Publicacións (70) Publicacións de LUIS MIGUEL JIMENEZ GARCIA

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2025

  1. Contingency learning and episodic contributions to the item-specific proportion congruent effect

    Quarterly Journal of Experimental Psychology, Vol. 78, Núm. 5, pp. 927-945

  2. Contingency learning and episodic contributions to the item-specific proportion congruent effect

    Quarterly Journal of Experimental Psychology, Vol. 78, Núm. 5, pp. 927-945

2024

  1. Decreasing the proportion of conflict does not help to exploit congruency cues in a Stroop task

    Frontiers in Cognition, Vol. 3

2023

  1. Scene-object semantic incongruity across stages of processing: From detection to identification and episodic encoding

    Frontiers in Cognition, Vol. 2

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. Learning Words While Listening to Syllables: Electrophysiological Correlates of Statistical Learning in Children and Adults

    Frontiers in Human Neuroscience, Vol. 16

  4. 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

  5. Proportion of conflict, contingency learning, and recency effects in a Stroop task

    Quarterly Journal of Experimental Psychology, Vol. 75, Núm. 8, pp. 1528-1540

2021

  1. It Is Harder Than You Think: On the Boundary Conditions of Exploiting Congruency Cues

    Journal of Experimental Psychology: Learning Memory and Cognition, Vol. 47, Núm. 10, pp. 1686-1704

  2. Literacy effects on artificial grammar learning (AGL) with letters and colors: evidence from preschool and primary school children

    Language and Cognition, Vol. 13, Núm. 4, pp. 534-561

  3. 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

  2. Does incidental sequence learning allow us to better manage upcoming conflicting events?

    Psychological Research, Vol. 84, Núm. 8, pp. 2079-2089

  3. Increasing control improves further control, but it does not enhance memory for the targets in a face–word Stroop task

    Memory and Cognition, Vol. 48, Núm. 6, pp. 994-1006

  4. Not All Words Are Equally Acquired: Transitional Probabilities and Instructions Affect the Electrophysiological Correlates of Statistical Learning

    Frontiers in Human Neuroscience, Vol. 14

  5. Surface features can deeply affect artificial grammar learning

    Consciousness and Cognition, Vol. 80

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. Emulation and mimicry in school students with typical development and with high functioning autism

    Journal of Autism and Developmental Disorders, Vol. 44, Núm. 7, pp. 1597-1608