Formació

2010 Doctor en Psicologia (Bàsica). Universitat Jaume I, Castelló.

2005 Becari predoctoral 2005-2009, Laboratori de Neurociència Afectiva. Department de Psicologia Bàsica, Clinica i Psicobiologia, Universitat Jaume I, Castelló.

2004 Becari colaborador 3er cicle 2004-2005, Laboratori de Neurociència Afectiva. Departament de Psicologia Bàsica, Clínica i Psicobiologia, Universitat Jaume I, Castelló.

2004 Llicenciat en Psicologia. Universitat Jaume I, Castelló.

Experiència professional

2022 Professor titular d'universitat, Department de Pedagogia Aplicada i Psicologia de l'Educació, Universitat de les Illes Balears.

2021 Professor contractat doctor, Department de Pedagogia Aplicada i Psicologia de l'Educació, Universitat de les Illes Balears.

2016 Professor contractat doctor interí, Department de Pedagogia Aplicada i Psicologia de l'Educació, Universitat de les Illes Balears.

2014 Professor ajudant doctor, Department de Pedagogia Aplicada i Psicologia de l'Educació, Universitat de les Illes Balears.

2010 Personal Investigador Contractat Doctor 2010-2013, Laboratori de Neurociència afectiva. Departament de Psicologia Bàsica, Clínica i Psicobiologia, Universitat Jaume I, Castelló.

Premis

Premi extraordinari de doctorat 2010. Universitat Jaume I, Castelló.

Publicacions

Adrover-Roig, D., Sánchez-Azanza, V., Buil-Legaz, L., López-Penadés, R., & Aguilar-Mediavilla, E. (2023). Trait anxiety slows speed of processing but does not affect specific components of executive control. Acta Psychologica, 238, 103973. https://doi.org/10.1016/j.actpsy.2023.103973

Esteller-Cano, À., Buil-Legaz, L., López-Penadés, R., Aguilar-Mediavilla, E., & Adrover-Roig, D. (2022). Retrospective bullying trajectories in adults with self-reported oral language difficulties. International Journal of Language and Communication Disorders, 57(3), 578-592. https://doi.org/10.1111/1460-6984.12708

Esteller-Cano, À., Buil-Legaz, L., Pérez-Castelló, J. A., López-Penadés, R., Sánchez-Azanza, V., Sureda-García, I., Valera-Pozo, M., Flexas, A., Aguilar-Mediavilla, E., & Adrover-Roig, D. (2021). California bullying victimization scale-retrospective (Cbvs-r): Validation of the Spanish adaptation. Psicothema, 33(2), 279-286. https://doi.org/10.7334/psicothema2020.407

López-Penadés, R., Sanchez-Azanza, V. A., Aguilar-Mediavilla, E., Buil-Legaz, L., & Adrover-Roig, A. (2020). Associations of natural language switching with executive control in early bilinguals. Bilingualism: Language and Cognition, 23(5), 1008-1019. https://doi.org/10.1017/S1366728920000012

Sanchez-Azanza, V. A., López-Penadés, R., Aguilar-Mediavilla, E., & Adrover-Roig, D. (2020). Latent variable evidence on the interplay between language switching frequency and executive control in Spanish-Catalan bilinguals. International Journal of Bilingualism, 24(5-6), 912-930. https://doi.org/10.1177/1367006920902525

Sachez-Azanza, V. A., López-Penadés, R., & Adrover-Roig, D. (2020). More similitudes than differences between bilinguals and monolinguals on speeded and demand-varying tasks. Language Cognition and Neuroscience, 35(8), 992-1009. https://doi.org/10.1080/23273798.2019.1706752

Sureda-Garcia, I., López-Penadés, R., Rodríguez-Rodríguez, R., & Sureda-Negre, J. (2020). Cyberbullying and Internet Addiction in Gifted and Nongifted Teenagers. Gifted Child Quarterly, 64(3), 192-203. https://doi.org/10.1177/0016986220919338

Aguilar-Mediavilla, E., Buil-Legaz, L., López-Penadés, R., Sánchez-Azanza, V., Adrover-Roig, D. (2019). Academic outcomes in bilingual children with developmental language disorder: a longitudinal study. Frontiers in Psychology, 10, 531. https://doi.org/10.3389/fpsyg.2019.00531

Pastor, M. C., López-Penadés, R., Cifre, E., Moliner-Urdiales, D. (2019). The Spanish version of the Emotion Regulation Questionnaire for children and adolescents (ERQ-CA): A psychometric evaluation in early adolescence. Spanish Journal of Psychology, 22, E30. https://doi.org/10.1017/sjp.2019.30

Rehbein, M. A., Pastor, M. C., Moltó, J., Poy, R., López‐Penadés, R., & Junghöfer, M. (2018). Identity and expression processing during classical conditioning with faces. Psychophysiology, 55, e13203. https://doi.org/10.1111/psyp.13203