Publicaciones

Artículos científicos

Publicaciones 2022

Lázaro, M., García, L., Illera, V., García, A., & Acha, J. (2022). The Effect of Semantic Transparency in a Flanker Task. Experimental Psychology, 69, 132-145. https://doi.org/10.1027/1618-3169/a000553

Lázaro, M., Illera, V., García, S., & Ruíz Sánchez de León, J. (2022). Morphological processing of complex and simple pseudo-words in adults and older adults. Language and Cognition, 14(3), 385-400. https://doi.org/10.1017/langcog.2022.6

Publicaciones 2021

Casla, M., Méndez-Cabezas, C., Montero, I., Murillo, E., Nieva, S. & Rodríguez, J. (2021). Spontaneous verbal repetition in toddler-adult conversations: A longitudinal study with Spanish-speaking two-year-olds. Journal of Child Language, 1-36. https://doi.org/10.1017/S0305000921000015

Casla, M., Nieva, S., Murillo, E., Moreno, R., Rodríguez, J. & Méndez-Cabezas, C. (2021). The role of spontaneous verbal repetition sequences as shared discourse in early linguistic development. Journal for the Study of Education and Development, 44(2), 401-438. https://doi.org/10.1080/02103702.2021.1889289

Casla, M., Murillo, E., Nieva, S., Rodríguez, J., Mendez-Cabezas, C., & Rujas, I. (2021). Verbal and More: Multimodality in Adults ’and Toddlers’ Spontaneous Repetitions. Language Learning and Development, 1-18. https://doi.org/10.1080/15475441.2021.2008939

Moreno-Núñez, A., Murillo, E., Casla, M. & Rujas, I. (2021). The multimodality of infant's rhythmic movements as a modulator of the interaction with their caregivers. Infant Behavior and Development, 65, 101645. https://doi.org/10.1016/j.infbeh.2021.101645

Murillo, E. & Casla, M. (2021). Multimodal representational gestures in the transition to multi‐word productions. Infancy, 26(1), 104-122. https://doi.org/10.1111/infa.12375

Murillo, E., Montero. I. & Casla, M. (2021). On the Multimodal Path to Language: The Relationship Between Rhythmic Movements and Deictic Gestures at the End of the First Year. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.616812

Rujas, I., Mariscal, S., Murillo, E., & Lázaro, M. (2021). Sentence Repetition Tasks to Detect and Prevent Language Difficulties: A Scoping Review. Children, 8(7), 578. https://doi.org/10.3390/children8070578 

Publicaciones 2020

Bravo, N., Lázaro, M., & Mariscal, S. (2020) A Sentence Repetition Task for Early Language Assessment in Spanish . Spanish Journal of Psychology, 23, e39, 1-10. https://doi.org/10.1017/SJP.2020.43 

De Pablo, I., Murillo, E., & Romero, A. (2020). The effect of infant-directed speech on early multimodal communicative production in Spanish and Basque. Journal of child language, 47(2), 457-471. https://doi.org/10.1017/S0305000919000412

Lázaro, M., Pérez, E., & Martínez, R. (2020). Perceptual salience of derivational suffixes in visual word recognition. Scandinavian Journal of Psychology, 61(3), 348-360. https://doi.org/10.1111/sjop.12617 

Murillo, E., Camacho, L., & Montero, I. (2020). Multimodal Communication in Children with Autism Spectrum Disorder and Different Linguistic Development. Journal of Autism and Developmental Disorders, 51(5),1528-1539. https://doi.org/10.1007/s10803-020-04637-7

Murillo, E. (2020). Characteristics of people with the STXBP1 syndrome in Spain: Implications for diagnosis. Anales de Pediatría (English Edition), 92(2), 71-78. https://doi.org/10.1016/j.anpede.2019.04.014

Publicaciones 2019

Alessandroni, N., Moreno-Núñez, A., Rodríguez, C. y del Olmo, M.J. (2019). Musical dynamics in early triadic interactions: A case study. Psychological Research, 84, 1555-1571. https://doi.org/10.1007/s00426-019-01168-4 

Casas-Mas, A., López-Íñiguez, G., Pozo, J. I., & Montero, I. (2019). Function of private singing in instrumental music learning: A multiple case study of self-regulation and embodiment. Musicae Scientiae, 23(4), 442–464. https://doi.org/10.1177/1029864918759593 

Moreno-Núñez, A., Rodríguez, C. & Miranda-Zapata, E. (2019). Getting away from the point: The emergence of ostensive gestures and their functions. Journal of Child Language, 47(3), 556-578. https://doi.org/10.1017/S0305000919000606

