I began my career as lecturer at an Applied Linguistics Department in Spain (Universidad Nebrija) in 2004, shortly after having finished my PhD.
I am interested in knowing more about the way that our learning processes and mechanisms change through development, with a special attention on language acquisition.
I began my career as lecturer at an Applied Linguistics Department in Spain in 2004, shortly after having finished my PhD (University of Nottingham).
I spent a year as a postdoctoral researcher in Liverpool University, where I contributed to setting up a new research laboratory aimed at testing early linguistic knowledge. After that, I have mainly worked as lecturer in two Spanish universities (Zaragoza and Complutense). During my time at Universidad de Zaragoza I taught modules on cognitive psychology, and then I also taught modules on both Developmental and Educational Psychology at undergraduate and postgraduate levels.
I joined Sheffield Hallam University on 2014.
I teach developmental psychology modules for first and second year undergraduate students, as well as research methods. I am also supervising postgraduate projects on topics in relation with early grammatical knowledge and language acquisition.
Social Sciences and Arts
I am interested in knowing more about early learning mechanisms associated with apparently complex systems, like the use of verbs by two-year-old children. I have applied two main methods for investigating these types of topics. First, I collected, transcribed and coded a longitudinal dataset of spontaneous child-adult linguistic interactions. I then have run different analyses of data in order to test theoretical predictions on the extent to what children are productive on using particular syntactic constructions.
This early (lack of) productivity has been associated with either innately driven rule-based or constructivist models. Second, I have contributed to building and running different experimental setups, like the preferential looking technique, or studies based on grammaticality judgements.
I teach developmental psychology and research methods at different levels in both undergraduate and postgraduate courses. I am also supervising postgraduate projects on topics in relation with early grammatical knowledge, language acquisition and implicit learning.
Children seem to start to use their target languages quite early in development, but they do not always do this in a fully productive way. The study of the lack of productivity observed during the early stages of language development is in direct relation with key theories on human learning.
I have applied two main methods for investigating the early use of language. First, I collected, transcribed and coded a longitudinal data-set of spontaneous child-adult linguistic interactions. They allow to detect longitudinal changes in productivity thorugh development. Second, I have run different experimental methods, like the preferential looking technique, or studies based on grammaticality judgements, or language elicitation methods. I am also interested in the way that our implicit (unconscious) learning skills change through the life span.
Aguado-Orea, J., Otero, N., & Ambridge, B. (2016). Statistics and semantics in the acquisition of Spanish word order: testing two accounts of the retreat from locative overgeneralization errors. Linguistics Vanguard, 2 (1). http://doi.org/10.1515/lingvan-2015-0021
Aguado Orea, J.J., & Pine, J.M. (2015). Comparing different models of the development of verb inflection in early child Spanish. PLoS ONE, 10 (3), e0119613. http://doi.org/10.1371/journal.pone.0119613
Mariscal, S., Casla, M., Rujas, I., & Aguado-Orea, J. (2012). Methods based on looking time: A window to early cognition? ESTUDIOS DE PSICOLOGIA, 33 (3), 277-292. http://doi.org/10.1174/021093912803758219
Freudenthal, D., Pine, J.M., Aguado-Orea, J., & Gobet, F. (2007). Modeling the developmental patterning of finiteness marking in English, Dutch, German, and Spanish using MOSAIC. Cognitive Science, 31 (2), 311-341.
Aguado-Orea, J., & Pine, J.M. (2002). There is no evidence for a 'no overt subject' stage in early child spanish: A note on Grinstead (2000). Journal of Child Language, 29 (4), 865-874. http://doi.org/10.1017/S0305000902005263
Aguado-Orea, J., Witherstone, H., Bourgeois, L., & Baselga, A. (n.d.). Learning to construct sentences in Spanish: a replication of the Weird Word Order technique. Journal of Child Language. http://doi.org/10.1017/S0305000919000448
I have professional qualifications awarded by the Spanish National Academic Agency (ANECA), since most of my teaching experience has taken place in Spain.
I am member of "Language Makers", a Hallam Guild Group interested in raising awareness on Language Development Disorder.
Nuria Otero, "Productive generalisation and restriction mechanisms during the acquisition of English and Spanish constructions as a first language".