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Dr Eva María Aguilar Mediavilla

Dr Eva María Aguilar Mediavilla
Full professor
Applied Pedagogy and Educational Psychology
Educational and Developmental Psychology
Institut de Recerca i Innovació Educativa (director)
personal.uib.eu/eva.aguilar
  • Despatx C-210segon pisGuillem Cifre de Colonya
  • Despatx A-217segon pisGuillem Cifre de Colonya

Curriculum

Brief CV

Eva Aguilar-Mediavilla is a PhD in Psychology and a Speech and Language Therapist, both from the University of Barcelona. Since 2001, she has been a faculty member at the University of the Balearic Islands, where she currently serves as a Full Professor. She has worked as a lecturer, researcher, and visiting professor at various universities (UB, UNED, UOC, University of Andorra, City University of London, Palacký University in the Czech Republic, and the Centro Peruano de Audición, Lenguaje y Aprendizaje – CPAL, affiliated with the Pontifical Catholic University of Peru, among others).

In the field of academic management, she is currently Director of the Institute for Educational Research and Innovation (IRIE), Secretary of the PhD Program in Education at the UIB, and Director of the Master’s Degree in Educational Research and Intervention. She has also served as Secretary of the Faculty of Education, Coordinator of the PhD Program in Education, and Deputy Head of the Department of Applied Pedagogy and Educational Psychology, as well as Director of several academic programs at the UIB.

She is President of the International Association for the Study of Language Acquisition (AEAL) and a member of the Executive Committee of the International Association for the Study of Child Language (IASCL). At the same time, she directs the Research Laboratory on Development, Education and Language and is Principal Investigator of the consolidated I+DEL research group at IRIE-UIB-GOIB.

She has been awarded three national research periods (sexenios) and five national teaching periods (quinquenios). Her research has focused on language acquisition, oral and written language difficulties, bilingualism, and phonology. In these fields, she has been Principal Investigator of three national projects, in addition to participating as a researcher in eighteen others, two of them international. She has made significant international contributions in areas such as improving the detection of Developmental Language Disorder (DLD) and oral and written language difficulties, identifying the risks of screen use and the effects of COVID-19 on language development, and studying the academic and socio-emotional risks of individuals with DLD, including a greater vulnerability to bullying with long-term consequences for mental health.

She is the author of more than 50 articles in indexed journals (over 40 of them in JCR) and nearly 35 books and book chapters, including language and victimization assessment tools in Catalan and Spanish. She has participated in more than 160 national and international conferences, about twenty of them as an invited speaker.

She has supervised four PhD theses, all of them awarded with the distinction cum laude and published results in high-impact journals, one of them also receiving the Extraordinary Doctorate Award.

She has received two national “Jordi Perelló” awards for research in Speech and Language Therapy, granted by the College of Speech and Language Therapists of Catalonia. In addition, she has been Vice-Chair and Expert Evaluator for the European Union (H2020-MSCA-IF) since 2016, and an expert in Psychology and Education for the Spanish National Agency for Evaluation and Foresight (ANEP) since 2006, as well as for several regional and university agencies (AQU Catalunya, University of Salamanca, University of Oviedo, Andalusian Research Agency, Canary Islands Agency for Research, Innovation and Information Society). She has also acted as an evaluator for international bodies such as CONACYT Mexico, the National University of Colombia, and the Health Research Board of Ireland.

She is Associate Editor of Frontiers in Psychology (JCR) and the Revista de Logopedia, Foniatría y Audiología (Scopus). Her reviewing activity includes more than 70 article reviews for international indexed journals (JCR and SJR) and the editing of 21 articles.

