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Author: (All) Acuña-Fariña, C. Ana Isabel Ribeiro Díaz, M. Dopico-Casal, C. Fernández-Rey, J. Fraga, I. Gallego, D. Ganitsky, P. Jiménez, L. Montes, C. Padrón, I. Redondo, J. Vieitez, L.

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• Alvarez-Martinez, A., Sampedro-Vizcaya, M.J. & Fernandez-Rey, J. (2024). Examining the effects of pleasantness ratings on correct and false recognition in the DRM paradigm: accuracy, recollection and familiarity estimates. Frontiers in Psychology - Sec. Cognitive Science, 15. doi:10.3389/fpsyg.2024.1265291
• Fernandes, A. I., Gomes, J. N., Haro, J., Flores, C., & Comesaña, M. (2024). The how and the when of semantic illusions in native and non-native languages. Language and Cognition, 1-25. doi:https://doi.org/10.1017/langcog.2024.51
• Sá-Leite, A. R. & Lago, S. (2024). The role of word form in gender processing during lexical access: A theoretical review and novel proposal in language comprehension. Psychonomic Bulletin & Review. doi:10.3758/s13423-023-02426-8
• Sá-Leite, A. R., Simpson, I. C., Fraga, I., & Comesaña, M. (2024). A standardized approach to measuring gender transparency in languages. Acta psychologica, 246, 104236. doi:10.1016/j.actpsy.2024.104236
• Vieitez, L., Padrón, I., & Fraga, I. (2024). When unpleasantness meets feminines: a behavioural study on gender agreement and emotionality. Cognition and Emotion, 1-11. doi:10.1080/02699931.2024.2334834
• Vieitez, L., Padrón, I., Díaz-Lago, M., de Dios-Flores, I., & Fraga, I. (2024). Unpleasant words can affect the detection of morphosyntactic errors: An ERP study on individual differences. Psychophysiology, 61(12), e14663. doi:10.1111/psyp.14663
• Dopico-Casal, C., Montes, C., Fraga, I., Vieitez, L., Padrón, I., & Romero, E. (2023). So far but yet so near: Examining the buffering effect of perceived social support on the psychological impact of Spanish lockdown. Journal of Community Psychology, 51(4), 1803-1819. doi:10.1002/jcop.22966
• Ferré, P., Guasch, M., Stadthagen-González, H., Hinojosa, J. A., Fraga, I., Marín, J., & Pérez-Sánchez, M. Á. (2023). What Makes a Word a Good Representative of the Category of “Emotion”? The Role of Feelings and Interoception. Emotion. Advance online publication. Emotion. doi:https://dx.doi.org/10.1037/emo0001300
• Gallego, D., Méndez, C. & Jiménez, L. (2023). Contingency learning and episodic contributions to the Item-Specific Proportion Congruent Effect. Quarterly Journal of Experimental Psychology.
• Hinojosa, J.A., Guasch, M., Montoro, P.R., Albert, J., Fraga, I., Ferré, P. (2023). The bright side of words: norms for 9,000 Spanish words in seven discrete positive emotions. Advanced online publication. Behavior Research Methods. doi:https://doi.org/10.3758/s13428-023-02229-8
• Ortiz-Tudela, J., Jiménez, L., & Lupiáñez, J. (2023). Scene-object semantic incongruity across stages of processing: From detection to identification and episodic encoding. Frontiers in Cognition, 2, 2:1125145. doi:10.3389/fcogn.2023.1125145 (link)
• Padrón, I., Fraga, I., Poch, C., Vieitez, L., & Hinojosa, J.A. (2023). Does pleasantness affect the grammatical brain? An ERP study on individual differences. Language, Cognition and Neuroscience. doi:10.1080/23273798.2023.2166678
• Sá-Leite, A. R., Comesaña, M., Acuña-Fariña, C., & Fraga, I. (2023). A cautionary note on the studies using the picture-word interference paradigm: The unwelcome consequences of the random use of “in/animates". Frontiers in Psychology, 14:1145884. doi:https://doi.org/10.3389/fpsyg.2023.1145884
• Sá-Leite, A. R., Flores, C., Eira, C., Haro, J. & Comesaña, M. (2023). Language balance rather than age of acquisition: A study on the cross-linguistic gender congruency effect in Portuguese-German bilinguals. Bilingualism: Language and Cognition, 26(5), 1079-1092. doi:10.1017/S1366728923000378
• Acuña-Fariña, C. (2022). Parsers and grammars: A tutorial overview from the linguistics building. Brain Sciences, 12, 1659. doi:https://doi.org/10.3390/brainsci12121659
• de Dios-Flores, I. & Garcia M. (2022). A computational psycholinguistic evaluation of the syntactic abilities of Galician BERT models at the interface of dependency resolution and training time. Procesamiento del Lenguaje Natural, 69, 15-26. doi:10.26342/2022-69-1
• de Dios-Flores, I., Magariños, C., Vladu, A.I., Ortega, J.E., Pichel, J.R., García, M., Gamallo, P., Fernández Rei, E., Bugarín-Diz, A., González González, M., Barro, S., & Regueira, X.L. (2022). The Nós Project: Opening routes for the Galician language in the field of language technologies. Proceedings of the TDLE Workshop @LREC2022, 52-61. (link)
• Gamallo, P., Garcia, M. & de Dios-Flores, I. (2022). Evaluating Contextualized Vectors from Large Language Models and Compositional Strategies. Procesamiento del Lenguaje Natural, 69, 153-164. doi:10.26342/2022-69-13
• Garcia, M., Gamallo, P., Pereira-Fariña, M. & de Dios-Flores, I. (2022). An exploration of the semantic knowledge in vector models: polysemy, synonymy and idiomaticity. Proceedings of the Annual Conference of the Spanish Association for Natural Language Processing. CEUR Workshop Proceedings, 3224, 35-38. (link)
• Gómez, F., Tizón, M., Arronte, A. & Padilla, V. (2022). Rhetorical Pattern Finding. International Journal of Interactive Multimedia and Artificial Intelligence (IJIMAI), 7(7), 1-8. doi:10.9781/ijimai.2022.10.002
• Hemmerich, K., Narganes-Pineda, C., Marotta, A., Martín-Arévalo, E., Jiménez, L. & Lupiáñez, J. (2022). Gaze elicits social and nonsocial attentional orienting: An interplay of shared and unique conflict processing mechanisms. Journal of Experimental Psychology: Human Perception and Performance, 48(8), 824-841. doi:10.1037/xhp0001015
• Jiménez, L., Gallego, D., Agra, O., Lorda, M.J., & Méndez, C. (2022). Proportion of Conflict, Contingency Learning, and Recency effects in a Stroop task. Quarterly Journal of Experimental Psychology, 75, 1528-1551. doi:10.1177/17470218211056813
• Montes, C. & Dopico-Casal, C. (2022). Espacios de trabajo saludables: intervención desde la psicología del trabajo y de las organizaciones. FOCAD, 48(3), 1-38.
