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array:18 [ "pii" => "13153289" "issn" => "02144603" "doi" => "10.1016/S0214-4603(07)70073-6" "estado" => "S300" "fechaPublicacion" => "2007-04-01" "documento" => "article" "subdocumento" => "fla" "cita" => "Rev Logop Fon Audiol. 2007;27:51-5" "abierto" => array:3 [ "ES" => false "ES2" => false "LATM" => false ] "gratuito" => false "lecturas" => array:2 [ "total" => 3572 "formatos" => array:3 [ "EPUB" => 8 "HTML" => 2362 "PDF" => 1202 ] ] "itemSiguiente" => array:15 [ "pii" => "13153290" "issn" => "02144603" "doi" => "10.1016/S0214-4603(07)70074-8" "estado" => "S300" "fechaPublicacion" => "2007-04-01" "documento" => "article" "subdocumento" => "fla" "cita" => "Rev Logop Fon Audiol. 2007;27:56-66" "abierto" => array:3 [ "ES" => false "ES2" => false "LATM" => false ] "gratuito" => false "lecturas" => array:2 [ "total" => 2999 "formatos" => array:3 [ "EPUB" => 8 "HTML" => 2379 "PDF" => 612 ] ] "es" => array:10 [ "idiomaDefecto" => true "titulo" => "Comprensión de metáforas y su relación con la comprensión lectora y el rendimiento escolar" "tienePdf" => "es" "tieneTextoCompleto" => 0 "tieneResumen" => array:2 [ 0 => "es" 1 => "en" ] "paginas" => array:1 [ 0 => array:2 [ "paginaInicial" => "56" "paginaFinal" => "66" ] ] "titulosAlternativos" => array:1 [ "en" => array:1 [ "titulo" => "Understanding metaphors and its relation to reading comprehension and academic results" ] ] "contieneResumen" => array:2 [ "es" => true "en" => true ] "contienePdf" => array:1 [ "es" => true ] "autores" => array:1 [ 0 => array:2 [ "autoresLista" => "J. C. Ripoll Salceda, G. Aguado Alonso" "autores" => array:2 [ 0 => array:2 [ "Iniciales" => "J. C." "apellidos" => "Ripoll Salceda" ] 1 => array:2 [ "Iniciales" => "G." "apellidos" => "Aguado Alonso" ] ] ] ] ] "idiomaDefecto" => "es" "EPUB" => "https://multimedia.elsevier.es/PublicationsMultimediaV1/item/epub/13153290?idApp=UINPBA00004N" "url" => "/02144603/0000002700000002/v0_201607111255/13153290/v0_201607111256/es/main.assets" ] "es" => array:11 [ "idiomaDefecto" => true "titulo" => "Teoría de la mente y lenguaje" "tieneTextoCompleto" => 0 "paginas" => array:1 [ 0 => array:2 [ "paginaInicial" => "51" "paginaFinal" => "55" ] ] "autores" => array:1 [ 0 => array:2 [ "autoresLista" => "J. A. Rondal" "autores" => array:1 [ 0 => array:2 [ "Iniciales" => "J. A." "apellidos" => "Rondal" ] ] ] ] "titulosAlternativos" => array:1 [ "en" => array:1 [ "titulo" => "Theory of mind and language" ] ] "pdfFichero" => "309v27n02a13153289pdf001.pdf" "tienePdf" => true "PalabrasClave" => array:2 [ "en" => array:1 [ 0 => array:4 [ "clase" => "keyword" "titulo" => "Keywords" "identificador" => "xpalclavsec690265" "palabras" => array:1 [ 0 => "Theory of mind, language, Fragile-X syndrome, Asperger syndrome, intersubjectivity" ] ] ] "es" => array:1 [ 0 => array:4 [ "clase" => "keyword" "titulo" => "Palabras clave" "identificador" => "xpalclavsec690264" "palabras" => array:1 [ 0 => "Teoría de la mente, lenguaje, síndrome de X Frágil, Síndrome de Asperger, intersubjetividad" ] ] ] ] "tieneResumen" => true "resumen" => array:2 [ "en" => array:1 [ "resumen" => "The theoretical proposals about the theory of mind (TOM) are currently well known. Less clear, however, is the conjunction of variables leading to its development. The present communication will approach this topic from a double perspective. On the one hand, the role played by TOM in the explanation of a number of problems observed in the Asperger syndrome, the Fragile-X syndrome and infantile autism. On the other hand, the probable role of language (particularly in some of its aspects, such as those relating to mental verb learning —think, believe, imagine, suppose, etc.—, illocutionary force and development of figurative language) in the construction of intersubjectivity through numerous interactive episodes between parents and their children." ] "es" => array:1 [ "resumen" => "Las propuestas teóricas sobre la teoría de la mente son hoy bien conocidas. Menos clara es la conjunción de variables que conduce a su desarrollo. La presente comunicación tratará este tema desde una doble perspectiva. Por una parte, el papel desempeñado por la teoría de la mente en la explicación de una serie de problemas observables en el síndrome de Asperger, en el síndrome del X Frágil y en el autismo infantil. Por otra parte, el probable papel del lenguaje (especialmente en algunos de sus aspectos, p. ej., los ligados al aprendizaje de los verbos mentales —pensar, creer, imaginar, suponer, etc.—, el funcionamiento ilocutorio y el desarrollo del lenguaje figurativo) en la construcción de la intersubjetividad a través de numerosos episodios interactivos entre padres y niños." ] ] ] "idiomaDefecto" => "es" "url" => "/02144603/0000002700000002/v0_201607111255/13153289/v0_201607111256/es/main.assets" "Apartado" => array:4 [ "identificador" => "17678" "tipo" => "SECCION" "es" => array:2 [ "titulo" => "ORIGINALES" "idiomaDefecto" => true ] "idiomaDefecto" => "es" ] "PDF" => "https://static.elsevier.es/multimedia/02144603/0000002700000002/v0_201607111255/13153289/v0_201607111256/es/309v27n02a13153289pdf001.pdf?idApp=UINPBA00004N&text.app=https://www.elsevier.es/" "EPUB" => "https://multimedia.elsevier.es/PublicationsMultimediaV1/item/epub/13153289?idApp=UINPBA00004N" ]
