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Period:  –  limpiar
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  • Álvarez de da Granja, M., Parafita Couto,M.C., Sá-Leite, A.R., Fraga, I., Duñabeitia, J.A., Pliatsikas, C., Comesaña, M. (2025). The Galician MultiPic: a picture database that captures lexical variation. Front. Psychol. 16:1551000. (link)
  • 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
  • Ferré, P., Guasch, M., Stadthagen-González, H., Hinojosa, J. A., Fraga, I., Marín, J., & Pérez-Sánchez, M. Á. (2024). 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
  • Jiménez, L., Gallego, D., Lorda, M. J. & Méndez, C. (2024). Decreasing the proportion of conflict does not help to exploit congruency cues in a Stroop task. Frontiers in Cognition, 3, 1452711. doi:10.3389/fcogn.2024.1452711
  • 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
  • Casado, A., Sá-Leite, A. R., Pesciarelli, F. & Paolieri, D. (2023). Exploring the nature of the gender-congruency effect: implicit gender activation and social bias. Frontiers in Psychology, 14, 1160836. doi:10.3389/fpsyg.2023.1160836
  • de Dios-Flores, I., García-Amboage, J. P. & García, M. (2023). Dependency resolution at the syntax-semantics interface: psycholinguistic and computational insights on control dependencies. Proceedings of the 61st Annual Meeting of the Association for Computational Linguistics (Volume 1: Long Papers), 203-222. (link)
  • de Dios-Flores, I., Pichel, J. R., Vladu, A. I. e Gamallo, P. (2023). Language technologies for a multilingual public administration in Spain. Journal of Language and Law, 79, 78-97. doi:10.58992/rld.i79.2023.3943
  • 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
  • Gallego, D., Méndez, C. & Jiménez, L. (2023). Contingency learning and episodic contributions to the Item-Specific Proportion Congruent Effect. Quarterly Journal of Experimental Psychology.
  • García, S. & de Dios-Flores, I. (2023). BLARK for minoritized languages in the era of deep learning: expertise from academia and industry. Research report for the European Language Equality Project funded by the Strategic research, innovation, and implementation agenda for achieving full digital language equality in Europe by 2030. (link)
  • 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). Aspects of a psychologically informed theory of agreement. Folia Linguistica 52(2), 449-482. doi:10.1515/flin-2018-0012
  • 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
  • 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). The Grammars of Close Apposition. Journal of English Linguistics, 61-83. doi:10.1177/0075424216628262
  • 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). Opportunistic processing of language. Language Sciences, 34-48. doi:10.1016/j.langsci.2016.05.003
  • 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.
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