• Ortega, J.E., de Dios-Flores, I., Gamallo, P., & Pichel, J.R. (2022). A Neural Machine Translation System for Galician from Transliterated Portuguese Text. Proceedings of the Annual Conference of the Spanish Association for Natural Language Processing. CEUR Workshop Proceedings, 3224, 92-95. (link)
• Pérez Eizaguirre, M. & Tizón, M. (2022). Percepción de los musicoterapeutas profesionales sobre el trabajo de las emociones en la musicoterapia de improvisación. Artseduca, 33, 140-149. doi:10.6035/artseduca.6895
• Prutean, N, Wenk, T., Leiva, A., Vaquero, J.M.M. Lupiáñez, J. & Jiménez, L. (2022). Cognitive control modulates the expression of implicit sequence learning: Congruency sequence and oddball-dependent sequence effects. Journal of Experimental Psychology: Human Perception and Performance. doi:10.1037/xhp0001025
• Prutean, N., Martín-Arévalo, E., Leiva, A., Jiménez, L., Vallesi, A. & Lupiáñez, J. (2022). Maybe causal, but still cautious: Reply to “Cautious or causal? Key implicit sequence learning paradigms should not be overlooked when assessing the role of DLPFC (Commentary on Prutean et al.)". Cortex, 148, 227-230. doi:10.1016/j.cortex.2022.01.008
• Sá-Leite, A. R., Haro, J., Comesaña, M., & Fraga, I. (2022). De murciélagos y mesas, o cómo reacciona el cerebro a la animacidad en múltiples tareas. Ciencia Cognitiva, 16, 33-36. (link)
• Sá-Leite, A. R., Luna, K., Tomaz, Â., Fraga, I., & Comesaña, M. (2022). The mechanisms underlying grammatical gender selection in language production: A meta-analysis of the gender congruency effect. Cognition, 224. doi:10.1016/j.cognition.2022.105060
• Sá-Leite, A. R., Tomaz, Â., Hernández-Cabrera, J., Fraga, I., & Comesaña, M. (2022). What a transparent Romance language with a Germanic gender-determiner mapping tells us about gender retrieval: Insights from European Portuguese. Psicológica, 43(2): e14777. doi:https://doi.org/10.20350/digitalCSIC/14777
• Soares, A., Gutiérrez-Domínguez, F.J., Lages, A., Oliveira, H. M., Vasconcelos, M. & Jiménez, L. (2022). Learning Words While Listening to Syllables: Electrophysiological Correlates of Statistical Learning in Children and Adults. Frontiers in Human Neuroscience, 16, 805723. doi:10.3389/fnhum.2022.805723
• Vladu, A.I., de Dios-Flores, I., Magariños, C., Ortega, J.E., Pichel, J.R., García, M., Gamallo, P., Fernández Rei, E., Bugarín-Diz, A., González González, M., Barro, S., & Regueira, X.L. (2022). Proxecto Nós: Artificial Intelligence at the Service of the Galician Language. Proceedings of the Annual Conference of the Spanish Association for Natural Language Processing. CEUR Workshop Proceedings, 3224, 26-30. (link)
• de Dios-Flores, I. (2021). Grammatical illusions in the processing of long-distance anaphoric dependencies. eAESLA, 51-65. (link)
• Ferré, P., Haro, J., Huete-Pérez, D., & Fraga, I. (2021). Emotionality effects in ambiguous word recognition: The crucial role of the affective congruence between distinct meanings of ambiguous words. Quarterly Journal of Experimental Psychology, 74, 1234-1243. doi:10.1177%2F1747021821990003
• Fraga, I., Padrón, I., & Hinojosa, J.A. (2021). Negative valence effects on the processing of agreement dependencies are mediated by ERP individual differences in morphosyntactic processing. Language, Cognition and Neuroscience, 36(10), 1215-1233. doi:10.1080/23273798.2021.1922725
• Jiménez, L., Méndez, C., Abrahamse, E., & Braem, S. (2021). It is harder than you think: On the boundary conditions of exploiting congruency cues. Journal of Experimental Psychology: Learning, Memory, and Cognition, 47(10), 1686–1704. doi:10.1037/xlm0000844
• Lago, S., Acuña-Fariña, C., & Meseguer, E. (2021). The reading signatures of agreement attraction. Open Mind, 5, 132-153. doi:10.1162/opmi_a_00047
• Padrón, I., Fraga, I., Vieitez, L., Montes, C., & Romero, E. (2021). A Study on the Psychological Wound of COVID-19 in University Students. Frontiers in Psychology, 12(9). doi:10.3389/fpsyg.2021.589927
• Pérez-Sánchez, M.A., Stadthagen-Gonzalez, H., Guasch, M., Hinojosa, J.A., Fraga, I., Marín, J., Ferré, P. (2021). EmoPro – Emotional Prototypicality for 1,286 Spanish Words: Relationships with Affective and Psycholinguistic Variables. Behavior Research Methods, 53, 1857–1875. doi:10.3758/s13428-020-01519-9
• Prutean, N., Martín-Arévalo, E.; Leiva, A.; Jiménez, L., Vallesi, A. & Lupiáñez, J. (2021). The causal role of DLPFC top-down control on the acquisition and the automatic expression of implicit learning: State of the art. Cortex, 141, 293-310. doi:10.1016/j.cortex.2021.04.012
• Sá-Leite, A. R., Haro, J., Comesaña, M. & Fraga, I. (2021). Of beavers and tables: The role of animacy in the processing of grammatical gender within a picture-word interference task. Frontiers in Psychology, 12:661175. doi:10.3389/fpsyg.2021.661175
• Soares, A., Silva, R., Faria, F., Santos, M., Oliveira, H., & Jiménez, L. (2021). Literacy effects on artificial grammar learning (AGL) with letters and colors: Evidence from preschool and primary school children. Language and Cognition, 1-28. doi:10.1017/langcog.2021.12
• Vieitez, L., Haro, J., Ferré, P., Padrón, I., & Fraga, I. (2021). Unraveling the mystery about the negative valence bias: Does arousal account for processing differences in unpleasant words?. Frontiers in Psychology, 36 (10), 1215-1233. doi:10.3389/fpsyg.2021.748726
