in animals that underwent LRS with OLV.Item Descriptive discourse in fluent aphasia: The predictive role of attention, phonology, lexical retrieval and semantics(Journal of Communication Disorders, 2023) Pérez Naranjo, Narcisa; Del RÃo Grande, David Pedro; Nieva Ramos, Silvia; González Alted, CarlosAims: To study the relationship between cognitive and linguistic skills (as measured through standardized tasks) over spontaneous speech elicited during a picture description task. Methods & procedures: 21 controls and 19 people with fluent aphasia matched by age and sex were evaluated using transcripts made from a picture description task coded using the CHAT format and analyzed using Computerized Language Analysis (CLAN). Indices obtained from the speech samples contained measures of lexical quantity and diversity, morphosyntactic complexity, informativeness, and speech fluency, along with different kinds of speech errors. We studied their correlations with attentional measures from Conners’ Continuous Performance Test and with standardized measures of naming, pseudoword repetition and semantic non-verbal association. We further used stepwise linear regression to analyze the predictive value of standardized linguistic and cognitive skills over discursive indices. Outcomes & results: Contrary to our initial hypothesis, there were no significant correlations between attentional scores and discourse variables in aphasic participants. Moreover, semantic association, along with naming, was the measure more related with discourse performance in people with fluent aphasia, but cognitive and linguistic standardized measures had overall little predictive power on most discourse indices. In the control group, there was a certain association of naming skills and attentional reaction time with discourse variables, but their predictive power was also low. Conclusions & implications: The current results do not support a strong relationship between basic attentional skills and performance in descriptive discourse in fluent aphasia. Although some of the standardized tasks seem to bear some relationship with spontaneous speech, there is a high amount of interindividual variability in discourse that is not captured by classical cognitive tasks routinely used in assessment. Further work on the determinants of discourse performance in aphasia and on the clinical application of discourse analysis is warranted.Item Autoevaluación y toma de decisiones para mejorar la competencia oral en educación secundaria(Revista Iberoamericana de Diagnóstico y Evaluación-e Avaliação Psicológica, 2021) Grà cia, Marta; Alvarado Izquierdo, Jesús MarÃa; Nieva Ramos, SilviaLa incorporación en los centros educativos de las TecnologÃas de la Información y la Comunicación (TIC) supone una gran oportunidad para la formación de los docentes, asà como para el desarrollo de competencias por parte del lumnado. En la presente investigación se utiliza un Sistema Inteligente de Asistencia Pedagógica (SIAP) diseñado para formar al docente, ayudándole a diseñar sus clases, autoevaluando el progreso respecto a distintos hitos para lograr clases más participativas que fomenten la competencia oral del alumnado. El SIAP fue utilizado durante diez semanas en un diseño experimental con grupo control: 188 estudiantes de Educación Secundaria, 84 grupo ntervención y 104 grupo comparación. Los indicadores que incluye mostraron cómo, a medida que se lograban los hitos docentes, mejoraba la competencia oral del alumnado. Complementariamente, en un cuestionario se observó un cambio positivo en el grupo de intervención en el autoconcepto del alumnado sobre distintas habilidades comunicativas.