Browsing by Author "Lousada, Marisa"
Now showing 1 - 2 of 2
Results Per Page
Sort Options
- Neurodevelopmental correlates of implicit-explicit learning mechanisms in children with specific language impairmentPublication . Soares, Ana Paula; Gutiérrez-Domínguez, Francisco-Javier; Vasconcelos, Margarida; Oliveira, Helena M.; Tomé, David; Lousada, Marisa; Jiménez, LuisThis project has the grant POCI-01-0145-FEDER-028212, started in June of 2019 ending in May of 2022, with researchers from ESS | P. PORTO, University of Minho and University of Aveiro. Aims to analyze the neurocognitive correlates of implicit-explicit learning mechanisms in preschool specific-learning impairment (SLI) children and to track their developmental trajectories until they enter primary school. Studies aiming to explore the nature and dynamics of procedural memory-declarative memory functioning in SLI using brain techniques and following the same children on time are inexistent. This project aims to address these issues by combining an artificial grammar paradigm with ERPs in a longitudinal design, which will contribute not only to clarify the role of procedural memory deficits-declarative memory compensation on SLI, but also to the development of effective intervention programs for children who are at risk of dyslexia
- Phonological processes in Portuguese children with speech sound disordersPublication . Jesus, Luis M. T.; Lousada, Marisa; Domingues, Diana; Hall, Andreia; Tomé, DavidThis study investigates the nature of phonological impairment in 20 pre- and early school Portuguese children with phonologically based Speech Sound Disorders (SSD). The phonological profile of these children was compared with the performance of 232 younger typically developing (TD) controls. Results showed differences in phonological acquisition of children with phonologically based SSD, namely a low percentage of correct consonants score and a higher percentage of occurrences of typical phonological processes. Children with phonologically based SSD also used phonological processes (e.g., backing and initial consonant deletion) that are considered unusual in normally developing children and were not observed in the TD group. Results for SSD children also showed that early acquisition consonants were substituted by later acquisitions. Children with SSD presented differences in phonological acquisition, unusual phonological processes, and replaced early acquisition consonants by later acquisition consonants. This knowledge is useful for speech and language therapists in the diagnosis and treatment of SSD.