• Fraga, I. (2020). Two brains in one mind or … why we should not take for granted the interaction between morphosyntactic and affective processing: a commentary on Hinojosa, Moreno, and Ferré (2019). Language, Cognition, and Neuroscience, 35, 858-861. doi:10.1080/23273798.2019.1645867
• Huete-Pérez, D., Haro, J., Fraga, I., & Ferré, P. (2020). HEROÍNA: drug or hero? Meaning-dependent valence norms for ambiguous Spanish words. Applied Psycholinguistics, 41, 259-283. doi:10.1017/S014271641900050X
• Jiménez, L. Mendes-Oliveira, H. & Soares, A.P. (2020). Surface features can deeply affect artificial grammar learning. Consciousness and Cognition, 80, 102919. doi:10.1016/j.concog.2020.102919
• Jiménez, L., Méndez, C., Agra, O. & Ortiz-Tudela, J. (2020). Increasing control improves further control, but it does not enhance memory for the targets in a face–word Stroop task. Memory & Cognition, 48, 994-1006. doi:10.3758/s13421-020-01028-2
• Martínez, R., Senra, C., Fernández-Rey, J., & Merino, H. (2020). Sociotropy, Autonomy and Emotional Symptoms in Patients with Major Depression or Generalized Anxiety: The Mediating Role of Rumination and Immature Defenses. International Journal of Environmental Research and Public Health, 17 (16), 5716. doi:10.3390/ijerph17165716
• Padrón, I., Fraga, I. & Acuña-Fariña, C. (2020). Processing gender agreement errors in pleasant and unpleasant words: an ERP study at the sentence level. Neuroscience Letters, 174, 134538. doi:10.1016/j.neulet.2019.134538
• Parmentier, F., Fraga, I., Leiva, A., Ferré, P. (2020). Distraction by deviant sounds: Disgusting and neutral words capture attention to the same extent. Psychological Research, 84, 1801-1814. doi:10.1007/s00426-019-01192-4
• Sá-Leite, A. R., Luna, K., Fraga, I., & Comesaña, M. (2020). The gender congruency effect across languages in bilinguals: A meta-analysis. Psychonomic Bulletin & Review, 27, 677-693. doi:10.3758/s13423-019-01702-w
• Sabater, L., Guasch. M., Ferré, P., Fraga, I. e Hinojosa, J.A. (2020). Spanish affective normative data for 1,406 words rated by children and adolescents (SANDchild). Behavior Research Methods, 1939-1950. doi:10.3758/s13428-020-01377-5
• Soares, A., Gutiérrez-Domínguez, F.J., Vasconcelos, M., Oliveira, H., Tomé D., & Jiménez, L. (2020). Not All Words Are Equally Acquired: Transitional Probabilities and Instructions Affect the Electrophysiological Correlates of Statistical Learning. Frontiers in Human Neuroscience, 14,. doi:10.3389/fnhum.2020.577991
• de Dios-Flores, I. (2019). Processing sentences with multiple negations: grammatical structures that are perceived as unacceptable. Frontiers in Psychology, 10, 2346. doi:10.3389/fpsyg.2019.02346
• Jiménez, L., Abrahamse, E., Méndez, C. & Braem, S. (2019). Does incidental sequence learning allow us to better manage upcoming conflicting events?. Psychological Research, 84, 2079-2089. doi:10.1007/s00426-019-01201-6 (link)
• Redondo, J., Fernandez-Rey, J. & Gonzalez-Gonzalez, D. (2019). Is it possible to modify fear memories in humans with extinction training within a single day?. Psychological Research, 83, 1340-1348. doi:10.1007/s00426-018-1017-4
• Sá-Leite, A. R., Fraga, I., & Comesaña, M. (2019). Grammatical gender processing in bilinguals: An analytic review. Psychonomic Bulletin & Review, 26 (4), 1148-1173. doi:10.3758/s13423-019-01596-8
• Soares, A.P., Oliveira, H., Ferreira, M., Comesaña, M., Macedo, A.F., Ferré, P., Acuña-Fariña, C., Hernández-Cabrera, J., & Fraga, I. (2019). Lexico-syntactic interactions during the processing of temporally ambiguous L2 relative clauses: An eye-tracking study with intermediate and advanced Portuguese-English bilinguals. PLoS ONE, 14, 1-27. doi:10.1371/journal.pone.0216779
• Vaquero, J.M.M., Lupiáñez, J., & Jiménez, L. (2019). Asymmetrical effects of control on the expression of implicit sequence learning. Psychological Research, 84, 2157–2171. doi:10.1007/s00426-019-01222-1
• Acuña-Fariña, C. (2018). Aspects of the constructional nature of agreement. Constructions, 11, 1-24. doi:10.24338/cons-461
• Acuña-Fariña, C. (2018). The role of morphology in setting production biases in agreement: a cross- linguistic completion study. Language Sciences, 66, 28-41. doi:10.1016/j.langsci.2017.12.008
• Acuña-Fariña, C. (2018). Aspects of a psychologically informed theory of agreement. Folia Linguistica 52(2), 449-482. doi:10.1515/flin-2018-0012
• Fernández-Rey, J. González-González, D. & Redondo, J. (2018). Preventing the return of fear memories with postretrieval extinction: a human study using a burst of white noise as an aversive stimulus. Behavioral Neuroscience, 132 (4), 230-239. doi:10.1037/bne0000245
• Fraga, I., Guasch, M., Haro, J., Padrón, I., & Ferré, P. (2018). EmoFinder: The meeting point for Spanish emotional words. Behavior Research Methods, 50, 84-93. doi:10.3758/s13428-017-1006-3
• Ortiz-Tudela, J.; Milliken, B.; Jiménez, L. ; & Lupiáñez, J. (2018). Attentional influences on memory formation: A tale of a not-so-simple story. Memory & Cognition,46, 544-557. doi:10.3758/s13421-017-0784-2
• Fernandez-Rey, J. & Redondo, J. (2017). Modulating effects of emotional valence on recognition memory for high-arousal pictures. Universitas Psychologica, 16(1), 1-11. doi:10.11144/Javeriana.upsy16-1.meev (link)
• Ferré, P., Guasch, M., Martínez-García, N., Fraga, I., & Hinojosa, J.A. (2017). Moved by words: affective ratings for a set of 2,266 Spanish words in five discrete emotion categories. Behavior Research Methods, 49, 1082-1094. doi:10.3758/s13428-016-0768-3
