Publications in collaboration with researchers from Universidad de Granada (18)

2024

  1. A standardized approach to measuring gender transparency in languages

    Acta Psychologica, Vol. 246

2023

  1. Exploring the nature of the gender-congruency effect: implicit gender activation and social bias

    Frontiers in Psychology, Vol. 14

2022

  1. Cognitive Control Modulates the Expression of Implicit Sequence Learning: Congruency Sequence and Oddball-Dependent Sequence Effects

    Journal of Experimental Psychology: Human Perception and Performance, Vol. 48, Núm. 8, pp. 842-855

  2. Gaze Elicits Social and Nonsocial Attentional Orienting: An Interplay of Shared and Unique Conflict Processing Mechanisms

    Journal of Experimental Psychology: Human Perception and Performance, Vol. 48, Núm. 8, pp. 824-841

  3. 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

2021

  1. The causal role of DLPFC top-down control on the acquisition and the automatic expression of implicit learning: State of the art

    Cortex, Vol. 141, pp. 293-310

2020

  1. Asymmetrical effects of control on the expression of implicit sequence learning

    Psychological Research, Vol. 84, Núm. 8, pp. 2157-2171

2018

  1. Attentional influences on memory formation: A tale of a not-so-simple story

    Memory and Cognition, Vol. 46, Núm. 4, pp. 544-557

2015

  1. Mimicry deficits in autism are not just storm effects

    Research in Autism Spectrum Disorders, Vol. 17, pp. 64-69

2014

  1. Re-examining the role of context in implicit sequence learning

    Consciousness and Cognition, Vol. 27, Núm. 1, pp. 172-193

2013

  1. Implementing flexibility in automaticity: Evidence from context-specific implicit sequence learning

    Consciousness and Cognition, Vol. 22, Núm. 1, pp. 64-81

  2. On the specificity of sequential congruency effects in implicit learning of motor and perceptual sequences

    Journal of Experimental Psychology: Learning Memory and Cognition, Vol. 39, Núm. 1, pp. 69-84

2011

  1. Dyslexic children show deficits in implicit sequence learning, but not in explicit sequence learning or contextual cueing

    Annals of Dyslexia, Vol. 61, Núm. 1, pp. 85-110

2009

  1. Sequential congruency effects in implicit sequence learning

    Consciousness and Cognition, Vol. 18, Núm. 3, pp. 690-700

2007

  1. Correlatos cerebrales distintivos del aprendizaje consciente e inconsciente: Una aproximación desde el aprendizaje de secuencias

    Revista de Neurologia, Vol. 45, Núm. 10, pp. 615-623

2006

  1. Erratum: The problem of reversals in assessing implicit sequence learning with serial reaction time tasks (Experimental Brain Research (2006) DOI: 10.1007/s00221-006-0523-6)

    Experimental Brain Research

  2. Qualitative differences between implicit and explicit sequence learning

    Journal of Experimental Psychology: Learning Memory and Cognition, Vol. 32, Núm. 3, pp. 475-490

  3. The problem of reversals in assessing implicit sequence learning with serial reaction time tasks

    Experimental Brain Research, Vol. 175, Núm. 1, pp. 97-109