2023
Martinez-Alvarez, A., Gervain, J., Koulaguina, E., Pons, F., & de Diego-Balaguer, R. (2023). Prosodic cues enhance infants’ sensitivity to nonadjacent regularities. Science Advances, 9(15), eade4083.
Ramon-Casas, M., Cortés, S., Benet, A., Lleó, C. & Bosch, L. (2023). Connecting perception and production in early Catalan–Spanish bilingual children: language dominance and quality of input effects. Journal of Child Language, 50(1),155-176.
Bosch, L. & Esteve-Gibert, N. (in press, 2023). L’adquisició de la fonologia del català com a L1. A C. Pons-Moll, F. Torres-Tamarit & M. del M. Vanrell (Eds.). La Fonologia del Català. Cap. 24.
Bosch, L. (in press, 2023). Acquisition of segmental phonology in child bilingualism. In M. Amengual (Ed.) The Cambridge Handbook of Bilingual Phonetics and Phonology. C.U.P. Chapter 15.
Birulés, J., Bosch, L., Lewkowicz, D., Pons, F. (in press). Time-course of attention to a talker’s mouth in monolingual and close-language bilingual children. Developmental Psychology.
2022
Birulés, J., Martinez‐Alvarez, A., Lewkowicz, D. J., de Diego‐Balaguer, R., & Pons, F. (2022). Violation of non‐adjacent rule dependencies elicits greater attention to a talker’s mouth in 15‐month‐old infants. Infancy, 27(5), 963-971.
Bosch L. (2022). Los nacidos con sordera profunda bilateral: ¿qué factores inciden en su capacidad para aprender el lenguaje oral post-implante? Revista FIAPAS, vol. 179, pp. 22-25.
2021
François, C., Rodriguez‐Fornells, A., Teixidó, M., Agut, T., & Bosch, L. (2021). Attenuated brain responses to speech sounds in moderate preterm infants at term age. Developmental science, 24(1), e12990.
François, C., Garcia-Alix, A., Bosch, L., & Rodriguez-Fornells, A. (2021). Signatures of brain plasticity supporting language recovery after perinatal arterial ischemic stroke. Brain and Language, 212, 104880.
Martinez-Alvarez, A., Sanz-Torrent, M., Pons, F., & de Diego-Balaguer, R. (2021). Rethinking attention in time: Expectancy violations reconcile contradictory developmental evidence. Journal of Experimental Child Psychology, 206, 105070.
Martínez-Nadal, S., & Bosch, L. (2021). Cognitive and Learning Outcomes in Late Preterm Infants at School Age: A Systematic Review. International Journal of Environmental Research and Public Health, 18(1), 74.
2020
Birulés, J., Bosch, L., Pons, F., & Lewkowicz, D. J. (2020). Highly proficient L2 speakers still need to attend to a talker’s mouth when processing L2 speech. Language, Cognition and Neuroscience, 35(10), 1314-1325.
2019
François, C., Ripollés, P., Ferreri, L., Muchart, J., Sierpowska, J., Fons, C., … & Bosch, L. (2019). Right structural and functional reorganization in four-year-old children with perinatal arterial ischemic stroke predict language production. eNeuro, 6(4).
Ramon-Casas, M., Nuño, N., Pons, F., & Cunillera, T. (2019). The different impact of a structured peer-assessment task in relation to university undergraduates’ initial writing skills. Assessment & Evaluation in Higher Education, 44(5), 653-663.
Birulés, J., & Pons, F. (2019). La importància de la informació audiovisual en l’adquisició del llenguatge. Llengua, societat i comunicació, (17), 1-10.
Pons, F., Bosch, L., & Lewkowicz, D. J. (2019). Twelve-month-old infants’ attention to the eyes of a talking face is associated with communication and social skills. Infant Behavior and Development, 54, 80-84.
Bosch, L., Teixidó, M., & Agut, T. (2019). Word segmentation and mapping in early word learning: differences between full term and moderately preterm infants. In: Aguilar, E. et al. (Eds). Atypical Language Development in Romance Languages, John Benjamins Publishing Company (pp. 75-92).
Bulgarelli, F., Bosch, L., & Weiss, D. J. (2019). Multi-Pattern Visual Statistical Learning in Monolinguals and Bilinguals. Frontiers in psychology, 10.
Birules, J., Bosch, L., Brieke, R., Pons, F., & Lewkowicz, D. J. (2019). Inside Bilingualism: Language Background Modulates Selective Attention to a Talker’s Mouth. Developmental Science, 22 (3) e12755.
