Publicaciones

2023

Flexas A, López-Penadés R, Aguilar-Mediavilla E, Adrover-Roig D (2023) Meanness trumps language: Lack of foreign language effect in early bilinguals’ moral choices. PLoS ONE 18(11): e0294523. https://doi.org/10.1371/journal.pone.0294523

Aguilar-Mediavilla, E., Salvà-Mut, F., Imbernon, F., & Oliver-Trobat, M. F. (2023). Influence of qualifications in initial training on the professional development and motivation of primary teachers in the Balearic Islands. European Journal of Teacher Education, 46(2), 308–330. https://doi.org/10.1080/02619768.2021.1912005

Feijoo, S., Amadó, A., Sidera, F., Aguilar-Mediavilla, E., & Serrat, E. (2023). Language acquisition in a post-pandemic context: the impact of measures against COVID-19 on early language development. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1205294

Esteller-Cano, A., Flexas A., Aguilar-Mediavilla, E., Adrover-Roig, D. (2023). Los jóvenes con necesidades específicas de apoyo educativo padecen el doble de ciberacoso. El Observatorio Socialhttps://elobservatoriosocial.fundacionlacaixa.org/-/jovenes-necesidades-especificas-ciberacoso

Gelabert Gual, Ll., Berbel Gómez, N., Sanchez-Azanza, V. A. (2023). Music as a Tool in Learning: Improve­ments in Basic Competences in Children Studying an Integrated Music Programme. Revista Electrónica Complutense de Investigación en Educación Musical, 20, 59-68. https://dx.doi.org/10.5209/reciem.83091

Gelabert, J., Sánchez-Azanza, V., Palou, P., & Muntaner-Mas, A. (2023). Efectos agudos de los descansos activos sobre la atención selectiva en escolares (Acute effects of active breaks on selective attention in schoolchildren). Revista De Psicología Del Deporte (Journal of Sport Psychology)32(2), 277–286. https://www.rpd-online.com/index.php/rpd/article/view/1324

Adrover-Roig, D., Sanchez-Azanza, V., Buil-Legaz, L., López-Penadés, R., & Aguilar-Mediavilla, E. (2023). Trait anxiety slows speed of processing but does not affect specific components of executive control. Acta Psychologica, 238, 103973. https://doi.org/10.1016/j.actpsy.2023.103973

Aguilar‐Mediavilla, E., Pérez-Pereira, M., Serrat-Sellabona, E., & Adrover-Roig, D. (2023). Language Development in Children: Description to Detect and Prevent Language Difficulties, in E. Aguilar Mediavilla, M. Pérez Pereira, E. Serrat-Sellabona, & D. Adrover-Roig (eds.); Children Vol. 13, Issue 3). MDPI. https://doi.org/10.3390/books978-3-0365-6840-9

Aguilar‐Mediavilla, E., & Sanz-Torrent, M. (2023). Introducción a los principios de intervención en el TDL. In L. Andreu & M. Sanz‐Torrent (Eds.), El trastorno del desarrollo del lenguaje (TDL). Pirámide.

2022

Aguilar‐Mediavilla, E. (2022). Aproximacions fonològiques entre llengües i desenvolupament del sistema fonològic del català. En M. Teixidó i Planas (Ed.), Fem l’escola plurilingüe. Horsori edicions. 

Aguilar-Mediavilla, E., Kearney, R. O., Adrover-Roig, D., Simon-Cereijido, G., & Buil-Legaz, L. (2022). Editorial: Socio-Emotional and Educational Variables in Developmental Language Disorder (DLD ). Frontiers in Psychology, 13(March), 1-3. https://doi.org/10.3389/fpsyg.2022.882397 

Aguilar-Mediavilla, E.; Pérez-Pereira, M.; Serrat-Sellabona, E.; Adrover-Roig, D. (2022). Introduction to Language Development in Children: Description to Detect and Prevent Language Difficulties. Children 9, 412. https://doi.org/10.3390/children9030412

