LANGUAGE AND COMMUNICATION IN TYPICAL AND ATYPICAL DEVELOPMENT:

• Early identification of linguistic risk indicators
• Language skills and cognitive regulation in the preschool age
• Interventions for promoting communication and language development
• Language impairment

COGNITIVE AND LEARNING PROCESSES:

• Development of executive functions
• Executive functions and literacy and mathematics achievements
• Executive functions, emotional and behavioral regulation
• Interventions to promote cognitive, behavioral, and emotional regulation
• Working memory: development in a neo-Piagetian perspective
• Working memory and development of drawing skills
• Working memory and acquisition of mathematical concepts
• Working memory and school attitudes (text comprehension and problem solving)
• The prerequisites for calculation abilities

DIFFICULTIES AND LEARNING DISORDERS:

• Early indicators of learning difficulties
• Executive functions and specific learning disorders
• Risk indicators for school maladjustment and conduct disorders
• Development of educational programs to prevent and reduce the difficulties of learning mathematics

DISABILITY:

• Cognitive profile in individuals with autism
• Interventions in children with autism
• School inclusion
• Executive functions in children with atypical development

ASSESMENT:

• Development and validation of tools for the evaluation of executive functions in preschool age
• Development and validation of tools for the evaluation of executive attentional functions in school age