Javier Aguado Orea

Titulación	Doctorado en Psicología
Email	javier.aguado.o@udima.es
Mis webs	https://orcid.org/0000-0002-2311-5295
Idiomas	Español, inglés
Dedicación	Tiempo completo

Aguado-Orea, J., & Verrier, D. (2024). Why children play the same game or watch the same show over (and over) again. The Conversation. https://theconversation.com/why-children-play-the-same-game-or-watch-the-same-show-over-and-over-again-244330

Aguado-Orea, J. (2022). Estimations of child linguistic productivity controlling for vocabulary and sample size. Frontiers in Psychology, 13, 996610.
Frontiers | Estimations of child linguistic productivity controlling for vocabulary and sample size

Aguado-Orea, J., Otero, N., & Ambridge, B. (2016). Statistics and semantics in the acquisition of Spanish word order: Testing two accounts of the retreat from locative overgeneralization errors. Linguistics Vanguard, 2(1).
https://doi.org/10.1515/lingvan-2015-0021

Aguado-Orea, J., & Pine, J. M. (2002). There is no evidence for a ‘no overt subject’ stage in early child Spanish: A note on Grinstead (2000). Journal of Child Language, 29(4), 865–874. There is no evidence for a ‘no overt subject’ stage in early child Spanish: a note on Grinstead (2000) | Journal of Child Language | Cambridge Core

Aguado-Orea, J., & Pine, J. M. (2015). Comparing Different Models of the Development of Verb Inflection in Early Child Spanish. PLOS ONE, 10(3), e0119613. Comparing Different Models of the Development of Verb Inflection in Early Child Spanish

Aguado-Orea, J., Witherstone, H., Bourgeois, L., & Baselga, A. (2019). Learning to construct sentences in Spanish: A replication of the Weird Word Order technique. Journal of Child Language, 46(6), 1249–1259.
Learning to construct sentences in Spanish: a replication of the Weird Word Order technique | Journal of Child Language | Cambridge Core

Freudenthal, D., Pine, J. M., Aguado‐Orea, J., & Gobet, F. (2007). Modeling the Developmental Patterning of Finiteness Marking in English, Dutch, German, and Spanish Using MOSAIC. Cognitive Science, 31(2), 311–341.
Modeling the Developmental Patterning of Finiteness Marking in English, Dutch, German, and Spanish Using MOSAIC

Joyce, H., & Aguado-Orea, J. (2022). The Divergent Nature of Language Performance and Social Use of Language: An Online Scale for the Assessment of Language in Adults Using Self-reported Skills (ALASS). International Journal of Developmental Science, 16(1–2), 27–42. https://doi.org/10.3233/DEV-210316

Mariscal, S., Casla, M., Rujas, I., & Aguado-Orea, J. (2012). Los métodos basados en la duración de la mirada: ¿una ventana a la cognición temprana? Estudios de Psicología, 33(3), 277–292. https://doi.org/10.1174/021093912803758219

(2) Libros y capítulos de libros:

Lopez Escribano, C.; Aguado-Orea, J. & Solbes, I. (2020). Psicología de la Educación. Sintesis

Aguado-Orea, J.; Casla, M.; Rujas, I.; Mariscal, S. (2011). Sobre el conocimiento que subyace al uso y la comprensión temprana de la tercera persona del plural. Métodos distintos y resultados convergentes. In D. Jackson-Maldonado & C.Rojas. Interacción y uso lingüístico en el desarrollo de la lengua materna. UNAM Mexico.

Aguado-Orea, J. Algunas ideas en torno a los mecanismos de aprendizaje del conocimiento gramatical. In M. del C. Horno Chéliz; I. Ibarretxe-Antunano & J. L. Mendívil Giró, (Eds.). (2016). Panorama actual de la ciencia del lenguaje: Primer sexenio de Zaragoza Lingüística (1a. edición). Prensas de la Universidad de Zaragoza.José Javier Aguado-Orea

Aguado-Orea, J. (2000). Adquisición de los complementos pronominales personales en español. Universidad Autónoma de Madrid Press.