More information

Academic degrees

1996 Bachelor's Degree in Psychology (1996) at Universitat de Barcelona
2003 Master's Degree in Speech and Language Therapy at Universitat de Barcelona   
2003 PhD in Psycology (2003) at Universitat de Barcelon

Academic positions

2022-act Head of the Association for the Study of Language Acquisition (AEAL)
2022-act Director of the Master's Degree in Psychoeducational Research and Intervention
2021-act Head of the Institute for Educational Research and Innovation (IRIE).
2021-act Head of the Laboratory of Investigacion in  Development, Education and Language (I+DELab)
2018-2023 Coordinator of the Education PhD program. 
2018-2022 Director of the Universitary specialist in Speech and Language therapy
2016-2019 Deputy Director of the Departament of Applied Pedagogy and  Education Psychology
2013-2022 Secretary of the Association for the Study of Language Acquisition (AEAL)
2015-2018 Secretary of the Academic Committe of Education PhD. 
2016-2018 Coordinator of the Universitary expert in Oral and Writting Language in kindergarten and primary education: Talk, Read, Writte and Imagine at childhood. (15 ECTS)
2004-2014 Secretary of the Education Faculty (UIB)

Teaching

Office Hours

You need to book a date with the professor in order to attend a tutoring session

Teaching, 5 previous years

Subject Information
11882 - Learning Support for Language Difficulties
11884 - Current Perspectives on Specific Learning Difficulties
  • Master's Degree in Psychoeducational Research and Intervention2023-24, 2024-25
11904 - External Placements
11905 - Master's Thesis
21332 - Final Degree Project in Psychology
21355 - Language and Speech Development Disorders
22119 - Psycho-Educational Intervention in Language Difficulties at School
22126 - Practical Placements on the Degree in Primary Education I
  • Degree in Primary Education2021-22
22132 - Final Degree Project in Primary Education
22164 - Benchmark practicals: Hearing and Language

Research

R+D+I Structures

Structure Membership type
Bilingualism and Spanish Language Acquisition (BASLA)
Consolidated R+D+I Group
 Member
Investigation into development, education, and language (I+DEL)
Consolidated R+D+I Group experimental (laboratory)
 Main researcher

Specialties

Altres grups de recerca

     Institution

 Participation type and group
IRIE Principal researcher I+DEL group: Investigation, Development, Education and Language

