Eliseo Diez-Itza
Department of Philosophy & Psychology
University of Oviedo
ditza@uniovi.es
website
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Eliseo Diez-Itza Department of Philosophy & Psychology University of Oviedo ditza@uniovi.es website |
| Participants: | 2 |
| Type of Study: | clinical, naturalistic |
| Location: | Spain |
| Media type: | audio not available |
| DOI: | doi:10.21415/T53K64 |
Diez-Itza, E., Anton, A., Fernandez Toral, J., & Garcia, M. L. (1998). Language development in Spanish children with Williams syndrome. In A. Koc, E. Taylan, A.S. Ozsoy, & A. Kuntay (Eds.), Perspectives in language acquisition (pp. 309–324). Istanbul: Bogazici University Press.
Miranda, M., Martínez, V., & Diez-Itza, E. (1998). Procesos fonológicos en la disfasia infantil. Paper presented at the Second Meeting on Language Acquisition, Barcelona.
In accordance with TalkBank rules, any use of data from this corpus must be accompanied by at least one of the above references.
This directory contains two case studies. The first is a set of six transcripts from a short-term longitudinal study of a SLI child, conducted by Manuela Miranda, Verónica Martínez and Eliseo Diez-Itza at the University of Oviedo. The child’s pseudonym is Edgar and his age was 7;10 at the beginning of the study. Dyadic verbal interaction between Edgar and Manuela Miranda was videotaped within monthly intervals during the speech therapy time in the school. The time duration of the sessions was approximately of 30 minutes. The activities included play and storytelling. The focus of the study was the phonological impairment.
This directory also contains two transcripts from a Williams Syndrome child. They are part of an ongoing research project on the linguistic and educational aspects of a Williams Syndrome (WS) population in Asturias (Spain) conducted by Eliseo Diez-Itza, Aránzazu Antón, Joaquín Fernández Toral and María Luisa García, at the University of Oviedo. Spontaneus verbal interaction between the child and the investigators was videotaped and transcribed in CHAT format. The child was recorded in two sessions at home with an interval of 8 months (at ages 9.3 and 10.0). The time duration of the two samples is approximately 90 and 60 minutes, respectively.
Phonological errors were coded in terms of the following categories of phonological processes: