Producción científica
Publicaciones últimos 10 años
Artículos
2020
Martella, D., Aldunate, N., Fuentes, L. J., & Sánchez-Pérez, N. (2020). Arousal and executive alterations in Attention Deficit Hyperactivity Disorder (ADHD). Frontiers in Psychology, 540568, 1-7. Doi: 10.3389/fpsyg.2020.01991.
Martínez-Pérez, V., Palmero, L. B., Campoy, G., & Fuentes, L. J. (2020). The role of chronotype in the interaction between the alerting and the executive control networks. Scientific Reports, 10:11901,1-10. Doi: 10.1038/s41598-020-68755-z.
Fuentes, L. J., Molina, M., Plaza, V., García-Pérez, A., & Estévez, A. F. (2020). Discriminative learning and associative memory under the differential outcomes procedure is modulated by cognitive load. Acta Psychologica. Doi: 10.1016/j.actpsy.2020.103103.
Martínez-Pérez, V., Campoy, G., Palmero, L. B., & Fuentes, L. J. (2020). Examining the dorsolateral and ventromedial prefrontal cortex involvement in the self-attention network: A randomized, sham-controlled, parallel group, double-blind and multichannel HD-tDCS study. Frontiers in Neuroscience, 555023. Doi*:*10.3389/fnins.2020.00683.
Molina, M., Carmona, I., Fuentes, L. J., Plaza, V., & Estévez, A. F. (2020). Enhanced learning and retention of medical information in Alzheimer’s disease after differential outcomes training. Plos One, 15(4): e0231578, 1-16.
Martínez-Pérez, V., Fuentes, L.J. & Campoy, G. (2020). The role of differential outcomes-based feedback on procedural memory. __ Psychological Research. Doi:10.1007/s00426-019-01231-0.
Martínez-Pérez, V., Castillo, A., Sánchez-Pérez, N., Vivas, A. B., Campoy, G., & Fuentes, L. J. (2020). Time curse of the inhibitory tagging effect in ongoing emotional processing. A HD-tDCS study. Neuropsychologia
2019
Sánchez-Pérez, N., Inuggi, A, Castillo, A., Campoy, G., García-Santos, J. M., González-Salinas, C. & Fuentes, L. J. (2019) Computer-based cognitive training improves brain functional connectivity in the attentional networks: A study with primary school-aged children. Frontiers in Behavioral Neuroscience, 13:247. Doi: 10.3389/fnbeh.2019.00247
Rieiro, H., Díaz-Piedra, C., Morales J. M., Catena, A., Romero, S., Roca-González, J., Fuentes, L. J., & Di Stasi, L. L. (2019). Validation of electroencephalographic recordings obtained with a consumer-grade, single dry electrode, low-cost device: A comparative study. Sensors, 19, 2808; doi:10.3390/s19122808.
Diaz, C., Rieiro, H., Cherino, A., Fuentes, L. J., Catena, A., & Di Stasi, L. L. (2019). The effects of flight complexity on gaze and electroencephalographical indices: an experimental study with fighter pilots. Applied Ergonomics, 77, 92-99. DOI:10.1016/j.apergo.2019.01.012
Vivas, A. B., Paraskevopoulos, E., Castillo, A., & Fuentes, L. J. (2019). Neurophysiological activations of predictive and non-predictive exogenous cues: A cue-elicited EEG study on the generation of Inhibition of Return. Frontiers in Psychology: Cognition, 10:227, 1-10. Doi:10.3389/fpsyg.2019.00227
Chow, J., Aimola Davies, A. M., Fuentes, L. J., & Plunkett, K. (2019). The vocabulary spurt predicts the emergence of backward semantic inhibition in 18-month toddlers. Developmental Science, 22:e12754, 1-9. Doi:10.1111/desc.12754.
2018
Sánchez-Morán, M., Hernández, J. A., Duñabeitia, J. A., Estévez, A., Bárcena, L., González-Lahera, A., Bajo, M. T., Fuentes, L. J., Aransay, A. M., & Carreiras, M. (2018). Genetic association study of dyslexia and ADHD candidate genes in a Spanish cohort: Implications of comorbid samples. Plos One 13(10): e0206431. Doi:10.1371/journal.pone.0206431.
