Universidad de Granada-ko ikertzaileekin lankidetzan egindako argitalpenak (30)

2022

  1. Variability of Reaction Time as a Marker of Executive Function Impairments in Fibromyalgia

    Behavioural Neurology, Vol. 2022

2019

  1. Linguistic and non-linguistic prosodic skills in Spanish children with developmental dyslexia

    Research in Developmental Disabilities, Vol. 90, pp. 92-100

2017

  1. Effects of fluency training on reading competence in primary school children: The role of prosody

    Learning and Instruction, Vol. 52, pp. 59-68

2016

  1. Age-related differences in working memory updating components

    Journal of Experimental Child Psychology, Vol. 147, pp. 39-52

  2. Lexical stress awareness and orthographic stress in Spanish

    Learning and Individual Differences, Vol. 45, pp. 144-150

2015

  1. A cross-sectional study of fluency and reading comprehension in Spanish primary school children

    Journal of Research in Reading, Vol. 38, Núm. 3, pp. 272-285

  2. Impaired stress awareness in Spanish children with developmental dyslexia

    Research in Developmental Disabilities, Vol. 37, pp. 152-161

  3. Normative data on the n-back task for children and young adolescents

    Frontiers in Psychology, Vol. 6, Núm. OCT

  4. Suprasegmental Phonology Development and Reading Acquisition: A Longitudinal Study

    Scientific Studies of Reading, Vol. 19, Núm. 1, pp. 51-71

2014

  1. The role of nonspeech rhythm in Spanish word reading

    Journal of Research in Reading, Vol. 37, Núm. 3, pp. 316-330

  2. ¿Predicen las habilidades suprasegmentales la adquisición de la lectoescritura en educación primaria?

    Avances en Ciencias de la Educación y del Desarrollo, 2014 II Congreso internacional de ciencias de la educación y del desarrollo. Granada (España), 25-27 de Junio de 2014 (Asociación Española de Psicología Conductual AEPC), pp. 914-920

2012

  1. Prosodic Awareness Skills and Literacy Acquisition in Spanish

    Journal of Psycholinguistic Research, Vol. 41, Núm. 4, pp. 285-294

2011

  1. READING EFFICIENCY: UNIVERSITY VS. HIGH SCHOOL STUDENTS SCIENCES VS. ARTS

    EDULEARN11: 3RD INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES

2009

  1. Detecting stress patterns is related to children's performance on reading tasks

    Applied Psycholinguistics, Vol. 30, Núm. 1, pp. 1-21

  2. Inhibition and retrieval of facts in young and older adults

    Experimental Aging Research, Vol. 35, Núm. 1, pp. 83-97

  3. Reseña de Defior Citoler, S., Fonseca, L., Gottheil, B., Aldrey, A., Rosa, G., Pujals, M., Jiménez Fernández, G. y Serrano Chica, F.D. 2006. LEE. Test de lectura y escritura en español.

    Revista de lingüística y lenguas aplicadas, Núm. 4, pp. 209-210

2008

  1. Influencia de la conciencia prosódica en el lenguaje escrito: ¿está mediada por la conciencia fonológica?

    Psicología y Educación: un lugar de encuentro

  2. Relaciones entre conciencia fonológica y prosodia

    Psicología y Educación: un lugar de encuentro

2007

  1. Stress sensitivity and reading performance in Spanish: A study with children

    Journal of Research in Reading, Vol. 30, Núm. 2, pp. 157-168

  2. The influence of sample type, presentation format and strength of evidence on juror simulation research

    Psychology, Crime and Law, Vol. 13, Núm. 2, pp. 139-153