Esteller-Cano À., Buil-Legaz, L., López-Penadés, R., Aguilar-Mediavilla, E. & Adrover-Roig, D. (2022). Retrospective bullying trajectories in adults with self-reported oral language difficulties. International Journal of Language & Communication Disorders,1–15. https://doi.org/10.1111/1460-6984.12708

Serrat, E., Aguilar-Mediavilla, E., Sanz‐Torrent, M., Andreu, L., Amadó, A., Badia, I., & Serra, M. (2022). Inventaris del desenvolupament d’habilitats comunicatives MacArthur-Bates en català. Guia d’ús i manual tècnic. Editorial UOC.

2021

Sureda-Garcia, I., Valera-Pozo, M., Sanchez-Azanza, V., Adrover-Roig, D., & Aguilar-Mediavilla, E. (2021) Associations Between Self, Peer, and Teacher Reports of Victimization and Social Skills in School in Children With Language Disorders. Frontiers in Psychology 12:718110. https://doi.org/10.3389/fpsyg.2021.718110

Mas-Herrero, E., Adrover-Roig, D., Ruz, M., & de Diego-Balaguer, R. (2021). Do bilinguals outperform monolinguals in  switching tasks? Contrary evidence for nonlinguistic and linguistic switching tasks. Neurobiology of Language, 1-37. https://doi.org/10.1162/nol_a_00059

Valera-Pozo M, Flexas A, Servera M, Aguilar-Mediavilla E and Adrover-Roig D (2021) Long-Term Profiles of Bullying Victims and Aggressors: A Retrospective Study. Front. Psychol. 12:631276. https://doi.org/10.3389/fpsyg.2021.631276

Guirado-Moreno, J.L., Sánchez-Azanza, V., Adrover-Roig, D., Valera-Pozo M., & Aguilar-Mediavilla, E. (2021). Intervención en control inhibitorio en niños con y sin trastorno del lenguaje dentro del aula. Revista de Investigación en Logopedia, 11, (Núm. Especial). https://doi.org/10.5209/rlog.69256

Aguilar-Mediavilla, E., Salvà-Mut, F., Imbernon, F., & Oliver-Trobat, M. F. (2021). Influence of qualifications in initial training on the professional development and motivation of primary teachers in the Balearic Islands. European Journal of Teacher Education. https://doi.org/10.1080/02619768.2021.1912005

Esteller-Cano, A., Buil-Legaz, L., Perez-Castelló, J. A., López-Penadés, R., Sanchez-Azanza, V., Sureda-García, I., Valera-Pozo, M., Flexas, A., Aguilar-Mediavilla, E., and Adrover-Roig, D. (2021). California Bullying Victimization Scale-Retrospective (CBVS-R): Validation of the Spanish Adaptation. Psicothema 33(2). https://doi.org/10.7334/psicothema2020.407

Serrat-Sellabona, E., Aguilar-Mediavilla.E., Sanz-Torrent,M., Andreu, Ll., Amadó, A., & Serra,M. (2021). Sociodemographic and Pre-Linguistic Factors in Early Vocabulary Acquisition. Children 8 (3), 206. https://doi.org/10.3390/children803206

Serrat, E., Amadó, A., Bonet, A., Feijóo, S., & Aguilar-Mediavilla, E. (2021). Growing up in a socially bilingual environment: simultaneous acquisition of a typologically close language ( Crecer en un entorno social bilingüe: adquisición de una lengua de forma simultánea a otra lengua tipológicamente similar ). Journal for the Study of Education and Development, 1–34. https://doi.org/10.1080/02103702.2021.1888490

2020

Acebedo L, Buil-Legaz L, Adrover-Roig D, & Aguilar-Mediavilla, E. (2020). Impact of the Use of Media Devices within the Family Context on the Language of Preteens. Children 7(12):281. https://doi.org/10.3390/children7120281