Hartwright, C., Looi, C. Y., Sella, F., Inuggi, A., Santos, F. H., González-Salinas, C., García Santos, J. M., Cohen Kadosh, R., Fuentes, L. J. (2018). The neurocognitive architecture of individual differences in math anxiety in typical children. Scientific Reports, 8:8500, 1-10.Doi:10.1038/s41598-018-26912-5.
Sánchez-Pérez, N., Fuentes, L. J., Eisenberg, N., González-Salinas, C. (2018). Effortful control is associated with children’s school functioning via learning-related behaviors. Learning and Individual Differences, 63, 78-88.Doi:10.1016/j.lindif.2018.02.009
Plaza, V., Molina, M., Fuentes, L. J., Estévez, A. F. (2018). Learning and recall of medical treatment-related information in older adults using the differential outcomes procedure. Frontiers in Psychology, 9:157. Doi: 10.3389/fpsyg.2018.00157
Branzi, F. M., Calabria, M., Gade, M., Fuentes, L. J., & Costa, A. (2018). On the bilingualism effect in task-switching. Bilingualism: Language and Cognition, 21, 195-208. Doi: 10.1017/S136672891600119X
Sánchez-Pérez, N., Castillo, A., López-López, J., Pina, V., Puga, J. L., Campoy, G., González-Salinas, C., & Fuentes, L. J. (2018). Computer-based training in math and working memory improves cognitive skills and academic achievement in primary school children: Behavioral results. Frontiers in Psychology, 8:2327. Doi: 10.3389/fpsyg.2017.02327
2017
Morales, J. M., Díaz-Piedra, C., Rieiro, H., Roca-González, J., Romero, S., Catena, A., Fuentes, L. J., & Di Stasi, L. L. (2017). Monitoring driver fatigue using a single-channel electroencephalographic device: A validation study by gaze-based, driving performance, and subjective data. Accident Analysis and Prevention, 109, 62-69.
Fenollar-Cortés, J., Gallego-Martínez, A., & Fuentes, L. J. (2017). The role of inattention and hyperactivity/impulsivity in the fine motor coordination in children with ADHD. Research in Developmental Disabilities, 69, 77-84.
Hansen, L. B., Morales, J., Macizo, P., Duñabeitia, J. A., Saldaña, D., Carreiras, M., Fuentes, L. J., & Bajo, M. T. (2017). Reading comprehension and immersion schooling: Evidence from component skills. Developmental Science, 20: e12454.
Ros, L., Latorre, J. M., Aguilar, M. J., Ricarte, J. J., Castillo, A., Catena, A., & Fuentes, L. J. (2017). Differences in brain activation between the retrieval of specific and categoric autobiographical memories: An EEG study. Psicológica, 38, 347-363.
Martínez-Sánchez, F., Fernández-Abascal, E. G., & Sánchez-Pérez, N. (2017). Recognition of emotional facial expressions in alexithymia. Studia Psychologica, 59(3), 206-216.
2016
Sun, Y., Fuentes, L. J., Humphreys, G.W., & Sui, J. (2016). Dataset of embodied perspective enhances self and friend-biases in perceptual matching. Data in Brief, 8, 1374-1376.
Spagna, A., Martella, D., Fuentes, L. J., Marotta, A., & Casagrande, M. (2016). Hemispheric modulations of the attentional networks. Brain and Cognition, 108, 73-80.
Chow, J., Aimola Davies, A. M., Fuentes, L. J., & Plunkett, K. (2016). Backward semantic inhibition in toddlers. Psychological Science, 27, 1312-1320. DOI: 10.1177/0956797616659766. (This paper has been awarded with the prize to the best paper published in 2016, granted by the Spanish Society for Experimental Psychology, SEPEX).
Hansen, L. B., Macizo, P., Duñabeitia, J. A., Saldaña, D., Carreiras, M., Fuentes, L. J., & Bajo, M. T. (2016). Emergent bilingualism and working memory development in school aged children. Language Learning, 66, 51-75.
