This line of research is geared towards studying the following aspects:

• The acquisition of language in Catalan and Spanish, as well as the simultaneous acquisition of more than one language.
• The acquisition of second languages. Mainly in contexts of linguistic immersion.
• The relationship between the different components of language in the course of language learning.
• The relationship between development, communication and language skills and socio-cognitive skills - see also the line 'Sociocognitive and socio-emotional development.
• Language development in people with developmental disorders, language disorders, written language disorders.
• Linguistic involvement in different neurodegenerative pathologies.
• Adaptation of language assessment instruments to Catalan.
• Assessment of school support for communication and language skills.

This line began in 1995.It regularly collaborates with the CREDA of Girona and with teachers from other universities.

Publicacions

Intxaustegi, A., Serrat, E., Amadó, A., & Sidera, F. (2025). Language and Hidden Emotion Understanding in Deaf and Hard-of-Hearing Children: The Role of Mentalistic Verbs. Behavioral Sciences, 15(8), 1106.

Riembau, C., Ivern Pascual, I., & Serrat-Sellabona, E. (2025). Phonological processing skills in bilingual (Catalan and Spanish) students with and without dyslexia. Revista de Investigación en Logopedia, 15, 159-171.

Serrat, E., Amadó, A., Durrleman, S., Intxaustegi, A., & Sidera, F. (2024). Expressive syntax matters for second-order false belief: a study with hearing-impaired children. Frontiers in Communication, 9, 1401576.

Senar, F., Janés, J., Serrat, E., & Huguet, Á. (2024). Assessing the relationship between L1 knowledge and fluid intelligence in second language acquisition: the case of immigrant students in Catalonia. International Journal of Bilingual Education and Bilingualism, 27(7), 1008-1020.

Auza, A., Rojas, C., Simon-Cereijido, G., Pereira, M. P., Mediavilla, E. A., Neve, L. J. A., ... & Andreu, L. (2024). Donna Jackson-Maldonado. A life dedicated to joining theory and practice in language development research. Revista de Logopedia, Foniatría y Audiología, 44(1), 100473.

Senar, F., Serrat, E., Janés, J., & Huguet, À. (2023). Heritage language instruction to young immigrants: An In-depth look at the psycholinguistic effects during the simultaneous acquisition of two second languages. Applied linguistics, 44(4), 658-677.

Feijoo, S., Amadó, A., Sidera, F., Aguilar-Mediavilla, E., & Serrat, E. (2023). Language acquisition in a post-pandemic context: the impact of measures against COVID-19 on early language development. Frontiers in Psychology, 14, 1205294.

Senar, F., Serrat, E., Huguet, Á., & Janés, J. (2023). Adquisición de segundas lenguas en contextos de inmersión lingüística. Un modelo estructural acerca del rol de la inteligencia y las actitudes lingüísticas. Revista de psicodidáctica, 28(1), 59-66.

Serrat Sellabona, E., Aguilar-Mediavilla, E., Sanz-Torrent, M., Andreu Barrachina, L., Amadó Codony, A., Badia Llenas, I., & i Serra Raventós, M. (2022). Inventaris del desenvolupament d’habilitats comunicatives MacArthur-Bates en català: Guia d’ús i manual tècnic (Vol. 268). Editorial UOC.

Serrat, E., Amadó, A., Bonet, A., Feijóo, S., & Aguilar-Mediavilla, E. (2021). Growing up in a socially bilingual environment: simultaneous acquisition of a typologically close language (Crecer en un entorno social bilingüe: adquisición de una lengua de forma simultánea a otra lengua tipológicamente similar). Journal for the Study of Education and Development, 44(2), 336-369.

Bahamonde Godoy, C., Serrat Sellabona, E., & Vilà Suñé, M. (2021). Intervención en Trastorno del Desarrollo del Lenguaje (TDL): una revisión sistemática (2000-2020). Revista de Investigación en Logopedia, 2021, vol. 11, núm. especial, p. 21-38.

Serrat-Sellabona, E., Aguilar-Mediavilla, E., Sanz-Torrent, M., Andreu, L., Amadó, A., & Serra, M. (2021). Sociodemographic and pre-linguistic factors in early vocabulary acquisition. Children, 8(3), 206.

Sidera, F.; Lillard, A. S., Amadó, A., Caparrós, B., Rostan, C., Serrat, E. (2021). Pretending emotions in the early years: the role of language and symbolic play. Infancy, 26, 920-931.

Sidera, F., Perpiñà, G., & Serrat, E. (2020). Adquisició del llenguatge i comprensió emocional en infants amb sordesa. Llengua, societat i comunicació= Language, society and communication, 18, 64-79.

