Persona: Martín-Aragoneses, María Teresa
Cargando...
Dirección de correo electrónico
ORCID
0000-0003-3005-7174
Fecha de nacimiento
Proyectos de investigación
Unidades organizativas
Puesto de trabajo
Apellidos
Martín-Aragoneses
Nombre de pila
María Teresa
Nombre
3 resultados
Resultados de la búsqueda
Mostrando 1 - 3 de 3
Publicación Semantic and syntactic reading comprehension strategies used by deaf children with early and late cochlear implantation(Elsevier, 2016-02-01) Gallego, Carlos; Martín-Aragoneses, María Teresa; López-Higes, Ramón; Pisón, GuzmánDeaf students have traditionally exhibited reading comprehension difficulties. In recent years, these comprehension problems have been partially offset through cochlear implantation (CI), and the subsequent improvement in spoken language skills. However, the use of cochlear implants has not managed to fully bridge the gap in language and reading between normally hearing (NH) and deaf children, as its efficacy depends on variables such as the age at implant. This study compared the reading comprehension of sentences in 19 children who received a cochlear implant before 24 months of age (early-CI) and 19 who received it after 24 months (late-CI) with a control group of 19 NH children. The task involved completing sentences in which the last word had been omitted. To complete each sentence children had to choose a word from among several alternatives that included one syntactic and two semantic foils in addition to the target word. The results showed that deaf children with late-CI performed this task significantly worse than NH children, while those with early-CI exhibited no significant differences with NH children, except under more demanding processing conditions (long sentences with infrequent target words). Further, the error analysis revealed a preference of deaf students with early-CI for selecting the syntactic foil over a semantic one, which suggests that they draw upon syntactic cues during sentence processing in the same way as NH children do. In contrast, deaf children with late-CI do not appear to use a syntactic strategy, but neither a semantic strategy based on the use of key words, as the literature suggests. Rather, the numerous errors of both kinds that the late-CI group made seem to indicate an inconsistent and erratic response when faced with a lack of comprehension. These findings are discussed in relation to differences in receptive vocabulary and short-term memory and their implications for sentence reading comprehension.Publicación Real-time preposition comprehension in monolingual Spanish-speaking preschool children with developmental language disorder: A visual-world eye-tracking study(Elsevier, 2025-10-03) Helo, Andrea; Martín-Aragoneses, María Teresa; Guerra, Ernesto; Coloma, Carmen JuliaThis study investigated comprehension of prepositions (“con” vs “sin” and “bajo” vs “sobre”; in English: ‘with’ vs ‘without’ and ‘under’/‘below’ vs ‘on’) and prepositional locutions (“delante de” vs “detrás de” and “dentro de” vs “fuera de”; in English: ‘in front of’ vs ‘behind’ and ‘in’/‘inside’ vs ‘out of’) (hereafter, PPL) in Spanish-speaking preschoolers with Developmental Language Disorder (DLD) compared to their typically developing peers. We used an experimental approach assessing visual preference in real-time through eye tracking. The results showed that both groups demonstrated comprehension of the evaluated PPL, as evidenced by their visual preference for the image matching the sentence heard. However, children with DLD took longer to identify the correct image and tended to display a weaker preference pattern, although differences were not significant. Moreover, the prepositional locutions ‘in front of’ and ‘behind’—which are typically acquired later among the morphological items assessed—were particularly challenging for children with DLD, who did not show a consistent visual preference for these prepositions. These findings suggest that, with respect to prepositions, children with DLD follow a trajectory similar to that of typically developing children, though characterized by a mild developmental delay. At a practical level, subtle difficulties in processing prepositions might have meaningful effects in everyday contexts, where rapid comprehension of language input is critical for children’s participation and learning at school.Publicación Preserved semantic categorical organization in mild cognitive impairment: A network analysis of verbal fluency(Elsevier, 2021-07-01) Nevado, Ángel; Rio, David del; Martín-Aragoneses, María Teresa; Prados, José M.; López Higes, RamónThe decline in semantic verbal fluency as we age may originate from both semantic memory degradation and executive function deficits. We investigated to what extent semantic memory is organized into categories in older adults with mild cognitive impairment (n = 81) and healthy controls (n = 83). We obtained the semantic networks automatically from the probability of co-occurrence of words in a verbal fluency test and characterized them with graph-theory tools. We found that the degree of categorical organization was similar for both diagnostic groups, but there was a higher tendency to transition to other categories during word production in the patient group. These results suggest that the semantic network is preserved in mild cognitive impairment, but also that the existing associations are exploited less efficiently during long-term memory search, possibly because of deficits in executive function.