Persona: Martínez Castilla, Pastora
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Martínez Castilla
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Pastora
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Publicación Let’s make music as we normally do: A systematic review of how early natural musical interactions between infant and caregiver have been studied in research(Elsevier, 2024-02-28) Cavero, Beatriz; Martínez Castilla, Pastora; Campos, RuthMusical interactions between babies and their primary caregivers are very frequent during the early years of life and their impact on dyadic interaction and infants’ development has garnered significant attention in recent literature. However, the difficulties that natural observations entail have meant that research often carries out methodological manipulations that have a significant impact on the phenomenon studied. In order to clarify how to investigate best natural musical interactions and the information that these can provide, we have carried out a systematic review to analyze the proposed scenarios and the variables analyzed in the studies published on such interactions between main caregivers and babies under three years old. We have screened 971 articles and yielded 27. We have found a higher prevalence in the literature of studies on singing interactions, between mothers and babies under 12 months of age. We have also been able to identify two extremes in terms of methodological structuring of natural interactions. Regarding the analysis variables, a few behaviors are repeated throughout the studies, being emotions, rhythmic behaviors and characterizations of the vocal emissions common between parents and babies. Synchrony is the dyadic variable with the most weight and also one of the preferred focuses of interest in the most recent literature that has undergone a shift of focus from characterization of musical interactions to the search for the mechanisms that underlie and make them specific.Publicación Prosodic abilities of Spanish-speaking adolescents and adults with Williams syndrome(Taylor & Francis, 2020-08-16) Martínez Castilla, Pastora; Sotillo, María; Campos, Ruth; Ministry of Education and Science of the Spanish GovernmentIn spite of the relevant role of prosody in communication, and in contrast with other linguistic components, there is paucity of research in this field for Williams syndrome (WS). Therefore, this study performed a systematic assessment of prosodic abilities in WS. The Spanish version of the Profiling Elements of Prosody in Speech—Communication battery was administered to 27 Spanish-speaking adolescents and adults with WS and a control group of 54 typically developing participants matched for chronological age (CA). Participants with WS presented prosodic deficits, relative to their CA, to comprehend and express prosodic cues both on a function and a form level. These difficulties were mainly due to their cognitive impairments. In addition, the areas of understanding and expressing the prosodic function of segmentation and the expression of the nonfinal contrastive focus were found to be particularly impaired in WS.Publicación Developmental trajectory of a toddler with PACS1 syndrome: a longitudinal descriptive case study(Taylor & Francis , 2025-03-27) Martínez Castilla, Pastora; Campos, Ruth; Nieto, Carmen; Ministerio de Ciencia e InnovaciónObjectives PACS1 syndrome is a rare genetic neurodevelopmental disorder first described in 2012. Despite its severe impact on both affected individuals and their families, to date, there have been no detailed characterizations of the developmental trajectory of children with PACS1 syndrome. Our work aimed to fill this gap. It also sought to raise awareness of this syndrome. Methods A 24-month-old boy with PACS1 syndrome was longitudinally assessed every 6 months until 48 months of age. His cognitive, motor, linguistic and socio-communicative development, as well as his adaptative behaviour and sensory profile, were assessed using different tools. At 51 months, symptoms compatible with Autism Spectrum Disorder (ASD) were also explored. Results Delays were observed in all the areas assessed but no regression was noticed. Strong difficulties were observed in communication and language. The most notable developmental progression was seen in socialization. Yet, symptomatology of ASD was also observed. Conclusions Consistent results were obtained through the evaluation tools used in the study, but slight differences were also noticed, highlighting the need for a comprehensive battery of different assessment methods. Raise in linguistic development was concurrent to an intervention aimed at promoting parents’ sensitive response to their child’s behaviour.Publicación 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 HealthBackground 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.Publicación Brief report: Sensory atypicality in mothers and fathers of individuals on the autism spectrum and its relationship with emotional distress(Elsevier, 2024-10-11) Nieto, Carmen; Gandía-Abellán, Helena; Campos, Ruth; Martínez Castilla, Pastora; Cavero-Olivera, Beatriz; Quesada-Zeljkovic, Margarita; Verde-Cagiao, María; Spanish Federation of Autism (FESPAU), Ministry of Social Rights and 2030 Agenda of Spain, ONCE Foundation, Ministry of Science and InnovationBackground: This study investigated the prevalence of sensory atypicalities of mothers and fathers of individuals with Autism and explored the relationship between levels of emotional distress (parental distress, anxiety, and depression) and sensory processing patterns. There is limited evidence connecting these variables, and research in this area remains scarce. Method: 251 parents participated in the study. 170 parents of individuals with Autism completed questionnaires on sensory experiences, parental distress, anxiety, and depression. A control group of 81 parents of individuals with typical development completed the sensory questionnaire. The relationship between sensory atypicality and emotional distress was examined only in the Autism group. Results: Mothers and fathers of individuals with Autism showed a higher prevalence of sensory atypicality, especially in hyposensitive patterns. Relationships were found between specific sensory patterns and the levels of emotional distress. The hypo-reactive and hyposensitive quadrant, ’Low Registration’, displayed significant predictive capacity for both anxiety and depression, while ’Sensory Sensitivity’ was predominantly related to parental distress. Conclusions: Awareness of specific sensory patterns could facilitate the identification of those potentially vulnerable to experiencing anxiety, depression, or parental distress.Publicación Enhanced linguistic prosodic skills in musically trained individuals with Williams syndrome(Cambridge University Press, 2019-08-15) Martínez Castilla, Pastora; Campos, Ruth; Sotillo, María; Ministerio de Educación y Ciencia de EspañaIndividuals with Williams syndrome (WS) present prosodic impairments. They are also interested in musical activities. In typical development, a body of research has shown that the linguistic prosodic skills of musically trained individuals are enhanced. However, it is not known whether, in WS, musical training is also associated with enhanced prosodic performance, a question this study sought to answer. We compared the performance on linguistic prosodic tasks among seven musically trained and fourteen musically untrained individuals with WS, and typically developing peers. Among those with WS, musically trained participants outperformed their musically untrained counterparts on the perception of acoustic parameters involved in prosody, the understanding of questioning and declarative intonation, and the comprehension of prefinal contrastive stress. The results suggest that musical training facilitates prosodic performance in WS. Our findings also suggest common processing mechanisms for acoustic parameters involved in both prosody and music, and that positive music-to-language transfer effects could take place in WS. We discuss the implications of these results for intervention purposes.Publicación Cognición social en el síndrome de Williams(SAGE Journals, 2013-01-01) Campos, Ruth; Martínez Castilla, Pastora; Sotillo, María; Ministerio de Economía y CompetitividadFrente 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.Publicación Rhythmic Abilities of Adolescents and Adults with Williams Syndrome(University of California Press, 2011-09-01) Martínez Castilla, Pastora; Sotillo, María; Campos, Ruth; Ministry of Education and Science of the Spanish Governmentalthough rhythmic abilities have often been described as strengths within the cognitive profile of individuals with Williams syndrome (WS), the literature in this respect is limited and has offered inconsistent results. In this study, 20 adolescents and adults with WS and a control group of 40 typically developing individuals matched for chronological age were presented with a rhythmic patterns discrimination task and a rhythmic patterns reproduction task. Individuals with WS performed significantly lower than their control peers in both tasks. In addition, rhythmic impairments in WS were explained by the cognitive deficits that are characteristic of the syndrome. These results suggest that rhythmic performance in individuals with WS is affected by their cognitive deficits and that rhythmic skills in WS are not independent of general cognition.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.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.