Publications

Books and chapters

  • Aguilar-Mediavilla, E. (2025). Fonética y fonología en niños hispanohablantes con TDL. In A. Auza & L. Andreu (Eds.), El trastorno del desarrollo del lenguaje (TDL) en niños hispanohablantes. Pirámide.
  • Aguilar-Mediavilla, E., Salmerón, M., Valera-Pozo, M., Vanrell, M. del M., & Vidal-Conti, J. (2025). Investigación educativa en red frente a los desafíos de la educación. Octaedro. https://octaedro.com/wp-content/uploads/2025/04/9788410790599.pdf 
  • Aguilar-Mediavilla, E., Sánchez Pedroche, A., Buil-Legaz, L., Pérez-Castelló, J. A., & Adrover-Roig, D. (2024). Code-switching and code-mixing in bilingual Spanish–Catalan children with and without Developmental Language Disorder. In V. Torrens (Ed.), Language Acquisition in Romance Languages (pp. 283–305). https://doi.org/10.1075/bpa.18.12san 
  • 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. 
  • Aguilar Mediavilla, E., Pérez Pereira, M., Serrat-Sellabona, E., & Adrover-Roig, D. (Eds.). (2023). Language Development in Children: Description to Detect and Prevent Language Difficulties. MDPI. https://doi.org/10.3390/books978-3-0365-6840-9 
  • Aguilar‐Mediavilla, E. (2022). Aproximacions fonològiques entre llengües i desenvolupament del sistema fonológic del català. En M. Teixidó i Planas (Ed.), Fem l’escola plurilingüe. Horsori edicions.
  • 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.
  • Aguilar-Mediavilla, E., Buil-Legaz, L., López-Penadés, R., Sánchez-Azanza, V., & Adrover-Roig, D. (2019). Atypical language development in Romance languages. Amsterdam: John Benjamins.
  • Aguilar-Mediavilla, E., & Igualada, A. (2018). Dificultades del habla, el lenguaje y la comunicación en los trastornos del neuro-desarrollo. Volumen I, II & III. Barcelona: EDUOC.
  • Buil-Legaz, L., & Aguilar-Mediavilla, E. M. (2019). Dificultades en el lenguaje oral. En M. González Nosti & E. Herrera Gómez (Eds.), Evaluación neuropsicológica del lenguaje. Madrid: Síntesis.
  • Aguilar-Mediavilla, E., Buil-Legaz, L., López-Penadés, R., Sánchez-Azanza, V., & Adrover-Roig, D. (2018). Adquisición de la fonología. In Adquisición del lenguaje. Madrid: Pearson educación.
  • Aguilar-Mediavilla, E., Buil-Legaz, L., Pérez-Castelló, J. A., López-Penadés, R., & Adrover-Roig, D. (in press). Code-switching and code-mixing in bilingual Spanish-Catalan children with and without Specific Language Impairment. In C. dos Santos & L. de Almeida (Eds.), Studies in Bilingualism. Amsterdam: John Benjamins Publishing Company.
  • Aguilar-Mediavilla, E., Buil-Legaz, L., López-Penadés, R., & Adrover-Roig, D. (2017). Language development in bilingual Spanish-Catalan children with and without specific language impairment: A longitudinal perspective. In A. Auza Benavides & R. G. Schwartz (Eds.), Language development and language disorders in Spanish-speaking children: Language processing and cognitive functions. New York: Springer. https://doi.org/10.1007/978-3-319-53646-0
  • Teixidó Planas, M., Rider Serra, C., Bassa Martin, R., Aguilar-Mediavilla, E., Alzina Seguí, P., Cirer Costa, F., … Palau del Pulgar, M.-E. (2016). Prova de competència lingüística: Termòmetre lingüístic. Palma: Santillana Illes Balears.
  • Aguilar-Mediavilla, E., Buil-Legaz, L., Pérez-Castelló, J. A., López-Penadés, R., & Adrover-Roig, D. (2015). Code-Switching in bilingual Spanish-Catalan children with Specific language Impairment. In Proceedings of the Bi-SLI 2015. Bilingualism and Specific Language Impairment - 2015. Tours (France). Retrieved from http://bisli.sciencesconf.org/55551
  • Adrover-Roig, D., Buil-Legaz, L., & Aguilar-Mediavilla, E. (2015). El que les neurociències aporten a la didáctica de la llengua. In Els llenguatges dels infants: del cos i la parla a l’escriptura. Barcelona: Editorial UOC.
  • Aguilar-Mediavilla, E., Buil-Legaz, L., & Adrover-Roig, D. (2015). Dificultats de parla i realització del perfil fonològic. In El llenguatge oral i escrit a l’escola: Bones practiques. Barcelona: Editorial UOC.
  • Aguilar-Mediavilla, E., Buil-Legaz, L., & Adrover-Roig, D. (2015). El llenguatge oral: desenvolupament. In Els llenguatges dels infant: del cos i la parla a l’escriptura. Barcelona: Edicions UOC.
