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Developmental trajectories of pitch-related music skills in children with Williams syndrome

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dc.contributor.authorMartínez Castilla, Pastora
dc.contributor.authorRodríguez González, Manuel
dc.contributor.authorCampos, Ruth
dc.contributor.funderUniversidad Nacional de Educación a Distancia (UNED)
dc.date.accessioned2025-10-27T09:31:01Z
dc.date.available2025-10-27T09:31:01Z
dc.date.issued2016-01-13
dc.descriptionThis is the Accepted Manuscript of an article published by Elsevier in "Research in Developmental Disabilities" 2016, available online: https://doi.org/10.1016/j.ridd.2016.01.001
dc.descriptionEste es el manuscrito aceptado de un artículo publicado por Elsevier en "Research in Developmental Disabilities" 2016,, disponible en línea: https://doi.org/10.1016/j.ridd.2016.01.001
dc.descriptionFinanciación: This study was supported by Project Grant 2012V/PUNED/0008 from the Universidad Nacional de Educación a Distancia (UNED), Spain. The manuscript was proofread using funds provided by the Department of Developmental and Educational Psychology, UNED.
dc.description.abstractThe 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.en
dc.description.versionversión final
dc.identifier.citationMartínez-Castilla, P., Rodríguez, M., y Campos, R. (2016). Developmental trajectories of pitch-related music skills in children with Williams syndrome. Research in Developmental Disabilities. 51-52, 23 - 39. https://doi.org/10.1016/j.ridd.2016.01.001
dc.identifier.doihttps://doi.org/10.1016/j.ridd.2016.01.001
dc.identifier.issn0891-4222 | eISSN 1873-3379
dc.identifier.urihttps://hdl.handle.net/20.500.14468/30618
dc.journal.titleResearch in Developmental Disabilities
dc.journal.volume51-52
dc.language.isoen
dc.page.final39
dc.page.initial23
dc.publisherELSEVIER
dc.relation.centerFacultad de Psicología
dc.relation.departmentPsicología Evolutiva y de la Educación
dc.relation.projectidinfo:eu-repo/grantAgreement/UNED//2012V/PUNED/0008
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.keywordsPitch-related music skillsen
dc.subject.keywordsDevelopmental trajectoriesen
dc.subject.keywordsAtypical developmenten
dc.titleDevelopmental trajectories of pitch-related music skills in children with Williams syndromeen
dc.typeartículoes
dc.typejournal articleen
dspace.entity.typePublication
relation.isAuthorOfPublication8af55ee5-ea37-48ff-8243-9723df7f3e22
relation.isAuthorOfPublication32122fe8-a293-4f7e-b536-560b67356b27
relation.isAuthorOfPublication.latestForDiscovery8af55ee5-ea37-48ff-8243-9723df7f3e22
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