Persona:
Martínez Castilla, Pastora

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pastora.martinez@psi.uned.es
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0000-0003-2369-0641
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Martínez Castilla
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Pastora
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2011 - 2019122020 - 202518
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Mostrando 1 - 10 de 30
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    Exploring the Predictive Role of Lexical Stress Discrimination in the Phonological and Grammatical Skills of Teenagers With Down Syndrome
    (Wiley, 2025-10-02) Lopez-Rioboo Moreno, Elena Alfonsa; Martínez Castilla, Pastora
    Background Temporal-sampling theory suggests that lexical stress discrimination plays an important role in language disorders. This study explored whether this is also the case in Down syndrome (DS) and, particularly, whether lexical stress discrimination could contribute to accounting for the phonological and grammatical skills of teenagers with this syndrome. Method Lexical stress discrimination, along with a range of phonological and grammatical skills, was assessed in a group of 27 teenagers with DS. The differential predictive role of lexical stress discrimination in phonology and grammar was studied, taking into account the potential effect of other relevant variables, namely, hearing thresholds, verbal short-term memory, chronological age and non-verbal cognition. Results Regression models revealed that, for the phonological measurements, only verbal short-term memory emerged as a significant predictor. For grammatical integration and sentence repetition, both verbal short-term memory and lexical stress discrimination played a predictive role. For grammar comprehension, lexical stress discrimination was the only significant predictor. Conclusions The results regarding grammar are consistent with a temporal-sampling framework. Given the observed predictive role of lexical stress discrimination in the grammatical skills of teenagers with DS, this prosodic skill could potentially be examined and incorporated as a prospective target in intervention programmes.
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    Estudio de caso en una familia con un niño con síndrome de PACS1 mediante la escala PICCOLO
    (Universidad Complutense de Madrid, 2024-06-07) Teira Serrano, Celia; Martínez Castilla, Pastora; Nieto, Carmen
    Los Modelos Centrados en la Familia del ámbito de la Atención Temprana dan como resultado el empoderamiento familiar junto a una mayor competencia de los menores en las rutinas. El presente estudio de intervención de caso único se ha realizado bajo este modelo. Durante un año, se ha acompañado a la familia de un niño con síndrome de PACS1, un trastorno del neurodesarrollo de origen genético y muy baja prevalencia. Mediante la Escala PICCOLO de observación de las interacciones parentales con los/las niños/as, se analizaron grabaciones mensuales del padre jugando con su hijo. Tras establecer tres meses de evaluación de línea base, se realizaron devoluciones bimensuales por videoconferencia a la familia, basadas en sus preocupaciones y en aspectos concretos de cada uno de los 4 dominios de la escala, con el fin de facilitar su comprensión del desarrollo e interacciones con el menor. El padre se encontraba en la media poblacional de puntuaciones en estos cuatro dominios, y evolucionó positivamente y de forma constante en uno de los objetivos de intervención planteados (ítem 3 de la escala de enseñanza: “Repite o expande las palabras o los sonidos del niño”). Al finalizar, se valoró con la familia este modo de intervención destacando la utilidad del visionado de las grabaciones a posteriori y su sensación de competencia.
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    “Help! I Need Somebody”: Music as a Global Resource for Obtaining Wellbeing Goals in Times of Crisis
    (Frontiers Media, 2021-04-14) Granot, Roni; Spitz, Daniel H.; Cherki, Boaz R.; Loui, Psyche; Timmers, Renee; Schaefer, Rebecca S.; Vuoskoski, Jonna K.; Cárdenas-Soler, Ruth-Nayibe; Soares-Quadros Jr., João F.; Li, Shen; Lega, Carlotta; Rocca, Stefania La; Martínez, Isabel Cecilia; Tanco, Matías; Marchiano, María; Martínez Castilla, Pastora; Pérez-Acosta, Gabriela; Martínez-Ezquerro, José Darío; Gutiérrez-Blasco, Isabel M.; Jiménez-Dabdoub, Lily; Coers, Marijn; Treider, John Melvin; Greenberg, David M.; Israel, Salomon
    Music can reduce stress and anxiety, enhance positive mood, and facilitate social bonding. However, little is known about the role of music and related personal or cultural (individualistic vs. collectivistic) variables in maintaining wellbeing during times of stress and social isolation as imposed by the COVID-19 crisis. In an online questionnaire, administered in 11 countries (Argentina, Brazil, China, Colombia, Italy, Mexico, the Netherlands, Norway, Spain, the UK, and USA, N = 5,619), participants rated the relevance of wellbeing goals during the pandemic, and the effectiveness of different activities in obtaining these goals. Music was found to be the most effective activity for three out of five wellbeing goals: enjoyment, venting negative emotions, and self-connection. For diversion, music was equally good as entertainment, while it was second best to create a sense of togetherness, after socialization. This result was evident across different countries and gender, with minor effects of age on specific goals, and a clear effect of the importance of music in people's lives. Cultural effects were generally small and surfaced mainly in the use of music to obtain a sense of togetherness. Interestingly, culture moderated the use of negatively valenced and nostalgic music for those higher in distress.
