Narzisi A, Alcantud-Marin F, Alonso-Esteban Y, Battini R, Cantiani C, Conti E, Fusar-Poli L, Lecciso F, Levante A, Mazzone L, Milone A, Riva V, Siracusano M, Aguglia E. (2023) Autism and Neurodevelopmental Disorders: The SARS-CoV-2 Pandemic Implications. Brain Sci., 13(2):269. https://doi.org/10.3390/brainsci13020269.

Narzisi A, Alonso-Esteban Y, & Alcantud-Marín F. (2023) Autism and Children: Diagnosis, Functional Profiles and Intervention. Children,10(3):522. https://doi.org/10.3390/children10030522.

Navarro-Pardo E, Alonso-Esteban Y, Alcantud-Marin F, Murphy M. Do Savant Syndrome and Autism Spectrum Disorders Share Sex Differences? A Comprehensive Review. Soa Chongsonyon Chongsin Uihak. 2023 Apr 1;34(2):117-124. https://doi.org/10.5765/jkacap.230008

Narzisi, A.; Alonso.Esteban, Y.; Masi, G. & Alcantud-Marín, F. (2022) Research-Based Intervention (RBI) for Autism Spectrum Disorder: Looking beyond Traditional Models and Outcome Measures for Clinical Trials. Children, 9(3), 430, https://doi.org/10.3390/children9030430Alonso-Esteban, Y & Alcantud-Marín, F. (2022) Screening, Diagnosis and Early Intervention in Autism Spectrum Disorders. Children, 9(2), 153. doi: https://doi.org/10.3390/children9020153 

Sánchez-Cueva, S.; Alonso-Esteban, Y & Alcantud-Marín, F. (2021) Assessment of Anxiety in Cognitive-Behavior Therapy in Young University Students with Autism Spectrum Disorders: A Review. European Journal of Investigacion in Health, Psychology and Education, 11, 1571-1580. doi: https://doi.org/10.3390/ejihpe11040111

Alonso-Esteban, Y., López-Ramón, M F., Moreno-Campos, V., Navarro-Pardo, E. & Alcantud-Marín, F. (2021), A Systematic Review on the Impact of the Social Confinement
on People with Autism Spectrum Disorder and Their Caregivers during the COVID‐19 Pandemic. Brain Scinces, 11,1389. https://doi.org/10.3390/brainsci11111389

Rojas-Torres, L P; Alonso-Esteban, Y.; López-Ramón, M F & Alcantud-Marín, F. (2021) Mindfulness-Based stress reduction (MBSR) and self-compassion (SC) Training for Parents of Children with Autism Spectrum Disorders: A pilot trial in Community services in Spain. Children, 8, 316, doi: https://doi.org/10.3390/children8050316

Alcantud-Marín, F. & Alonso-Esteban, Y. (2021) Estudiantes universitarios con trastornos del espectro del autismo: Revisión de sus necesidades y notas para su atención. Siglo Cero, 52(2), pp. 83-100. doi: https://doi.org/10.14201/scero202152283100

Navarro-Pardo, E.; López-Ramon, F. ; Alonso-Esteban, Y. & Alcantud-Marin, F. (2021) Diagnostic Tools for Autism Spectrum Disorders by Gender: Analysis of Current Status and Future Lines. Children, 8(4), 262, doi: https://doi.org/10.3390/children8040262

Rojas-Torres, L.P.; Alonso.Esteban, Y. & Alcantud-Marin, F. (2020) Early Intervention with Parents of children with Autism Spectrum Disorders: A review of programs. Children, 7(12), 294; https://doi.org/10.3390/children7120294

Sanchez-Cueva, S.; Alonso-Esteban, Y.; Sanchez-Cueva, P. & Alcantud-Marin, F. (2020) Psychometrics of the Spanish Version of the Screen for Adult Anxiety Related Disorders (SCAARED). Frontiers in Psychiatry (Mood and Anxiety Disorders), 12, 92 doi: https://doi.org/10.3389/fpsyt.2021.589422

