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Prosodic abilities in Spanish and English children with Williams syndrome. A cross-linguistic study

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dc.contributor.authorMartínez Castilla, Pastora
dc.contributor.authorStojanovik, Vesna
dc.contributor.authorSetter, Jane
dc.contributor.authorSotillo, María
dc.contributor.funderMinistry of Education and Science of the Spanish Government
dc.contributor.funderEconomic and Social Sciences Research Council (ESRC, UK)
dc.date.accessioned2025-10-27T12:33:45Z
dc.date.available2025-10-27T12:33:45Z
dc.date.issued2012-01-01
dc.descriptionThis is the Accepted Manuscript of an article published by Cambridge University Press in Applied Psycholinguistics, 33, 2012, available online: https://doi.org/10.1017/S0142716411000385
dc.descriptionEste es el manuscrito aceptado de un artículo publicado por Cambridge University Press en Applied Psycholinguistics, 33, 2012, disponible en línea: https://doi.org/10.1017/S0142716411000385
dc.descriptionFinanciación: This research has been funded by a grant from the Ministry of Education and Science of the Spanish Government (AP2003-5098) to Pastora Martínez-Castilla and an award from the Economic and Social Sciences Research Council (ESRC, UK) (RES-000-22-1302) to Vesna Stojanovik and Jane Setter.
dc.description.abstractThe aim of this study was to compare the prosodic profiles of English- and Spanish-speaking children with Williams syndrome (WS), examining cross-linguistic differences. Two groups of children with WS, English and Spanish, of similar chronological and nonverbal mental age, were compared on performance in expressive and receptive prosodic tasks from the Profiling Elements of Prosody in Speech–Communication Battery in its English or Spanish version. Differences between the English and Spanish WS groups were found regarding the understanding of affect through prosodic means, using prosody to make words more prominent, and imitating different prosodic patterns. Such differences between the two WS groups on function prosody tasks mirrored the cross-linguistic differences already reported in typically developing children.en
dc.description.versionversión final
dc.identifier.citationMartínez-Castilla, P., Stojanovik, V., Setter, J., y Sotillo, M. (2012). Prosodic abilities in Spanish and English children with Williams syndrome: A cross-linguistic study. Applied Psycholinguistics, 33, 1-22. https://doi.org/10.1017/S0142716411000385
dc.identifier.doihttps://doi.org/10.1017/S0142716411000385
dc.identifier.issn0142-7164 , eISSN 1469-1817
dc.identifier.urihttps://hdl.handle.net/20.500.14468/30634
dc.journal.titleApplied Psycholinguistics
dc.journal.volume33
dc.language.isoen
dc.page.final22
dc.page.initial1
dc.publisherCambridge University Press
dc.relation.centerFacultad de Psicología
dc.relation.departmentPsicología Evolutiva y de la Educación
dc.relation.projectidinfo:eu-repo/grantAgreement/MEC/AP2003-5098
dc.relation.projectidinfo:eu-repo/grantAgreement/ESRC/RES-000-22-1302
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.keywordsprosodyen
dc.subject.keywordscross-linguistic studyen
dc.subject.keywordsEnglishen
dc.subject.keywordsSpanishen
dc.titleProsodic abilities in Spanish and English children with Williams syndrome. A cross-linguistic studyen
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dc.typejournal articleen
dspace.entity.typePublication
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relation.isAuthorOfPublication.latestForDiscovery8af55ee5-ea37-48ff-8243-9723df7f3e22
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