Fenollar-Cortés, J., & Fuentes L. J. (2016). The ADHD Concomitant Difficulties Scale (ADHD-CDS), a brief scale to measure comorbidity associated to ADHD. Frontiers in Psychology: Quantitative Psychology and Measurement, 7:871, doi: 10.3389/fpsyg.2016.00871
Gartstein, M.A., Carranza, J.A., González-Salinas, C., Ato, E., Galián, M.D., Erickson, N.L., & Potapova, N. (2016). Cross-Cultural Comparisons of Infant Fear: A Multi-Method Study in Spain and the United States. Journal of Cross-Cultural Psychology, 47 (9), 1178-1193.doi: 10.1177/0022022116663851
Sun, Y., Sui, J., Fuentes, L. J., & Humphreys, G. W. (2016). Try to see it my way: Domain-specific embodiment enhances self and friend-biases in perceptual matching. Cognition, 153, 108-117.
Fuentes, L. J., Sui, J., Estévez, A. F., & Humphreys, G. W. (2016). The differential outcomes procedure can overcome self-bias in perceptual matching. Psychonomic Bulletin and Review, 23, 451-458.
2015
Molina, M., Plaza, V., Fuentes, L. J., & Estévez, A. F. (2015). The differential outcomes procedure enhances adherence to treatment: A simulated study with healthy adults. Frontiers in Psychology: Psychology for Clinical Settings, 6:1780. doi: 10.3389/fpsyg.2015.01780
Esteban, L., Vivas, A. B., Fuentes, L. J., & Estévez, M. A. (2015). Spatial working memory is enhanced in children by differential outcomes. Scientific Reports, 5:17112. doi: 10.1038/srep17112.
Pelegrina, S., Lechuga, M. T., García-Madruga, J., Elosua, M. R., Macizo, P., Carreiras, M., Fuentes L. J., & Bajo M. T. (2015). Normative data on the n-back task for children and adolescents. Frontiers in Psychology: Developmental Psychology, 6:1544. doi:10.3389/fpsyg.2015.01544.
Sánchez-Pérez, N., Fuentes, L. J., Pina, V., López-López, J. A., & González-Salinas, C. (2015). How do different components of Effortful Control contribute to children’s mathematics achievement? Frontiers in Psychology: Educational Psychology 6:1383. doi: 10.3389/fpsyg.2015.01383.
Pina, V., Castillo, A., Cohen Kadosh, R., & Fuentes, L. J. (2015). Intentional and automatic numerical processing as predictors of mathematical abilities in primary school children. Frontiers in Psychology: Educational Psychology, 6:375. doi: 10.3389/fpsyg.2015.00375.
Megías, P., Macizo, P., & Herrera, A. (2015). Simple arithmetic: Evidence of an inhibitory mechanism to select arithmetic facts. Psychological Research, 79, 773-784.
Macizo, P., Herrera, A., & Kibboua, I. (2015). Fluency in two reading systems and the processing of two-digit numbers. International Journal of Bilingualism, 19, 665-676.
2014
Inuggi, A., Sassi, F., Castillo, A., Campoy, G., Leocani, L., García-Santos, J. M., & Fuentes, L. J. (2014). Cortical response of the ventral attention network to unattended angry facial expressions: An EEG source analysis study. Frontiers in Psychology: Emotion Science, 5:1498. doi: 10.3389/fpsyg.2014.01498.
Sánchez-Pérez, N., Fuentes, L. J., Jolliffe, D., & González-Salinas, C. (2014). Assessing children’s empathy through a Spanish adaptation of the Basic Empathy Scale: parent’s and child’s report forms. Frontiers in Psychology: Personality and Social Psychology, 5:1438. doi:10.3389/fpsyg.2014.01438.
Maccari, L., Pasini, A., Caroli, E., Rosa, C., Marotta, A., Martella, D., Fuentes, L. J., & Casagrande, M. (2014). Visual search and emotion: How children with autism spectrum disorders scan emotional scenes. Journal of Autism and Developmental Disorders, 44, 2871-2881.
Maccari, L., Martella, D., Marotta, A., Sebastiani, M., Banaj, N., Fuentes, L. J., & Casagrande, M. (2014). Effects of sleep loss on emotion recognition: A dissociation between face and word stimuli. Experimental Brain Research, 232, 3147-3157.