Rojas-Torres, L.P.; Alonso.Esteban, Y. & Alcantud-Marin, F. (2020) Early Intervention with Parents of children with Autism Spectrum Disorders: A review of programs. Children,, 7,294. doi: http://dx.doi.org/10.3390/children7120294

Rojas-Torres, L.; Alonso-Esteban, Y. & Alcantud-Marñin, F. (2020) Revisión de evidencias de las técnicas de DIR/FLOORTIME para la intervención en niños y niñas con Trastornos del espetro del autismo. Siglo Cero 51(2), 7-32. doi: https://doi.org/10.14201/scero2020512732

Alonso-Esteban, Y; Marco, R.; Hedley, D.; Uljarevie, M.; Barbaro, J.; Canal.Bedia, R. & Alcantud.Marin, F. (2020) Screening instruments for early detection of autism spectrum disorder in Spanish speaking communities. Psicothema, 32(2), 245-252. doi: https://doi.org/10.7334/psicothema2019.340

Alcantud-Marín, F.; Pérez-Bou, J. & Alonso-Esteban, Y (2019) Validez diagnostica de la escala de desarrollo Merrill Palmer R utilizada en la evaluación de acceso a los dentros de desarrollo infantil y atención temprana. Siglo Cero, 59(1), 53-73. doi: http://dx.doi.org/10.14201/scero20195015373

Alcantud, F.; Alonso, Y. (2016) Predictive value of the Merrill-Palmer-R Scale applied during the first year of live. Psicología Educativa. (España): Colegio Oficial de Psicólogos de Madrid, 2016. Disponible en Internet en: http://pse.elsevier.es/en/linkresolver/predictive-value-of-the-merrill-palmer-r/S1135-755X%2816%2900002-6/.

Alcantud-Marín, F; Alonso-Esteban, Y; Mata-Iturralde, S.(2016) Prevalencia de los Trastornos del Espectro Autista:Revisión de datos.  Siglo Cero. 47 - 4, pp. 7 - 26. doi:10.14201/scero2016474726

Alcantud, F.; Alonso, Y.; Rico, D.(2015) Validez y fiabilidad del Sistema de Detección Precoz de los Trastornos del Desarrollo: 3 a 36 meses.  Revista española de discapacidad. 3 - 1, pp. 107 - 121. Disponible en http://www.cedd.net/redis/index.php/redis/article/view/133

Alcantud, F.; Alonso, Y; Rico, D.(2015) Herramientas de cribado para la detección de retrasos o trastornos en el desarrollo: Una revisión sistemática de la literatura. 313043 - Revista española de discapacidad. 3 - 2, pp. 7 - 26. Disponible en Internet en: <http://www.cedd.net/redis/index.php/redis/article/view/189>. DOI: http://dx.doi.org/10.5569/2340-5104.03.02.01

Alcantud, F.; Coret, J.; Jiménez, E.; Marquez, S; Moreno, F.(2014) Analysis of Research on web Usability and Cognitive Disability. International journal of advanced computer science. 4 - 5, pp. 223 - 229.mi,  Disponible en Internet en: http://www.ijpg.org/index.php/IJACSci/article/view/393/265.

Alcantud, F.; Alonso, Y.(2012) Actitudes y conocimientos sobre las consecuencias del consumo de bebidas alcoholicas durante la gestación y la lactancia en profesionales socio-sanitarios de la ciudad de Valencia. Revista Española de Drogodependencias. 37 - 4, pp. 411 - 429. Disponible en https://www.aesed.com/upload/files/vol-37/n-4/v37n4_3.pdf

 Ultimas publicaciones en libros

Alonso-Esteban, Y. & Alcantud-Marín, F. (2021) Autism Spectrum Disorders and anxiety: measurement and treatment.  In El Baz, A. D.& Suri, H.S. (Ed.).  Neural Engineering Techniques  for Autism Spectrum Disorders.  London, Academic Press.  (pp  315-332).  https://doi.org/10.1016/B978-0-128228227.000156 

Coret-Gorgorio, J; Pérez-Bou, J.; Alcantud-Marín, F.(2016) Location and orientation technologies based on WI-FI system for people with disabilities in indoor environment. Florez-Revuelta, F. ; Andre-Chaaraoui, A (Ed) Active and Assitive Living: Technologies anda Applications.pp. 261 - 280. London(Reino Unido): The Institution of Engineering and
Technology.