  • Aguilar-Mediavilla, E., Buil-Legaz, L., Pérez-Castelló, J. A., & Adrover-Roig, D. (2014). Predicting late language comprehension from early processing abilities in children with and without Specific Language Impairment. In LSCD 2014 : Workshop on Late Stages in Speech and Communication Development UCL , London , UK , 3-4 April 2014 (pp. 75–77). London.
  • Aguilar-Mediavilla, E. (2008). Diferencias individuales en el desarrollo fonológico de los niños con trastorno específico del lenguaje y sus controles. In E. Diez-Itza (Ed.) Estudios de Desarrollo del lenguaje y educación (Vol. 32, pp. 419–427). Universidad de Oviedo.
  • Adame Obrador, T., Aguilar-Mediavilla, E., & Casero-Martínez, A. (2007). El practicum de psicopedagogía en la Universidad de las Islas Baleares y el proyecto Campus Extens. In Raposo, M.; Cid, A.; Sanmamed, M.; Iglesias, L.; Muradas, M.; Zabalza, M. A.(Eds) El practicum en el nuevo contexto del espacio euroepo de educación superior (pp. 125–139). Imprenta universitaria.
  • Aguilar-Mediavilla, E. (2006). La adquisición de las estructuras silábicas en castellano: un estudio preliminar. In 25 CONGRESO INTERNACIONAL DE AELFA. En “Diplomatura de logopedia de la UGR. 2o Encuentro Iberoaméricano de Logopedia”. Editorial Universidad de Granada.
  • Aguilar-Mediavilla, E., & Lara, M. F. (2005). Problemes en l’aprenentatge de la lectura en els nens amb Retard de parla i llenguatge. In F. Comas; X. Motilla (Ed.). Història-Històries de la Lectura (pp. 451–457). Institut d’Estudis Baleàrics.
  • Lara, M. F., & Aguilar-Mediavilla, E. (2005). Inicios de la lectura en niños que han tenido Trastorno de Habla. In Mayor, M.A., Zubiauz, B. y Díez, E. (Eds.). Estudios sobre la adquisición del lenguaje (pp. 892–907). Ediciones Universidad de Salamanca.
  • Aguilar-Mediavilla, E., & Serra-Raventós, M. (2005). ¿Puede la fonología explicar las características morfo-sintácticas del trastorno específico del lenguaje? In Mayor, M.A., Zubiauz, B. y Díez, E. (Eds.). Estudios sobre la adquisición del lenguaje (pp. 878–891). Ediciones Universidad de Salamanca.
  • Aguilar-Mediavilla, E., & Serra-Raventós, M. (2005). Protocols de l’AREPA: Protocols de l’Anàlisi del Retard de Parla. Edicions i publicacions de la Universitat de Barcelona.
  • Aguilar-Alonso, Á., & Aguilar-Mediavilla, E. (2004). La persona con transtornos del lenguaje, del habla y de la voz. PPU Publicacions Universitàries.
  • Aguilar-Mediavilla, E. (2004). Trastorno Específico del Lenguaje. In La persona con transtornos del lenguaje, del habla y de la voz. PPU Publicacions Universitàries.
  • Aguilar-Mediavilla, E., & Serra-Raventós, M. (2004). AREPA: Análisi del Retard de parla. Edicions i publicacions de la Universitat de Barcelona.
  • Aguilar-Mediavilla, E., & Serra-Raventós, M. (2003). Protocolos del AREHA: Protocolos del Análisis del Retraso del Habla. Edicions Universitat de Barcelona.
  • Aguilar-Mediavilla, E., & Serra-Raventós, M. (2003). AREHA: Análisis del Retraso del Habla. Barcelona: Edicions Universitat de Barcelona.
  • Adame Obrador, T., Aguilar-Mediavilla, E., Casero-Martínez, A., de la Iglesia Mayol, B., Muntaner Guasp, J. J., Oliver Trobat, M., & Sureda García, I. (2001). Pràctica I y II de la llicenciatura de psicopedagogia: Bienni 2001-2003. Universitat de les Illes Balears.
  • Aguilar-Mediavilla, E., Sanz-Torrent, M., & Serra-Raventós, M. (2001). Análisis comparativo de las estructuras silábicas y sus errores en niños preescolares con trastorno específico del lenguaje y retraso del lenguaje respecto a la adquisición normal. In Muñoz, C.; Celaya, M. L.; Fernádez-Villanueva, M.; Naves, T.; Strunk, O.; Tragant, E. (eds.).Trabajos en lingüística aplicada, (Vol. I, pp. 619–624). Asociación Española de Lingüística Aplicada.
  • Sanz-Torrent, M., Aguilar-Mediavilla, E., Serrat Sellabona, E., & Serra-Raventós, M. (2001). Verb type production in Catalan and Spanish children with SLI. In Almgrem, M.; Barreña, A.; Ezeizabarrena, M. J. & Idiazábal, I.; Macwhinney, B. (Ed.). Research ono Child Language Acquisition (Vol. II, pp. 909–922). Somerville: Cascadilla Press.
  • Ruzo, S., Aguilar-Mediavilla, E., & Sanz-Torrent, M. (2000). Listado de palabras según su frecuencia y por edades. In M. Serra; E. Serrat; R. Solé; A. Bel; M. Aparici. La adquisición del lenguaje (pp. 533–550). Ariel Psicología.