Nieva, S., Rodríguez, L., & Solenn, R. (2019). Logopedia en entornos bilingües desde un enfoque naturalista. Revista de Logopedia, Foniatría y Audiología, 39(4), 182-191. https://doi.org/10.1016/j.rlfa.2018.09.002

Rodríguez-Ortiz, I. R., Pérez, M., Valmaseda, M., Cantillo, C., Díez, M. A., Montero, I., Moreno-Pérez, F. J., Pardo-Guijarro, M. J., & Saldaña, D. (2019). A Spanish Sign Language (LSE) Adaptation of the Communicative Development Inventories. The Journal of Deaf Studies and Deaf Education, 25(1), 105-114. https://doi.org/10.1093/deafed/enz033

Rujas, I., Casla, M., Mariscal, S., Lázaro, M., & Murillo, E. (2019). Effects of grammatical category and morphology on fast mapping in typically developing and late talking toddlers. First Language, 39(3), 249-280. https://doi.org/10.1177/0142723719828258

Publicaciones 2018

De la Cueva, M. y Montero, I. (2018). El papel de las competencias emocionales en la Educación Infantil: Las relaciones en la comunidad educativa. Revista de Interuniversitaria de Formación del Profesorado, 93 (32.3). 31-46.

Lázaro, M., Illera, V., Acha, J., Escalonilla, A., García, S., & Sainz, J. S. (2018). Morphological effects in word identification: tracking the developmental trajectory of derivational suffixes in Spanish. Reading and Writing, 31(7), 1669-1684. https://doi.org/10.1007/s11145-018-9858-1

Lázaro, M., Rujas, I., Montero, I., Casla, M., & Murillo, E. (2018). Baremación de una tarea de repetición de pseudopalabras para la evaluación del desarrollo léxico. Anales de Psicología/Annals of Psychology, 34(1), 92-100. https://doi.org/10.6018/analesps.34.1.256731

Murillo, E., Ortega, C., Otones, A., Rujas, I., & Casla, M. (2018). Changes in the synchrony of multimodal communication in early language development. Journal of Speech, Language, and Hearing Research, 61(9), 2235-2245. https://doi.org/10.1044/2018_JSLHR-L-17-0402

Publicaciones 2017

Lázaro, M., Acha, J., de la Rosa, S., García, S., & Sainz, J. (2017). Exploring the derivative suffix frequency effect in Spanish speaking children. Reading and Writing, 30(1), 163-185. https://doi.org/10.1007/s11145-016-9668-2

Moreno-Núñez, A., Rodríguez, C. y Del Olmo, M.J. (2017). Rhythmic ostensive gestures: How adults facilitate babies’ entrance into early triadic interactions. Infant Behavior and Development, 49, 168-181. https://doi.org/10.1016/j.infbeh.2017.09.003

Nieva, S., Rodríguez, L., & Roussel, S. R. (2017). Intervención en el lenguaje con niños bilingües y sus familias: Una revisión. Revista Chilena de Fonoaudiología, 16, 1-11. https://doi.org/10.5354/0719-4692.2017.47561

Rujas, I., Mariscal, S., Casla, M., Lázaro, M., & Murillo, E. (2017). Word and Nonword Repetition Abilities in Spanish Language: Longitudinal Evidence from Typically Developing and Late Talking Children. The Spanish journal of psychology, 20(e72), 1-12. https://doi.org/10.1017/sjp.2017.69

Publicaciones 2016

Murillo, E., & Capilla, A. (2016). Properties of vocalization-and gesture-combinations in the transition to first words. Journal of child language, 43(4), 890-913. https://doi.org/10.1017/S0305000915000343

Publicaciones 2015

Lázaro, M., García, L., & Burani, C. (2015). How orthographic transparency affects morphological processing in young readers with and without reading disability. Scandinavian journal of psychology, 56(5), 498-507. https://doi.org/10.1111/sjop.12213

Moreno-Núñez, A., Rodríguez, C. & Del Olmo, M.J. (2015). The rhythmic, sonorous and melodic components of adult-child-object interactions between 2 and 6 months old. Integrative Psychological and Behavioral Science, 49(4), 737-756. https://doi.org/10.1007/s12124-015-9298-2

Murillo, E., Galera, N., & Casla, M. (2015). Gesture and speech combinations beyond two-word stage in an experimental task. Language, Cognition and Neuroscience, 30(10), 1291-1305. https://doi.org/10.1080/23273798.2015.1066509