• Fraga, I., Padrón, I., Acuña-Fariña, C. & Díaz-Lago, M. (2017). Processing gender agreement and word emotionality: New electrophysiological and behavioural evidence. Journal of Neurolinguistics, 44, 203-222. doi:10.1016/j.jneuroling.2017.06.002
• Fraga, I., Padrón, I., Perea, M. & Comesaña, M. (2017). I saw this somewhere else: the Spanish Ambiguous Words (SAW) database. Lingua, 185, 1-10. doi:10.1016/j.lingua.2016.07.002
• García-Orza, J., Gavilán, J.M., Fraga, I., & Ferré, P. (2017). Testing the on-line reading effects of emotionality on relative clause attachment. Cognitive Processing, 18, 543-553. doi:10.1007/s10339-017-0811-z
• Sá-Leite, A. R. & Fraga, I. (2017). Aprendizaje, representación y procesamiento de palabras ambiguas en bilingües. Escritos de Psicología, 10, 69-87. (link)
• Acuña-Fariña, C. (2016). Opportunistic processing of language. Language Sciences, 34-48. doi:10.1016/j.langsci.2016.05.003
• Acuña-Fariña, C. (2016). (A few) psycholinguistic properties of the NP. Functions of Language, 23, 120-141. doi:10.1075/fol.23.1.01acu
• Acuña-Fariña, C. (2016). The Grammars of Close Apposition. Journal of English Linguistics, 61-83. doi:10.1177/0075424216628262
• Guasch, M., Ferré, P. & Fraga, I. (2016). Spanish norms for Affective and Lexico-Semantic variables for 1,400 words. Behavior Research Methods, 48, 1358–1369. doi:10.3758/s13428-015-0684-y
• Merino, H., Senra, C. & Ferreiro, F. (2016). Are Worry and Rumination Specific Pathways Linking Neuroticism and Symptoms of Anxiety and Depression in Patients with Generalized Anxiety Disorder, Major Depressive Disorder and Mixed Anxiety-Depressive Disorder?. PloS one, 11(5), e0156169. doi:10.1371/journal.pone.0156169
• Padrón, I., Pardo-Vázquez, JL., Fernández-Rey, J. & Acuña-Fariña, C. (2016). Representing the consequences of our actions trial by trial: complex and flexible encoding of feedback valence and magnitude. Neuroscience, 333, 264-276. doi:10.1016/j.neuroscience.2016.07.025
• Díaz-Lago, M., Fraga, I., & Acuña-Fariña, C. (2015). Time course of gender agreement violations containing emotional words. Journal of Neurolinguistics, 36, 79-93. doi:10.1016/j.jneuroling.2015.07.001
• Ferré, P., Fraga, I., Comesaña, P., & Sánchez-Casas, R. (2015). Memory for emotional words: the role of semantic relatedness, encoding task and affective valence. Cognition & Emotion, 29, 1401-1410. doi:10.1080/02699931.2014.982515
• Ferré, P., Ventura, D., Comesaña, M., & Fraga, I. (2015). The role of emotionality in the acquisition of new concrete and abstract words. Frontiers in Psychology, 6:976. doi:10.3389/fpsyg.2015.00976
• Jiménez, L., Ortiz-Tudela, J, Méndez, C. & Lorda, M.J. (2015). Mimicry deficits in autism are not just storm effects. Research in Autism Spectrum Disorders, 17, 64-69. doi:10.1016/j.rasd.2015.06.003
• Redondo, J., Fernandez-Rey, J., Padrón, I. & Alcaraz, M. (2015). Pavlovian conditioned diminution of the unconditioned SCR using unpleasant stimuli as the unconditioned stimulus. Learning and Motivation, 52, 32-35. doi:10.1016/j.lmot.2015.09.001
• Acuña-Farina, C., Carreiras, M. & Meseguer, E. (2014). Gender and number agreement comprehension in Spanish. Lingua, 143, 108-128. doi:10.1016/j.lingua.2014.01.013
• Comesaña, M., Fraga, I., Moreira, A. J., Frade, S., & Soares, A. P. (2014). Free associate norms for 139 European Portuguese words for children from different age groups. Behavior Research Methods, 46(2), 564-574. doi:10.3758/s13428-013-0388-0
• D'Angelo, M., Milliken, B., Jiménez, L., & Lupiáñez, J. (2014). Re-examining the role of context in implicit sequence learning. Consciousness and Cognition, 27, 172-193. doi:10.1016/j.concog.2014.05.005
• Jiménez, L. & Méndez, A. (2014). Even with time, conflict adaptation is not made of expectancies. Frontiers in Psychology. 5, 1042. doi:10.3389/fpsyg.2014.01042
• Jiménez, L., Lorda, M.J, & Méndez, C. (2014). Emulation and Mimicry in School Students with Typical Development and with High Functioning Autism. Journal of Autism and Developmental Disorders, 1597-1608. doi:10.1007/s10803-013-2027-0
• Merino, H., Ferreiro, F. & Senra, M.C. (2014). Cognitive vulnerability to emotional symptoms: Reconsidering the role of worry and rumination. Journal of Psychopathology and Behavioral Assessment, 36(1), 136-142. doi:10.1007/s10862-013-9374-1
• Pardo-Vázquez, JL., Padrón, I., Fernández-Rey, J., & Acuña, C. (2014). EEG activity represents the correctness of perceptual decisions trial-by-trial. Frontiers in Behavioral Neuroscience, 8:105. doi:10.3389/fnbeh.2014.00105
• Redondo, J., Alcaraz, M., Padrón, I., & Méndez, A. (2014). El uso de sonidos como estímulos en el condicionamiento clásico electrodérmico humano. Psicológica, 35, 67-79. (link)
• Comesaña, M., Soares, A.P., Perea, M., Piñeiro, A., Fraga, I., & Pinheiro, A.P. (2013). ERP correlates of masked affective priming with emoticons and words. Computers in Human Behavior, 29(3). doi:10.1016/j.chb.2012.10.020
• D´Angelo, M.C., Jiménez, L, Milliken, B. & Lupiáñez, J. (2013). On the Specificity of Sequential Congruency Effects in Implicit Learning of Motor and Perceptual Sequences. Journal of Experimental Psychology: Learning, Memory, and Cognition, 39, 69-84. doi:10.1037/a0028474
• D'Angelo, M., Milliken, B., Jiménez, L., & Lupiáñez, J. (2013). Implementing flexibility in automaticity: Evidence from context-specific implicit sequence learning. Consciousness and Cognition, 22(1), 64-81. doi:10.1016/j.concog.2012.11.002