Alcantud-Marín, F; Alonso-Esteban, Y. (2016) El consumo de bebidas alcohólicas durante la gestación y la lactancia: Consecuencias en el neurodesarrollo. Publicado en  Juventud, Tabaco y Drogas. pp. 63 - 90. (México): Plaza y Valdés.

[ Automatic translation ]

María José Cantero López is a Full Professor in the Department of Evolutionary Psychology and Education at the University of Valencia (UV) since 2001 and a member of the UV Youth Chair. She is part of the Optimum Development-GIDOP research group of the UV, and is responsible for two of its lines of research: 1) the line "Affective Bonds" focused on the study of the formation, development and loss of affective bonds , in its evaluation and in the design of interventions that promote healthy affective bonds and 2) the line on "Parenting and optimal development" whose objectives are to study basic parental skills to promote optimal development in childhood and adolescence and design optimization interventions . As a result of her research activity, she has presented numerous papers, communications and/or posters at scientific meetings, mainly of an international nature, and has published more than 40 articles in national and international impact journals. She has directed and / or participated in different projects financed in public calls, most of which are competitive projects of a national nature. Her teaching activity is located, mainly, in the area of Developmental Psychology and within it in the field of affective and social development. [Biography, Spanish version]

Irene Checa Esquiva currently works at the Department of Evolutionary and Educational Psychology, University of Valencia. Irene does research in Health Psychology, Sport Psychology and Psychometrics. Their current project is 'Measurement of Well-being .'

Rafael García-Ros is full professor of Educational Psychology at the University of Valencia, Spain. His research focuses on self-regulated learning, competency based training, formative assessment, and first-year university student experience.  His most recent studies have been published in journals such as International Journal of Technology and Design Education, Medicina Intensiva, International Journal of Environmental Research and Public Health, Sustainability, Educational Psychology, Journal of Psychoeducational Assessment, Universitas Psychologica, and Transportation-F: Psychology and Behaviour.

Laura Gil Pelluch is professor in the Department of Developmental and Educational Psychology of the University of Valencia. She is also member of the Interdisciplinary Research Structure on reading (ERI-reading). She obtained her PhD in Psychology with international mention in February of 2009 at the University of Valencia. In addition, she was a postdoctoral student Juan de la Cierva with the Research Group  "Thought, understanding and working memory" at UNED.

Her research career has focused on the analysis, evaluation and intervention in the reading comprehension processes of single and multiple texts. She has extensive experience in the design of tasks for intervention and evaluation of reading comprehension processes. She has participated in several  funded research projects related to evaluation and intervention in reading comprehension processes and executive processes.

MARIA FERNANDA LÓPEZ RAMON (publications)

Introzzi, M. I., López Ramón, M. F., García, M. J., Zamora, E. V., Musso, M., & Richard´s, M. (2024). Selective Attention (SA) and Perceptual Inhibition (PI) Throughout the Lifespan. Journal of Cognition and Development, 1–20. https://doi.org/10.1080/15248372.2024.2325014

Richard’s, M.M., Zamora, E.V., Aydmune, Y., Comesaña, A., Krzemien, D., Introzzi, I.M.,Lopez-Ramón, M. F., Navarro-Pardo, E. Age-related switching costs in adulthood: “All or None Hypothesis” corollaries. Curr Psychol (2023). https://doi.org/10.1007/s12144-023-04340-7

López-Ramón, M.F., Moreno-Campos, V., Alonso-Esteban, Y. et al. Mindfulness Interventions and Surveys as Tools for Positive Emotional Regulation During COVID-19: A Scoping Review. Mindfulness 14, 2583–2601 (2023). https://doi.org/10.1007/s12671-023-02234-0. Journal Open Access.