Pozuelos, J. P., Paz-Alonso, P. M., Castillo, A., Fuentes, L. J., & Rueda, M. R. (2014). Development of attention networks and their interactions in childhood. Developmental Psychology, 50, 2405-2415.
Gómez, C., Fuentes, L. J., Martínez-Sánchez, F., Campoy, G., Montoro-Martínez, P. R., & Palmero, F. (2014). Emotional cuing to test attentional network functioning in trait anxiety. Psicológica, 35, 309-329.
Pina, V., Fuentes, L. J., Castillo, A., & Diamantopoulou, S. (2014). Disentangling the effects of working memory, language, parental education and non-verbal intelligence on children's mathematical abilities. Frontiers in Psychology: Educational Psychology, 5:415. doi: 10.3389/fpsyg.2014.00415.
Inuggi, A., Sanz-Arigita, E., González-Salinas, C., Valero-García, A. V., García-Santos, J. M., & Fuentes, L. J. (2014). Brain functional connectivity changes in children that differ in impulsivity temperamental trait. Frontiers in Behavioral Neuroscience, 8:156. doi:10.3389/fnbeh.2014.00156.
Antón, E., Duñabeitia, J. A., Estévez, A., Hernández, J. A., Castillo, A., Fuentes, L. J., Davidson, D. J., & Carreiras, M. (2014). Is there a bilingual advantage in the ANT task? Evidence from children. Frontiers in Psychology: Language Sciences, 5:398. doi:10.3389/fpsyg.2014.00398.
Gutiérrez-Domínguez, F. J., Pazo-Álvarez, P., Doallo, S., Fuentes, L. J., Lorenzo-López, L., & Amenedo, E. (2014). Vertical asymmetries and inhibition of return: Effects of spatial and non-spatial cueing on behavior and visual ERPs. International Journal of Psychophysiology, 91, 121-131.
Duñabeitia, J. A., Hernández, J. A., Antón, E., Macizo, P., Estévez, A., Fuentes, L. J., & Carreiras, M. (2014). The inhibitory advantage in bilingual children revisited. Experimental Psychology, 61, 234–251.
Sassi, F., Campoy, G., Castillo, A., Inuggi, A., & Fuentes, L. J. (2014). Task difficulty and response complexity modulates affective priming by emotional facial expressions. Quarterly Journal of Experimental Psychology, 67, 861-871.
García-Sevilla, J., Fernández, P. J., Fuentes, L. J., López, J. J., & Moreno, M. J. (2014). Estudio de dos programas de entrenamiento de la memoria en personas mayores con quejas subjetivas de memoria: Un estudio preliminar. Anales de Psicología, 30, 337-345.
Martella, D., Marotta, A., Fuentes, L. J., & Casagrande, M. (2014). Inhibition of return, but not facilitation disappears under sleep deprivation. Experimental Psychology, 61, 99-109.
Martella, D., Manzanares, S., Campoy, G., Roca, J., Antúnez, C., & Fuentes, L. J. (2014). Phasic and tonic alerting in mild cognitive impairment: A preliminary study. Experimental Gerontology, 49, 35-39.
Macizo, P., & Herrera, A. (2014). Facilitation and interference in the color naming task. Memory & Cognition, 42, 843-853.
2013
Wang, P., Fuentes, L. J., Vivas, A. B., & Chen Q. (2013). Behavioural and neural interaction between spatial inhibition of return and the Simon effect. Frontiers in Human Neuroscience, 7:572.doi: 10.3389/fnhum.2013.00572.
Martínez, L., Flores, P., González-Salinas, C., Fuentes, L. J. & Estévez, A. F. (2013). The effects of differential outcomes and different types of consequential stimuli on seven-year-old children’s discriminative learning and memory. Learning and Behavior, 41, 298-308.
Sánchez-Pérez, N. & González-Salinas, C. (2013). School adjustment of pupils with ADHD: Cognitive, emotional and temperament risk factors. Electronic Journal of Research in Educational Psychology, 11(2).
