Person:
Rujas Pascual, Irene

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First Name
Irene
Last Name
Rujas Pascual
URI
https://hdl.handle.net/20.500.14352/86438
Affiliation
Universidad Complutense de Madrid
Faculty / Institute
Psicología
Department
Investigación y Psicología en Educación
Area
Psicología Evolutiva y de la Educación
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2012 - 20193
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Author: Mariscal, Sonia ×

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Now showing 1 - 3 of 3
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    Los métodos basados en la duración de la mirada: ¿una ventana a la cognición temprana?
    (2012) Mariscal, Sonia; Casla, Marta; Aguado Orea, José Javier; Rujas Pascual, Irene
    Los métodos experimentales para estudiar el desarrollo temprano han dominado la investigación en desarrollo cognitivo temprano durante las últimas décadas. La mayoría de las investigaciones se han llevado a cabo en laboratorios infantiles que utilizan la mirada de los bebés y niños pequeños como variable dependiente. Estos métodos han permitido acceder a información sobre capacidades cognitivas tempranas que anteriormente era impensable. En este trabajo revisamos, con una mirada crítica, las investigaciones que han utilizado dos métodos paradigmáticos: la habituación (en la variante llamada “violación de expectativas”) y la preferencia visual intermodal. Ambos permiten, respectivamente, valorar los avances realizados en la investigación sobre capacidades perceptivas y representacionales, y desarrollo lingüístico. Discutimos aspectos metodológicos como la elección del diseño y las medidas de las variables dependientes. Asimismo, se revisan las interpretaciones de los datos procedentes de estas investigaciones y la difusión que han tenido para promover una visión determinada del desarrollo temprano.
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    Effects of grammatical category and morphology on fast mapping in typically developing and late talking toddlers
    (First Language, 2019) Irene Rujas; Casla, Marta; Mariscal, Sonia; Rujas Pascual, Irene; Lázaro López-Villaseñor, Miguel; Murillo Sanz, Eva
    The purpose of this study was to examine early fast mapping abilities in late talkers (LT) and typically developing (TD) Spanish-speaking children by considering the effect of different variables on fast mapping (age, vocabulary level, grammatical category and number morphology). Thirty-eight Spanish-speaking children were assessed at three times (21 to 24 months at the beginning of the study). A group of LT was matched in age with a TD control group. They completed a fast mapping task with a disambiguation phase and an extension phase. Results show that vocabulary level and age interact with grammatical category and number morphology. TD children’s performance was significantly higher than LT children’s, but these differences decreased with age. Results suggest that the incorporation of new labels does not work automatically; some children may need repeated exposures to word–referent pairings. Longitudinal results suggest the importance of looking at the dynamics of lexical acquisition in addition to vocabulary size.
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    Word and Nonword Repetition Abilities in Spanish Language: Longitudinal Evidence from Typically Developing and Late Talking Children
    (The Spanish Journal of Pychology, 2017) Mariscal, Sonia; Casla, Marta; Rujas Pascual, Irene; Lázaro López-Villaseñor, Miguel; Murillo Sanz, Eva
    This longitudinal study examined the early word and nonword repetition abilities of monolingual Spanish speaking children. We explored the role that word status, word length, and time play in repetition performance of children with different vocabulary levels. We also examined the predictive value of vocabulary level in repetition abilities. Thirty-seven children participated in this study: 15 late talkers and 22 typically developing children. Families completed the Spanish version of the MacArthur Communicative Developmental Inventory (MCDI) at age 2; children performed a word and nonword repetition task at three different moments, with a temporal interval of 6 months between Time 1 and Time 2, and eight months between Time 2 and Time 3, periods during which linguistic development takes place. We found significant effects for word status, word length, vocabulary level and time: words are repeated better than nonwords; one syllable items are easier to repeat than two and three syllable ones; the performance of late talking children is lower compared to typically developing children throughout the study; and repetition abilities improve longitudinally. In addition, early vocabulary level predicts subsequent repetition abilities and early nonword repetition abilities predict future nonword repetition performance.