Aydmune, Y. S., Introzzi, I. M., Olaechea, M. C., & López-Ramón, M. F. (2022). Inhibitory Processing Training During Childhood: A Review – Processes-Based Inhibitory Training. In F. Alcantud-Marín, M. López-Ramón, E. Navarro-Pardo, V. Moreno-Campos, & Y. Alonso-Esteban (Eds.), Handbook of Research on Neurocognitive Development of Executive Functions and Implications for Intervention (pp. 50-77). IGI Global. https://doi.org/10.4018/978-1-7998-9075-1.ch003

Richards, M. M., López-Ramón, M. F., Zamora, E. V., & Introzzi, I. M. (2022). Development of Perceptual Inhibition Throughout the Lifespan: Theoretical Models and Studies. In F. Alcantud-Marín, M. López-Ramón, E. Navarro-Pardo, V. Moreno-Campos, & Y. Alonso-Esteban (Eds.), Handbook of Research on Neurocognitive Development of Executive Functions and Implications for Intervention (pp. 156-175). IGI Global. https://doi.org/10.4018/978-1-7998-9075-1.ch007

Introzzi, I. M., Zamora, E. V., Aydmune, Y. S., Richards, M. M., & López-Ramón, M. F. (2022). The Relationships Between Inhibitory Processes and Selective Attention: Studies and Paradigms. In F. Alcantud-Marín, M. López-Ramón, E. Navarro-Pardo, V. Moreno-Campos, & Y. Alonso-Esteban (Eds.), Handbook of Research on Neurocognitive Development of Executive Functions and Implications for Intervention (pp. 195-214). IGI Global. https://doi.org/10.4018/978-1-7998-9075-1.ch009

Aydmune, Y. A., Introzzi, I. M., Olaechea, M, C., López-Ramón, M. F. “Inhibitory Processing Training During Childhood: A Review – Processes-Based Inhibitory Training.” Handbook of Research on Neurocognitive Development of Executive Functions and Implications for Intervention, edited by Francisco Alcantud-Marín, et al., IGI Global, 2022, pp. 50-77. https://doi.org/10.4018/978-1-7998-9075-1.ch003

Alcantud-Marín, F., López-Ramón, M.. F., Navarro-Pardo, E., Moreno-Campos, V., & Alonso-Esteban, Y. (Eds.). (2022). Handbook of Research on Neurocognitive Development of Executive Functions and Implications for Intervention. IGI Global. https://doi.org/10.4018/978-1-7998-9075-1

Rojas-Torres, L. P., Alonso-Esteban, Y., López-Ramón, M. F., & Alcantud-Marín, F. (2021). Mindfulness-Based Stress Reduction (MBSR) and Self Compassion (SC) Training for Parents of Children with Autism Spectrum Disorders: A Pilot Trial in Community Services in Spain. Children (Basel, Switzerland), 8(5), 316. https://doi.org/10.3390/children8050316 Journal Open Access.

Navarro-Pardo, E., López-Ramón, -M. F., Alonso-Esteban, Y., & Alcantud-Marín, F. (2021). Diagnostic Tools for Autism Spectrum Disorders by Gender: Analysis of Current Status and Future Lines. Children (Basel, Switzerland), 8(4), 262. https://doi.org/10.3390/children8040262 Journal Open Access.

Introzzi, I.M.; Richard’s, M.M.; Aydmune, Y.; Zamora, E.V.; Stelzer, F.; García Coni, A.; Lopez-Ramon, M.F.; Navarro-Pardo, E. Development of Perceptual Inhibition in Adolescents—A Critical Period? Symmetry 2021, 13, 457. https://doi.org/10.3390/sym13030457 Journal Open Access.

Aydmune, Y.; Lipina, S.; López Ramón, M. F.; Introzzi, I. (2021). “Impact of a combined cognitive and response inhibition training in school-age children. Revista de Psicología Social 8(2):29-36. https://10.21134/rpcna.2021.08.2.4 Open Access in https://digibug.ugr.es/handle/10481/69331

Alonso-Esteban, Y., López-Ramón, M. F., Moreno-Campos, V., Navarro-Pardo, E., & Alcantud-Marín, F. (2021). A Systematic Review on the Impact of the Social Confinement on People with Autism Spectrum Disorder and Their Caregivers during the COVID-19 Pandemic. Brain sciences, 11(11), 1389. https://doi.org/10.3390/brainsci11111389. Journal Open Access.