Papers in Journals

  • Aguilar-Mediavilla, E., Buil‐Legaz, L., Mateus-Moreno, A., Esteller-Cano, À., & Adrover-Roig, D. (2025). Perfiles de habilidades lectoras y sus precursores fonológicos y lingüísticos en adolescentes con dificultades en el lenguaje oral y escrito. Revista de Investigación En Logopedia, 15(especial), 145–157. https://doi.org/https://doi.org/10.5209/rlog.100898 
  • Guirado-Moreno, J.-L., Sanchez-Azanza, V. A., Esteller-Cano, À., Aguilar-Mediavilla, E., & Adrover-Roig, D. (2025). A longitudinal exploration of inhibitory control in children with Developmental Language Disorder. Journal of Communication Disorders, 117, 106561. https://doi.org/10.1016/j.jcomdis.2025.106561
  • Sánchez-Pedroche, A., Aguilar-Mediavilla, E., Valera-Pozo, M., Adrover-Roig, D., & Valverde-Gómez, M. (2025). A preliminary study on the relationship between symptom severity and age of diagnosis in females versus males with autistic spectrum disorder. Frontiers in Psychology, 16(February), 1–6. https://doi.org/10.3389/fpsyg.2025.1472646
  • Mateus-Moreno, A., Lara-Diaz, M. F., Adrover-Roig, D., Aguilar-Mediavilla, E., & Jiménez-Fernández, G. (2025). Impaired visual and verbal statistical learning in children with Dyslexia in a transparent orthography. Annals of Dyslexia, 0123456789. https://doi.org/10.1007/s11881-024-00321-y 
  • Diez-Itza, E., Marrero-Aguiar, V., Auza, A., & Aguilar-Mediavilla, E. (2025). Editorial: New trends in typical and atypical language acquisition. Frontiers in Psychology, 16. https://doi.org/10.3389/fpsyg.2025.1573869 
  • Sánchez Pedroche, A., Valera-Pozo, M., Mateus Moreno, A., Lara Díaz, M. F., Aguilar-Mediavilla, E., & Adrover-Roig, D. (2024). Is language impaired in Spanish-speaking children with autism spectrum disorder level 1? Autism & Developmental Language Impairments, 9, 1–2. https://doi.org/10.1177/23969415241275931 
  • Aguilar-Mediavilla, E., Valera-Pozo, M., Buil-Legaz, L., Guirado-Moreno, J. L., & Adrover-Roig, D. (2024). Eficacia de las prácticas inclusivas para compensar los resultados académicos de escolares con dificultades del lenguaje oral y escrito. Revista de Logopedia, Foniatría y Audiología, 44(4), 100500. https://doi.org/10.1016/j.rlfa.2024.100500 
  • Aguilar-Mediavilla, E., Sanchez-Azanza, V. A., Valera-Pozo, M., Sureda-García, I., & Adrover-Roig, D. (2024). The informant matters: Differences in bullying victim categorization rates assessed with self- and peer-reports in children with developmental language disorder and reading difficulties. Research in Developmental Disabilities, 149(March), 104747. https://doi.org/10.1016/j.ridd.2024.104747 
  • 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 
  • 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 
  • 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 
  • 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., 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), 1-7. 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 and Communication Disorders. 1–15. https://doi.org/10.1111/1460-6984.12708 
  • 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. https://doi.org/10.3389/fpsyg.2021.718110  
  • Valera-Pozo, M., Flexas, A., Servera, M., Aguilar-Mediavilla, E., & Adrover-Roig, D. (2021). Long-Term Profiles of Bullying Victims and Aggressors: A Retrospective Study. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.631276
  • Esteller-Cano, À., Buil-Legaz, L., Pérez-Castelló, J. A., López-Penadés, R., Sánchez-Azanza, V., Sureda-García, I., Valera-Pozo, M., Flexas, A., Aguilar-Mediavilla, E., & Adrover-Roig, D. (2021). California Bullying Victimization Scale-Retrospective ( CBVS-R ): Validation of the Spanish Adaptation. Psicothema, 33(2), 279–286. https://doi.org/10.7334/psicothema2020.407 