Castano, E., Gilboy, E., Feijóo, S., Serrat, E., Rostan, C., Hilferty, J., & Cunillera, T. (2018). Hand position and response assignment modulate the activation of the valence‐space conceptual metaphor. Cognitive science, 42(7), 2342-2363.

Feijoo, S., Muñoz, C., Amadó, A., & Serrat, E. (2017). When meaning is not enough: Distributional and semantic cues to word categorization in child directed speech. Frontiers in psychology, 8, 1242.

Feijoo, S., Muñoz, C., & Serrat, E. (2015). Morphosyntactic cues to noun categorization in English child-directed speech. Language & Communication, 45, 1-11.

Serrat, E.; Sanz-Torrent, M.; Feijóo, S.; Chireac, S.; Hilferty, J. (2012). Acquiring verbs in Spanish. An evaluation of two proposals. Review of Cognitive Linguistics, 10, 1, 133-155.

Chireac. S.M.; Serrat, E.; Huguet, A. (2011). Transferencia en la adquisición de segundas lenguas. Un estudio con alumnado rumano en un contexto bilingüe. Revista de Psicodidáctica, 16, 267-289.

Resches, M.; Serrat, E.; Rostan, C,; Esteban, M. (2010). Lenguaje y Teoría de la Mente: una aproximación multidimensional. Infancia y Aprendizaje, 33, 3, 315-333.

Serrat, E.; Sanz-Torrent, M.; Badia, I.; Aguilar, E.; Olmo, R.; Lara, F.; Andreu. L. (2010). La relación entre el aprendizaje léxico y el desarrollo gramatical. Infancia y Aprendizaje, 33, 4, 435-448.

Serrat, E., Olmo, R., & Sanz-Torrent, M. (2009). La productividad de la morfología verbal a los dos años de edad. Journal for the Study of Education and Development, 32(1), 49-63.

Serrat, E., Gràcia, L., & Perpiña, L. (2008). First Language Influence on Second Language Acquisition: The Case of Immigrant L1 Soninke, Tagalog and Chinese Children Learning Catalan. In C. Pérez-Vidal & M. Juan-Garau (Eds.), A Portrait of the Young in the New Multilingual Spain. Multilingual Matters.

Sanz‐Torrent, M., Serrat, E., Andreu, L., & Serra, M. (2008). Verb morphology in Catalan and Spanish in children with specific language impairment: A developmental study. Clinical Linguistics & Phonetics, 22(6), 459-474.

Serrat Sellabona, E., Sanz-Torrent, M., & Bel, A. (2004). Aprendizaje del lenguaje y desarrollo gramatical: vocabulario verbal, acceleración léxica y complejidad sintáctica. Anuario de Psicología, 2004, 35(2), 221-234.

Gràcia, L., i Serrat, E. (2003). Immigració i adquisició de segones llengües: una aproximació als errors en la morfologia verbal. Caplletra. Revista internacional de filología, (35), 153-168.

Serrat, E. (2003). Explicar cómo se adquiere la gramática: experimentación, cambio y diálogo. Cognitiva, 15(2), 215-220.

Serrat, E., & Aparici, M. (2001). Morphological errors in early language acquisition: evidence from Catalan and Spanish. In M. Almgren, A. Barreña, M.J. Ezeizabarrena, I Idiazabal, B. MacWhinney (Eds.), Research on child language acquisition, 2 (pp. 1260-1277). Cascadilla Press. 

Sanz-Torrent, M., Aguilar, E., Serrat, E., Serra, M., (2001). Almgren, M., Barreña, A., ... & MacWhinney, B. (2001). Verb type production in Catalan and Spanish children with SLI. In M. Almgren, A. Barreña, M.J. Ezeizabarrena, I Idiazabal, B. MacWhinney (Eds.), Research on child language acquisition, 2 (pp. 909-922). Cascadilla Press.

Aparici, M., Serrat, E., Capdevila, M., & Serra, M. (2001). Acquisition of complex sentences in Spanish and Catalan speaking children. In K.Nelson, A. Aksu-Koç, C. Johnson (Eds.), Children's language (pp. 1-25). Taylor & Francis Group.

Serrat, E., & Capdevila, M. (2001). La adquisición de la interrogación: las interrogativas parciales en catalán y castellano. Infancia y Aprendizaje, 24(1), 3-17.

Serra, M., Serrat, E., Solé, M. R., Bel, A., & Aparici, M. (2000). La adquisición del lenguaje. Ariel.