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    Prosodic Skills and Reading Acquisition in Spanish Primary School Children: Analysis Using the PEPS-C Test
    (Colegio Oficial de Psicólogos del Principado de Asturias, 2022-01-01) Calet, Nuria; López-Almazán, Juan; Martínez Castilla, Pastora; Junta de Andalucía; Consejería de Transformación Económica, Industria, Conocimiento y Universidades
    Background: Although previous studies have considered the relationship between prosody skills and the acquisition of reading skills, few have performed comprehensive, simultaneous assessments of different oral language prosody skills and, to our knowledge, none have been carried out in Spanish. Our study analyses the relationship between prosody and reading skills. Method: Sixty-one second-grade Spanish schoolchildren participated in this study. Prosodic skills were assessed using the Spanish version of the Profi ling Elements of Prosody in Speech-Communication battery, available in different languages. Reading comprehension, word/non-word reading skills, phonological awareness and vocabulary were also evaluated. Results: The results show that prosody was signifi cantly related to word and non-word reading, but phonological awareness was the only signifi cant predictor of these reading outcomes. Prosodic skills contribute to explaining reading comprehension even after controlling for the effect of vocabulary and phonological awareness. Conclusions: The results highlight the role of prosodic skills in reading acquisition in Spanish. Comparison with previous studies in English-language populations demonstrates the existence of cross-linguistic differences.
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    Music skills of Spanish-speaking children with developmental language disorder
    (Elsevier, 2023-09) Martínez Castilla, Pastora; Calet, Nuria; Jiménez Fernández, Gracia
    Background: According to temporal sampling theory, deficits in rhythm processing contribute to both language and music difficulties in children with developmental language disorder (DLD). Evidence for this proposition is derived mainly from studies conducted in stress-timed languages, but the results may differ in languages with different rhythm features (e.g., syllable-timed languages). Aims: This research aimed to study a previously unexamined topic, namely, the music skills of children with DLD who speak Spanish (a syllable-timed language), and to analyze the possible relationships between the language and music skills of these children. Methods and Procedures: Two groups of 18 Spanish-speaking children with DLD and 19 typically-developing peers matched for chronological age completed a set of language tests. Their rhythm discrimination, melody discrimination and music memory skills were also assessed. Outcomes and Results: Children with DLD exhibited significantly lower performance than their typically-developing peers on all three music subtests. Music and language skills were significantly related in both groups. Conclusions and Implications: The results suggest that similar music difficulties may be found in children with DLD whether they speak stress-timed or syllable-timed languages. The relationships found between music and language skills may pave the way for the design of possible language intervention programs based on music stimuli.
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    Prosodic skills in Spanish-speaking adolescents and young adults with Down syndrome
    (Wiley, 2023-12-28) López-Riobóo, Elena; Martínez Castilla, Pastora
    Background Down syndrome (DS) is a neurodevelopmental disorder of genetic origin with a cognitive-behavioural profile that distinguishes it from other syndromes. Within this profile, language difficulties are particularly marked, having been more studied in childhood than in adulthood. More generally, there is a paucity of research on the prosodic skills of individuals with DS, despite the relevance of this linguistic component for effective communication. Aims This study aimed to analyse, for the first time, the prosodic profile of Spanish-speaking teenagers and young adults with DS. We hypothesized that participants with DS would show significantly lower skills for the perception and production of prosodic functions and forms when compared to peers with intellectual disability (ID) of unknown origin. We also hypothesized that teenagers and young adults with DS would have better prosody perception than prosody production. Methods & Procedures The final sample included in the study comprised 28 Spanish-speaking teenagers and young adults with DS and 29 teenagers and young adults with other ID matched on chronological age and nonverbal cognition. Their prosodic skills were tested by means of the Profiling Elements of Prosody for Speech and Communication battery. This battery allows for the separate evaluation of the comprehension and expression of the communicative functions of prosody and the discrimination and production of the forms that carry out such functions. Outcomes & Results In the prosody function tasks, which are the most adaptive tasks for the communicative process, we found, as expected, significantly lower scores on the turn-end, chunking, and focus tasks in the group with DS. However, no significant between-group differences were found for the affect tasks. Participants with DS also had significantly lower scores on the prosodic form tasks than participants with other ID. The results of the comparison between prosodic perception and production skills showed that a generalization about a better profile in comprehension versus production is not possible and that there is a dependence on the demands of the prosodic task undertaken. Conclusions & Implications The findings contribute to the ongoing development of the language profile of teenagers and young adults with DS and imply the need to design prosodic intervention programs based on their specific profile.
