Miguel Pérez Pereira
Biographic Data
| ID | 7885474 |
|---|---|
| NAME | Miguel Pérez Pereira |
| GIVEN NAMES | Miguel Pérez |
| FAMILY NAME | Pereira |
| SIGNATURE | PEREIRA M P |
| AFFILIATIONS | Universidade de Santiago de Compostela |
| ORCID | 0000-0001-8679-6027 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1991 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Executive Functions and Reading Skills in Low-Risk Preterm Children
Background/Objectives. Previous research with extremely and very preterm children indicates that these children obtain significantly lower results in executive functions (EFs) and in reading skills than full-term (FT) children. The comparison results do not seem to be so clear when other PT children in lower-risk conditions are studied. Many studies with typically developing and preterm (PT) children indicate that reading ability is determined, i…
Prevalence of Language Delay among Healthy Preterm Children, Language Outcomes and Predictive Factors
Language delay (LD) and its relationship with later language impairment in preterm children is a topic of major concern. Previous studies comparing LD in preterm (PT) and full-term (FT) children were mainly carried out with samples of extremely preterm and very preterm children (sometimes with additional medical problems). Very few of them were longitudinal studies, which is essential to understand developmental relationships between LD and later…
Capacity of the CCC-2 to Discriminate ASD from Other Neurodevelopmental Disorders
The Children's Communication Checklist (CCC-2) has demonstrated its usefulness as an instrument to assess discrepancies between the use of structural dimensions of language and the pragmatic and sociointeractive uses of language. The aims of the present paper are: (1) to test the capacity of the Galician adaptation of the CCC-2 to discriminate the linguistic profiles of children with different disorders and (2) to test whether the capacity of the…
A Follow-Up Study of Cognitive Development in Low Risk Preterm Children
The results of a longitudinal study on the cognitive development of one group of full-term and three groups of low risk preterm children with different gestational ages (GA) are presented. The 181 participants were divided into four GA groups of similar size. The aims were: 1) To check if there are differences in cognitive development (measured through the Batelle scale) among the GA groups. 2) To establish the predictive factors of cognitive dev…
A longitudinal study of vocabulary size and composition in low risk preterm children
The vocabulary size and composition of one group of full-term and three groups of low risk preterm children with different gestational ages (GA) were longitudinally compared at 10, 22 and 30 months of age. Expressive vocabulary development was assessed through the CDI. Cognitive development was also assessed at 22 months (Batelle Developmental Inventory), and data concerning biological and environmental characteristics of the children were also o…
Lexical, morphological and syntactic development in toddlers between 16 and 30 months old
The main aims of this study were to investigate the relationship between the lexical size and the emergence of morphological and syntactic markers in toddlers between the ages of 16 and 30 months and to compare these results between Galician and European Portuguese. Parents of 3012 Portuguese toddlers and those of 1081 Galician toddlers completed the MacArthur–Bates Communicative Development Inventory: Words and Sentences. The results indicated t…
Differences between girls and boys in emerging language skills
The present study explored gender differences in emerging language skills in 13,783 European children from 10 non‐English language communities. It was based on a synthesis of published data assessed with adapted versions of the MacArthur‐Bates Communicative Development Inventories (CDIs) from age 0.08 to 2.06. The results showed that girls are slightly ahead of boys in early communicative gestures, in productive vocabulary, and in combining words…
Concurrent and predictive validity of the Galician CDI
This paper explores the concurrent and predictive validity of the long and short forms of the Galician version of the MacArthur-Bates CDI (IDHC). Forty-two Galician-speaking children were longitudinally evaluated at age 1 ; 6, 2 ; 0 and 4 ; 0. On the first two occasions, the subjects' vocabulary and grammar skills were assessed through the IDHC. Simultaneously, lexical and grammatical measures were obtained from spontaneous speech samples. Standa…
Referential communication abilities and Theory of Mind development in preschool children
This work aims to analyse the specific contribution of social abilities (here considered as the capacity for attributing knowledge to others) in a particular communicative context. 74 normally developing children (aged 3;4 to 5;9, M =4·6) were given two Theory of Mind (ToM) tasks, which are considered to assess increasing complexity levels of epistemic state attribution: Attribution of knowledge-ignorance (Pillow, 1989; adapted by Welch-Ross, 199…
Deixis, personal reference, and the use of pronouns by blind children
Blind children are considered to use personal reference terms late and with a great deal of reversal errors. However, in previous research, there has been a dearth of both quantitative and qualitative data on their use of pronouns. In the present paper data from a longitudinal study of five children (three totally blind, one partially sighted, and one sighted) is presented. The children had different ages at the begining of the study, ranging fro…
Imitations, repetitions, routines, and the child's analysis of language
A blind child and her sighted twin sister were recorded at home once a month from 2;5 to 3;5. Their imitations, repetitions and routines (IRR speech) were analysed with respect to three dimensions (type, faithfulness to the model, and function). MLU for IRR speech was greater than that for productive utterances, which supports the idea that these productions facilitate language development. The blind girl used routines and modified imitations and…
Pragmatic functions of blind and sighted children's language
Results are presented from a longitudinal study on the acquisition of Spanish by twin girls, one of whom was blind, the other of whom was sighted. Analyses were undertaken of the MLU of the subjects from the age of 2;5 to 3;5, and on the functional categories used by both children. The data indicate that (1) the blind girl had a slightly higher MLU than her sighted sister, and (2) the two girls exhibited differences in their pragmatic uses of lan…
The acquisition of gender
Data from an experiment on gender acquisition with 160 Spanish children from four to eleven years of age are presented in this paper. In Spanish there are three possible clues (semantic, morphophonological and syntactic), that speakers can use to determine the gender of a noun and the agreement of other variable elements accompanying it. Items where only one of the clues was present, items where there was a combined effect of two of them in agree…