• Ferré, P., Sánchez-Casas, R., & Fraga, I. (2013). Memory for emotional words in the first and the second language: Effects of the encoding task. Bilingualism, Language and Cognition, 16(3), 495-507. doi:10.1017/S1366728912000314
• Jiménez, L. & Méndez, A. (2013). It is Not What You Expect: Dissociating Conflict Adaptation From Expectancies in A Stroop Task. Journal of Experimental Psychology: Human Perception and Performance, 39, 271-284. doi:10.1037/a0027734
• Perea, M., Soares, A. P., & Comesaña, M. (2013). Contextual diversity is a main determinant of word-identification times in young readers. Journal of Experimental Child Psychology, 116(1), 37-44. doi:10.1016/j.jecp.2012.10.014
• Pureza, R., Soares, A. P., & Comesaña, M. (2013). Syllabic Pseudohomophone Priming in Tip-Of-the-Tongue States Resolution: The Role of Syllabic Position and Number of Syllables. Quarterly Journal of Experimental Psychology, 66(5), 910-926. doi:10.1080/17470218.2012.722658
• Soares, A. P., Iriarte, A., de Almeida, J. J., Simões, A., Costa, A., França, P., Machado, J., Comesaña, M. (2013). Procura-PALavras (P-PAL): Uma nova medida de frequência lexical do Português Europeu contemporâneo. Psicologia: Reflexão e Crítica. doi:10.1590/S0102-79722014000100013
• Soares, A. P., Medeiros, J. C., Simões, A., Machado, J., Costa, A., Iriarte, A., Almeida, J. J., Pinheiro, A. P., & Comesaña, M. (2013). ESCOLEX: A grade-level lexical database from European Portuguese Elementary to Middle School textbooks. Behavior Research Methods, 46, 240-253. doi:10.3758/s13428-013-0350-1
• Soares, A. P., Pinheiro, A. P., Costa, A., Frade, C. S., Comesaña, M., & Pureza, R. (2013). Affective auditory stimuli: Adaptation of the International Affective Digitized Sounds (IADS-2) for European Portuguese. Behavior Research Methods, 45(4), 1168-1181. doi:10.3758/s13428-012-0310-1
• Acuña-Fariña, C. (2012). Agreement, attraction and architectural opportunism. Journal of Linguistics 48.2, 1-39. doi:10.1017/S0022226712000084
• Comesaña, M., Sánchez-Casas, R., Soares, A.P., Pinheiro, A.P., Rauber, A., Frade, S., & Fraga, I. (2012). The interplay of phonology and orthography in visual cognate word recognition: An ERP study. Neuroscience Letters, 559, 75-79. doi:10.1016/j.neulet.2012.09.010
• Comesaña, M., Soares, A. P., Sánchez-Casas, R. & Lima, C. (2012). Lexical and semantic representations of L2 cognate and noncognate words acquisition in children: Evidence from two learning methods. British Journal of Psychology, 103, 378-392. doi:10.1111/j.2044-8295.2011.02080.x
• Fraga, I., Piñeiro, A., Acuña-Fariña, C., Redondo, J., & García-Orza, J. (2012). Emotional nouns affect attachment decisions in sentence completion tasks. The Quarterly Journal of Experimental Psychology, 65, 1740-1759. doi:10.1080/17470218.2012.662989
• Jiménez, L., Recio, S., Méndez, A., Lorda, M.J., Permuy, B., & Méndez, C. (2012). Automatic imitation and spatial compatibility in a key-pressing task. Acta Psychologica, 141, 96-103. doi:10.1016/j.actpsy.2012.07.007
• Pardo-Vázquez, J. L. & Fernández-Rey, J. (2012). Working memory capacity and mental rotation: evidence for a domain-general view. The Spanish Journal of Psychology, 15, 881-890. doi:10.5209/rev_sjop.2012.v15.n3.39381
• Perea, M., Comesaña, M., & Soares, A. P. (2012). Does the advantage of the upper part of words occur at the lexical level?. Memory & Cognition, 8, 1257-1265. doi:10.3758/s13421-012-0219-z
• Perea, M., Comesaña, M., Soares, A. P., & Moret-Tatay, C. (2012). On the role of the upper/lower portions of words in lexical access: Evidence with masked priming. Quarterly Journal of Experimental Psychology, 65, 911-925. doi:10.1080/17470218.2011.636151
• Riveiro-Outeiral, S. & Acuña-Fariña, C. (2012). Agreement processes in English and Spanish: a completion study. Functions of Language 19.1, 53-83. doi:10.1075/fol.19.1.03riv
• Soares, A. P., Comesaña, M., Pinheiro, A., Simões, A., & Frade, C. (2012). The adaptation of the Affective Norms for English Words (ANEW) for European Portuguese. Behaviour Research Methods, 44(1), 256-269. doi:10.3758/s13428-011-0131-7
• Fraga, I., Redondo, J., Piñeiro, A., Padrón, I., Fernández-Rey, J., & Alcaraz, M. (2011). Attentional processing and recall of emotional words. Revista Latinoamericana de Psicología, 43, 401-418. (link)
• Jiménez-Fernández, G., Vaquero, J.M., Jiménez, L., & Defior, S. (2011). Dyslexic children show a deficit in implicit sequence learning, but not in contextual cueing or in explicit sequence learning. Annals of Dyslexia, 61, 85-110. doi:10.1007/s11881-010-0048-3
• Jiménez, L. (2011). Methodological vs. Strategic control in artificial grammar learning: A commentary on Norman, Price and Jones (2011). Consciousness and Cognition, 20, 1930-1932. doi:10.1016/j.concog.2011.07.009
• Jiménez, L., Méndez, A., Pasquali, A., Abrahamse, E., & Verwey, W. (2011). Chunking by colors: Assessing discrete learning in a continuous serial reaction-time task. Acta Psychologica, 137, 318-329. doi:10.1016/j.actpsy.2011.03.013
• Jiménez, L., Vázquez, G.A. (2011). Implicit sequence learning and contextual cueing do not compete for cognitive resources. Journal of Experimental Psychology: Human Perception and Performance, 37, 222–235. doi:10.1037/a0020378
• Pardo-Vázquez, J.L., Padrón, I., Fernández-Rey, J., & Acuña-Fariña, C. (2011). Decision-making in the ventral premotor cortex harbinger of action. Frontiers in Integrative Neuroscience, 5, 54. doi:10.3389/fnint.2011.00054
