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Doctoral theses

  • Are root letters compulsory for lexical access in Semitic languages? The case of masked form-priming in Arabic.

    Perea, M., Abu Mallouh, & Carreiras, M.

    (2014).Article

    Cognition.

    132, 491-500

    DOI: 10.1016/j.cognition.2014.05.008
  • The what, when, where, and how of visual word recognition.

    Carreiras, M., Armstrong, B. C., Perea, M., & Frost, R

    (2014).Article

    Trends in Cognitive Sciences. No.18

    90-98.

    DOI: 10.1016/j.tics.2013.11.005
  • Atención y procesamiento emocional en personas con trastorno bipolar.

    García-Blanco, A., Perea, M., & Salmerón, L.

    (2014).Article

    Ciencia Cognitiva. No.8:1

    , 1-4.

  • Connecting goals and actions during reading: the role of illustrations.

    Orrantia, J., Múñez, D. & Tarín, J.

    (2014).Article

    Reading and Writing: An Interdisciplinary Journal.

  • Decoding and Reading Comprehension: A Meta-Analysis to Identify Which Reader and Assessment Characteristics Influence the Strength of the Relationship in English.

    García, J. R., & Cain, K.

    (2014).Article

    Review of Educational Research.

  • Does the detection of misunderstanding lead to its revision?

    García-Rodicio, H. & Sánchez, E.

    (2014).Article

    Metacognition and Learning.

  • Core academic language skills (CALS): An expanded operational construct and a novel instrument to chart school-relevant language proficiency in pre- and adolescent learners

    Uccelli, P., Barr, C. D., Dobbs, C. L., Galloway, E. P., Meneses, A., & Sánchez, E.

    (2014).Article

    Applied Psycholinguistics.

  • Plummer, P., Perea, M., & Rayner, K. (2014). The influence of contextual diversity on eye movements in reading. Journal of Experimental Psychology: Learning, Memory, and Cognition, 40, 275-283. DOI: 10.1037/a0034058

    Plummer, P., Perea, M., & Rayner, K.

    (2014).Article

    Journal of Experimental Psychology: Learning, Memory, and Cognition. No.40

    275-283

    DOI: 10.1037/a0034058
  • Easy-to-read texts for students with intellectual disability: Linguistic Factors affecting comprehension.

    Fajardo, I., Ávila, V., Tavares, G., Ferrer, A., Gómez, M., & Fernandez, A.

    (2014).Article

    Journal of Applied Research in Intellectual Disabilit. No.27(3)

    , 212-25

  • «Jóvenes y adolescentes hablan de lectura en la red»

    Lluch, Gemma

    (2014).Article

    Ocnos. No.11

    pp.7-20.

    DOI: http://dx.doi.org/10.2011/orel.v0i11.392