Introzzi, I.M.; Richard’s, M.M.; García-Coni, A.; Aydmune, Y.; Stelzer, F.; Canet-Juric, L.; Zamora, E.V.; Andrés, M.L.; López-Ramón, M.F.; Navarro-Pardo, E. Global Cognitive Functioning versus Controlled Functioning throughout the Stages of Development. Symmetry 2020, 12, 1952. https://doi.org/10.3390/sym12121952 Journal Open Access

Di Francesco, S.A., Simione, L., López-Ramón, M.F. et al. Dispositional mindfulness facets predict the efficiency of attentional networks. Mindfulness 8, 101–109 (2017). https://doi.org/10.1007/s12671-016-0634-5 Open access in: https://www.researchgate.net/publication/309887130_Dispositional_mindfulness_facets_predict_the_efficiency_of_attentional_networks

Peña-Suárez, E., Padilla, J.-L., Ventsislavova, P., Gugliotta, A., Roca, J., Lopez-Ramón, M.-F. & Castro, C. (2016). Assessment of proneness to distraction: English adaptation and validation of the Attention-Related Driving Errors Scale (ARDES) and cross-cultural equivalence. 43, 357–365. https://doi.org/10.1016/j.trf.2016.09.004

Ledesma, R. D., Montes, S. A., Poó, F. M., & López-Ramón, M. F. (2015). Measuring individual differences in driver inattention: further validation of the attention-related driving errors scale. Human factors, 57(2), 193–207. https://doi.org/10.1177/0018720814546530. Open access en: https://www.researchgate.net/publication/264861404_Measuring_Individual_Differences_in_Driver_Inattention_Further_Validation_of_the_Attention-Related_Driving_Errors_Scale

Castro, C., Padilla, J. L., Roca, J., Benítez, I., García-Fernández, P., Estévez, B., López-Ramón, M. F., & Crundall, D. (2014). Development and validation of the Spanish Hazard Perception Test. Traffic injury prevention, 15(8), 817–826. https://doi.org/10.1080/15389588.2013.879125

Roca, J., Lupiáñez, J., López-Ramón, M.-F. & Castro, C. (2013). Are drivers’ attentional lapses associated with the functioning of the neurocognitive attentional networks and with cognitive failure in everyday life? 17, 98–113. https://doi.org/10.1016/j.trf.2012.10.005

Roca, J., Castro, C., López-Ramón, M. F., & Lupiáñez, J. (2011). Measuring vigilance while assessing the functioning of the three attentional networks: the ANTI-Vigilance task. Journal of neuroscience methods, 198(2), 312–324. https://doi.org/10.1016/j.jneumeth.2011.04.014

Martella, D., Casagrande, M., & Lupiáñez, J. (2011). Alerting, orienting and executive control: the effects of sleep deprivation on attentional networks. Experimental brain research, 210(1), 81–89. https://doi.org/10.1007/s00221-011-2605-3

López-Ramón, M. F., Chica, A. B., Bartolomeo, P., & Lupiáñez, J. (2011). Attentional orienting and awareness: evidence from a discrimination task. Consciousness and cognition, 20(3), 745–755. https://doi.org/10.1016/j.concog.2010.10.024

López-Ramón, M. F., Castro, C., Roca, J., Ledesma, R., & Lupiañez, J. (2011). Attentional networks functioning, age, and attentional lapses while driving. Traffic injury prevention, 12(5), 518–528. https://doi.org/10.1080/15389588.2011.588295 Open access in: https://www.researchgate.net/publication/51697897_Attentional_Networks_Functioning_Age_and_Attentional_Lapses_While_Driving

Ledesma, R. D., Montes, S. A., Poó, F. M. & López-Ramón, M. F. (2010). Individual Differences in Driver Inattention: The Attention-Related Driving Errors Scale. 11(2), 142–150. https://doi.org/10.1080/15389580903497139. Open access in: https://www.researchgate.net/publication/43051499_Individual_Differences_in_Driver_Inattention_The_Attention-Related_Driving_Errors_Scale