Valera-Pozo, M., Adrover-Roig, D., Pérez-Castelló, J.A., Sánchez-Azanza, V. & Aguilar-Mediavilla, E. (2020). Behavioral, Emotional and School Adjustment in Adolescents with and without Developmental Language Disorder (DLD) Is Related to Family Involvement. International Journal of Environmental Research and Public Health 17(6), 1949. https://doi.org/10.3390/ijerph17061949

López Penadés, R, Sánchez-Azanza, V, Buil-Legaz L, & Aguilar-Mediavilla. Adrover-Roig, D. (2020). Associations between natural language switching and executive control in early bilinguals. Bilingualism: Language & Cognition 23(5), 1008-1019. https://doi.org/10.1017/S1366728920000012

Sureda-García, I., López-Penadés, R., Rodríguez-Rodríguez, R., & Sureda-Negre, J. (2020). Cyberbullying and Internet Addiction in Gifted and Nongifted Teenagers. Gifted Child Quarterly, 1-12. https://doi.org/10.1177/0016986220919338.

Sánchez-Azanza-V, Adrover-Roig, D., Aguilar-Mediavilla, E. & López-Penadés, R. (2020). Latent variable analysis on the interplay between language switching and executive controlInternational Journal of Bilingualism 24(5-6) https://doi.org/10.1177/1367006920902525

Nieva, S, Conboy, BT, Aguilar-Mediavilla, E, Rodríguez, L. (2020). Prácticas en logopedia infantil en entornos bilingües y multilingües. Recomendaciones basadas en la evidencia. Revista de Logopedia, Foniatría y Audiología, 40, 194-213.https://doi.org/10.1016/j.rlfa.2020.05.001

Nieva, S, Aguilar-Mediavilla, E, Rodríguez, L, Conboy, BT (2020). Competencias profesionales para el trabajo con población multilingüe y multicultural en España: creencias, prácticas y necesidades de los/las logopedas. Revista de Logopedia, Foniatría y Audiología, 40, 152-167. https://doi.org/10.1016/j.rlfa.2020.09.002

Valera Pozo, M, Adrover-Roig D, i Aguilar-Mediavilla, E (2020). Variables socials com a factors de risc, factors de protecció i dificultats conseqüents als trastorns del llenguatge: una visió holística. Llengua, Societat i Comunicació,18, 103-117.https://revistes.ub.edu/index.php/LSC/article/download/31199/32522

Pérez-Castelló, J.A., Alvarado Alonso, H. (2020). El llenguatge en els alumnes amb Trastorn per Dèficit d’Atenció i/o Hiperactivitat. Llengua, Societat i Comunicació, 18, 87-102. https://revistes.ub.edu/index.php/LSC/article/download/31400/327

2019

Aguilar-Mediavilla, E., Buil-Legaz, L., Esteller-Cano, À. & Pérez-Castelló, J.A. (2019). Del trastorn específic del llenguatge (TEL) al trastorn del desenvolupament del llenguatge (TDL): un canvi de concepció sobre els trastorns del llenguatge. Llengua, Societat i Comunicació, 17:11-26. https://doi.org/10.1344/LSC-2019.17.7

Aguilar-Mediavilla, E., Buil-Legaz, L., & Sánchez-Azanza, V.A. (2019). Speech profiles of Spanish-Catalan children with developmental language disorder. Clinical Linguistics and Phonetics, 21:1-21. DOI: https://doi.org/10.1080/02699206.2019.1619096

Aguilar-Mediavilla, Buil-Legaz, L, Lopez-Penadés, R, Sánchez Azanza, V &  Adrover-Roig, D. (2019). Academic outcomes in bilingual children with developmental language disorder: a longitudinal study. Frontiers in Psychology 10:531. https://doi.org/10.3389/fpsyg.2019.00531

Sánchez-Azanza, V, López-Penadés, V. & Adrover-Roig, D. (2019). More similitudes than differences between bilinguals and monolinguals on speeded and demand-varying tasks. Language, Cognition & Neuroscience (accepted)https://doi.org/10.1080/23273798.2019.1706752