Maccari, L., Casagrande, M., Martella, D., Anolfo, M., Rosa, C., Fuentes, L. J., & Pasini, A. (2013). Change blindness in children with attention-deficit/hyperactivity disorder: A selective impairment in visual search? Journal of Attention Disorders, 17, 620-627.
Plaza, V., Esteban, L., Estévez, A. F., & Fuentes, L. J. (2013). El procedimiento de consecuencias diferenciales mejora el reconocimiento de rostros con independencia de su valencia emocional (The differential outcomes procedure improves face recognition irrespective of their emotional valence). Psicológica, 34, 79-95.
Carranza, J.A., González-Salinas, C., & Ato, E. (2013). A longitudinal study of temperament continuity through IBQ, TBAQ, and CBQ. Infant Behavior and Development, 36, 749-761. doi: 10.1016/j.infbeh.2013.08.002
Macizo, P. & Herrera, A. (2013). Numbers and prior knowledge in sentence comprehension. Anales de Psicología, 29, 280-284.
Huber, S., Moeller, K., Nuerk, H-C., Macizo, P., Herrera, A., & Willmes, K., (2013). Cognitive control in number processing: A computational model. Proceeding of 12th International Conference on Cognitive Modeling. http://iccm-conference.org/2013-proceedings/128/0128-paper.pdf
Macizo, P., & Herrera, A., (2013). The processing of Arabic number is under cognitive control. Psychological Research, 77, 651-658.
Macizo, P., & Herrera, A. (2013). Do people access meaning when they name banknotes? Cognitive Processing, 14, 43-49.
2012
Dalmaso, M., Fuentes, L. J., & Galfano, G. (2012). L’induzione di un contest affettivo rivela la modulazione dell’orientamento mediato dallosguardo da parte di espressioni emotive [Eliciting an affective context uncover the effects of emotions on gaze-mediated orienting of attention]. Giornale Italiano di Psicologia, 39, 193-200.
Roca, J., Fuentes, L. J., Marotta, A., López-Ramón, M. F., Castro, C., Lupiáñez, J., & Martella, D. (2012). The effects of sleep deprivation on the attentional functions and vigilance. Acta Psychologica, 140, 164-176.
Plaza, V., López-Crespo, G., Antúnez, C., Fuentes, L. J., & Estévez, A. F. (2012). Improving delayed face recognition in Alzheimer’s disease by differential outcomes. Neuropsychology, 26, 483-489.
Diamantopoulou, S., Pina, V., Valero-García, A. V., González-Salinas, C., & Fuentes, L. J. (2012). Validation of the Spanish version of the Woodcock-Johnson mathematics achievement tests for children aged six to thirteen. Journal of Psychoeducational Assessment, 30, 466-477.
Martella, D., Plaza, V., Estévez, A. F., Castillo, A., & Fuentes, L. J. (2012). Minimizing sleep deprivation effects in healthy adults by differential outcomes. Acta Psychologica, 139, 391-396.
Martínez, L., Mari-Beffa, P., Roldán-Tapia, D., Ramos-Linaza. J., Fuentes, L. J., & Estévez, A. F. (2012). Training with differential outcomes enhances discriminative learning and visuospatial recognition memory in children born prematurely. Research in Developmental Disabilities, 33, 76-84.
Mayas, J., Fuentes, L. J., & Ballesteros, S. (2012). Stroop interference and negative priming suppression in normal aging. Archives of Gerontology and Geriatrics, 54, 333-338.
Herrera, A., & Macizo, P. (2012). Semantic processing in production of numerals across notations. Journal of Experimental Psychology: Learning, Memory and Cognition, 38, 40-51.
2011
Carrillo, M.S., Alegría, J., Miranda, P. & Sánchez-Pérez, N. (2011). Evaluación de la dislexia en la escuela primaria: Prevalencia en español. Escritos de Psicología, 4(2), 35-44.
Fernández, P. J., Campoy, G., García-Santos, J. M., Antequera, M., García-Sevilla, J., Castillo, A., Antúnez, C., & Fuentes, L. J. (2011). Is there a specific pattern of attention deficit in mild cognitive impairment with subcortical vascular features? Evidence from the Attention Network Test. Dementia and Geriatric Cognitive Disorders, 31, 268-275.