Introzzi, I., Urquijo, S. & Lopez-Ramon, M. F. (2010). Coding processes and executive functions in patients with multiple sclerosis. PSICOTHEMA, 22 (4), 684-690.  Open access in: https://www.psicothema.com/pdf/3786.pdf

López-Ramón, M. F., Introzzi, I., & Richard´s, M. M. (2009). The independence between implicit learning and general intelligence in children of school age. Anales de Psicología / Annals of Psychology, 25(1), 112–122. Open access in: https://revistas.um.es/analesps/article/view/71561

López-Ramón, M. F., Introzzi, I., & Richard’s, M. M. (2009). La independencia del aprendizaje implícito con respecto a la inteligencia general en niños de edad escolar [The independence between implicit learning and general intelligence in children of school age]. Anales de Psicología, 25(1), 112–122. Pen Access in https://revistas.um.es/analesps/article/view/71561

Richard’s,M. M., Solanas, A.,Ledesma, R., Introzzi, I. M., y López-Ramón, M. F. ( 2008). “ Statistical classification techniques: a comparative and applied study.” Psicothema 20(4): 863-871. Open Access in https://www.academia.edu/81818641/T%C3%A9cnicas_estad%C3%ADsticas_de_clasificaci%C3%B3n_un_estudio_comparativo_y_aplicado

Lopez-Ramon, M. F., et al. (2008). “Modifications of the artificial grammars paradigm for children.” Revista Latinoamericana de Psicología 40(2): 321-334. Open Access in http://pepsic.bvsalud.org/scielo.php?pid=S0120-05342008000200009&script=sci_abstract

López-Ramón, M. F., Ledesma, R., Introzzi, I., & Urquijo, S. (2007). Aprendizaje implícito de gramáticas artificiales en niños: efecto de la longitud, la valencia y el formato. Psic: revista da Vetor Editora, 8(2), 121-130. Open Access in http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S1676-73142007000200002&lng=pt&tlng=.

López-Ramón, M. F., & Fernández Acevedo, Gustavo. (2007). Convergencias conceptuales entre las teorías del aprendizaje implícito y la Psicología Evolucionista. Interdisciplinaria, 24(2), 185-210. Open Access in http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S0325-82032007000200003&lng=pt&tlng=es

Lopez Ramon, M. F. (2007). Relación entre el aprendizaje implícito y la edad en niños de 7 a 12 años. Avances En Psicología Latinoamericana , 25(2), 126-137. Open Access in https://revistas.urosario.edu.co/index.php/apl/article/view/1210

López-Ramón, M. F. (2007). Relationships between implicit learning and age in children from 7 to 12 years old. Avances en Psicologia Latinoamericana, 25(2), 126-137. Open Access in file:///C:/Users/Usuario/Downloads/Dialnet-RelacionesEntreElAprendizajeImplicitoYLaEdadEnNino-2542731.pdf

Introzzi, I. M., López Ramon, M. F., & Canet Juric, L. (2010). déficit de categoría gramatical específica: análisis de un caso. Revista Electrónica De Psicología Iztacala, 10(3). Open Access in https://www.revistas.unam.mx/index.php/repi/article/view/18986

López-Ramón, M. F. (2006). Relaciones entre aprendizajes implícto y explícito e inteligencia general en alumnos de Enseñanza General Básica (EGB). Interdisciplinaria, 23(1), 101-118. Open Access in http://www.scielo.org.ar/scielo.php?script=sci_arttext&pid=S1668-70272006000100006&lng=es&tlng=es

López Ramon, María Fernanda, Ledesma, Rubén, Introzzi, María Isabel y Urquijo, Sebastián (2007). Aprendizaje Implícito de Gramáticas Artificiales en niños: efecto de la longitud, la valencia y el formato. PSIC - Revista de Psicologia da Vetor Editora, 8 (2), 121-130. Open Access in https://www.aacademica.org/sebastian.urquijo/69.pdf

IGNACIO MÁÑEZ SÁEZ is Assistant Professor at the University of Valencia (Spain). He is also a researcher at the ERI-Lectura (Interdisciplinary Research Structure on Reading). He obtained a Degree in Psychology (University of Valencia), a Master’s degree in Cognitive Neurosciences and Educational Needs (University of Valencia and University of La Laguna), and a PhD in Psychology (University of Valencia and Salamanca). As a predoctoral researcher, he was a visiting scholar at the universities of Minnesota (USA) and Poitiers (France). His research focuses on the study of text-based learning processes and feedback processing in digital environments; further, he has participated in several national research projects with public funding related to the design and development of intervention programs in reading literacy. He has publications in scientific journals in the fields of psychology, learning and digital environments.