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    Cognición social en el síndrome de Williams
    (SAGE Journals, 2013-01-01) Campos, Ruth; Martínez Castilla, Pastora; Sotillo, María; Ministerio de Economía y Competitividad
    Frente a una concepción neuropsicológica estática, que entiende la arquitectura cognitiva como un conjunto de sistemas específicos de funcionamiento independiente de origen innato, este trabajo asume una perspectiva neu-roconstructivista, que contempla la especialización y localización progresiva de las funciones, enfatizando la necesidad de atender desde el desarrollo a los distintos niveles de explicación del funcionamiento psicológico, y en el que la relación con las bases genéticas o neurobiológicas también va a estar mediada por un ambiente dinámico. Desde estos argumentos se revisa la evidencia experimental sobre el funcionamiento de las personas con síndrome de Williams (SW) en distintos aspectos vinculados con la cognición social (competencias mentalistas, procesamiento de rostros y lenguaje). Se concluye en contra de la propuesta de que el perfil psicológico de las personas con SW evidencia la existencia de un módulo para la cognición social, se sugiere la necesidad de atender a las trayectorias de desarrollo y se plantean algunas implicaciones del modelo para la intervención psicológica.
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    PRAUTOCAL corpus: a corpus for the study of Down syndrome prosodic aspects
    (Springer, 2021-05-27) Escudero-Mancebo, David; Corrales-Astorgano, Mario; Cardeñoso-Payo, Valentín; Aguilar, Lourdes; González-Ferreras, César; Martínez Castilla, Pastora; Flores-Lucas, Valle; Ministerio de Economía y Competitividad; Consejería de Educación de la Junta de Castilla y León; BBVA Foundation
    Oral productions of speakers with Down syndrome exhibit special characteristics that have been the target of study for decades. In spite of this attention, the availability of rich resources for its analysis is still scarce. In this paper, we present the definition and compiling procedure of a corpus of semicontrolled oral productions of speakers with Down syndrome that aims to allow the analysis of how these speakers with these speakers produce functional and linguistic aspects of speech. The PRAUTOCAL corpus has been recorded while using a video game for training oral competences. Utterances are related to well defined communicative tasks recorded by both speakers with Down syndrome and typically developing speakers. We present the procedure for human experts to evaluate the recordings and the transcription criteria followed for enriching the utterances of the corpus. PRAUTOCAL permits the analysis of the clear contrast in voice and speech between individuals with Down syndrome and typically developing speakers, taking into account the high heterogeneity of the speech problems characteristic of the syndrome. This material allows the analysis of the speech problems in Down syndrome, with applications to the generation of knowledge that could be used in future works for therapists to prepare specific training or enriching diagnosis regarding possible speech and language disorders.
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    Perceived Anxiety in Family Caregivers of Individuals with Autism Spectrum Disorder, Down Syndrome and Williams Syndrome during the Lockdown of the First COVID-19 Wave in Spain
    (Fundación Juan José López-Ibor, 2023-03-01) Martínez Castilla, Pastora; Campos, R.; Samson, A. C.; Van Herwegen, J.; Dukes, D.; Ministerio de Ciencia, Innovación y Universidades. España.; Swiss National Science Foundation (SNSF). Suiza.
