Persona:
Rodríguez González, Manuel

Foto de perfil
Dirección de correo electrónico
ORCID
Fecha de nacimiento
Proyectos de investigación
Unidades organizativas
Puesto de trabajo
Apellidos
Rodríguez González
Nombre de pila
Manuel
Nombre

Filtros

2014 - 20162
Restablecer filtros

Ajustes

Resultados de la búsqueda

Mostrando 1 - 2 de 2
  • Miniatura
    Publicación
    Environmental sound recognition by timbre in children with Williams syndrome
    (Taylor & Francis, 2014-01-16) Martínez Castilla, Pastora; García Nogales, Mª Ángeles; Campos, Ruth; Rodríguez González, Manuel; Ministry of Education and Science of the Spanish Government; Department of Basic Psychology (Universidad Autónoma de Madrid)
    Anecdotal reports have described children with Williams syndrome (WS) as presenting outstanding skills for recognizing environmental sounds by their timbre. This has led to suggest that the skills for environmental sound recognition by timbre are highly developed in WS. Furthermore, the term hypertimbria has been proposed to refer to this feature. However, no academic research has assessed these skills in WS. This study therefore aimed to contrast the reports on the highly developed skills for environmental sound recognition by timbre in children with WS. An environmental sound recognition task was administered to children with WS, children with Down syndrome of the same chronological age and cognitive level, and chronological age-matched typically developing children. Participants with WS performed significantly lower than their typically developing peers and no significant differences were found between the WS and Down syndrome groups. Unlike previous reports, this study points out that in WS environmental sound recognition by timbre does not constitute a phenotypic strength either in absolute or relative terms. Results suggest that children with WS do not present hypertimbria or preserved skills for timbre recognition. We discuss the implications of these results for theories of cognitive modularity.
  • Miniatura
    Publicación
    Developmental trajectories of pitch-related music skills in children with Williams syndrome
    (ELSEVIER, 2016-01-13) Martínez Castilla, Pastora; Rodríguez González, Manuel; Campos, Ruth; Universidad Nacional de Educación a Distancia (UNED)
    The study of music cognition in Williams syndrome (WS) has resulted in theoretical debates regarding cognitive modularity and development. However, no research has previously investigated the development of music skills in this population. In this study, we used the cross-sectional developmental trajectories approach to assess the development of pitch-related music skills in children with WS compared with typically developing (TD) peers. Thus, we evaluated the role of change over time on pitch-related music skills and the developmental relationships between music skills and different cognitive areas. In the TD children, the pitch-related music skills improved with chronological age and cognitive development. In the children with WS, developmental relationships were only found between several pitch-related music skills and specific cognitive processes. We also found non-systematic relationships between chronological age and the pitch-related music skills, stabilization in the level reached in music when cognitive development was considered, and uneven associations between cognitive and music skills. In addition, the TD and WS groups differed in their patterns of pitch-related music skill development. These results suggest that the development of pitch-related music skills in children with WS is atypical. Our findings stand in contrast with the views that claim innate modularity for music in WS; rather, they are consistent with neuroconstructivist accounts.