Projects


1. Cerebral substrate of developmental amnesia: a MRI approach.

PI: Dr. Anna Sans & Dr. Josep M Serra-Grabulosa

Developmental amnesia is a recently known entity that occurs as a consequence of hypoxic-ischemic events in the perinatal period. This is a specific deficit of episodic memory with greater preservation of semantic memory and other memory components such as the immediate and working memory. It occurs in patients without apparent neurological sequela, with normal psychomotor development and general intelligence. Developmental amnesia has been associated with bilateral involvement of the hippocampus, which is evident in some cases on magnetic resonance imaging (MRI) as a signal disturbance and signs of atrophy, or reduced size of the hippocampus in brain volumetric studies.

Objective: Our objective is to study the relationship between hippocampal damage and declarative memory impairment.


Funding from Spain’s Ministry of Education is pending



2. Neuropsychologic and morphological differences of the brain between pure developmental dyscalculia and dyscalculia with comorbid dyslexia

PI: Dr. Josep M Serra-Grabulosa

Developmental dyscalculia (DD), or mathematics disorder in the Diagnostic and Statistical Manual of Mental Disorders, is a specific learning disability affecting the correct acquisition of numerical skills. It interferes with academic aims and daily numerical activities (e.g., street address, checks, etc.), and cannot be explained by any sensorial deficit, neurological disorder or medical disease.

Objective: Our objective is to study the neural basis of dyscalculia, alone and together with comorbidity with dyslexia.

The project “Neuroanatomical and neurofunctional basis of developmental dyscalculia” is funded by Spain´s Ministry of Science and Education (Identification: SEJ2005-08704/PSIC).



3. Cognitive and behavioral profile of nonverbal learning disorder (NLD), and magnetic resonance imaging evaluation of its neural basis

PI: Dr. Xavier Caldú

Nonverbal learning disability (NLD) is a neurological condition which is considered to be a developmental disability. It is characterized by a specific dysfunction in motor, visuospatial and social skills in patients with a normal intellect and development of language. Warning signs at school include poor psychomotor coordination, arithmetic skills and drawing activities. Social judgment and social problem solving are also typically impaired. Furthermore, these patients seem to have increasing risk of emotional disorders. Although in some cases it could be difficult to differentiate NLD from Asperger's Syndrome, primary NLD and Asperger’s Syndrome with a NLD phenotype has been found. Current evidence and theories suggest that the cause lies in the dysfunction of white matter in the right hemisphere. However, no neuroanatomical evidence has been found.

Objective: The main objective is to study the neural basis of NLD, by means of structural and functional magnetic resonance imaging, and relating results with current models. Moreover, we are interested in evaluating neuropsychologic and neuroimaging differences between primary NLD and Asperger's Syndrome.

The project "Cognitive and behavioral profile of nonverbal learning disability (NLD), and magnetic resonance imaging evaluation of its neural basis" is funded by Spain´s  Ministry of Science and Innovation (Identification: PSI2009-13386-C02-01).



4. Cerebral plasticity induced by intensive phonological remediation in children with reading difficulties. A magnetic resonance imaging study.

PI: Dr. Josep M Serra-Grabulosa

Dyslexia is a specific alteration in learning to read, with a neurobiological basis, characterized by difficulties in word recognition and decoding, low reading fluency and orthographic troubles, which contrast with other cognitive abilities, motivation and school attendance. It has an elevated hereditary load; it is persistent and with a variable expression. The main neuropsychological problem is a deficit in the phonologic component of language and which, at a neurobiological level, translates mainly in functional alterations in lecture-related regions in the posterior part of the left cerebral hemisphere. Given its chronicity and the impact of this disability, part of the scientific literature has aimed at demonstrating the most adequate intervention type,  with the phonological intervention being the one with most support. Nonetheless, the exact brain mechanisms underlying the neuropsychological changes remain unknown, as shown by the fact that, to date, there are only a dozen studies that focus on the re-education of dyslexic students, based on brain plasticity.


Objective: The main objective of this project proposal is to evaluate brain changes associated with the success of the reading intervention applied to young scholars with reading difficulties. 


Funding from Spain´s Ministry of Education: Programa Excelencia: PSI2013-47216-P


This project was begun in January of 2014.



5. Cerebral plasticity induced by intensive remediation in children with mathematical difficulties. A magnetic resonance imaging study.

PI: Dr. Josep M Serra-Grabulosa


Funding from Recercaixa is pending.

This project was begun in January of 2012.


6. Evaluation of the cognitive developmentvaluació in children

PI: Dr. Josep M Serra-Grabulosa


This project was begun in May of 2013.



7. Development of digital learning systems of mathematics

PI: Dr. Josep M Serra-Grabulosa


This project was begun in January of 2012.


8. Development of digital learning systems of reading

PI: Dr. Josep M Sopena-Sisquella


This project was begun in January of 2009.



9. Study of neural basis of gifted children using neuropsychological and neuroimaging data. GIFT

PI: Dr. Josep M Serra-Grabulosa, Dr. Jordi Solé & Gemma Vilaseca

This project will help clarify the differences in brain structures and functionality of gifted children compared to control children, which in turn, will allow educational policies to be rethought.


This project was begun in January of 2013.