Plaza, V., Estévez, A. F., López-Crespo, G., & Fuentes, L. J. (2011). Enhancing recognition memory in adults through differential outcomes. Acta Psychologica, 136, 129-136.
Galfano, G., Sarlo, M., Sassi, F., Munafò, M., Fuentes, L. J., & Umiltà, C. (2011). Reorienting of spatial attention in gaze cuing is reflected in N2pc. Social Neuroscience, 6, 257-269.
Herrera, A., & Macizo, P. (2011). Naming digits in a semantic blocking paradigm. Quarterly Journal of Experimental Psychology, 64, 328-338.
Herrera, A., & Macizo, P. (2011). When symbolic spatial cues go before numbers. Psicológica, 32, 1-12.
Macizo, P., Herrera, A., Román, P., & Martín, M. C. (2011) The processing of two-digit numbers in bilinguals. British Journal of Psychology, 102, 464-477.
Macizo, P., & Herrera, A., (2011). Cognitive control in number processing: Evidence from the unit-decade compatibility effect. Acta Psychologica, 136, 112-118.
Macizo, P., Herrera, A., Román, P., & Martín, M. C., (2011). Proficiency in second language influences the processing in number words. Journal of Cognitive Psychology, 23, 915-921.
Macizo, P., & Herrera, A., (2011). Working memory and two-digit number processing. Memory, 19, 941-955.
2010
Fuentes, L. J., Fernández, P. J., Campoy, G., Antequera, M. M., García-Sevilla, J., & Antúnez, C. (2010). Attention network functioning in patients with dementia with Lewy Bodies and Alzheimer’s disease. Dementia and Geriatric Cognitive Disorders, 29, 139-145.
García-Santos, J. M., Fuentes, L. J., Vidal, J. B., Antequera, M., Torres del Río, S., Antúnez, C., & Ortega, G. (2010). Efecto regional de la edad y el sexo en la espectroscopia por resonancia magnética cerebral. Radiología, 52, 342-350.
García-Santos, J. M., Fuentes, L. J., Vidal, J. B., Carrillo, A., Antequera, M., Campoy, G., Antúnez, C., Torres del Río, S., García-Sevilla, J. & Ortega, G. (2010). Posterior paralimbic and frontal metabolite impairments in asymptomatic hypertension with different treatment outcomes. Hypertension Research, 33, 67-75.
Chen, Q., Fuentes, L. J., & Zhou, X. (2010). Biasing the organism for novelty: A pervasive property of the attention system. Human Brain Mapping, 31, 1146-1156.
Hernández, M., Costa, A., Fuentes, L. J., Vivas, A. B., & Sebastián-Gallés, N. (2010). The impact of bilingualism on the executive control and orienting networks of attention. Bilingualism: Language and Cognition, 13, 315-325.
Macizo. P., & Herrera, A. (2010). Two-digit number comparison: Decade-unit and unit-decade produce the same compatibility effect with number words. Canadian Journal of Experimental Psycholgy, 64, 17-24. DOI: 10.1037/a00158003
Herrera, A., & Macizo, P. (2010). The production of symbolic and non-symbolic numerals. Procedia Social and Behavioral Sciences, 5, 926-934.
Macizo, P., Herrera, A., Paolieri, D., & Román, P. (2010). Is there cross-language modulation when bilinguals process number words? Applied Psycholinguistics, 31, 651-669.
Macizo, P. & Herrera, A. (2010). What is heavier, a kilo of feathers or a kilo of lead? What you know determines what you understand. Neuroreport, 21, 938-942.
Macizo, P., Herrera, A., Román, P., & Martín, M.C. (2010). Second language acquisition influences the processing of number words. Procedia Social and Behavioral Sciences, 9, 1128-1134.
2009
Ruz, M. & Fuentes, L. J. (2009). Beyond perception: Testing for implicit conceptual traces in high-load tasks. Consciousness and Cognition, 18, 820-822.