  • Serrat, E., Amadó, A., Bonet, A., Feijóo, S., and Aguilar-Mediavilla, E. (2021). Growing up in a socially bilingual environment: simultaneous acquisition of a typologically close language. J. Study Educ. Dev. 44, 1–34. https://doi.org/10.1080/02103702.2021.1888490 
  • Serrat-Sellabona, E., Aguilar-Mediavilla, E., Sanz-Torrent, M., Andreu, L., Amadó, A., & Serra, M. (2021). Sociodemographic and Pre-Linguistic Factors in Early Vocabulary Acquisition. Children, 8(3), 206. https://doi.org/10.3390/children8030206 
  • 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), 1-15. https://doi.org/10.3390/children7120281 
  • Nieva, S., Conboy, B., 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(4), 194-213. https://doi.org/10.1016/j.rlfa.2020.05.001 
  • Nieva, S., Aguilar-Mediavilla, E., Rodríguez, L., & Conboy, B. T. (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(4), 152-167. https://doi.org/10.1016/j.rlfa.2020.09.002 
  • Valera-Pozo, M., Adrover-Roig, D., Pérez-Castelló, J.A., Sanchez-Azanza, V.A. & 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., Sanchez-Azanza, V. A., Aguilar-Mediavilla, E., Buil-Legaz, L., & Adrover-Roig, D. (2020). Associations of natural language switching with executive control in early bilinguals. Bilingualism: Language and Cognition, 1–12. https://doi.org/10.1017/S1366728920000012 
  • Sanchez-Azanza, V. A., López-Penadés, R., Aguilar-Mediavilla, E., & Adrover-Roig, D. (2020). Latent variable evidence on the interplay between language switching frequency and executive control in Spanish-Catalan bilinguals. International Journal of Bilingualism, 136700692090252. https://doi.org/10.1177/1367006920902525 
  • Aguilar-Mediavilla, E., Buil-Legaz, L., & Sanchez-Azanza, V. A. (2019). Speech profiles of Spanish-Catalan children with developmental language disorder. Clinical Linguistics & Phonetics, 1-21. https://doi.org/10.1080/02699206.2019.1619096 
  • Aguilar-Mediavilla, E., Buil-Legaz, L., López-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), 1-17. https://doi.org/10.3389/fpsyg.2019.00531 
  • Font-Jordà, A., Gamundí, A., Nicolau Llobera, M. C., & Aguilar-Mediavilla, E. (2018). Use of the 2D:4D digit ratio as a biological marker of specific language impairment. Anales de Pediatría (English Edition), (xx). https://doi.org/10.1016/j.anpede.2018.02.008 
  • Sánchez-Azanza, V. A., López-Penadés, R., Buil-Legaz, L., Aguilar-Mediavilla, E., & Adrover-Roig, D. (2017). Is bilingualism losing its advantage? A bibliometric approach. PLoS ONE, 12(4), 1–13. https://doi.org/10.1371/journal.pone.0176151   
  • Buil-Legaz, L., Aguilar-Mediavilla, E., & Adrover-Roig, D. (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), 473–482. https://doi.org/10.3109/17549507.2015.1126638 
  • 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), 473–477. https://doi.org/10.1111/1460-6984.12217 
  • Buil-Legaz, L., Pérez-Castelló, J. A., Adrover-Roig, D., & Aguilar-Mediavilla, E. (2016). Referential communication in bilingual Catalan-Spanish children with Specific Language Impairment. Anuario de Psicología, 46(1), 31–40. https://doi.org/10.1016/j.anpsic.2016.06.004 
  • Valera-Pozo, M., Buil-Legaz, L., Rigo-Carratalà, E., Casero-Martínez, A., & Aguilar-Mediavilla, E. (2016). Habilidades sociales en preadolescentes con trastorno específico del lenguaje. Revista de Logopedia, Foniatría Y Audiología, 36(2), 55–63. https://doi.org/10.1016/j.rlfa.2015.03.002 
  • 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 https://doi.org/10.1016/j.jcomdis.2015.08.001
  • Aguilar-Mediavilla, E., Buil-Legaz, L., Pérez-Castelló, J., 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. https://doi.org/10.1016/j.jcomdis.2014.03.003
