Alfonso Nieto-Castañón
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Previous Organizations / Institutes
The organizations / institutes from the scholar's other articles in the past ten years
Alfonso Nieto-Castañón has a total of 15 co-authors. Here are the top co-authors by number of shared publications:
- Frank H. Guenther
Boston University
2 shared publications - Saul A. Frankford
Department of Speech, Language and Hearing Sciences, Boston University, MA
2 shared publications - Shanqing Cai
Department of Speech, Language, & Hearing Sciences, Boston University, Boston, MA 02215, USA
2 shared publications - Brian Andrew Collins
School of Education, Hunter College, New York, NY 10065, USA
1 shared publication - Brian L. Edlow
Center for Neurotechnology and Neurorecovery, Department of Neurology, Massachusetts General Hospital and Harvard Medical School
1 shared publication - Carola Suárez-Orozco
Hunter College, Harvard Medical School, Judge Baker Children's Center, New York University and Boston College
1 shared publication
Latest Publications
- 17 November 2022
- Published by Elsevier in Journal of Fluency Disorders
- Vol. 75, 105943
Auditory feedback control in adults who stutter during metronome-paced speech I. Timing Perturbation
- 17 November 2022
- Published by Elsevier in Journal of Fluency Disorders
- Vol. 75, 105943
Auditory feedback control in adults who stutter during metronome-paced speech I. Timing Perturbation
- 27 August 2022
- Published by Elsevier in Journal of Fluency Disorders
- Vol. 74, 105928
Auditory feedback control in adults who stutter during metronome-paced speech II. Formant Perturbation
- 27 August 2022
- Published by Elsevier in Journal of Fluency Disorders
- Vol. 74, 105928
Auditory feedback control in adults who stutter during metronome-paced speech II. Formant Perturbation
- 1 November 2012
- Published by Elsevier in NeuroImage
- Vol. 63 (3) , 1646-1669
Subject-specific functional localizers increase sensitivity and functional resolution of multi-subject analyses
- 1 November 2012
- Published by Elsevier in NeuroImage
- Vol. 63 (3) , 1646-1669
Subject-specific functional localizers increase sensitivity and functional resolution of multi-subject analyses
- 1 January 2011
- Published by Walter de Gruyter GmbH in International Journal of the Sociology of Language
- Vol. 2011 (208) , 5-23
Cross-sectional associations of Spanish and English competence and well-being in Latino children of immigrants in kindergarten
The aim of this study is to examine within an ecological model the associations of dual language (Spanish/English) competences with the emotional and behavioral well-being of young children of immigrants in kindergarten. Latino children of immigrants (n = 228) from a public school-based community sample were assessed using standardized, comprehensive measures of Spanish and English oral language competence and normed teacher reports on five dimensions of emotional and behavioral well-being and school functioning (interpersonal, intrapersonal, and affective strengths, connection to family, and school functioning). Relevant contextual factors at home (maternal education, poverty, family structure) and school (teacher experience and practices, classroom composition), as well as child factors (non-verbal IQ, gender) were considered. Spanish and English competences accounted for moderate to large portions of variance in all dimensions of well-being. The contributions of child, home, and school variables to well-being were much smaller than language competence, and in most cases, not significant. Our findings suggest that dual language competence is critically associated with the emotional and behavioral well-being and school functioning of Latino children of immigrants.
- 1 January 2011
- Published by Walter de Gruyter GmbH in International Journal of the Sociology of Language
- Vol. 2011 (208) , 5-23
Cross-sectional associations of Spanish and English competence and well-being in Latino children of immigrants in kindergarten
The aim of this study is to examine within an ecological model the associations of dual language (Spanish/English) competences with the emotional and behavioral well-being of young children of immigrants in kindergarten. Latino children of immigrants (n = 228) from a public school-based community sample were assessed using standardized, comprehensive measures of Spanish and English oral language competence and normed teacher reports on five dimensions of emotional and behavioral well-being and school functioning (interpersonal, intrapersonal, and affective strengths, connection to family, and school functioning). Relevant contextual factors at home (maternal education, poverty, family structure) and school (teacher experience and practices, classroom composition), as well as child factors (non-verbal IQ, gender) were considered. Spanish and English competences accounted for moderate to large portions of variance in all dimensions of well-being. The contributions of child, home, and school variables to well-being were much smaller than language competence, and in most cases, not significant. Our findings suggest that dual language competence is critically associated with the emotional and behavioral well-being and school functioning of Latino children of immigrants.