Resultados de la búsqueda200 resultados

• Tejero, P.; Insa, B.; Roca, J. Difficulties of Drivers With Dyslexia When Reading Traffic Signs: Analysis of Reading, Eye Gazes, and Driving Performance (2019). Journal of Learning Disabilities, Num. 52
  DOI: 10.1177/0022219418765766 [Link]

• Roca, J.; García-Fernández, P.; Castro, C.; Lupiáñez, J. The moderating effects of vigilance on other components of attentional functioning. (2018). Journal of Neuroscience Methods, Num. 308
  DOI: 10.1016/j.jneumeth.2018.07.019 [Link]

• Tejero, P.; Insa, B.; Roca, J. Increasing the default interletter spacing of words can help drivers to read traffic signs at longer distances (2018). Accident Analysis & Prevention, Num. 117 pp. 298-30
  DOI: 10.1016/j.aap.2018.04.028 [Link]

• Luna, F. G.; Marino, J.; Roca, J.; Lupiáñez, J. Executive and arousal vigilance decrement in the context of the attentional networks: The ANTI-Vea task (2018). Journal of Neuroscience Methods, Num. 306
  DOI: 10.1016/j.jneumeth.2018.05.011 [Link]

• Salmerón, L., Naumann, J., García, V., & Fajardo, I. Scanning and deep processing of information in hypertext: An eye-tracking and cued retrospective think-aloud study. (2017). Journal of Computer Assisted Learning, 33, 222–233. [Link]

• Salmerón, L., Abu Mallouh, R., & Kammerer, Y. Location of navigation menus in websites: an experimental study with Arabic users. (2017). Universal Access in the Information Society, 16, 191-196. [Link]

• Gemma Lluch, Sandra Sánchez-García La promoción de la lectura: un análisis crítico de los artículos de investigación (2017). Revista española de Documentación Científica, 40 [Link]

• Lluch, Gemma De la lectura a la creación en la red: el tráiler de lectura (2017). Literatura em Debate, 11 [Link]

• Gemma Lluch Com parlen de lectura els joves en el fòrum virtual QL? (2017). LLENGUA & LITERATURA, 27 [Link]

• Gemma Lluch, Dari Escandell, M Francés, Josep Maria Baldaquí, Anna Esteve Políticas públicas de lectura e investigación. El diseño del Plan Valenciano de Lectura (2017). Ocnos: Revista de estudios sobre lectura, 16 [Link]

• Serrano Mendizábal, M. Á., Vidal-Abarca Gámez, E., & Ferrer Manchón, A. Decisiones estratégicas de lectura y rendimiento en tareas de competencia lectora similares a PISA. (2017). Educación XX1, 20(2). [Link]

• Ferrer, A., Vidal-Abarca, E., Serrano, M. Á., & Gilabert, R. Impact of text availability and question format on reading comprehension processes. (2017). Contemporary Educational Psychology, 51, 404-415. [Link]

• Mañá, A., Vidal-Abarca, E., & Salmerón, L. Effect of delay on search decisions in a task-oriented reading environment. (2017). Metacognition and Learning, 12(1), 113-130. [Link]

• Vidal-Abarca, E., Gilabert, R., & Rouet, J. F. El papel de las preguntas intercaladas en los textos de ciencias. (2017). Tarbiya, revista de Investigación e Innovación Educativa, (36). [Link]

• Higgs, K., Magliano, J. P., Vidal-Abarca, E., Martínez, T., & McNamara, D. S. Bridging Skill and Task-Oriented Reading. (2017). Discourse Processes, 54(1), 19-39. [Link]

• Gutiérrez-Sigut, E., Vergara-Martínez, M., & Perea, M. Early use of phonological codes in deaf readers: An ERP study. (2017). Neuropsychologia, 106, 261–279 [Link]

• Perea, M., & Wang, X. Do alternating-color words facilitate reading aloud text in Chinese? Evidence with developing and adult readers. (2017). Memory and Cognition, 45, 1160–1170. [Link]

• Marcet, A., & Perea, M. Is nevtral NEUTRAL? Visual similarity effects in the early phases of written-word recognition. (2017). Psychonomic Bulletin and Review, 24, 1180–1185. [Link]

• Perea, M., Nakayama, M., & Lupker, S. J. Alternating-script priming in Japanese: Are Katakana and Hiragana characters interchangeable? (2017). Journal of Experimental Psychology: Learning, Memory, and Cognition, 43, 1140-1146. [Link]

• García-Blanco, A. C., Salmerón, L., & Perea, M. Inhibitory control for emotional and neutral scenes in competition: An eye-tracking study in bipolar disorder. (2017). Biological Psychology. 127, 82–88. [Link]

• Rosa, E., Tapia, J. L., & Perea, M Contextual diversity facilitates learning new words in the classroom. (2017). PLoS ONE, 12(6): e0179004. [Link]

• Vergara-Martínez, M., Comesaña, M., & Perea, M. The ERP signature of the contextual diversity effect in visual word recognition. (2017). Cognitive, Affective, and Behavioral Neuroscience, 17, 461-474. [Link]

• Perea, M., Rosa, E., & Marcet, A. Where is the locus of the lowercase advantage during sentence reading? (2017). Acta Psychologica, 177, 30–35 [Link]

• García-Blanco, A. C., López-Soler, C., Vento, M., García-Blanco, M. C., Gago, B., & Perea, M. Communication deficits and avoidance of angry faces in children with autism spectrum disorder. (2017). Research in Developmental Disabilities, 62, 218–226. [Link]

• Fraga, I., Padrón, I., Perea, M., & Comesaña, M. I saw this somewhere else: The Spanish Ambiguous Words (SAW) database. (2017). Lingua, 185, 1-10 [Link]

• García-Blanco, A. C., Yáñez, N., Vázquez, M. A., Marcos, I., & Perea, M. Modulation of attention by socio-emotional scenes in children with autism spectrum disorder. (2017). Research in Autism Spectrum Disorders, 33, 39–46. [Link]

• Roca, J.; Insa, B.; Tejero, P. Legibility of Text and Pictograms in Variable Message Signs: Can Single-Word Messages Outperform Pictograms? (2017).
  DOI: 10.1177/0018720817751623

• Escandell, Dari i Lluch, Gemma Com avaluar webs editorials. Procediment metodològic preliminar basat en investigacions similars (2016). EDUcación y TECnología. Propuestas desde la investigación y la innovación educativa. [Link]

• Lluch, Gemma La LIJ censurada por la lengua (2016). Censuras y LIJ en el siglo XX (En España y 7 países latinoamericanos [Link]

• Ávila, V.; Gil,L.; Gilabert,R.; Mañá,A.; Llorens, A.C.; Vidal-Abarca, E. Método de evaluación dinámica automatizado' de competencias lectoras para educación secundaria (EdiLEC) (2016). Universitas Psychologica, 15. [Link]