2015
Alves, R. A., & Limpo, T. (2015). Progress in written language bursts, pauses, transcription, and written composition across schooling. Scientific Studies of Reading, 19(5), 374-391. https://doi.org/10.1080/10888438.2015.1059838
Boebinger, D., Evans, S., Rosen, S., Lima, C. F., Manly, T., & Scott, S. K. (2015). Musicians and non-musicians are equally adept at perceiving masked speech. The Journal of the Acoustical Society of America, 137, 378-387. https://doi.org/10.1016/j.specom.2014.09.007
Fonseca, M. J., Costa, P., Lencastre, L. & Tavares, F. (2015) A hands-on activity to raise awareness about healthy sun exposure. Journal of Biological Education, 49(1) 22-37. https://doi.org/10.1080/00219266.2014.882378
Lavan, N.*, Lima, C. F.*, Harvey, H., Scott, S. K., & McGettigan, C. (2015). I thought that I heard you laughing: Contextual facial expressions modulate the perception of authentic laughter and crying. Cognition & Emotion, 29, 935-944. https://doi.org.10.1093/cercor/bhv134 [IF: 2.42] *joint first authorship
*Lima, C. F.*, Lavan, N.*, Evans, S., Agnew, Z., Halpern, A. R., Shanmugalingam, P., Meekings, S., Boebinger, D., Ostarek, M., McGettigan, C., Warren, J., & Scott, S. K. (2015). Feel the noise: Relating individual differences in auditory imagery to the structure and function of sensorimotor systems. Cerebral Cortex, 25, 4638-4650. https://doi.org/10.1093/cercor/bhv134
Meekings, S., Boebinger, D., Evans, S., Lima, C. F., Chen, S., Ostarek, M., & Scott, S. K. (2015). Do we know what we’re saying? The role of self-monitoring and sensory information in speech production. Psychological Science, 26, 1975-1977. https://doi.org/10.1177/0956797614563766
Ribeiro, G., Santos, O., Camacho, M., Torres, S., Mucha-Vieira, F., Sampaio, D., Oliveira-Maia, A. J. (2015). Translation, cultural adaptation and validation of the Power of Food Scale for use by adult populations in Portugal. Acta Médica Portuguesa, 28(5), 575-582. https://doi.org/10.20344/amp.6517
Silva, S., Faísca, L., Araújo, S., Casaca, L., Carvalho, L., Petersson, K. M., & Reis, A. (2015). Too little or too much? Parafoveal preview benefits and parafoveal load costs in dyslexic adults. Annals of Dyslexia, 66(2), 187–201. https://doi.org/10.1007/s11881-015-0113-z
Torres, S., Guerra, M. P., Lencastre, L., Miller, K., Vieira, F. M., Roma-Torres, A., Brandão, I., Costa, P. (2015). Alexithymia in anorexia nervosa: The mediating role of depression. Psychiatry Research, 225(1-2), 99–107. https://doi.org/10.1016/j.psychres.2014.10.023
Book chapters, Proceedings, & Others
Alves, R. A., & Limpo, T. (2015). Fostering the capabilities that build writing achievement. In C. M. Connor and P. McCardle (Eds.), Reading intervention: Research to practice to research (pp. 209-220). Baltimore: Brookes Publishing.
Castro, S. L. (2015). Como saber se o aluno foi alfabetizado. In J. J. de Morais & J. B. A. Oliveira (Eds.), Alfabetização. Em que consiste. Como avaliar (pp. 60-78). Brasília: Instituto Alfa e Beto.
Leitão, B. & Torres, S. (2015). EPS: Student & Community – Portuguese. In R. Baker, P. Thomas, S. Thomas, M. Santonastaso, E. Corrigan (Eds.), Emotional Processing Scale Norms Booklet – Version 1. Oxford, UK: Hogrefe.
Sousa, H., Guerra, M., & Lencastre, L. (2015). Preditores da qualidade de vida numa amostra de mulheres com cancro da mama. Análise Psicológica, 33(1), 39-53. https://doi.org/10.14417/ap.832
Teixeira, C., & Alves, R. A. (2015). Development and evaluation of a Portuguese early literacy programme / Desarrollo y evaluación de un programa portugués de alfabetización temprana. Cultura Y Educación, 27(2), 271–300. https://doi.org/10.1080/11356405.2015.1035548
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