Speech Perception
We explore the initial skills, the perceptual changes and the improvements that children show in the first years of life in relation to language. Specifically, we explore aspects such as language differentiation (native and non-native), sounds discrimination and categorization (vocalic and consonant), rhythmic patterns perception and the ability to segment speech. We are especially interested in the audiovisual integration processes, the relationship between sound and movement of the speaker’s mouth and the role of visual information in speech processing and language learning. Some of these studies also include observations in school-age children and adults. We use behavioral methods based on attention and eye movements, as well as electrophysiological records (EEG / ERP).
Word learning
This research line focuses on different aspects of lexical learning, from the recognition of familiar words to the ability to associate new words with their referents and the integration of this learning. These studies are carried out at different ages; we explore the initial associative abilities in the first year of life, the format of phonological representation of the lexicon that is being built, and the factors that intervene in new words learning in both children and adults. We are also interested in exploring how bilingualism can modulate these capacities as well as the role that attention plays in this learning process.
Precursors to language in high-risk populations.
Our research also includes studies that are carried out in collaboration with medical teams of SJD Barcelona Children’s Hospital on specific high-risk populations (preterm birth, low birth weight, neonatal brain stroke…). Specifically, we have an important line of preterm research where we evaluate aspects of cognitive, motor and linguistic development, as well as some of the initial perceptual speech capabilities to detect possible differences between preterm infants of different gestational age and full-term infants. We also aim to analyze the connection between these initial capacities and subsequent measures of cognitive and language development.
Social cognition
This new line of research aims to explore “language” as a social category and how it influences our social interactions, our behaviors and attitudes towards others. We focus on the effects that the sociolinguistic experience of a child (i.e. bilingualism, multilingualism) might have in the development of social categorization. The studies are conducted in school-age population, but the plan is to extend the research to different ages and stages of development.