Publications

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

Aguilar-Mediavilla, E., Guirado-Moreno, J.L., Sánchez-Azanza, V., Adrover-Roig, D., & Valera-Pozo M. (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