• Redondo, J. & Méndez, A. (2011). Condicionamiento clásico electrodérmico aversivo y apetitivo utilizando imágenes como estímulos. Psicothema, 23(2), 203-208. (link)
• Verwey, W. Abrahamse, E., Ruitemberg, M.,Jiménez, L. & de Kleine, E. (2011). Motor skill learning in the middle-aged: limited development of motor chunks and explicit sequence knowledge. Psychological Research, 75, 406-422. doi:10.1007/s00426-011-0320-0
• Abrahamse, E., Jiménez, L., Verwey, W. & Clegg, B.A. (2010). Representing serial action and perception. Psychonomic Bulletin & Review, 17, 603-630. doi:10.3758/PBR.17.5.603
• Brown, J., Aczel, B., Jiménez, L., Kaufman, S.B., & Plaisted, K. (2010). Intact implicit learning in autism spectrum conditions. Quarterly Journal of Experimental Psychology, 63, 1789-1812. doi:10.1080/17470210903536910
• Ferré, P., García, T., Fraga, I., Sánchez-Casas, R., & Molero, M. (2010). Memory for emotional words in bilinguals: Do words have the same emotional intensity in the first and in the second language. Cognition & Emotion, 24, 760-785. doi:10.1080/02699930902985779
• Kaufman, S.B., DeYoung, C.G., Gray. J.R., Jiménez, L., Brown, J., & Mackintosh, N. (2010). Implicit learning as an ability. Cognition, 116. 321-340. doi:10.1016/j.cognition.2010.05.011
• Perea, M., Gómez, P.; Fraga, I. (2010). Masked nonword repetition effects in yes/no and go/no-go lexical decision: A test of the Evidence Accumulation and Deadline accounts. Psychonomic Bulletin & Review, 17, 369-374. doi:10.3758/PBR.17.3.369
• Permuy, B., Merino, H., & Fernández-Rey, J. (2010). Adult attachment styles and cognitive vulnerability to depression: the mediational roles of sociotropy and autonomy. International Journal of Psychology, 16, 235-240. doi:10.1080/00207590903165059
• Prado Alonso, C. & Acuña-Fariña, C. (2010). A comprehensive account of full-verb inversion in English. Folia Linguistica, 44, 509-554. doi:10.1515/flin.2010.018
• Redondo, J., Fernández-Rey, J. (2010). Reconocimiento de imágenes de contenido emocional: efectos de la valencia afectiva cuando se controla el arousal. Psicológica, 31, 65-86. (link)
• Soares, A.P., Fraga, I., Comesaña, M. & Piñeiro, A. (2010). El papel de la animacidad en la resolución de ambigüedades sintácticas en portugués europeo: evidencia en tareas de producción y comprensión. Psicothema, 22, 691-696. (link)
• Acuña-Fariña, C. (2009). The linguistics and psycholinguistics of agreement: a tutorial overview. Lingua, 119, 389-424. doi:10.1016/j.lingua.2008.09.005
• Acuña-Fariña, C. (2009). Aspects of the grammar of close apposition and the structure of the noun phrase. English Language and Linguistics, 13, 453-481. doi:10.1017/S1360674309990190
• Acuña-Fariña, C. (2009). NP doesn’t say it all: The true diversity of nominal constituency types, de E. Keizer, 2007. Functions of Language, 17, 265-281. doi:10.1075/fol.16.2.04acu
• Acuña-Fariña, C., Fraga, I., García-Orza, J., Piñeiro, A. (2009). Animacy in the adjunction of Spanish RCs to Complex NPs. The European Journal of Cognitive Psychology, 21, 1137-1165. doi:10.1080/09541440802622824
• Comesaña, M., Perea, M., Piñeiro, A. & Fraga, I. (2009). Vocabulary teaching strategies and conceptual representations of words in L2 in children: Evidence with novice learners. Journal of Experimental Child Psychology, 104, 22-33. doi:10.1016/j.jecp.2008.10.004
• Jiménez, L., Lupiáñez, J. & Vaquero, J.M. (2009). Sequential congruency effects in implicit sequence learning. Consciousness and Cognition, 18, 690-700. doi:10.1016/j.concog.2009.04.006
• Verwey, W., Abrahamse, E. & Jiménez, L. (2009). Segmentation of short keying sequences does not spontaneously transfer to other sequences. Human Movement Science, 29, 348-361. doi:10.1016/j.humov.2008.10.004
• Esmorís, F.J., Méndez, C. & Spear, N.E. (2008). Contextual fear conditioning differs for infant, adolescent and adult rats. Behavioral Processes, 78, 340-350. doi:10.1016/j.beproc.2008.01.010
• Jiménez, L & Vázquez, G. (2008). Implicit Sequence Learning in a Search Task. The Quarterly Journal of Experimental Psychology, 61, 1650-1657. doi:10.1080/17470210701695801
• Jiménez, L. (2008). Taking patterns for chunks: Is there any evidence of chunk learning in continuous serial reaction-time tasks?. Psychological Research, 72, 387-396. doi:10.1007/s00426-007-0121-7
• Meseguer, E., Acuña-Fariña, C. & Carreiras, M. (2008). Processing ambiguous Spanish se in a minimal chain. The Quarterly Journal of Experimental Psychology 62, 766-788. doi:10.1080/17470210802215228
• Pardo-Vázquez, J.L. & Fernández-Rey, J. (2008). External validation of the computerized, group administrable, adaptation of the “Operation span task”. Behavior Research Methods, 40, 46-54. doi:10.3758/BRM.40.1.46
• Perea, M., Acher. J. & Fraga, I. (2008). Lexical competition is enhanced in the left hemisphere: Evidence from different types of orthographic neighbors. Brain & Language. 105, 199–210. doi:10.1016/j.bandl.2007.08.005
• Redondo, J., Fraga, I., Padrón, I. & Piñeiro, A. (2008). Affective ratings of sound stimuli. Behavior Research Methods, 40, 784-790. doi:10.3758/BRM.40.3.784
• Fernández-Rey, J. & Redondo, J. (2007). Recognition memory for pictorial stimuli: Biasing effects of stimulus emotionality. Psicothema, 19, 375-380. (link)
• Redondo, J., Fraga, I., Padrón, I., Comesaña, M. (2007). The Spanish adaptation of ANEW (Affective norms for English words). Behavior Research Methods, 39, 600-605. doi:10.3758/bf03193031