2018
Bosch, L. (2018). Language proximity and phonetic perception in young bilinguals: revisiting the trajectory of infants from Spanish-Catalan contexts. In M. Gibson & J. Gil (Eds.) Romance Phonetics and Phonology. Oxford: OUP.
Teixidó, M., François, C., Bosch, L., & Männel, C. (2018). The role of prosody in early speech segmentation and word learning: electrophysiological evidence. In P. Prieto & N. Esteve-Gibert (Eds.). Prosodic development in first language acquisition. Amsterdam: John Benjamins.
Pons, F., Sanz-Torrent, Ferinu, L., Birulés, J., & Andreu, L. (2018). Children with SLI can exhibit reduced attention to a talker’s mouth. Language Learning, 68, 180-192.
2017
François, C., Teixidó, M., Takerkart, S., Agut, T., Bosch, L., & Rodriguez-Fornells, A. (2017). Enhanced Neonatal Brain Responses To Sung Streams Predict Vocabulary Outcomes By Age 18 Months. Scientific Reports, 7.
Martinez-Alvarez, A., Pons, F., & de Diego-Balaguer, R. (2017). Endogenous temporal attention in the absence of stimulus-driven cues emerges in the second year of life. PloS one, 12(9), e0184698.
Fernández-Prieto, Spence, C., Pons, F., & Navarra, J. (2017). Does language influence the vertical representation of auditory pitch and loudness?. i-Perception, 1-11.
2016
Fernández-Prieto, I., Caprile, C., Tinoco-González, D., Ristol-Orriols, B., López-Sala, A., Póo-Argüelles, P., Pons, F., & Navarra, J. (2016). Pitch perception deficits in nonverbal learning disability. Research in Developmental Disabilities, 59, 378-386.
DeAnda, S., Bosch, L., Poulin-Dubois, D., Zesiger, P., & Friend, M. (2016). The language exposure assessment tool: Quantifying language exposure in infants and children. Journal of Speech, Language, and Hearing Research, 59(6), 1346-1356
François, C., Ripollés, P., Bosch, L., Garcia-Alix, A., et al. (2016). Language learning and brain reorganization in a 3.5-year-old child with left perinatal stroke revealed using structural and functional connectivity. Cortex, 77, 95-118.
De Diego-Balaguer, R., Martinez-Alvarez, A., & Pons, F. (2016). Temporal attention as a scaffold for language development. Frontiers in Psychology, 7, 44.
2015
Pons, F., Bosch, L., & Lewkowicz, D. J. (2015). Bilingualism modulates infants’ selective attention to the mouth of a talking face. Psychological Science, 26, 490-498.
Vaquero, L., Hartmann, K., Ripollés, P., Rojo, N., Sierpowska, J., François, C., Cámara, E., Mohammadi, B., Samii, A., Münte, T.F., Rodriguez-Fornells, A., Altenmüller, E. (2015). Structural neuroplasticity in expert pianists depends on the age of musical training onset. NeuroImage. 126:106-119.
François, C., Grau-Sánchez, J., Duarte, E., Rodriguez-Fornells, A. (2015). Musical training as an alternative and effective method for neuro-education and neuro-rehabilitation. Frontiers in Psychology, 6, 475.
Igualada, A., Bosch, L., & Prieto, P. (2015). Language development at 18 months is related to multimodal communicative strategies at 12 months. Infant Behavior and Development, 39(1), 42-52.
Esteve-Gibert, N., Prieto, P., & Pons, F. (2015). Nine-month-old infants are sensitive to the temporal alignment of prosodic and gesture prominences. Infant Behavior and Development, 38(1), 126-129.
Fernández-Prieto, I., Navarra, J., & Pons, F. (2015). How big is this sound? Crossmodal association between pitch and size in infants. Infant Behavior and Development, 38(1), 77-81.
2014
Selchenkova, T., François, C., Schön, D., Corneyllie, A., Perrin, F., Tillmann, B. (2014). Metrical presentation boosts implicit learning of artificial grammar. Plos One. 9(11):e112233
Ramon-Casas, M., & Bosch, L. (2014). Consonants, vowels and levels of specification in the phonological representations of the first lexicon: a review. Anales de Psicología, 30(2), 703-715.
Bosch, L., & Ramon-Casas, M. (2014). First translation equivalents in bilingual toddlers’ expressive vocabulary: Does form similarity matter? International Journal of Behavioral Development, 38(4), 317-322.
Pons, F., & Lewkowicz, D. J. (2014). Infant perception of audio-visual speech synchrony in familiar and unfamiliar fluent speech. Acta Psychologica, 149, 142-147.
