Recent research has shown that music interventions involving body movements are beneficial for reinforcing music learning. Given the reported positive transfer between music training and phonological skills, we investigated, for the first time, the value of an embodied music training program for improving pronunciation skills. In a classroom experiment, 48 Chinese adolescent learners of English participated in three 40-minute sessions of either Dalcroze-inspired embodied music training or treatment-as-usual non-embodied music training. Participants in the embodied music group were involved in a series of activities designed to develop their rhythmic and melodic skills through bodily experiences. Participants in the non-embodied music group followed music lessons designed by their music teacher, appreciating music pieces and receiving music knowledge. Before and after training, participants were tested with a language imitation task using six unfamiliar languages and an oral reading task in second language English. Results show that the embodied music group significantly outperformed the non-embodied music group in both tasks. Overall, our findings suggest that an embodied music training program has beneficial effects on pronunciation skills, supporting an embodied-based language teaching approach.

The ability to imitate speech is linked to individual cognitive abilities such as working memory and the auditory processing of music. However, little research has focused on the role of specific components of musical perception aptitude in relation to an individual’s native language from a crosslinguistic perspective. This study explores the predictive role of four components of musical perception skills and working memory on phonetic language abilities for speakers of two typologically different languages, Catalan (an intonation language) and Chinese (a tone language). Sixty-one Catalan and 144 Chinese participants completed four subtests (accent, melody, pitch and rhythm) of the Profile of Music Perception Skills, a forward digit span task and a speech imitation task. The results showed that for both groups of participants, musical perception skills predicted speech imitation accuracy but working memory did not. Importantly, among the components of musical perception skills, accent was the only predictive factor for Chinese speakers, whereas melody was the only predictive factor for Catalan speakers. These findings suggest that speech imitation ability is predicted by musical perception skills rather than working memory and that the predictive role of specific musical components may depend on the phonological properties of the native language.

Over recent decades much research has analyzed the relevance of 9- to 20- month-old infants’ early imitation skills (object- and language-based imitation) for language development. Yet there have been few systematic comparisons of the joint relevance of these imitative behaviors later on in development. This correlational study investigated whether multimodal imitation (gestural, prosodic, and lexical components) and object-based imitation are related to narratives and sociopragmatics in preschoolers. Thirty-one typically developing 3- to 4-year-old children performed four tasks to assess multimodal imitation, object-based imitation, narrative abilities, and sociopragmatic abilities. Results revealed that both narrative and sociopragmatic skills were significantly related to multimodal imitation, but not to object-based imitation, indicating that preschoolers’ ability to imitate socially relevant multimodal cues is strongly related to language and sociocommunicative skills. Therefore, this evidence supports a broader conceptualization of imitation behaviors in the field of language development that systematically integrates prosodic, gestural, and verbal linguistic patterns.

The Monitoring Studies (MS) program, the approach developed by RedETS to generate postlaunch real-world evidence (RWE), is intended to complement and enhance the conventional health technology assessment process to support health policy decision making in Spain, besides informing other interested stakeholders, including clinicians and patients. The MS program is focused on specific uncertainties about the real effect, safety, costs, and routine use of new and insufficiently assessed relevant medical devices carefully selected to ensure the value of the additional research needed, by means of structured, controlled, participative, and transparent procedures. However, despite a clear political commitment and economic support from national and regional health authorities, several difficulties were identified along the development and implementation of the first wave of MS, delaying its execution and final reporting. Resolution of these difficulties at the regional and national levels and a greater collaborative impulse in the European Union, given the availability of an appropriate methodological framework already provided by EUnetHTA, might provide a faster and more efficient comparative RWE of improved quality and reliability at the national and international levels.

While empirical studies have shown the beneficial role of observing and producing hand gestures mimicking pitch features in the learning of L2 tonal or intonational contrasts, mixed results have been obtained for the use of gestures encoding durational contrasts at the perceptual level. This study investigates the potential benefits of horizontal hand-sweep gestures encoding durational features for boosting the perception and production of nonnative vowel-length contrasts. In a between-subjects experiment with a pretest–posttest design, 50 Catalan participants without any knowledge of Japanese practiced perceiving and producing minimal pairs of Japanese disyllabic words featuring vowel-length contrasts in one of two conditions, namely with gestures or without them. Pretest and posttest consisted of the completion of identical vowel-length identification and imitation tasks. The results showed that while participants improved equally at posttest across the two conditions in the identification task, the Gesture group obtained a larger improvement than the No Gesture group in the imitation task. These results corroborate the claim that producing hand gestures encoding prosodic properties of speech may help naïve learners to learn novel phonological contrasts in a foreign language.

Gesture and prosody are considered to be important precursors in early language development. In the present study, we ask whether those cues play a similar role later in children's acquisition of more complex pragmatic skills, such as politeness. 64 three- to five-year-old Catalan-dominant children participated in a request production task in four different conditions. They were prompted to request an object from either a classmate or an unfamiliar adult experimenter, with the implied cost of the request to the receiver's face thus being either high or low. Results showed that these preschool-age children used mitigating prosodic and gestural strategies to encode politeness earlier and more often than they used lexical or morphosyntactic markers, and that those cues develop incrementally during the preschool years. These findings suggest that prosody, gesture, and other body signals are an essential first step in the development of children's socio-pragmatic competence.

This study investigates the perception and production of a specific type of metaphoric gesture that mimics melody in speech, also called pitch gesture, in the learning of L2 suprasegmental features. In a between-subjects design, a total of 106 participants with no previous knowledge of Chinese were asked to observe (Experiment 1) and produce (Experiment 2) pitch gestures during a short multimodal training session on Chinese tones and words. In both experiments they were tested on (a) tone identification and (b) word learning. Results showed the positive effect of a training session with pitch gesture observation compared to a training session without it (Experiment 1) and the benefits of producing gestures compared to only observing them and repeating the words aloud (Experiment 2). A comparison of the results of the two experiments revealed that there was no significant difference between the simple observation of pitch gestures and the production of speech accompanied by pitch gestures in facilitating lexical tone identification and word learning. Thus, both perception and production tasks with pitch gestures can be regarded as beneficial learning strategies for the initial stages of tones acquisition in the Chinese as a Second Language classroom.

This study examines the acquisition process of speech rhythm in Dutch learners of Spanish (DLS) and Spanish learners of Dutch (SLD) at different proficiency levels to determine whether learning direction affects the success of rhythm acquisition in a foreign language (L2). Analyses of lengthening effects showed that the two learner groups followed different developmental paths in their acquisition of accentual and final lengthening: Both groups showed transfer effects from the L1, but while the DLS systematically approached their target until attainment, the SLD showed more variability in their development. In addition, syllable structure complexity affected L2 rhythm acquisition, and to a substantially larger extent for the SLD compared to the DLS. The results support a model of L2 rhythm acquisition in which learning direction is included as a factor, and that allows for the interaction of various language-specific properties that contribute to speech rhythm, like syllable structure complexity.

Recent studies on the learning of L2 prosody have suggested that pitch gestures can enhance the learning of the L2 lexical tones. Yet it remains unclear whether the use of these gestures can aid the learning of L2 intonation, especially by tonal-language speakers. Sixty-four Mandarin speakers with basic-level Spanish were asked to learn three Spanish intonation patterns, all involving a low tone on the nuclear accent. In a pre-post test experimental design, half of the participants received intonation training without the use of pitch gestures (the control group) while the other half received the same training but with pitch gestures representing nuclear intonation contours (the experimental group). Musical (melody, pitch) abilities were also measured. The results revealed that (a) the experimental group significantly improved intonational production outcomes, and (b) even though participants with stronger musical abilities performed better, those with weaker musical abilities benefited more from observing pitch gestures.

Obesity may be considered a social stigma. In addition, people with obesity are frequently aware of stigma directed at others who have a similar weight and come to think stigmatized thoughts about themselves. Our study focused specifically on how blatant and subtle discrimination and weight self-stigma are related to depression and anxiety in people with obesity. The sample comprised 170 participants from the Clinical Nutrition Unit of the “Hospital de Valme” (Seville, Spain). The Weight Self-Stigma Questionnaire, the Multidimensional Perceived Discrimination Scale, and the Hospital Anxiety and Depression Scale were used. It was found that blatant and subtle discrimination and weight self-stigma were positively related to depression (.31, .38, and .45 respectively) and anxiety (.30, .36, and .49 respectively; all ps < .01). The path analysis conducted showed that there was a mediational effect of weight self-stigma between blatant (β = .36) and subtle discrimination (β = .40) and depression (β = .24) and anxiety (β = .49; all ps < .01). According to these results, it can be said that weight self-stigma was a full mediator in the model found because the relationships between the independent and the dependent variables were non-significant. Finally, results are discussed in the frame of the obesity stigma literature, and some clinical implications of the results of the study are suggested.

One of the unresolved issues in the field of intonational phonology is whether pitch accent range differences are used by languages to express discrete linguistic distinctions. In Catalan, as in some other Romance languages, a rising-falling nuclear pitch contour – i.e. a rising pitch accent associated with the utterance-final stressed syllable followed by a Low boundary tone – can be used to convey three different pragmatic meanings depending on its pitch range properties: information focus statements (IFSs), corrective focus statements (CFSs), and counter-expectational questions (CEQs). In order to investigate how these pragmatic meanings are distributed across the pitch range continuum and whether Catalan listeners use these tonal scaling distinctions to identify such meanings, we performed an identification task and a congruity test. The results show that CEQs differ from both IFSs and CFSs in a discrete way, yet the perceived difference between IFSs and CFSs cannot be exclusively explained by scaling differences. These findings provide further evidence that pitch range differences can be used to make intonational distinctions in some languages, and strengthen the argument that pitch range features need to be represented descriptively at the phonological level.

This paper investigates the relevance of three prosodic parameters (alignment, duration and scaling) in the conveyance of contrastive focus in Catalan, Italian and Spanish. In particular, we seek to determine how the Effort Code is instantiated in the expression of contrastive focus in both production and perception. According to the Effort Code, putting more effort into speech production will lead to greater articulatory precision (de Jong 1995, Gussenhoven 2004) and this is related to the expression of focus in the sense that wider pitch excursions will be used to signal meanings that are relevant from an informational point of view. A dual production and perception experiment based on an identification task was conducted. Results for the production part show that contrastive focus accents have earlier peaks for all three languages but f0 peaks are systematically lower only in Italian. Syllables bearing the contrastive focus accents are also longer in the three languages. Regarding the results for the perception part, converging evidence is found not only for an active perceptual use of the three prosodic parameters present in production but also for language-specific preferences for particular prosodic parameters.

There is considerable debate about whether early vocalizations mimic the target language and whether prosody signals emergent intentional communication. A longitudinal corpus of four Catalan-babbling infants was analyzed to investigate whether children use different prosodic patterns to distinguish communicative from investigative vocalizations and to express intentionality. A total of 2,701 vocalizations from 0;7 to 0;11 were coded acoustically (by marking pitch range and duration), gesturally, and pragmatically (by marking communicative status and specific pragmatic function). The results showed that communicative vocalizations were shorter and had a wider pitch range than investigative vocalizations and that these patterns in communicative vocalizations depended on the intention of the vocalizations: requests and expressions of discontent displayed wider pitch range and longer duration than responses or statements. These results support the hypothesis that babbling children can successfully use a set of prosodic patterns to signal intentional speech.

This investigation focuses on the development of intonation patterns in four Catalan-speaking children and two Spanish-speaking children between 0 ; 11 and 2 ; 4. Pitch contours were prosodically analyzed within the Autosegmental Metrical framework in all meaningful utterances, for a total of 6558 utterances. The pragmatic meaning and communicative function were also assessed. Three main conclusions arise from the results. First, the study shows that the Autosegmental Metrical model can be successfully used to transcribe early intonation contours. Second, results reveal that children's emerging intonation is largely independent of grammatical development, and generally it develops well before the appearance of two-word combinations. As for the relationship between lexical and intonational development, the data show that the emergence of intonational grammar is related to the onset of speech and the presence of a small lexicon. Finally, we discuss the implications of these results for the biological hypothesis of intonational production.