    Background. The lockdown during the first wave of COVID-19 in Spain has been related to higher levels of anxiety in the general population. However, the emotional impact on Spanish caregivers of individuals with neurodevelopmental disorders (NDD) has not been studied so far. Methods. An online questionnaire was distributed to Spanish organisations providing support to individuals with NDD and their families. Data from caregivers of individuals with autism spectrum disorder (ASD) (N = 17), Down syndrome (DS) (N = 25) and Williams syndrome (WS) (N = 18) were analysed. Results. All caregivers reported concerns directly related to the pandemic and lockdown situation. Caregivers of individuals with ASD showed higher level of concern about the possibility of family conflict. All three groups reported higher levels of anxiety during the lockdown. Anxiety was predicted by previous anxiety disorder and the child’s diagnosis. Conclusions. Predictors of anxiety in caregivers of individuals with NDD differ from those previously reported in the general Spanish population. The results suggest that confinement in Spain was especially demanding for families of individuals with ASD. Public policies should consider the particular needs of people with NND and their caregivers to minimise the negative consequences of the ongoing pandemic.
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    Anxiety, concerns and COVID-19: Cross-country perspectives from families and individuals with neurodevelopmental conditions
    (International Society of Global Health, 2023-07-28) Sideropoulos, Vassilis; Herwegen, Jo Van; Meuleman, Ben; Alessandri, Michael; Alnemary, Faisal M.; Amani Rad, Jamal; Banta Lavenex, Pamela A.; Bolshakov, Nikita; Bölte, Sven; Buffle, Paulina; Cai, Ru Y.; Campos, Ruth; Chirita-Emandi, Adela; Costa, Andreia P.; Costanzo, Floriana; Portes, Vincent Des; Dukes, Daniel; Faivre, Laurence; Famelart, Nawelle; Fisher, Marisa H.; Gamaiunova, Liudmilla; Giannadou, Aikaterini; Gupta, Rashmi; Hardan, Antonio Y.; Houdayer-Robert, Françoise; Hrncirova, Lenka; Tadeu Iaochite, Roberto; Jariabkova, Katarina; KleinTasman, Bonita P.; Lavenex, Pierre; Malik, Supriya; Mari, Francesca; Martínez Castilla, Pastora; Menghini, Deny; Nuske, Heather J.; Palikara, Olympia; Papon, Anouk; Pegg, Robin S.; Pouretemad, Hamidreza; Poustka, Luise; Prosetzky, Ingolf; Renieri, Alessandra; Rhodes, Sinead M.; Riby, Deborah M.; Rossi, Massimiliano; Sadeghi, Saeid; Su, Xueyen; Tai, Claire; Tran, Michel; Tynan, Fionnuala; Uljarević, Mirko; Hecke, Amy V, Van; Veiga, Guida; Verloes, Alain; Vicari, Stefano; Werneck-Rohrer, Sonja G.; Zander, Eric; Samson, Andrea C.; Swiss National Science Foundation; UniDistance Suisse; European Federation of Williams Syndrome; IRAN Cognitive Sciences & Technologies Council; Iran National Science Foundation, INSF ; US National Institutes of Health
    Background The COVID-19 pandemic had a major impact on the mental health and well-being of children with neurodevelopmental conditions (NDCs) and of their families worldwide. However, there is insufficient evidence to understand how different factors (e.g., individual, family, country, children) have impacted on anxiety levels of families and their children with NDCs developed over time. Methods We used data from a global survey assessing the experience of 8043 families and their children with NDCs (mean of age (m) = 13.18 years, 37% female) and their typically developing siblings (m = 12.9 years, 45% female) in combination with data from the European Centre for Disease Prevention and Control, the University of Oxford, and the Central Intelligence Agency (CIA) World Factbook, to create a multilevel data set. Using stepwise multilevel modelling, we generated child-, family- and country-related factors that may have contributed to the anxiety levels of children with NDCs, their siblings if they had any, and their parents. All data were reported by parents. Results Our results suggest that parental anxiety was best explained by family-related factors such as concerns about COVID-19 and illness. Children’s anxiety was best explained by child-related factors such as children’s concerns about loss of routine, family conflict, and safety in general, as well as concerns about COVID-19. In addition, anxiety levels were linked to the presence of pre-existing anxiety conditions for both children with NDCs and their parents. Conclusions The present study shows that across the globe there was a raise in anxiety levels for both parents and their children with NDCs because of COVID-19 and that country-level factors had little or no impact on explaining differences in this increase, once family and child factors were considered. Our findings also highlight that certain groups of children with NDCs were at higher risk for anxiety than others and had specific concerns. Together, these results show that anxiety of families and their children with NDCs during the COVID-19 pandemic were predicted by very specific concerns and worries which inform the development of future toolkits and policy. Future studies should investigate how country factors can play a protective role during future crises.