2013
Lewkowicz, D. J., & Pons, F. (2013). Recognition of amodal language identity emerges in infancy. International Journal of Behavioral Development, 37(2), 90-94.
Bosch, L., Figueras, M., Teixidó, M., & Ramon-Casas, M. (2013). Rapid gains in segmenting fluent speech when words match the rhythmic unit: evidence from infants acquiring syllable-timed languages. Frontiers in Psychology, 4
Ramon-Casas, M., Bosch, L., Iriondo, M., & Krauel, X. (2013). Word recognition and phonological representation in very low birth weight preterms. Early Human Development, 89(1), 55-63.
Pons, F., Andreu, L., Sanz-Torrent, M., Buil-Legaz, L., & Lewkowicz, D. J. (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.
Skoruppa, K., Pons, F., Bosch, L., Christophe, A., Cabrol, D., & Peperkamp, S. (2013). The Development of word stress processing in French and Spanish infants. Language Learning and Development, 9(1), 88-104.
2012
Pons, F., Albareda-Castellot, B., & Sebastián-Gallés, N. (2012). The interplay between input and initial biases: Asymmetries in vowel perception during the first year of life. Child Development, 83(3), 965-976.
Pons, F., Biesanz, J. C., Kajikawa, S., Fais, L., Narayan, C. R., Amano, S., & Werker, J. F. (2012). Phonetic category cues in adult-directed speech: evidence from three different languages with distinct vowel characteristics. Psicológica, 33(2), 175-207.
Pons, F., Teixidó, M., Garcia-Morera, J., & Navarra, J. (2012). Short-term experience increases infants’ sensitivity to audiovisual asynchrony. Infant Behavior and Development, 35(4), 815-818.
2011
Pons, F., & Lewkowicz, D. J. (2011). Especialización perceptiva multisensorial del habla en la infancia. Ciencia cognitiva, 5(2), 50-53.
Toro, J. M., Pons, F., Bion, R., Sebastián-Gallés, N. (2011). The contribution of language-specific knowledge in the selection of statistically-coherent word candidates. Journal of Memory and Language, 64(2), 171–180.
Albareda-Castellot, B., Pons, F., & Sebastián-Gallés, N. (2011). The acquisition of phonetic categories in bilingual infants: New data from a new paradigm. Developmental Science, 14(2), 395-401.
Bosch, L., Ramón-Casas, M., Solé, J., Nácar, L., & Iriondo, M. (2011). Desarrollo léxico en el prematuro: medidas del vocabulario expresivo en el segundo año de vida. Revista de Logopedia, Foniatría y Audiología, 31(3), 169-179.
Bosch, L., & Ramon-Casas, M. (2011). Variability in vowel production by bilingual speakers: Can input properties hinder the early stabilization of contrastive categories? Journal of Phonetics, 39(4), 514-526.
Bosch, L. (2011). Precursors to language in preterm infants: speech perception abilities in the first year of life. Progress in brain research, 189, 239-257.
2010
Pons, F. (2010). Dues llengües a casa: percepció de la parla del nadó d’entorn bilingüe. Desenvolupa: La revista d’atenció precoç, 31, 29-42.
Pons, F., & Bosch, L. (2010). Stress pattern preference in Spanish-learning infants: the role of syllable weight. Infancy, 15(3), 223-245.
Yoshida, K., Pons, F., Maye, J., & Werker, J. F. (2010). Distributional phonetic learning at 10 months of age. Infancy, 15(4), 420-433.
Pons, F., & Toro, J. M. (2010). Structural generalizations over consonants and vowels in 11-month-old infants. Cognition, 116(3), 361-367.
Figueras, M., & Bosch, L. (2010). Capacidades de discriminación fonética de un contraste vocálico nativo en el prematuro. Psicothema, 22(4), 669-676.
2009
Mugitani, R., Pons, F., Fais, L., Dietrich, C., Werker, J. F., & Amano, S. (2009). Perception of vowel length by Japanese- and English-learning infants. Developmental Psychology, 45(1), 236-247.
Pons, F., Lewkowicz, D. J., Soto-Faraco, S., & Sebastián-Gallés, N. (2009). Narrowing of intersensory speech perception in infancy. Proceedings of the National Academy of Sciences, 106(26), 10598-10602.
Sebastián-Gallés, N., & Bosch, L. (2009). Developmental shift in the discrimination of vowel contrasts in bilingual infants: Is the distributional account all there is to it? Developmental Science, 12(6), 874-887.
