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Enhanced linguistic prosodic skills in musically trained individuals with Williams syndrome

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dc.contributor.authorMartínez Castilla, Pastora
dc.contributor.authorCampos, Ruth
dc.contributor.authorSotillo, María
dc.contributor.funderMinisterio de Educación y Ciencia de España
dc.date.accessioned2025-10-24T11:30:09Z
dc.date.available2025-10-24T11:30:09Z
dc.date.issued2019-08-15
dc.descriptionThis is the Accepted Manuscript of an article published by Cambridge University Press in Language and Cognition 2019, available online: https://doi.org/10.1017/langcog.2019.27
dc.descriptionEste es el manuscrito aceptado de un artículo publicado por Cambridge University Press en Language and Cognition 2019, disponible en línea: https://doi.org/10.1017/langcog.2019.27
dc.descriptionFinanciación: This research was funded by grant AP2003-5098 from the Ministry of Education and Science of the Spanish Government. The manuscript was proofread thanks to funds from the Department of Developmental and Educational Psychology (UNED)
dc.descriptionEl manuscrito se revisó gracias a fondos del Departamento de Psicología Evolutiva y de la Educación (UNED).
dc.description.abstractIndividuals 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.en
dc.description.versionversión final
dc.identifier.citationMARTÍNEZ-CASTILLA P, CAMPOS R, SOTILLO M. Enhanced linguistic prosodic skills in musically trained individuals with Williams syndrome. Language and Cognition. 2019;11(3):455-478. doi:10.1017/langcog.2019.27
dc.identifier.doihttps://doi.org/10.1017/langcog.2019.27
dc.identifier.issn1866-9808 | eISSN 1866-9859
dc.identifier.urihttps://hdl.handle.net/20.500.14468/30605
dc.journal.issue3
dc.journal.titleLanguage and Cognition
dc.journal.volume11
dc.language.isoen
dc.page.final478
dc.page.initial455
dc.publisherCambridge University Press
dc.relation.centerFacultad de Psicología
dc.relation.departmentPsicología Evolutiva y de la Educación
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
dc.subject61 Psicología
dc.subject.keywordsWilliams syndromeen
dc.subject.keywordslinguistic prosodyen
dc.subject.keywordsmusical trainingen
dc.subject.keywordsshared processing mechanismsen
dc.subject.keywordstransfer effectsen
dc.titleEnhanced linguistic prosodic skills in musically trained individuals with Williams syndromeen
dc.typeartículoes
dc.typejournal articleen
dspace.entity.typePublication
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relation.isAuthorOfPublication.latestForDiscovery8af55ee5-ea37-48ff-8243-9723df7f3e22
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