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Real-time preposition comprehension in monolingual Spanish-speaking preschool children with developmental language disorder: A visual-world eye-tracking study

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dc.contributor.authorHelo, Andrea
dc.contributor.authorMartín-Aragoneses, María Teresa
dc.contributor.authorGuerra, Ernesto
dc.contributor.authorColoma, Carmen Julia
dc.date.accessioned2025-11-04T13:59:35Z
dc.date.available2025-11-04T13:59:35Z
dc.date.issued2025-10-03
dc.descriptionThe registered version of this article, first published in “Journal of Communication Disorders, 118, Article 106578", is available online at the publisher's website: Elsevier, https://doi.org/10.1016/j.jcomdis.2025.106578
dc.descriptionLa versión registrada de este artículo, publicado por primera vez en “Journal of Communication Disorders, 118, Article 106578", está disponible en línea en el sitio web del editor: Elsevier, https://doi.org/10.1016/j.jcomdis.2025.106578
dc.description.abstractThis 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.en
dc.description.provenanceMade available in DSpace on 2025-11-04T13:59:35Z (GMT). No. of bitstreams: 1 Martín-Aragoneses_ María-Teresa_Real-time_pre_MARIA TERESA MARTIN.pdf: 1518224 bytes, checksum: 1262ea519b05905a4a286ddde9dbd08b (MD5) Previous issue date: 2025-10-03en
dc.description.versionversión publicada
dc.identifier.citationHelo, A., Martín-Aragoneses, M. T., Guerra, E., Coloma, C. J. (2025). Real-time preposition comprehension in monolingual Spanish-speaking preschool children with developmental language disorder: A visual-world eye-tracking study. Journal of Communication Disorders, 118, Article 106578. https://doi.org/10.1016/j.jcomdis.2025.106578
dc.identifier.doihttps://doi.org/10.1016/j.jcomdis.2025.106578
dc.identifier.issn0021-9924
dc.identifier.urihttps://hdl.handle.net/20.500.14468/30743
dc.journal.issue118
dc.journal.titleJournal of Communication Disorders
dc.language.isoen
dc.page.initial106578
dc.publisherElsevier
dc.relation.centerFacultad de Educación
dc.relation.departmentMétodos de Investigación y Diagnóstico en Educación I
dc.relation.researchgroupCognición, Neurociencia y Educación (COGNEUROEDU)
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
dc.subject58 Pedagogía
dc.subject6104 Psicopedagogía
dc.subject.keywordsDevelopmental language disorder (DLD)en
dc.subject.keywordsYoung childrenen
dc.subject.keywordsComprehensionen
dc.subject.keywordsPrepositionsen
dc.subject.keywordsEye-trackingen
dc.subject.keywordsPreferential lookingen
dc.titleReal-time preposition comprehension in monolingual Spanish-speaking preschool children with developmental language disorder: A visual-world eye-tracking studyen
dc.typeartículoes
dc.typejournal articleen
dspace.entity.typePublication
relation.isAuthorOfPublication437a9d89-f506-426f-8f0e-42c9fd58c859
relation.isAuthorOfPublication.latestForDiscovery437a9d89-f506-426f-8f0e-42c9fd58c859
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