2021
Alvarez-Nuñez, L., González, M., Rudnitzky, F., & Vásquez-Echeverría, A. (2021). Psychometric properties of the ASQ–3 in a nationally representative sample of Uruguay. Early Human Development, 157.10.1016/J.EARLHUMDEV.2021.105367

Carboni, A., Maiche, A., & Valle-Lisboa, J. C. (2021). Teaching the Science in Neuroscience to Protect From Neuromyths: From Courses to Fieldwork. Frontiers in human neuroscience, 15, 718399. https://doi.org/10.3389/fnhum.2021.718399.

Díaz-Simón, N., de León, D., Fitipalde, D., & Vásquez-Echeverría, A. (2021). Desarrollo y validación del Inventario de Caracterización de Ambientes para Educación Inicial. Psicologia: Teoria e Prática, 23(3), 1-25. http://pepsic.bvsalud.org/pdf/ptp/v23n3/es_v23n3a08.pdf

de León, D., Sánchez, I., Koleszar, V., Cervieri, I., & Maiche, A. (2021). Actividades numéricas en el hogar y desempeño matemático en niños preescolares. Revista Argentina De Ciencias Del Comportamiento, 13(3), 49–58. https://doi.org/10.32348/1852.4206.v13.n3.19928

Gerosa, A., Koleszar, V., Tejera, G., Gómez-Sena, L., & Carboni, A. (2021). Cognitive abilities and computational thinking at age 5: Evidence for associations to sequencing and symbolic number comparison. Computers and Education Open, 2, 100043. https://acortar.link/783YxY

Vásquez-Echeverría, A., Tomás, C., González, M., Rodríguez, J. I., Alvarez-Nuñez, L., Liz, M., Pérez, M., Rudnitzky, F., Berón, C., Gariboto, G. & Lopez Boo, F. (2021). Developmental disparities based on socioeconomic status and sex: an analysis of two large, population-based early childhood development assessments in Uruguay. Early Child Development and Care. 10.1080/03004430.2021.1946528

2022
Alvarez-Nuñez, L., Vásquez-Echeverría, A., & Antino, M. (2022). Consideration of future consequences: evidence of weekly fluctuations and domain-specificity in association with health, academic, and work outcomes. Current Psychology, 1-11. https://doi.org/10.1007/s12144-022-03910-5

Bakala, E., Gerosa, A., Hourcade, J. P., Pascale, M., Hergatacorzian, C., & Tejera, G. (2022, June). Design factors affecting the social use of programmable robots to learn computational thinking in kindergarten. In Interaction design and children (pp. 422-429).

Bakala, E., Gerosa, A., Hourcade, J. P., Tejera, G., Peterman, K., & Trinidad, G. (2022). A Systematic Review of Technologies to Teach Control Structures in Preschool Education. Frontiers in psychology, 13, 911057.

Colino, N., & Maiche, A. (2022). Las altas habilidades en el dominio específico de la matemática: una revisión sistemática de los hallazgos empíricos en neurocognición. Cuadernos de Neuropsicología, 16(3), 38-54. DOI: 10.7714/CNPS/16.3.203

Delgado H, Aldecosea C, Menéndez Ñ, Rodríguez R, Nin V, Lipina S, Carboni A.(2022) Socioeconomic status differences in children’s affective decision-making: The role of awareness in the Children’s Gambling Task. Developmental Psychology. https://pubmed.ncbi.nlm.nih.gov/35446070/

Diaz-Simón, N,Cervieri, I., & Maiche, A. (2022). Debates teóricos contemporáneos en Cognición Numérica. Revista Argentina de Ciencias del Comportamiento, 14(3), 15-31. https://doi.org/10.32348/1852.4206.v14.n3.30236

Gerosa, A., Koleszar, V., Tejera, G., Gómez-Sena, L., & Carboni, A. (2022). Educational robotics intervention to foster computational thinking in preschoolers: effects of children’s task engagement. Frontiers in Psychology, 2734.

González, M., Liz, M., Loose, T., Pérez, M., Rodríguez, J. I., Tomás-Llerena, C. & Vásquez-Echeverría, A. (2022). School Readiness losses during the COVID-19 outbreak. A comparison of two cohorts of young children. Child Development, 93(4), 910-924. 10.1111/cdev.13738

Loose, T., Vasquez-Echeverría, A., & Álvarez-Núñez, L. (2022). Spanish version of need for cognition scale: Evidence of reliability, validity and factorial invariance of the very efficient short-form. Current Psychology, 1-12. https://link.springer.com/article/10.1007/s12144-022-02739-2

Nin, V., Delgado, H., Muniz‐Terrera, G., & Carboni, A. (2022). Partial agreement between task and BRIEF‐P‐based EF measures depends on school socioeconomic status. Developmental Science, 25(5), e13241

Vásquez-Echeverría, A., Alvarez-Nuñez, L., Gonzalez, M., Loose, T., & Rudnitzky, F. (2022). Role of parenting practices, mother’s personality and depressive symptoms in early child development. Infant Behavior and Development, 67.10.1016/j.infbeh.2022.101701

Vásquez-Echeverría, A. (2022). El desarrollo infantil en Uruguay. Una aproximación a los principales resultados y la utilidad social de dos grandes evaluaciones en primera infancia. EN C. Rosemberg y A. Barreiro (Comps.) Interacción Social, Desarrollo y Aprendizaje (pp. 261-273). Buenos Aires: CIIPME-CONICET, FLACSO Virtual

Zugarramurdi, C., Fernández, L., Lallier, M., Carreiras, M., & Valle-Lisboa, J. C. (2022). Lexiland: A tablet-based universal screener for reading difficulties in the school context. Journal of Educational Computing Research, 60(7), 1688-1715. https://journals.sagepub.com/doi/full/10.1177/07356331221074300

Zugarramurdi, C., Fernández, L., Lallier, M., Valle-Lisboa, J. C., & Carreiras, M. (2022). Mind the orthography: Revisiting the contribution of pre reading phonological awareness to reading acquisition. Developmental Psychology. https://psycnet.apa.org/record/2022-45365-001

2023
Cabana, Á., Zugarramurdi, C., Valle-Lisboa, J. C., & De Deyne, S. (2023). The «Small World of Words» free association norms for Rioplatense Spanish. Behavior Research Methods, 1-18. https://link.springer.com/article/10.3758/s13428-023-02070-z

Laurino, J., De Deyne, S., Cabana, A., Kaczer, L. (2023). The Pandemic in Words: Tracking Fast Semantic Changes via a Large-scale Word Association Task. Open Mind; doi: https://doi.org/10.1162/opmi_a_00081

Nin, V., Delgado, H., Goldin, A., Fernández-Slezak, D.,  Belloli, L.,  Carboni, A. (2023) A classroom-Embedded Video Game Intervention Improves Executive Functions in Kindergarteners. Journal of Cognitive Enhancement 7:19–38. https://doi.org/10.1007/s41465-023-00262-1

Trinidad Barnech, G., Tejera, G., Valle-Lisboa, J., Núñez, P., Bachiller, P., & Bustos, P. (2023). Initial Results with a Simulation Capable Robotics Cognitive Architecture. In D. Tardioli, V. Matellán, G. Heredia, M. F. Silva, & L. Marques (Eds.), ROBOT2022: Fifth Iberian Robotics Conference (pp. 612–623). Springer. https://doi.org/10.1007/978-3-031-21062-4_50