  • Aguilar-Alonso, Á., Torres-Viñals, M., & Aguilar-Mediavilla, E. (2014). The first Spanish version of the NEPSY for the assessment of the neuropsychological development in a sample of Spanish children. Anuario de Psicologia, 44(2), 185–198.
  • Aguilar-Mediavilla, E. (2013). Comparative analysis of the acquisition of syllabic structure and errors in preschool children with SLI. Anuario de Psicología. The UB Journal, 43(2), 237–252.  https://doi.org/10.1344/%25x
  • Serrat Sellabona, E., Sanz-Torrent, M., Badia, I., Aguilar-Mediavilla, E., Olmo, R., Lara, M. F., … Serra-Raventós, M. (2010). La relación entre el aprendizaje léxico y el desarrollo gramatical. Infancia Y Aprendizaje, 33(4), 435–448 https://doi.org/10.1174/021037010793139590  
  • Aguilar-Alonso, Á., & Aguilar-Mediavilla, E. (2008). Valoración del componente articulatorio del bucle fonológico del habla interior mediante una técnica conductual. Análisis Y Modificación de Conducta, 34(150–151), 233–257. https://doi.org/10.33776/amc.v34i150-151.707 
  • Aguilar-Mediavilla, E., Sanz-Torrent, M., i Serra-Raventós, M. (2007). The influence of phonology on morphosyntax in Romance language in children with SLI. International Journal of Language & Communication Disorders, 42(3), 325-348. https://doi.org/10.1080/13682820600881527
  • 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, 58, 400–414. https://doi.org/10.1159/000095001 
  • Aguilar-Alonso, Á., Ferrando, P. J., Aguilar-Mediavilla, E., & Roldan, C. (2006). El efecto de diferentes variables de personalidad sobre el resultado del examen realizado por dos muestras de estudiantes universitarios. Revista de Psicología General Y Aplicada, 59, 479–492. 
  • Aguilar-Mediavilla, E. (2006). Enseñando lengua oral en la adolescencia. Educació I Cultura. Revista Mallorquina de Pedagogia, 19, 69–81. https://www.raco.cat/index.php/EducacioCultura/article/view/211328
  • Aguilar-Mediavilla, E. (2005). Comparación entre la adquisición de la fonología castellana y catalana por medio del AREHA y del AREPA. Revista de Logopedia, Foniatría Y Audiología, 25, 104–114. https://doi.org/10.1016/S0214-4603(05)75824-1  
  • Aguilar-Mediavilla, E., & Sanz-Torrent, M. (2003). Errors d’omissió en nens amb trastorn específic del llenguatge (TELL): Aspectes morfològics i fonològics. Revista Del Col·legi de Logopedes de Catalunya, 4(20), 18-19.
  • Aguilar-Mediavilla, E., & Serra-Raventós, M. (2003). Protocolos para el análisis fonético-fonológico en catalán y castellano: producción y discriminación perceptiva. Educació I Cultura. Revista Mallorquina de Pedagogia, 16, 95–102. https://www.raco.cat/index.php/EducacioCultura/article/view/75894/0
  • Aguilar-Alonso, Á., Gutiérrez, J., Barrantes-Vidal, N., Obiols, J. E., Aguilar-Mediavilla, E., & Ferré, M. (2002). A Spanish reduced version of the Oxford-Liverpool Inventory of Feelings and Experiences (O-LIFE). American Journal of Medical Genetics, 114(7), 754–755. https://doi.org/10.1002/ajmg.10971 
  • Aguilar-Alonso, Á., & Aguilar-Mediavilla, E. (2002). Evaluación del lenguaje en psicología clínica. Tres dimensiones oblicuas. Revista Española de Foniatría, 12.
  • Aguilar-Mediavilla, E., Sanz-Torrent, M., & Serra-Raventós, 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), 573–596. https://doi.org/10.1080/02699200210148394
  • Aguilar-Alonso, Á., Cid, J. M., Aguilar-Mediavilla, E., Cid Rodríguez, J. M., & Aguilar-Mediavilla, E. (2001). Ruido ambiental y capacidad auditiva en estudiantes universitarios. Revista de Logopedia, Foniatría Y Audiología, 21(4), 166–172. https://doi.org/10.1016/S0214-4603(01)76205-5
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