Marta Casla
Biographic Data
| ID | 6735872 |
|---|---|
| NAME | Marta Casla |
| GIVEN NAMES | Marta |
| FAMILY NAME | Casla |
| SIGNATURE | CASLA M |
| AFFILIATIONS | Universidad Autónoma de Madrid |
| ORCID | 0000-0002-4723-773X |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Little voices, rising conversations: A study of group interactions in nursery classrooms
This study examines the verbal participation of two-year-old children during structured group activities in Spanish nursery schools, with a particular focus on the characteristics of Child-Directed Speech (CDS). The sample comprised 208 children and 31 teachers across 21 classrooms in Madrid and Toledo. The study analyzes how children's verbal participation, as well as teachers' individual and group CDS, relate to group size, vocabulary level and…
How teachers emphasize their speech: Gestures and self-repetitions during group interaction with toddlers
When interacting with young children, adults often self-repeat their own utterances that vary in sequences of adjacent utterances called variation sets (VS) (Küntay and Slobin Citation1996). These repetitions benefit children’s linguistic development because they emphasize form and meaning. This paper analyzes the use of VS during group interaction and from a multimodal point of view. Sixteen teachers were video-recorded during interaction with t…
Gesture and speech in variation sets directed to Spanish-learning toddlers in adult–child interactions
The study adopts a multimodal perspective, looking at adults’ use of gestures in variation sets (VS; i.e. sequences of partial self-repetitions occurring in successive utterances of varying form) addressed to Spanish-learning toddlers in adult–child interactions. We seek to address the following question: Do adults make simultaneous use of VS and gestures to amplify their effect while interacting with toddlers? We consider the proportion of bimod…
Putting multiparty interactions back into multimodal language development studies: A commentary on Karadöller, Sümer, and Özyürek
Karadöller, Sümer, and Özyürek review a significant body of research underscoring the need to approach early communication as an integrated multimodal system shaped by developmental and interactional dynamics. However, most studies focus on dyadic interactions, overlooking the impact of multiparty communicative contexts not only in Indigenous and low-SES communities but also in daycare settings. Drawing on data from 98 children, we illustrate how…
A Spanish Sentence Repetition Task and its relationship with spontaneous language in children aged 30 to 36 months
Sentence Repetition Tasks (SRTs) have been convincingly established as a reliable tool for assessing child language development. However, there are important aspects of this task that deserve more attention. For example, few studies have explored their potential role for identifying language disorders in children under 4 years of age, as almost all evidence refers to children above this age. There is also scarce evidence regarding the relationshi…
Verbal and More: Multimodality in Adults’ and Toddlers’ Spontaneous Repetitions
This study investigated verbal imitation from a multimodal point of view, considering the mutual influence of children’s and adults’ participation. Sixteen Spanish-speaking children were observed longitudinally at 21, 24, and 30 months of age in natural settings. We analyzed the multimodal characteristics of children’s and adults’ repetitions, considering whether they were verbal, verbal-gestural, or gestural. In addition, we also analyzed the mu…
Spontaneous verbal repetition in toddler-adult conversations: A longitudinal study with Spanish-speaking two- year-olds
The role of children’s verbal repetition of parents’ utterances on vocabulary growth has been well documented (Masur, 1999). Nevertheless, few studies have analyzed adults’ and children’s spontaneous verbal repetition around the second birthday distinguishing between the types of repetition. We analyzed longitudinally Spanish-speaking parent-child dyads during spontaneous interaction at 21, 24 and 30 months. Linguistic level was measured using th…
The role of spontaneous verbal repetition sequences as shared discourse in early linguistic development ( Las secuencias de repetición verbal espontánea como formas de discurso compartido en el desarr…
Spontaneous verbal repetition is part of early adult–child conversational interchanges. However, most of the studies devoted to verbal repetition analyse child-produced and adult-produced repetition independently. The aim of this study is to analyse verbal repetition sequences that are extended by children and adults participating in turns. We carried out a longitudinal study of 17 parent–child dyads, which included children from the ages of 21 t…
Multimodal representational gestures in the transition to multi‐word productions
The aim of this study was to analyze the use of representational gestures from a multimodal point of view in the transition from one‐word to multi‐word constructions. Twenty‐one Spanish‐speaking children were observed longitudinally at 18, 21, 24, and 30 months of age. We analyzed the production of deictic, symbolic, and conventional gestures and their coordination with different verbal elements. Moreover, we explored the relationship between ges…
Effects of grammatical category and morphology on fast mapping in typically developing and late talking toddlers
The purpose of this study was to examine early fast mapping abilities in late talkers (LT) and typically developing (TD) Spanish-speaking children by considering the effect of different variables on fast mapping (age, vocabulary level, grammatical category and number morphology). Thirty-eight Spanish-speaking children were assessed at three times (21 to 24 months at the beginning of the study). A group of LT was matched in age with a TD control g…
The After School Routines of Literature-Devoted Urban Children
This paper discusses the out of school routines of a group of ‘literature-devoted’ children of the city of Madrid (Spain). The children and families were recruited for the study at a library, a children’s bookstore and a puppet show in a park. Participants provided information on their weekly routines through several procedures: surveys, photographs of their daily lives, interviews based on the photographs and interviews with parents. We develop …
The After School Routines of Literature-Devoted Urban Children
