Person:
Rujas Pascual, Irene

Profile Picture
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
Identifiers
UCM identifierORCIDScopus Author IDDialnet ID

Filters

2021 - 20243
Reset filters

Settings

End date: 2024 × Start date: 2020 ×

Search Results

Now showing 1 - 3 of 3
  • Thumbnail Image
    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; Rodríguez, Jessica; Mendez-Cabezas, Celia; Murillo Sanz, Eva; Nieva Ramos, Silvia; Rujas Pascual, Irene
    This 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.
  • Thumbnail Image
    Item
    Project number: PIMCD141/23-24
    Proceso de acogida de profesores nóveles
    (2024) Alonso García, Miguel Aurelio; Alonso Ferrés, María; Arnaiz Schmitz, Cecilia; Arranz Paraíso, Sandra; Chacón Gómez, José Carlos; Correas Marín, María De Los Ángeles; Berrocal Berrocal, Francisca; Castaño Collado, Gloria; Delgado Álvarez, Alfonso; Fernández Mateos, María Del Pilar; Gómez Flechoso, María De Los Ángeles; Hurtado Moreno, Olivia; López Sanz, David; Planells Delpozo, Paloma Nieves; Rujas Pascual, Irene; Vivero Couto, Lara; Cabezas Álvarez, Maria del Carmen; García Gil, Victorio; Sánchez González, José Luis; Sancho Romera, Javier; Alonso García, Miguel Aurelio
    El proyecto ha permitido desarrollar el proceso de un programa de onboarding, así como técnicas de acogida que permitan orientar y facilitar la integración de profesores de nuevo ingreso de la Universidad Complutense de Madrid (UCM). Se ha realizado a modo de proyecto piloto en una facultad y se extenderá ahora a otras de la Universidad.
  • Thumbnail Image
    Item
    The multimodality of infant's rhythmic movements as a modulator of the interaction with their caregivers
    (2021) Casla, Marta; Rujas Pascual, Irene; Murillo Sanz, Eva; Moreno Núñez, Ana Rocío
    Children’s rhythmic movements during the first year of life possess a meaningful predictive validity for later communicative development. However, their role within adult-child interactions is still underexplored. In this study, we examined whether children’s rhythmic movements were significantly responded by adults and the role of multimodality and object use in this process. We observed 22 dyads of 9-month-olds and their parents in natural play interactions. Infants’ multimodal rhythmic movements increased the probability of adult responding. Adults offered different types of responses and significantly followed the child’s focus of attention. These dynamics could support communicative development by promoting joint attention frameworks.