• Vaquero, J.M.M. & Jiménez, L. (2007). Correlatos cerebrales distintivos del aprendizaje consciente e inconsciente: Una aproximación desde el aprendizaje de secuencias. Revista de Neurología, 45, 615-623. (link)
• Acuña-Fariña, C. (2006). A constructional network in appositive space. Cognitive Lingusitics, 17, 17-37. doi:10.1515/COG.2006.001
• Betancort, M., Carreiras, M., & Acuña-Fariña, C. (2006). Processing controlled PROs in Spanish. Cognition, 100/2, 217-282. doi:10.1016/j.cognition.2005.04.001
• Jiménez, L., Vaquero, J.M.M. & Lupiáñez, J. (2006). Qualitative differences between implicit and explicit sequence learning. Journal of experimental psychology: Learning, Memory, and Cognition, 32, 475-490. doi:10.1037/0278-7393.32.3.475
• Perea, M. & Fraga, I. (2006). Transposed-letters and laterality effects in lexical decision. Brain & Language, 97, 102-109. doi:10.1016/j.bandl.2005.08.004
• Vaquero, J.M.M., Jiménez, L. & Lupiáñez, J. (2006). The problem of reversals in assessing sequence learning with serial reaction time tasks. Experimental Brain Research, 175, 97-109. doi:10.1007/s00221-006-0523-6
• Acuña-Fariña, C. (2005). Aspects of the relationship between theories of grammar and theories of processing. Atlantis, 27(1), 11-27. (link)
• Fraga, I., García-Orza, J., Acuña-Fariña, C. (2005). La desambiguación de oraciones de relativo en lengua gallega: Nueva evidencia de adjunción alta en lenguas romance. Psicológica, 26, 243-260. (link)
• Jiménez, L. & Vázquez, G. A. (2005). Sequence Learning Under Dual Task Conditions: Alternatives to A Resource-Based Account. Psychological Research, 69, 352-368. doi:10.1007/s00426-004-0210-9
• Marcos, J.L. & Redondo, J. (2005). Facilitation and interference of the automatic information processing on a reaction time task to threat-relevant stimuli. Psicothema, 2, 332-337. (link)
• Méndez, C. (2005). La implantación del sistema de créditos europeo como una oportunidad para la innovación y mejora de los procedimientos de enseñanza/aprendizaje en la Universidad. Revista Española de Pedagogía, 230, 43-62. (link)
• Redondo, J., Fraga, I., Comesaña, M., Perea, M. (2005). Estudio normativo del valor afectivo de 478 palabras españolas. Psicológica, 26, 317-326. (link)
• Acuña-Fariña, C. (2004). The role of experience in syntactic processing: a view from the linguistics building. Estudios ingleses de la Universidad Complutense, 5-23.
• Fernández-Rey, J., Merino, H. & Pardo-Vázquez, J.L. (2004). Sesgos de procesamiento para información emocional en individuos sociotrópicos. Psicothema, 14, 795-801. (link)
• Marcos, J. L. & Redondo, J. (2004). Modulación del reflejo de parpadeo mediante condicionamiento con imágenes aversivas como estímulos incondicionados. Psicothema, 3, 391-396. (link)
• Marcos, J. L., Ferrándiz, P. & Redondo, J. (2004). Aprendizaje humano y aprendizaje animal: ¿Una o dos Psicologías del Aprendizaje?. Revista de Psicología General y Aplicada, 1, 45-59. (link)
• Redondo, J. (2004). Aspectos adaptativos colaterales del condicionamiento humano: La disminución de la respuesta incondicionada. Revista de Psicología General y Aplicada, 3, 267-280. (link)
• Acuña-Fariña, C. (2003). Language processing, linguistics, and constraints. A Journal of English and American Studies, 1/2, 11-34.
• Esmorís-Arranz, F. J., Pardo-Vázquez, J. L., & Vázquez-García, G. A. (2003). Differential Effects of Forward or Simultaneous Conditioned Stimulus – Unconditioned Stimulus Intervals on The Defensive Behavior System Of The Norway Tat (Rattus Norvegicus). Journal of Experimental Psychology: Animal Behavior Processes, 29, 334-340.
• Redondo, J. (2003). Un programa BASIC para el cálculo y registro de puntuaciones diferenciales de tasa cardiaca. Psicológica, 1, 123-131. (link)
• Redondo, J. & Marcos, J. L. (2003). Effects of CS-US interval on unconditioned response diminution in human heart-rate classical conditioning. Journal of Psychophysiology, 17, 30-38. (link)
• Fernández-Rey, J. & Merino, H. (2002). Sesgos de memoria implícita para información emocional en depresión subclínica. Psicothema, 14, 795-801. (link)
• Fraga, I., Teijido, M.C. & Alameda, J.R. (2002). Traducciones cognaticias y reconocimiento visual de palabras en bilingües de gallego y castellano. Cognitiva, 14, 151-181.
• Jiménez, L. (2002). Surfing on consciousness, or a deliberately shallow outline of cognition. Behavioral and Brain Sciences, 24, 342. (link)
• Marcos, J. L. & Redondo, J. (2002). Differential effects of expectancy and associative mechanisms on diminution of unconditioned response in electrodermal classical conditioning. Psicothema, 2, 375-381. (link)
• Jiménez, L. & Méndez, C. (2001). Implicit Sequence Learning with Competing Explicit Cues. Quarterly Journal of Experimental Psychology, 54A, 345-369. (link)
• Marcos, J. L. & Redondo, J. (2001). Relation between conditioned stimulus-elicit responses and unconditioned response diminution in long-interval human heart-rate classical conditioning. The Spanish Journal of Psychology, 1, 11-18. (link)
• Acuña-Fariña, C. (2000). Reduced relatives and apposition. Australian Journal of Linguistics, ½, 5-22.
• Redondo, J. & Marcos, J. L. (2000). Efecto de la interferencia de respuesta sobre la disminución de la respuesta electrodérmica incondicionada. Psicothema, 1, 125-129. (link)
• Acuña-Fariña, C. (1999). On apposition. English Language and Linguistics 3.1, 1/2, 1-20.
