Perfiles gramaticales específicos en el síndrome de Down

Diez-Itza, Eliseo; Miranda, Manuela

doi:10.1016/s0214-4603(07)70085-2

Cited by 12 publications

(9 citation statements)

References 17 publications

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“…) reporting that despite their problems in producing verbs, children with DS understand their meaning, but they also expand upon this knowledge with the finding that these children's comprehension of verb meaning allows them to anticipate online information. This is true, moreover, in Spanish, despite the problems that children with DS have in producing the appropriate inflectional morphology for verbs in that language (Diez‐Itza and Miranda ). An experiment that simultaneously tests verb comprehension and production in DS participants is necessary to explain the discrepancy between these two modalities.…”

Section: Discussionmentioning

confidence: 91%

“…Moreover, it may be that not only people with specific language disorders but also those with syndromes involving language difficulties show atypical skills in anticipating upcoming linguistic information. There is a lack of data regarding the ability of children with Down syndrome (DS) to anticipate information; it is possible that these children have the resources to process upcoming information efficiently, despite their common expressive language impairments (Diez‐Itza and Miranda , Michael et al . ).…”

Section: Introductionmentioning

confidence: 99%

“…). A spontaneous speech study by Diez‐Itza and Miranda () found that Spanish‐speaking participants with DS and a CA between 7 and 19 years tended to make more production or omission errors in grammatical categories such as prepositions, conjunctions, personal pronouns and verbs than in categories such as possessive and demonstrative pronouns.…”

Section: Introductionmentioning

confidence: 99%

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Verb‐mediated anticipatory eye movements in people with Down syndrome

Arias‐Trejo

Angulo‐Chavira

Barrón‐Martínez

2019

Intl J Lang & Comm Disor

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Background: Children and adults with neurotypical development employ linguistic information to predict and anticipate information. Individuals with Down syndrome (DS) have weaknesses in language production and the domain of grammar but relative strengths in language comprehension and the domain of semantics. What is not clear is the extent to which they can use linguistic information, as it unfolds in real time, to anticipate upcoming information correctly. Aims: To investigate whether children and young people with DS employ verb information to predict and anticipate upcoming linguistic information. Methods & Procedures: A preferential looking task was performed, using an eye-tracker, with children and teenagers with DS and a typically developing (TD) control group matched by sex and mental age (average = 5.48 years). In each of 10 trials, two images were presented, a target and a distractor, while participants heard a phrase that contained a semantically informative verb (e.g., 'eat') or an uninformative verb (e.g., 'see').Outcomes & Results: Both DS and TD control participants could anticipate the target upon hearing an informative verb, and prediction skills were positively correlated with mental age in those with DS. Conclusions & Implications: This work demonstrates for the first time that children and teenagers with DS can predict linguistic information based on semantic cues from verbs, and that sentence processing is driven by predictive relationships between verbs and arguments, as in children with typical development. Clinicians can take advantage of these prediction skills, using them in therapy to support weaker areas. What this paper addsWhat is already known on the subject Children and adults, under typical development, anticipate information based on verbal cues. After hearing a semantically informative verb, children prefer to look at a target that matches such a verb than to a distractor. People with DS exhibit good comprehension skills at the vocabulary level, particularly, in some grammatical categories as nouns or verbs. Can they use verbal comprehension to anticipated linguistic information? What this paper adds to existing knowledgeThis study demonstrates that children and teenagers with DS anticipate upcoming information upon hearing a semantically informative verb. Also, that prediction skills are associated with mental age. It concludes that people with DS have sophisticated comprehension skills that call for new models to study their processing of language.Verb-mediated anticipatory eye movements in people with Down syndrome 757 What are the potential or actual clinical implications of this work?The results could contribute to the development of improvements in language interventions. Prediction skills facilitate real-time interactions with other people and the environment. Training in language prediction skills could also assist with other cognitive difficulties of people with DS, such as the production of number and tense morphemes.

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Section: Discussionmentioning

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Verb‐mediated anticipatory eye movements in people with Down syndrome

Arias‐Trejo

Angulo‐Chavira

Barrón‐Martínez

2019

Intl J Lang & Comm Disor

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“…Una vez que el niño ha iniciado el lenguaje, la ampliación de vocabulario se produce con relativa facilidad (Artigas-Pallares y Brun- Gasca, 2004;Brun-Gasca, et al, 2001). Las características concretas que definen el lenguaje de estas personas se pueden resumir en dificultades fonologías, semánticas, sintácticas y pragmáticas (aceleración, repetición de palabras, preguntas y frases en ocasiones de manera diferida, lenguaje tangencial poco centrado en un tema de conversación, planificación motora del habla que se manifiesta por una pobre articulación de sonidos, no respetan el turno de palabras, no miran al interlocutor a la cara evitando la mirada) y en la comprensión (Diez-Itza y Miranda, 2007;Diez-Itza, et al, 2013). Todas estas dificultades constituyen un hándicap para la adquisición de nuevos aprendizajes y para el mantenimiento de interacciones sociales.…”