Marina Pi Ruano is psychologist by the University of Valencia. Currently, she is PhD in the Doctoral Programme in Reading and Comprehension.

Luis Ramos has a degree and PhD in Psychology from the University of Valencia and a Diploma in Teaching, specializing in Therapeutic Pedagogy, from the Catholic University of Valencia. He has been working since 2004 as an educational psychologist (school counselor) in schools and combines his work in non-university education with teaching at university levels as an associate professor in the Department of Developmental Psychology and Education at the University of Valencia since 2011. He has extensive experience in methods of reading comprehension instruction and reading assessment. He is currently interested in reading in digital media and in the teaching of reading skills in the school context.

[Biography, english version]

Paz Viguer Seguí. PhD in Psychology by the University of Valencia. Full Professor in the Dept. of Developmental and Educational Psychology at the University of Valencia (UV) since 2000. Her research focuses on the field of Developmental Optimization, dedicated to the study and promotion of optimal development. Since 2001, she has been director of the Developmental Optimization research group (GIOE) and since 2019, she has been director of the optimal development promotion research group (GIDOP) born from the union of the GIOE group and the Vinculaciones affectivas group directed by Dra. Maria José Cantero. In addition, since 2015 she is a member of the EnveCoEm Ageing: Cognition and Emotion group, directed by Dr. Juan Carlos Melendez. Currently, she participates in interdisciplinary teams together with psychologists, gerontologists, methodologists, sociologists and social educators, in studies aimed at empirically investigating the effectiveness of interventions in the promotion of development, improving the subject's skills, his well-being and his quality of life, especially in childhood, adolescence and youth.

During his research career she has directed and participated in numerous competitive research projects obtaining local, national and European funding. Likewise, it has signed about 25 agreements and contracts with public institutions and associations. As a result of these projects, contracts and collaborations, there are about half a hundred scientific publications, with more than 30 publications in national and international journals, most of them indexed in well-known databases (JCR and Scimago) and more than 10 chapters and books in important publishing houses. This research trajectory has allowed her to obtain a positive evaluation from the CNEAI in three research semesters, one of them being in the transfer modeof knowledge.

His contributions to society through the transfer to the applied field of his work are also numerous. He has participated in more than 120 national and international courses, congresses and scientific meetings, most of them aimed at professionals in psychology and education, as well as families. An area of special interest since its beginnings as researchers has been the transfer of knowledge through a coordinated community-university work that has allowed the continuous application of actions with theoretical and methodological rigor in schools, municipalities and social entities. All the contracts and agreements directed have been along these lines and have given important results such as the creation of a local model for the prevention of violence and the promotion of coexistence that was adopted by the Generalitat de Catalunya and implemented in several municipalities, the development of family debates as participative methodology carried out with more than 4000 families, or the creation of the model of extensive accompaniment to adolescents which, among other aspects, resulted in the creation of Rizom asociación educativa. This involvement in the applied professional field has consolidated a line of research aimed at promoting optimal development that brings benefits to children, adolescents, families and communities. On the other hand, in terms of teaching innovation, it belongs to the IQ-teaching innovation group of the UV. This group focuses on the design and validation of resources and intervention proposals aimed at facilitating the academic and social adjustment of new students, as well as the incorporation of evaluation methodologies in the university.

Throughout his academic career, his involvement in the training of young researchers is undeniable, offering scholarships and contracts in research projects and contracts and directing more than 25 master's theses and doctoral theses. On the other hand, it is worth noting her commitment to applied psychology in workplaces, being coordinator of the department's external interships and having tutored more than 300 students.