Doctoral theses
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Valoración del repertorio léxico en español para escolares de 9 a 16 años
Carreres, D.
(2015).Tesi -
Efectos de distintos tipos de instrucciones en la comprensión de documentos múltiples
Maria del Carmen Marín Pérez
(2015).Tesi -
La intervención en las habilidades de inicio a la lectura en la educación infantil y su relación con los procesos lectores en niños de primer grado de primaria
Liz Cristina Ysla Almonacid
(2015).Tesi -
Impaired conflict resolution and vigilance in euthymic bipolar disorder. Psychiatry Research
Marotta, A.; Delle Chiaie, R.; Spagna, A.; Bernabei, L.; Sciarretta, M.; Roca, J.; Biondi, M.; Casagrande, M.
(2015).ArticlePsychiatry Research. No.229
DOI: 10.1016/j.psychres.2015.06.026 -
Tracking the emergence of the consonant bias in visual-word recognition: Evidence with developing readers.
Soares, A.P., Perea, M., & Comesaña, M.
(2015).ArticleDOI: 10.1371/journal.pone.0088580 -
Learning from Concept-Mapping and Hypertext: an eye tracking study
Amadieu, F., Salmerón, L., Cegarra, J., Paubel, P-V, Lemarié, J., & Chevalier, A
(2015).Article -
Multiple viewpoints increase students' attention to source features in social question and answer forum messages
Salmerón, L., Macedo-Rouet, M., & Rouet, J-F
(2015).ArticleJournal of the Association for Information Science and Technology.
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Is there phonologically-based priming in the same-different task? Evidence from Japanese-English bilinguals
Lupker, S. J., Nakayama, M., & Perea, M.
(2015).ArticleJournal of Experimental Psychology: Human Perception and Performance.
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Resolving the locus of cAsE aLtErNaTiOn effects in visual word recognition: Evidence from masked priming
Perea, M., Vergara-Martínez, M., & Gomez, P.
(2015).ArticleDOI: 10.1016/j.cognition.2015.05.007 -
Noncognate translation priming effects in the same-different task: Evidence for the impact of “higher-level” information
Lupker, S. J., Perea, M., & Nakayama, M.
(2015).ArticleLanguage, Cognition and Neuroscience.
DOI: 10.1080/23273798.2015.1015430