Dash, T, Berroir, P, Ghazi Saidi, L, Adrover-Roig, D & Ansaldo, AI. (2019). A New look at the question of bilingual advantage: dual mechanisms of cognitive control. Linguistic Approaches to Bilingualism (in press).http://dx.doi.org/10.1075/lab.18036.das

Pastor, M.C., López-Penadés, R., Cifre, E., & Moliner-Urdiales, D. (2019). The Spanish version of the Emotion Regulation Questionnaire for children and adolescents (ERQ-CA): A psychometric evaluation in early adolescence. The Spanish Journal of Psychology, 22. e30. https://doi.org/10.1017/sjp.2019.30

2018

Pinel Cardona, V., Aguiló Rendón, L. & Adrover-Roig, D. (2018). Social robots as promoters of communication in children with Autism Spectrum Disorders (ASD). Letras de Hoje, 53, (1), 39-47.  https://doi.org/10.15448/1984-7726.2018.1.28920

Font Jordà, A., Gamundí, A., Nicolau Llobera, MA, & Aguilar-Mediavilla, E. (2018). Uso del índice digital D2:D4 como indicador biológico del trastorno específico del lenguaje. Anales de Pediatría, 89(6): 361-368. https://doi.org/10.1016/j.anpedi.2018.02.009

Rehbein, M. A, Pastor, M. C., Moltó J., Poy, R., López‐Penadés, R., Junghöfer, M. (2018). Identity and expression processing during classical conditioning with faces. Psychophysiology, 55, e13203. https://doi.org/10.1111/psyp.13203

2017

Sánchez-Azanza VA, López-Penadés R, Buil-Legaz L, Aguilar-Mediavilla E, Adrover-Roig D. (2017). Is bilingualism losing its advantage? A bibliometric approach. PLoS One, 20;12(4):e0176151. doi: 10.1371/journal.pone.0176151. [EDU2013-45174-P]. https://doi.org/10.1371/journal.pone.0176151

Galparsoro-Izagirre, N, Migueles, M. & Sánchez-Cubillo, I & Adrover-Roig, D. (2017). Evaluación Neuropsicológica de la pragmática de la comunicación en un paciente con daño cerebral adquirido. Revista Mexicana de Neurociencia, 18(5): 88-95. 

Berroir, P., Ghazi Saidi, L., Dash, T., Adrover-Roig, D. & Ansaldo, AI (2017). Dealing with Interference Control at the Response Level: Functional Networks reflect Higher Efficiency in the Elderly Bilingual Brain. Special Issue of Journal of Neurolinguisitics: Bilingualism in Healthy and Pathological Ageing, 43:4-16. https://doi.org/10.1016/j.jneuroling.2016.09.007

2016

Buil-Legaz L, Aguilar-Mediavilla E., Rodríguez-Ferreiro. J. (2016). Oral morphosyntactic competence as a predictor of reading comprehension in children with specific language impairment. International Journal of Language & Communication Disorders, 51(4):473-7  [EDU2013-45174-P]. https://doi.org/10.1111/1460-6984.12217

López R, Poy, R, Segarra, P, Esteller, A, Fonfría, A, Ribes, P,  Ventura, C, Moltó, J. (2016). Gender-specific effects of trait anxiety on the cardiac defense response. Personality and Individual Differences, 96, 243 – 247. https://doi.org/10.1016/j.paid.2016.03.014

Buil-Legaz L, Pérez-Castelló, JA, Adrover-Roig, D & Aguilar-Mediavilla, E. (2016). Referential communication in bilingual Catalan-Spanish children with Specific Language Impairment. The UB Journal of Psychology, 46, 31-40 [EDU2013-45174-P]. https://doi.org/10.1016/j.anpsic.2016.06.004

Buil-Legaz L, Adrover-Roig, D, Aguilar-Mediavilla E. (2016). Longitudinal trajectories of the representation and access to phonological information in bilingual children with Specific Language Impairment. International Journal of Speech-Language Pathology 18(5):473-82 [EDU2013-45174-P].  https://doi.org/10.3109/17549507.2015.1126638