Section: Antecedentesunclassified

Síndrome X Frágil: Detección E Intervención en El Fenotipo Conductual

Gómez¹,

Alonso²

2016

Revista INFAD de Psicología

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Abstract:FRAGILE X SYNDROME: DETECTION AND INTERVENTION IN THE BEHAVIOURAL PHENOTYPEFragile X syndrome (SXF) constitutes the first cause of hereditary intellectual disability. It is one alteration of the neurodevelopmental produced by a mutation in the FMR1 gene causing inadequate synthesis of the protein FMRP1. The absence of this protein would be responsible for the physical phenotype and behavioral that characterizes these people. This work intends to present the most relevant and significant characteristics that define the behavioral phenotype: hyperactivity and attention deficit, social anxiety, intellectual disabilities and learning problems, linguistic alterations and difficulties of social communication and sensory integration difficulties. The study was conducted on a sample of 26 adults with SXF who attend centers for people with intellectual disabilities. The same socio-educational guidance is provided to respond to the needs and proposed recommendations for the handling of misconduct that people with SXF can present.Keywords: Protein FMRP1, Gene FMR1, Intellectual Disabilities, Alterations of Neurodevelopment, Checklist from HagermanResumen:Síndrome X Frágil (SXF) constituye la primera causa de discapacidad intelectual de tipo hereditario. Es una de las alteraciones del neurodesarrollo producido por una mutación en el gen FMR1 que provoca la sintetización inadecuada de la proteína FMRP1. La ausencia de esta proteína seria la responsable del fenotipo físico y conductual que caracteriza a estas personas. En este trabajo se pretende dar a conocer las características más relevantes y significativa que definen el fenotipo conductual: hiperactividad y dificultades de atención, ansiedad social, discapacidad intelectual y problemas de aprendizaje, alteraciones lingüísticas y de comunicación social y dificultades de integración sensorial. El estudio se llevó a cabo en una muestra de 26 adultos con SXF que acuden a cen tros para personas con discapacidad intelectual. Así mismo se facilitan orientaciones socioeducativas para dar respuesta a las necesidades y se proponen recomendaciones para el manejo de conductas inadecuadas que pueden presentar las personas con SXF.Palabras clave: Proteína FMRP1, Gen FMR1, Discapacidad Intelectual, Alteraciones del Neurodesarrollo, Checklist de Hagerman.

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“…Sorprende, no obstante, que el incremento de la investigación en este campo haya descuidado sobremanera indagar en el manejo de la escritura por personas con síndrome de Down. En efecto, se han dado a conocer diferentes estudios que revelan diversos aspectos relacionados con el lenguaje oral (Díaz-Itza y Miranda, 2007;Galeote, Soto, Sebastián, Rey y Checa, 2012;Jiménez, Vicente, Sánchez, López y Rodríguez, 2013) o el proceso lector de este colectivo (Robles, 2010;Troncoso y Flórez, 2011;Bosch y Fernández-Llebrez, 2014); sin embargo, las investigaciones sobre el lenguaje escrito son muy escasas y se desconocen estudios realizados, específicamente, con personas con síndrome de Down en los que se analicen los procesos psicológicos implicados en la expresión escrita, lo que justifica la necesidad de esta investigación en el marco de los trabajos actuales.…”

Section: Introductionunclassified

Características de la planificación de la escritura en estudiantes con Síndrome de Down

Ortega

Fuentes

2016

Act. Inv. en Educ.

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La escritura es una habilidad cognitiva compleja de extraordinaria importancia para el desarrollo personal y social de las personas. De ahí que el objetivo de esta investigación fuera conocer cómo planifican la expresión escrita estudiantes con Síndrome de Down que asisten a centros de educación especial en Granada y Jaén (España). Se trata de una investigación de carácter cualitativo fundamentalmente, concebida como un «estudio de caso colectivo» en el que participaron veinticinco chicos y chicas con Síndrome de Down cuyas edades estaban comprendidas entre los 16 y los 21 años. Se utilizó la “entrevista semiestructurada” para obtener los datos y el “análisis de contenido” para interpretarlos. Los resultados obtenidos han revelado cuáles son las estrategias u operaciones de la planificación de la escritura que los y las estudiantes con Síndrome de Down activan durante la elaboración de un texto así como las dificultades más relevantes que encuentran en dicho proceso. Por último, se ofrecen algunas orientaciones didácticas para la enseñanza de la planificación de la escritura.

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Perfiles gramaticales específicos en el síndrome de Down

Cited by 12 publications

References 17 publications

Verb‐mediated anticipatory eye movements in people with Down syndrome

Verb‐mediated anticipatory eye movements in people with Down syndrome

Síndrome X Frágil: Detección E Intervención en El Fenotipo Conductual

Características de la planificación de la escritura en estudiantes con Síndrome de Down

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