i+DELab
We have published a new article on cyberbullying on the science communication platform The Conversation. In Spain, nearly 50% of young people aged 12 to 17 have experienced some sort of online aggression, although only 10% meet the clinical definition of cyberbullying. This type of violence is characterized by repetition, the intent to harm, and the […]
Our group participated in the Ciència per a Tothom (Science for Everyone) fair, which took place from Thursday, May 8 to Saturday, May 10, 2025, with two activities: Why Doesn’t Your Pet Talk? Based on questions like: “Does your dog understand you when you talk to it?”, “What do you think your cat is missing […]
Our team, in collaboration with Can Misses Hospital in Ibiza, has published a new study in Frontiers in Psychology examining how symptom severity and gender influence the age of autism spectrum disorder (ASD) diagnosis (Sánchez Pedroche et al., 2025). Despite advancements in ASD research, there are still challenges in detecting the condition in girls. This […]
Our research team has recently published a study in Annals of Dyslexia investigating how children with dyslexia process statistical learning (SL) in transparent orthographies, such as Spanish. SL, the ability to detect patterns and regularities in the environment, is a critical skill for reading development. The study examined the performance of 50 colombian children aged 9–12 years, […]
Last Saturday, November 2nd, 2024, our team member Albert Flexas was interviewed to IB3 Radio to discuss the key aspects of bullying and cyberbullying. The full interview, conducted in Catalan, can be listened to here. The conversation covered the motivations behind bullying, victim profiles, and the severe impacts on mental health—including anxiety, depression, and, in […]
On September 27th, 2024, our team took part in the European Researchers’ Night with two interactive activities: visitors could explore the role of the brain and vocal tract in human speech through hands-on anatomical models, and they could also completed quick digital tasks to learn about memory and attention.
Our research team has published a new paper in the journal Autism & Developmental Language Impairments exploring whether children with Autism Spectrum Disorder Level 1 (ASD-L1) experience difficulties in acquiring structural language. The study assessed the language skills of 89 children and preadolescents with ASD-L1, comparing them with a group of typically developing participants, both […]
Our most recent study evaluates the academic performance of school children with Developmental Language Disorder (DLD) and/or reading difficulties (RD) to determine the effectiveness of inclusive education measures in enhancing learning outcomes. The research analyzed the academic histories of 103 students (26 with DLD, 36 with RD, and 41 with typical development; TD) from 10 […]
Our most recent study, published in the journal Research in Developmental Disabilities, investigates how bullying victim categorization depends on the informant. Children with Developmental Language Disorder (DLD) or Reading Disorders (RD) tend to score higher than their peers in victimization, according to peer reports. However, children with DLD underestimate the victimization they experience. The study emphasizes […]
The journal PLoS ONE has published our last paper, providing new information on the process of making moral decisions. Specifically, the study explores the phenomenon known as the “Foreign Language effect”, which occurs in bilingual individuals when facing a moral dilemma in their two languages. This effect has been observed even in early bilinguals of […]