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The acquisition of gender
Data from an experiment on gender acquisition with 160 Spanish children from four to eleven years of age are presented in this paper. In Spanish there are three possible clues (semantic, morphophonological and syntactic), that speakers can use to determine the gender of a noun and the agreement of other variable elements accompanying it. Items where only one of the clues was present, items where there was a combined effect of two of them in agree…
Pragmatic functions of blind and sighted children's language
Results are presented from a longitudinal study on the acquisition of Spanish by twin girls, one of whom was blind, the other of whom was sighted. Analyses were undertaken of the MLU of the subjects from the age of 2;5 to 3;5, and on the functional categories used by both children. The data indicate that (1) the blind girl had a slightly higher MLU than her sighted sister, and (2) the two girls exhibited differences in their pragmatic uses of lan…
Imitations, repetitions, routines, and the child's analysis of language
A blind child and her sighted twin sister were recorded at home once a month from 2;5 to 3;5. Their imitations, repetitions and routines (IRR speech) were analysed with respect to three dimensions (type, faithfulness to the model, and function). MLU for IRR speech was greater than that for productive utterances, which supports the idea that these productions facilitate language development. The blind girl used routines and modified imitations and…
Deixis, personal reference, and the use of pronouns by blind children
Blind children are considered to use personal reference terms late and with a great deal of reversal errors. However, in previous research, there has been a dearth of both quantitative and qualitative data on their use of pronouns. In the present paper data from a longitudinal study of five children (three totally blind, one partially sighted, and one sighted) is presented. The children had different ages at the begining of the study, ranging fro…
Referential communication abilities and Theory of Mind development in preschool children
This work aims to analyse the specific contribution of social abilities (here considered as the capacity for attributing knowledge to others) in a particular communicative context. 74 normally developing children (aged 3;4 to 5;9, M =4·6) were given two Theory of Mind (ToM) tasks, which are considered to assess increasing complexity levels of epistemic state attribution: Attribution of knowledge-ignorance (Pillow, 1989; adapted by Welch-Ross, 199…
Concurrent and predictive validity of the Galician CDI
This paper explores the concurrent and predictive validity of the long and short forms of the Galician version of the MacArthur-Bates CDI (IDHC). Forty-two Galician-speaking children were longitudinally evaluated at age 1 ; 6, 2 ; 0 and 4 ; 0. On the first two occasions, the subjects' vocabulary and grammar skills were assessed through the IDHC. Simultaneously, lexical and grammatical measures were obtained from spontaneous speech samples. Standa…
Differences between girls and boys in emerging language skills
The present study explored gender differences in emerging language skills in 13,783 European children from 10 non‐English language communities. It was based on a synthesis of published data assessed with adapted versions of the MacArthur‐Bates Communicative Development Inventories (CDIs) from age 0.08 to 2.06. The results showed that girls are slightly ahead of boys in early communicative gestures, in productive vocabulary, and in combining words…
Lexical, morphological and syntactic development in toddlers between 16 and 30 months old
The main aims of this study were to investigate the relationship between the lexical size and the emergence of morphological and syntactic markers in toddlers between the ages of 16 and 30 months and to compare these results between Galician and European Portuguese. Parents of 3012 Portuguese toddlers and those of 1081 Galician toddlers completed the MacArthur–Bates Communicative Development Inventory: Words and Sentences. The results indicated t…
A longitudinal study of vocabulary size and composition in low risk preterm children
The vocabulary size and composition of one group of full-term and three groups of low risk preterm children with different gestational ages (GA) were longitudinally compared at 10, 22 and 30 months of age. Expressive vocabulary development was assessed through the CDI. Cognitive development was also assessed at 22 months (Batelle Developmental Inventory), and data concerning biological and environmental characteristics of the children were also o…
A Follow-Up Study of Cognitive Development in Low Risk Preterm Children
The results of a longitudinal study on the cognitive development of one group of full-term and three groups of low risk preterm children with different gestational ages (GA) are presented. The 181 participants were divided into four GA groups of similar size. The aims were: 1) To check if there are differences in cognitive development (measured through the Batelle scale) among the GA groups. 2) To establish the predictive factors of cognitive dev…
Prevalence of Language Delay among Healthy Preterm Children, Language Outcomes and Predictive Factors
Language delay (LD) and its relationship with later language impairment in preterm children is a topic of major concern. Previous studies comparing LD in preterm (PT) and full-term (FT) children were mainly carried out with samples of extremely preterm and very preterm children (sometimes with additional medical problems). Very few of them were longitudinal studies, which is essential to understand developmental relationships between LD and later…
Capacity of the CCC-2 to Discriminate ASD from Other Neurodevelopmental Disorders
The Children's Communication Checklist (CCC-2) has demonstrated its usefulness as an instrument to assess discrepancies between the use of structural dimensions of language and the pragmatic and sociointeractive uses of language. The aims of the present paper are: (1) to test the capacity of the Galician adaptation of the CCC-2 to discriminate the linguistic profiles of children with different disorders and (2) to test whether the capacity of the…
Executive Functions and Reading Skills in Low-Risk Preterm Children
Background/Objectives. Previous research with extremely and very preterm children indicates that these children obtain significantly lower results in executive functions (EFs) and in reading skills than full-term (FT) children. The comparison results do not seem to be so clear when other PT children in lower-risk conditions are studied. Many studies with typically developing and preterm (PT) children indicate that reading ability is determined, i…
Psychology (13 works) · Developmental psychology (11 works) · Linguistics (9 works) · Language development (7 works) · Language Development and Disorders (7 works) · Cognition (5 works) · Cognitive psychology (5 works) · Infant Development and Preterm Care (4 works) · Psychiatry (4 works) · Gestational age (3 works)