Pons, F., & Trobalón, J. B. (2009). La percepción fonética en ratas: una nueva medida de discriminación. Psicológica, 30(2), 189-202.
Skoruppa, K., Pons, F., Christophe, A., Bosch, L., Dupoux, E., Sebastián-Gallés, N., Alves-Limissuri, R., & Peperkamp, S. (2009). Language-specific stress perception by nine-month-old French and Spanish infants. Developmental Science, 12(6), 914-919.
Ramon-Casas, M., Swingley, D., Sebastián-Gallés, N., & Bosch, L. (2009). Vowel categorization during word recognition in bilingual toddlers. Cognitive Psychology, 59(1), 96-121.
2007
Werker, J. F., Pons, F., Dietrich, C., Kajikawa, S., Fais, L., & Amano, S. (2007). Infant-directed speech supports phonetic category learning in English and Japanese. Cognition, 103, 147-162.
Vallabha, G. K., McClelland, J. L., Pons, F., Werker, J. F., & Amano, S. (2007). Unsupervised learning of vowel categories from infant-directed speech. Proceedings of the National Academy of Sciences, 104(33), 13273-13278.
Pons, F., & Trobalón, J. B. (2007). La exposición no reforzada modifica la percepción fonética en ratas. Psicológica, 28(2), 177-192.
2006
Bosch, L., Ramon-Casas, M., & Sebastián-Gallés, N. (2006). Catégories phonologiques et représentation des mots dans le développement lexical de l’enfant bilingue. Recherches Linguistiques de Vincennes, 35, 53-76.
Bosch, L. (2006). Capacidades tempranas en la percepción del habla y su utilización como indicadores para la detección de trastornos. Revista de Logopedia, Foniatría y Audiología, 26(1), 3-11.
Pons, F. (2006). The effects of distributional exposure on rats’ sensitivity to phonetic discrimination. Journal of Experimental Psychology: Animal Behaviour Processes, 32(1), 97-101.
2005
Sebastián-Gallés, N., Echeverría, S., & Bosch, L. (2005). The influence of initial exposure on lexical representation: comparing early and simultaneous bilinguals. Journal of Memory and Language, 52(2), 240-255.
Pons, F., Toro, J. M., & Trobalón, J. B. (2005). Perception of two vowel contrasts by rats: discrimination of natural tokens. Cognitiva, 17(2), 173-181.
2003
Bosch, L., & Sebastián-Gallés, N. (2003). Simultaneous bilingualism and the perception of a language-specific vowel contrast in the first year of life. Language and Speech, 46(2-3), 217-243.
2002
Sebastián-Gallés, N., & Bosch, L. (2002). Building phonotactic knowledge in bilinguals:The role of early exposure. Journal of Experimental Psychology: Human Perception and Performance, 28(4), 974-989.
Bosch, L. (2002). Percepció de la parla en un entorn bilingüe durant el primer any de vida. Pediatria Catalana, 62(1), 83-85.
2001
Bosch, L., Cortés, C., & Sebastián-Gallés, N. (2001). El reconocimiento temprano de la lengua materna: un estudio basado en la voz masculina. Infancia y Aprendizaje, 24(2), 197-213.
Bosch, L., & Sebastián-Gallés, N. (2001). Evidence of early language discrimination abilities in infants from bilingual environments. Infancy, 2(1), 29- 49.
2000
Costa, A., Bosch, L., & Sebastian-Galles, N. (2000). Review of psycholinguistic research on Catalan-Spanish bilinguals. Spanish Applied Linguistics, 4(2), 309-324.
Bosch, L., Costa, A., & Sebastián-Gallés, N. (2000). First and second language vowel perception in early bilinguals. European Journal of Cognitive Psychology, 12(2), 189-221.
1999
Bosch, L., & Sebastián-Gallés, N. (1999). Percepción del habla y reconocimiento de la lengua materna durante los primeros meses de vida. Archivos de Pediatría, 50(3), 165-173.
1997
Pallier, C., Bosch, L. & Sebastián-Gallés, N. (1997). A limit on behavioral plasticity in speech perception. Cognition 64(3), B9-B17.
Bosch, L. (1997). Native language experience and the perception of L2 speech sounds. APAC Monographs, 2, 7-15.
Bosch, L., & Serra, M. (1997). Grammatical morphology deficits of Spanish-speaking children with specific language impairment. Amsterdam Series in Child Language Development, 6, 33-46.
Bosch, L., & Sebastián-Gallés, N. (1997). Native-language recognition abilities in four-month-old infants from monolingual and bilingual environments. Cognition, 65(1), 33-69.