2015

Ansaldo AI, Ghazi Saidi L, Adrover-Roig D. (2015). Interference control in elderly bilinguals: appearances can be misleading. Journal of Clinical and Experimental Neuropsychology; 37(5):455-70. https://doi.org/10.1080/13803395.2014.990359

Buil-Legaz L, Aguilar-Mediavilla E, Rodríguez-Ferreiro. J. (2015). Reading skills in young adolescents with a history of Specific Language Impairment: The role of early semantic capacity. Journal of Communication Disorders, 10;58:14-20 [EDU2013-45174-P]. https://doi.org/10.1016/j.jcomdis.2015.08.001

Pastor, MC, Rehbein, MA, Junghöfer, M, Poy, R, López, R, Moltó, C. (2015). Facing challenges in differential classical conditioning research: benefits of a hybrid design for simultaneous electrodermal and electroencephalographic recording. Frontiers in Human Neuroscience. 9, 1- 14. http://dx.doi.org/10.3389/fnhum.2015.00336

2014

Poy R, Segarra P, Esteller À, López R, Moltó J. (2014). FFM description of the triarchic conceptualization of Psychopathy in men and women. Psychological Assessment; 26(1):69-76. https://doi.org/10.1037/a0034642

Lubrini, G, Ríos-Lago MG, Periañez J, Ríos-Lago M, Viejo-Sobera R, Ayesa-Arriola R, Sánchez-Cubillo I, Crespo-Facorro B, Álvarez-Linera J, Adrover-Roig D, & Rodríguez-Sánchez, JM. (2014). Clinical Spanish Norms of the Stroop Test for Traumatic Brain Injury and Schizophrenia. The Spanish Journal of Psychology, e96: 1-10. https://doi.org/10.1017/sjp.2014.90

Aguilar-Mediavilla E, Buil-Legaz L, Pérez-Castelló JA, Rigo-Carratalà E. & Adrover-Roig D. (2014). Early preschool processing abilities predict subsequent reading outcomes in bilingual Spanish-Catalan children with Specific Language Impairment (SLI). Journal of Communication Disorders; 50:19-35 [SEJ2006-12616].https://doi.org/10.1016/j.jcomdis.2014.03.003

Segarra, P, Poy, R, López, R, Moltó, J. (2014). Characterizing Carver and White’s BIS/BAS subscales using the Five Factor Model of personality. Personality and Individual Differences; 61-62: 18-23.https://doi.org/10.1016/j.paid.2013.12.027

Moltó, J,  Segarra, P, López, R, Poy, R.  (2014). Adaptación española del “International Affective Picture System” (IAPS). Tercera parte. Anales de Psicología, 29(3):964-984. https://dx.doi.org/10.6018/analesps.29.3.153591

2013

Lopez R, Poy R, Patrick CJ, & Moltó J. (2013). Deficient fear conditioning and self-reported psychopathy: the role of fearless dominance. Psychophysiology; 50(2):210-8. https://doi.org/10.1111/j.1469-8986.2012.01493.x

Pons F, Andreu L, Sanz-Torrent M, Buil-Legaz L, & Lewkowicz DJ. (2013). Perception of audio-visual speech synchrony in Spanish-speaking children with and without specific language impairment. Journal of Child Language; 40(3):687-700 [PSI2010-20294]. https://dx.doi.org/10.1017%2FS0305000912000189

2012

Adrover-Roig D, Sesé A, Barceló F, & Palmer A. (2012). A latent variable approach to executive control in healthy ageing. Brain and Cognition; 78(3): 284-99 [SEJ2007-61728]. https://doi.org/10.1016/j.bandc.2012.01.005

Andreu L, Sanz-Torrent M, Buil-Legaz L, & Macwhinney B. (2012). Effect of verb argument structure on picture naming in children with and without specific language impairment (SLI). International Journal of Language and Communication Disorders; 47(6): 637-53 [SEJ2007‐62743] https://doi.org/10.1111/j.1460-6984.2012.00170.x