Nieva, S. (2015). Orientaciones para la intervención logopédica con niños bilingües. Revista de Investigación en Logopedia, 5(2) 71-111. https://doi.org/10.5209/rlog.58621 

Publicaciones 2014 - 2011

Lázaro, M. (2012). A study of base frequency in Spanish skilled and reading-disabled children: all children benefit from morphological processing in defining complex pseudowords. Dyslexia, 18(2), 130-138, https://doi.org/10.1002/dys.1436 

Lázaro, M., Garayzábal, E., & Moraleda, E. (2013). Differences on morphological and phonological processing between typically developing children and children with Down syndrome. Research in Developmental Disabilities, 34(7), 2065-2074. https://doi.org/10.1016/j.ridd.2013.03.027

Lázaro, M., Nieva, S., Moraleda, E., y Garayzábal, E. (2013). Procesamiento morfológico y formación del plural en niños con desarrollo típico. Revista de Didácticas Específicas, 8, 65-80. 

Mariscal, S., & Gallego, C. (2012). The Relationship between Early Lexical and Grammatical Development in Spanish: Evidence in Children with Different Linguistic Levels. The Spanish Journal of Psychology, 15(1), 112-123. https://doi.org/10.5209/rev_SJOP.2012.v15.n1.37293

Mariscal, S., Casla, M.,  Rujas, I., & Aguado-Orea, J. (2012). Methods based on looking time: A window to early cognition? Estudios de Psicología, 33(3), 277-292. https://doi.org/10.1174/021093912803758219

Murillo, E., & Belinchón, M. (2012). Gestural-vocal coordination: Longitudinal changes and predictive value on early lexical development. Gesture, 12(1), 16-39. https://doi.org/10.1075/gest.12.1.02mur

Murillo, E., & Belinchón, M. (2013). Patrones comunicativos multimodales en la transición a las primeras palabras: cambios en la coordinación de gestos y vocalizaciones. Infancia y Aprendizaje, 36(4), 473-487. https://doi.org/10.1174/021037013808200258

Nieva, S (2011). Elicitación de la combinación de palabras en contextos conversacionales. Revista de Logopedia,  Foniatría y Audiología, 11(3), 73-78. https://doi.org/10.1016/S1137-8174(11)70049-8

Publicaciones 2010 - 2007

López-Ornat, S., Gallego, C., Gallo, P. , Karousou, A. & Mariscal, S., & Martínez, M.. (2007). La evaluación del desarrollo comunicativo y lingüístico mediante la adaptación española de los Inventarios MacArthur. Psicothema, 19(2), 190-197. 

Mariscal, S. (2009). Early acquisition of gender agreement in the Spanish noun phrase: Starting small. Journal of Child Language, 36(1), 143-171. https://doi.org/10.1017/S0305000908008908

Mariscal, S., Nieva, S., & López-Ornat, S. (2010). Observar y medir el desarrollo gramatical temprano: un estudio de validez concurrente. Psicothema, 22(1), 51-56. https://www.redalyc.org/articulo.oa?id=72712699009

Libros y capítulos

De la Cueva, M. & Montero, I. (2014). Promover las competencias emocionales en la Educación Infantil: lo que las profesoras dicen. In A. Acosta, J L. Megías & J. Lupiáñez (Eds.), Avances en el estudio de la motivación y de la emoción (pp. 84-90). Universidad de Granada.

Garayzábal, E., Lázaro, M., & Moraleda, E. (2018). Guía de intervención logopédica en el síndrome de Down. Síntesis.

León, O.G. & Montero, I. (2015). Métodos de investigación en Psicología y Educación. Las tradiciones cuantitativa y cualitativa (4ª ed.). McGraw-Hill.

Mariscal, S., & Díez Mardomingo, C. (2014). Desarrollo y envejecimiento. In P. Enríquez-Valenzuela (Eds.), Neurociencia cognitiva (pp. 97-112). Editorial Sainz y Torres.

Mariscal, S., & Auza Benavides, A. (2017). Typical Language Development of Monolingual Spanish-Speaking Children. In  A. Auza Benavides & R. Schwartz R. (Eds.), Language Development and Disorders in Spanish-speaking Children (pp. 3-36). Springer International Publishing. https://doi.org/10.1007/978-3-319-53646-0_1

Santos, D., Requero, B., Gascó, M., Briñol, P. y Lázaro, M. (2014). Pensamiento y lenguaje. In D. Díaz y J.M. Latorre (Eds.), Psicología médica (pp. 137-156). Elsevier.