This paper discusses the out of school routines of a group of ‘literature-devoted’ children of the city of Madrid (Spain). The children and families were recruited for the study at a library, a children’s bookstore and a puppet show in a park. Participants provided information on their weekly routines through several procedures: surveys, photographs of their daily lives, interviews based on the photographs and interviews with parents. We develop …
The After School Routines of Literature-Devoted Urban Children
This paper discusses the out of school routines of a group of ‘literature-devoted’ children of the city of Madrid (Spain). The children and families were recruited for the study at a library, a children’s bookstore and a puppet show in a park. Participants provided information on their weekly routines through several procedures: surveys, photographs of their daily lives, interviews based on the photographs and interviews with parents. We develop …
Effects of grammatical category and morphology on fast mapping in typically developing and late talking toddlers
The purpose of this study was to examine early fast mapping abilities in late talkers (LT) and typically developing (TD) Spanish-speaking children by considering the effect of different variables on fast mapping (age, vocabulary level, grammatical category and number morphology). Thirty-eight Spanish-speaking children were assessed at three times (21 to 24 months at the beginning of the study). A group of LT was matched in age with a TD control g…
The role of spontaneous verbal repetition sequences as shared discourse in early linguistic development ( Las secuencias de repetición verbal espontánea como formas de discurso compartido en el desarr…
Spontaneous verbal repetition is part of early adult–child conversational interchanges. However, most of the studies devoted to verbal repetition analyse child-produced and adult-produced repetition independently. The aim of this study is to analyse verbal repetition sequences that are extended by children and adults participating in turns. We carried out a longitudinal study of 17 parent–child dyads, which included children from the ages of 21 t…
Multimodal representational gestures in the transition to multi‐word productions
The aim of this study was to analyze the use of representational gestures from a multimodal point of view in the transition from one‐word to multi‐word constructions. Twenty‐one Spanish‐speaking children were observed longitudinally at 18, 21, 24, and 30 months of age. We analyzed the production of deictic, symbolic, and conventional gestures and their coordination with different verbal elements. Moreover, we explored the relationship between ges…
Spontaneous verbal repetition in toddler-adult conversations: A longitudinal study with Spanish-speaking two- year-olds
The role of children’s verbal repetition of parents’ utterances on vocabulary growth has been well documented (Masur, 1999). Nevertheless, few studies have analyzed adults’ and children’s spontaneous verbal repetition around the second birthday distinguishing between the types of repetition. We analyzed longitudinally Spanish-speaking parent-child dyads during spontaneous interaction at 21, 24 and 30 months. Linguistic level was measured using th…
Verbal and More: Multimodality in Adults’ and Toddlers’ Spontaneous Repetitions
This study investigated verbal imitation from a multimodal point of view, considering the mutual influence of children’s and adults’ participation. Sixteen Spanish-speaking children were observed longitudinally at 21, 24, and 30 months of age in natural settings. We analyzed the multimodal characteristics of children’s and adults’ repetitions, considering whether they were verbal, verbal-gestural, or gestural. In addition, we also analyzed the mu…
A Spanish Sentence Repetition Task and its relationship with spontaneous language in children aged 30 to 36 months
Sentence Repetition Tasks (SRTs) have been convincingly established as a reliable tool for assessing child language development. However, there are important aspects of this task that deserve more attention. For example, few studies have explored their potential role for identifying language disorders in children under 4 years of age, as almost all evidence refers to children above this age. There is also scarce evidence regarding the relationshi…
How teachers emphasize their speech: Gestures and self-repetitions during group interaction with toddlers
When interacting with young children, adults often self-repeat their own utterances that vary in sequences of adjacent utterances called variation sets (VS) (Küntay and Slobin Citation1996). These repetitions benefit children’s linguistic development because they emphasize form and meaning. This paper analyzes the use of VS during group interaction and from a multimodal point of view. Sixteen teachers were video-recorded during interaction with t…
Gesture and speech in variation sets directed to Spanish-learning toddlers in adult–child interactions
The study adopts a multimodal perspective, looking at adults’ use of gestures in variation sets (VS; i.e. sequences of partial self-repetitions occurring in successive utterances of varying form) addressed to Spanish-learning toddlers in adult–child interactions. We seek to address the following question: Do adults make simultaneous use of VS and gestures to amplify their effect while interacting with toddlers? We consider the proportion of bimod…
Putting multiparty interactions back into multimodal language development studies: A commentary on Karadöller, Sümer, and Özyürek
Karadöller, Sümer, and Özyürek review a significant body of research underscoring the need to approach early communication as an integrated multimodal system shaped by developmental and interactional dynamics. However, most studies focus on dyadic interactions, overlooking the impact of multiparty communicative contexts not only in Indigenous and low-SES communities but also in daycare settings. Drawing on data from 98 children, we illustrate how…
Little voices, rising conversations: A study of group interactions in nursery classrooms
This study examines the verbal participation of two-year-old children during structured group activities in Spanish nursery schools, with a particular focus on the characteristics of Child-Directed Speech (CDS). The sample comprised 208 children and 31 teachers across 21 classrooms in Madrid and Toledo. The study analyzes how children's verbal participation, as well as teachers' individual and group CDS, relate to group size, vocabulary level and…
Psychology (9 works) · Linguistics (8 works) · Developmental psychology (6 works) · Language Development and Disorders (6 works) · Language, Discourse, Communication Strategies (6 works) · Cognitive psychology (5 works) · Computer Science (5 works) · Hearing Impairment and Communication (5 works) · Vocabulary (5 works) · Communication (4 works)