2014 and Before
Alves, R. A., Castro, S. L., Sousa, L., & Stroemqvist, S. (2007). Influence of typing skill on pause-execution cycles in written composition. In G. Rijlaarsdam (Series Ed.); M. Torrance, L. van Waes, & D. Galbraith (Vol. Eds.), Writing and cognition: Research and applications. Amsterdam: Elsevier.
Castro, S. L. (1999). A linguagem escrita e o seu uso: Uma perspectiva cognitiva [Written language and its use: A cognitive perspective]. In L. G. Cabral & J. Morais (Eds.), Investigando a linguagem: Ensaios de homenagem a Leonor Scliar-Cabral (pp. 311-332). Petrópolis: Editora Mulheres.
Castro, S. L. & Gomes, I. (2000). Dificuldades de aprendizagem da língua materna [Language difficulties in children]. Lisboa: Universidade Aberta.
Castro, S. L. & Lima, C. F. (2010). Recognizing emotions in spoken language: A validated set of Portuguese sentences and pseudo-sentences for research on emotional prosody. Behavior Research Methods, 42, 74-81. https://link.springer.com/article/10.3758/BRM.42.1.74
Castro, S. L. & Morais, J. (1987). Ear differences in illiterates. Neuropsychologia, 25, 409-417. https://doi.org/10.1016/0028-3932(87)90028-5
Castro, S. L., & Cary, L. (2003). Introduction to the Special Issue Speaking and Listening: Their role in learning how to read and spell. Reading and Writing: An Interdisciplinary Journal, 16, 1-3.
Castro, S. L., & Lima, C. F. (2014). Age and musical expertise influence emotion recognition in music. Music Perception, 32, 125-142. https://doi.org/10.1525/MP.2014.32.2.125
Castro, S. L., Caló, S., Gomes, I., Kay, J., Lesser, R. & Coltheart, M. (2007). PALPA-P, Provas de Avaliação da Linguagem e da Afasia em Português [Tasks for the assessment of language processing and aphasia in Portuguese, PALPA-P]. Lisboa: CEGOC-TEA. ISBN 978-972-8817-38-1.
Duncan, L. G., Castro, S. L., Defior, S., Seymour, P. H. K., Baillie, S., Leybaert, J., et al. (2013). Phonological development in relation to native language and literacy: Variations on a theme in six alphabetic orthographies. Cognition, 127, 398-419. https://doi.org/10.1016/j.cognition.2013.02.009
Filipe, M. G., Frota, S., Castro, S. L., & Vicente, S. G. (2014). Atypical prosody in Asperger Syndrome: Perceptual and acoustic measurements. Journal of Autism and Developmental Disorders, 44(8), 1972-1981. https://doi.org/10.1007/s10803-014-2073-2
Fonseca, M. J., Santos, C. F., Costa, P., Lencastre, L., & Tavares, F. (2012). Increasing awareness about antibiotic use and resistance: A hands-on project for high school students. PLoS One, 7, Article e44699. https://doi.org/10.1371/journal.pone.0044699
Lima, C. F. & Castro, S. L. (2011). Emotion recognition in music changes across the adult life span. Cognition & Emotion, 25, 585-598. https://doi.org/10.1080/02699931.2010.502449
Lima, C. F. & Castro, S. L. (2011). Speaking to the trained ear: Musical expertise enhances the recognition of emotions in speech prosody. Emotion, 11, 1021-1031. https://doi.org/10.1037/a0024521
Lima, C. F., & Castro, S. L. (2010). Reading strategies in orthographies of intermediate depth are flexible: Modulation of length effects in Portuguese. European Journal of Cognitive Psychology, 22(2), 190-215. https://doi.org/10.1080/09541440902750145
Lima, C. F., Alves, T., Scott, S. K. & Castro, S. L. (2014). In the ear of the beholder: How age shapes emotion recognition in nonverbal vocalizations. Emotion, 14, 145-160. https://doi.org/10.1037/a0034287
Lima, C. F., Garrett, C. & Castro, S. L. (2013). Not all sounds sound the same: Parkinson’s disease affects differently emotion processing in music and in speech prosody. Journal of Clinical and Experimental Neuropsychology, 35, 373-392. https://doi.org.10.1080/13803395.2013.776518
Limpo, T., Alves, R. A., & Castro, S. L. (2010). Medir a empatia: Adaptação do Índice de Reactividade Interpessoal [Portuguese adaptation of the Interpersonal Reactivity Index]. Laboratório de Psicologia, 8, 171-184. https://hdl.handle.net/10216/86583
Marques, C., Moreno, S., Castro, S. L., & Besson, M. (2007). Musicians detect pitch violation in a foreign language better than nonmusicians: Behavioral and electro-physiological evidence. Journal of Cognitive Neuroscience, 19, 1453-1463. https://doi.org/10.1162/jocn.2007.19.9.1453
Morais, J. & Castro, S. L. (2010-2011). Introduction to the Special Issue. Lexical processing: Phonetic, prosodic and morphological aspects. Journal of Portuguese Linguistics, 9-10, 3-9.
Morais, J., Castro, S. L., Scliar-Cabral, L., Kolinsky, R. & Content, A. (1987). The effects of literacy on the recognition of dichotic words. The Quarterly Journal of Experimental Psychology, 39(3), 451-465. https://doi.org/10.1080/14640748708401798
Moreno, S., Marques, C., Santos, A., Santos, M., Castro, S. L., & Besson, M. (2009). Musical training influences linguistic abilities in 8-year old children: More evidence for brain plasticity. Cerebral Cortex, 19, 712-723. https://doi.org/10.1093/cercor/bhn120
Olive, T., Alves, R., & Castro, S. L. (2009). Cognitive processes in writing during pause and execution periods. European Journal of Cognitive Psychology, 21, 758-785. https://doi.org/10.1080/09541440802079850
Pereira, C. S., Teixeira, J., Figueiredo, P., Xavier, J., Castro, S. L., & Brattico, E. (2011). Music and emotion in the brain: Familiarity matters. PLoS One, 6(11), Article e27241. https://doi.org/10.1371/journal.pone.0027241
Seymour, P. H. K., Aro, M., Erskine, J., and the COST Action A8 Network (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94, 143-174. https://doi.org/10.1348/00071260332166185
Sucena, A., & Castro, S. L. (2010). Aprender a ler e avaliar a leitura [Learning how to read and the assessment of reading]. Coimbra: Almedina. (1ª edição de 2008; em 2010, reimpressão da 2ª edição de 2009). 116 pp., ISBN 978-972-4039-190.
Sucena, A., & Castro, S. L. (2012). ALEPE - Avaliação da Leitura em Português Europeu [ALEPE. Assessment of reading skills in European Portuguese]. Lisboa: CEGOC-TEA. ISBN 978-972-8817-85-9.
Sucena, A., Castro, S. L., & Seymour, P. (2009). Developmental dyslexia in an orthography of intermediate depth: The case of European Portuguese. Reading and Writing, 22, 791-810. https://doi.org/10.1007/s11145-008-9156-4
Vicente, S., Castro, S. L., & Walley, A. C. (2003). A developmental analysis of similarity neighborhoods in European Portuguese. Journal of Portuguese Linguistics, 2, 115-133. https://doi.org/10.5334/jpl.38
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