Marcotte K, Adrover-Roig D, Damien B, de Préaumont M, Généreux S, Hubert M, & Ansaldo AI (2012). Therapy-induced neuroplasticity in chronic aphasia. Neuropsychologia; 50(8):1776-86. https://doi.org/10.1016/j.neuropsychologia.2012.04.001

2011

Adrover-Roig D, Galparsoro-Izagirre N, Marcotte K, Ferré P, Wilson MA, & Ansaldo AI. (2011). Impaired L1 and executive control after left basal ganglia damage in a bilingual Basque-Spanish person with aphasia. Clinical Linguistics & Phonetics; 25 (6-7):480-98. https://doi.org/10.3109/02699206.2011.563338

Scherer LC, Fonseca RP, Amiri M, Adrover-Roig D, Marcotte K, Giroux F, Senhadji N, Benali H, Lesage F, & Ansaldo AI. (2011). Syntactic processing in bilinguals: an fNIRS study. Brain and Language; 121(2):144-51. https://doi.org/10.1016/j.bandl.2011.09.009

2010

Serrat, E,  Sanz-Torrent, M, Badia, I, Aguilar-Mediavilla, E, Olmo, R, Lara, F, Andreu, L, & Serra, M. (2010). La relación entre el aprendizaje léxico y el desarrollo gramatical. Infancia y Aprendizaje 33(4): 435-448. https://doi.org/10256/3614

Adrover-Roig D, & Barceló F. (2010). Individual differences in aging and cognitive control modulate the neural indexes of context updating and maintenance during task switching. Cortex; 46(4):434-50 [SEJ2007-61728]. https://doi.org/10.1016/j.cortex.2009.09.012

Raboyeau G, Marcotte K, Adrover-Roig D, & Ansaldo AI. (2010). Brain activation and lexical learning: the impact of learning phase and word type. Neuroimage, 49(3):2850-61. https://doi.org/10.1016/j.neuroimage.2009.10.007

2009

López R, Poy R, Pastor MC, Segarra P, & Moltó J. (2009). Cardiac defense response as a predictor of fear learning. International Journal of Psychophysiology; 74(3):229-35. https://doi.org/10.1016/j.ijpsycho.2009.09.006

Sánchez-Cubillo I, Periáñez JA, Adrover-Roig D, Rodríguez-Sánchez JM, Ríos-Lago M, Tirapu J, & Barceló F. (2009). Construct validity of the Trail Making Test: role of task-switching, working memory, inhibition/interference control, and visuomotor abilities. Journal of the International Neuropsychological Society; 15(3):438-5. https://doi.org/10.1017/s1355617709090626

2007

Aguilar-Mediavilla E, Sanz-Torrent M, & Serra-Raventós M. (2007). Influence of phonology on morpho-syntax in Romance languages in children with Specific Language Impairment (SLI). International Journal of Language and Communication Disorders; 42(3):325-4. https://doi.org/10.1080/13682820600881527

Periáñez JA, Ríos-Lago M, Rodríguez-Sánchez JM, Adrover-Roig D, Sánchez-Cubillo I, Crespo-Facorro B, Quemada JI, & Barceló F (2007). Trail Making Test in traumatic brain injury, schizophrenia, and normal ageing: sample comparisons and normative data. Archives of Clinical Neuropsychology; 22(4):433-47. https://doi.org/10.1016/j.acn.2007.01.022

2006

Aguilar-Mediavilla E, & Serra-Raventós M. (2006). Phonological profile of Spanish-Catalan children with specific language impairment at age 4: are there any changes over time? Folia Phoniatrica et Logopaedica; 22(4):433-47. https://doi.org/10.1159/000095001

2002

Aguilar-Mediavilla E, Sanz-Torrent M, & Serra-Raventos M. (2002). A comparative study of the phonology of pre-school children with specific language impairment (SLI), language delay (LD) and normal acquisition. Clinical Linguistics & Phonetics; 16(8):573-96. https://doi.org/10.1080/02699200210148394