Catena, A., Houghton, G., Valdés, B. & Fuentes, L. J. (2009). Unmasking word processing with ERPs: Two novel linear techniques for the estimation of temporally overlapped waveforms. Brain Topography, 22, 60-71.
López-Crespo, G., Plaza, V., Fuentes, L. J. & Estévez, A. F. (2009). Improvement of age-related memory deficits by differential outcomes. International Psychogeriatrics, 21, 503-510.
Martínez, L., Estévez, A. F., Fuentes, L. J. & Overmier, J. B. (2009). Improving conditional discrimination learning and memory in five-year-old children: DOE using different types of reinforcement. Quarterly Journal of Experimental Psychology, 62, 1617-1630.
Cohen-Kadosh, R., Henik, A., Catena, A., Walsh, V., & Fuentes, L. J. (2009). Induced cross-modal synaesthetic experience without abnormal neuronal connections. Psychological Science, 20, 258-265.
2008
Langley, L. K., Saville, A. L., Gayzur, N. D., & Fuentes, L. J. (2008). Adult age differences in attention to semantic context. Aging, Neuropsychology and Cognition, 15, 657-686.
Fuentes, L. J., & Campoy, G. (2008). The time course of alerting effect over orienting in the Attention Network Test. Experimental Brain Research, 185, 667-672.
Vivas, A. B., Humphreys, G. W., & Fuentes, L. J. (2008). Object-based inhibition of return in patients with posterior parietal damage. Neuropsychology, 22, 169-176.
García-Sevilla, J. & Fuentes, L. J. (2008). ¿Qué aporta el estudio del devenir histórico a la atención como constructo psicológico? Revista de Historia de la Psicología, 29, 99-126.
Herrera, A., Macizo, P., & Semenza, C. (2008). The role of working memory in the association between number magnitude and space. Acta Psychologica, 128, 225-237.
Herrera, A. & Macizo, P., (2008). Cross-notational semantic priming between symbolic and non-symbolic numerosity. Quarterly Journal of Experimental Psychology, 61, 1538-1552.
Macizo, P. & Herrera, A. (2008). Códigos numéricos en la comparación de números de dos cifras. Psicológica, 29, 1-34.
Capítulos y libros
Molina, M., Meléndez, J. C., Escudero, J., Estévez, A. F., Fuentes, L. J., & Plaza, V. (2018). Procedimiento de consecuencias diferenciales: Una forma sencilla de estimular el aprendizaje y la memoria en adultos con envejecimiento normal, exitoso y patológico. En V. Plaza (Ed.), Avances en investigación y propuestas de intervención para la promoción del envejecimiento activo desde la Psicología, capítulo 6 (pp. 95-111). Santiago de Chile: RIL Editores. ISBN: 978-956-01-0538-7.
Bajo, M. T., Fuentes, L. J., Lupiáñez, J., & Rueda, R. (2016). Mente y cerebro: De la psicología experimental a la neurociencia cognitiva. Madrid: Alianza Editorial.
Escera, C., Fuentes, L. J., & Cadaveira, F. (2016). De la psicología cognitiva a la neurociencia cognitiva, En M. T. Bajo, L. J. Fuentes, J. Lupiáñez, y R. Rueda (coords.), Mente y cerebro: De la psicología experimental a la neurociencia cognitiva, capítulo 1 (pp. 21-39). Madrid: Alianza Editorial.
Fuentes, L. J., Vivas, A. B., Langley, L. K., Chen, Q., & González-Salinas, C. (2012). Inhibitory mechanisms in the attentional networks: A multidisciplinary approach. In M. I. Posner (Ed.) Cognitive neuroscience of attention, 2ª ed. (pp. 76-88). New York: Guilford Press.
Fernández, P. J., Fuentes, L. J., & García Sevilla, J. (2011). Entrenamiento de la memoria en el envejecimiento. Madrid: Editorial Académica Española.
Estévez, A.F., & Fuentes, L. J. (2010). Aprendizaje discriminativo con procedimientos de consecuencias diferenciales en poblaciones con y sin necesidades educativas especiales. In M. A. Romero & R. León (Eds.), Herramientas psicológicas para educar a niños con necesidades especiales (pp. 65-85). Mexico: Pax Mexico.
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