• Cleeremans, A. & Jiménez, L. (1999). Stability and explicitness: In defense of implicit representation. Behavioral and Brain Sciences, 22, 151-152. (link)
• Jiménez, L. & Cleeremans, A. (1999). Fishing with the wrong nets: How the implicit slips through the Representational Theory of Mind. Behavioral and Brain Sciences, 22, 771. (link)
• Jiménez, L. & Méndez, C. (1999). Which attention is necessary for implicit sequence learning? Journal of Experimental Psychology: Learning, Memory and Cognition, 25., 236-259. (link)
• Marcos, J. L. & Redondo, J. (1999). Effects of conditioned stimulus presentation on diminution of the unconditioned response in aversive classical conditioning. Biological Psychology, 50, 89-102. (link)
• Marcos, J. L. & Redondo, J. (1999). Effects of CS-US interval modification on diminution of the unconditioned response in electrodermal classical conditioning. Biological Psychology, 50, 191-201. (link)
• Acuña-Fariña, C. (1998). The functional motivations of complement that-clauses. A Journal of English and American Studies, 19, 1/2, 1-20.
• Fraga, I. (1998). El procesamiento de palabras ambiguas. Estudios de Psicología, 60, 95-110.
• Méndez, C. & Jiménez, L. (1998). Adquisición automática e implícita: Precisiones acerca del papel de la atención. Cognitiva, 10, 131-135.
• Jiménez, L. (1997). Implicit Learning: Conceptual and methodological issues. Psychologica Belgica, 37, 9-28. (link)
• Valle, F., Fraga, I. (1997). Inferencias causales y comprensión: Las inferencias-puente pueden no formarse en la fase de codificación. Cognitiva, 9, 83-98.
• Acuña-Fariña, C. (1996). Aspectos de las cláusulas finitas en las FNs del inglés y del castellano. Atlantis XVIII, 1/2, 7-18.
• Acuña-Fariña, C. (1996). Right dislocation, 'dislocation-to-the-right' and other related issues. Revista Canaria de Estudios Ingleses 32/33 , 1/2, 19-33.
• Fraga, I. Méndez, C. & Peralbo, M. (1996). Efectos del modelado sobre la conducta de fumar: El papel de las consecuencias de la conducta del modelo. Análisis y Modificación de Conducta, 22, 137-172.
• Jiménez, L. (1996). Aprendizaje Secuencial: Modelos de reglas versus modelos conexionistas. Cognitiva, 8, 235-255. (link)
• Jiménez, L., Méndez, C. & Cleeremans, A. (1996). Direct and indirect measures of sequence learning. Journal of Experimental Psychology: Learning, Memory and Cognition, 22, 948-969. (link)
• Jiménez, L., Méndez, C. & Cleeremans, A. (1996). Measures of awareness and of sequence knowledge. Psyche: An Interdisciplinary Journal of Research on Consciousness, 2-33. (link)
• Acuña-Fariña, C. (1995). Left-dislocation revisited. Revista Alicantina de Estudios Ingleses, 8, 1/2, 7-23.
• Acuña-Fariña, C. (1995). That-clauses in NP. A Journal of English and American Studies 16, 1/2, 1-12.
• Alcaraz, M. (1994). Efectos de la presentación de estímulos emocionales sobre el ciclo cardíaco. Revista de Psicología General y Aplicada, 47, 45-52.
• Esmorís, F., Albo, A. & Méndez, C. (1994). La localización espacial de la señal de aviso en el aprendizaje de evitación. Revista de Psicología General y Aplicada, 47, 259-265.
• Jiménez, L., Méndez, C. & Lorda, M.J. (1994). Aprendizaje Implícito: Tres aproximaciones a la cuestión del aprendizaje sin conciencia. Estudios de Psicología, 51, 99-126.
• Peralbo, M., Fraga, I. & Méndez, C. (1994). Relación entre las expectativas de eficacia y acción-resultado y la experiencia con el consu­mo de tabaco en jóvenes y adolescentes. Psicologe­mas, 8, 61-80.
• Acuña-Fariña, C. (1993). On the grammatical status of 'Colon Structures'. Atlantis XV, 1/2, 5-20.
• Alcaraz, M. (1993). Especificidad vs generalidad de las respuestas autonómicas en las emociones. Psicothema, 5, 255-264.
• Jiménez, L., Lorda, M.J. & Méndez, C. (1993). Condicionamiento con estímulos enmascarados: Desarrollo de efectos de priming como evidencia de aprendizaje asociativo no consciente. Estudios de Psicología, 49, 33-50.
• Jiménez, L., Méndez, C. & Lorda, M.J. (1993). Aprendizaje implícito, atención y conciencia en una tarea de tiempo de reacción serial. Revista de Psicología General y Aplicada, 46, 245-255.
• Valle-Inclán, F., Lamas, J., Pasaro, E., Redondo, J., Alcalde, J. & Rodríguez, E. (1993). Variabilidad cardiaca en tareas de búsqueda de memoria. Psicothema, 1, 91-96. (link)
• Méndez, C., Fraga, I., Alcaraz, M., Jiménez, L. & Peralbo, M. (1992). A influencia dos modelos no inicio do consumo de tabaco en adolescentes. Cadernos de Psicología, 12, 28-36.
• Seoane, G., Valiña, M.D., Ferraces, M.J. & Fernández-Rey, J. (1992). Mapas "usted está aquí": importancia de la alineación con el ambiente y puntos de correspondencia mapa-medio. Estudios de Psicología, 48, 21-39.
• Fernández-Rey, J., Bernal, M. & Fariña, F. (1991). Efectos del contexto en la estructura interna de las categorías. Revista de Psicología General y Aplicada, 44, 11-19.
• Peralbo, M., Méndez, C. & Vázquez, R. (1990). Las claves contextuales y la edad en la generalización de lo aprendido por observación. Revista de Psicología General y Aplicada, 43, 207-215.
• Peralbo, M. & Méndez, C. (1989). Generalización e imitación: Paradojas y evidencia evolutiva. Psicologemas, 3, 37-56.
• Méndez, C. & Lorda, M.J. (1988). Procesamiento con­trolado y auto­mático en el aprendizaje observacional. Análisis y Modificación de Conducta, 39, 41-60.
• Lamas, J., Valle-Inclán, F., Blanco, M. & Alcaraz, M. (1985). La escala de grupo de susceptibilidad hipnótica de Harvard (Forma A): Estudio en una muestra española. Análisis y Modificación de Conducta, 11, 279-291.
• Mendez, C. & Peralbo, M. (1985). Efectos del modelamiento sobre la participación escolar en marcos naturales de investigación. Análisis y Modificación de Conducta, 11, 585-601.
• Alcaraz, M. (1983). Teoría de la activación-cognición: Una revisión crítica. Lecturas de Psicología de la Motivación, 1, 42-57.