2020
Afonso, L., Castro, J., Parente, N., & Torres, S. (2020). A comprehensive assessment of food parenting practices: Psychometric properties of the Portuguese version of the HomeSTEAD family food practices survey and associations with children's weight and food intake. European Journal of Investigation in Health, Psychology and Education, 10(1), 424-440. https://doi.org/10.3390/ejihpe10010032
Afonso, L., Rodrigues, R., Reis, E., Miller, K., Castro, J., Parente, N., Teixeira, C., Fraga, A., & Torres, S. (2020). Fammeal: A gamified mobile application for parents and children to help healthcare centers treat childhood obesity. IEEE Transactions on Games, 12(4), 351-360. https://doi.org/10.1109/TG.2020.3015804
Branco, P., Seixas, D., & Castro, S. L. (2020). Mapping language with resting-state functional magnetic resonance imaging: A study on the functional profile of the language network. Human Brain Mapping, 41(2), 545-560. https://doi.org/10.1002/hbm.24821
Camacho, A., Santos, S., Silva, M., Jacques, T., & Alves, R. A. (2020). Atitudes face à escrita de adolescentes portugueses. Indagatio Didactica, 12(2), 143-157. https://doi.org/10.34624/id.v12i2.17466
Carvalhais, L., Limpo, T., Richardson, U., & Castro, S. L. (2020). Effects of the Portuguese Graphogame on reading, spelling, and phonological awareness in second graders struggling to read. Journal of Writing Research, 12(1), 9-34. https://doi.org/10.17239/jowr-2020.12.01.02
Correia, A. I., Castro, S. L., MacGregor, C., Müllensiefen, D., Schellenberg, E. G., & Lima, C. F. (2020). Enhanced recognition of vocal emotions in individuals with naturally good musical abilities. Emotion. Advance online publication. https://doi.org/10.1037/emo0000770
Costa, A. M., Alves, R., Castro, S. L., Vicente, S., & Silva, S. (2020). Exploring the effects of guided vs. unguided art therapy methods. Behavioral Sciences, 10(3), Article 65. https://doi.org/10.3390/bs10030065
Cruz, M., Butler, J., Severino, C., Filipe, M., & Frota, S. (2020). Eyes or mouth? Exploring eye gaze patterns and their relation with early stress perception in European Portuguese. Journal of Portuguese Linguistics, 19(1), Article 4. http://doi.org/10.5334/jpl.240
Cueli, M., Areces, D., García, T., Alves. R. A., & González-Castro, P. (2020). Attention, inhibitory control and early mathematical skills in preschool students. Psicothema, 32(2), 237-244. https://doi.org/10.7334/psicothema2019.225
Filipe, M., Castro, S. L., & Limpo, T. (2020). The link between executive functions and literacy: Introduction. Reading and Writing, 33, 807–812. https://doi.org/10.1007/s11145-020-10037-1
Fontoura, M., Vieira, F. M., & Alves, D. (2020). What I do like is the summer: Psychodrama with adolescents on summer holidays. Revista Brasileira de Psicodrama, 28(1), 41-53. https://doi.org/10.15329/2318-0498.19676
Jacques, T., Alves, R. A., Fadaei, S., & Barbosa, F. (2020). Real-time psychophysiological and writing correlates of expressive writing. Experimental Psychology, 67(4), 237-245. https://doi.org/10.1007/s11145-020-10037-1
Lima, C. F., Correia, A. I., Müllensiefen, D., & Castro, S. L. (2020). Goldsmiths Musical Sophistication Index (Gold-MSI): Portuguese version and associations with socio-demographic factors, personality and music preferences. Psychology of Music, 48, 376-388. https://doi.org/10.1007/s11145-020-10037-1
Limpo, T., & Graham, S. (2020). The role of handwriting instruction in writers’ education. British Journal of Educational Studies, 68(3), 311-329. https://doi.org/10.1080/00071005.2019.1692127
Limpo, T., Filipe, M., Magalhães, S., Cordeiro, C., Veloso, A., Castro, S. L., & Graham, S. (2020). Development and validation of instruments to measure Portuguese third graders’ reasons to write and self-efficacy. Reading and Writing, 33, 2173–2204. https://doi.org/10.1007/s11145-020-10039-z
Limpo, L., Nunes, A., & Coelho, A. (2020). Introduction to the special issue on 'Technology-based writing instruction: A collection of effective tools'. Journal of Writing Research, 12(1), 1-7. https://doi.org/10.17239/jowr-2020.12.01.01
Limpo, T., Vigário, V., Rocha, R., & Graham, S. (2020). Promoting transcription in third-grade classrooms: Effects on handwriting and spelling skills, composing, and motivation. Contemporary Educational Psychology, 61, Article 101856. https://doi.org/10.1016/j.cedpsych.2020.101856
Magalhães, S., Carneiro, L., Limpo, T., & Filipe, M. (2020). Executive functions predict literacy and mathematics achievements: The unique contribution of cognitive flexibility in grades 2, 4, and 6. Child Neuropsychology, 26(7), 934-952. http://doi.org/10.1080/09297049.2020.1740188
Magalhães, S., Mesquita, A., Filipe, M., Veloso, A., Castro, S. L., & Limpo, T. (2020). Spelling performance of Portuguese children: Comparison between grade level, misspelling type, and assessment task. Frontiers in Psychology, 11, Article 547. https://doi.org/10.3389/fpsyg.2020.00547
Maniglia, M. R., & Souza, A. (2020). Age differences in the efficiency of filtering and ignoring distraction in visual working memory. Brain Sciences, 10(8), Article 556. https://doi.org/10.3390/brainsci10080556
Martins, A., Fonseca, M. J., Lemos, M., Lencastre, L., & Tavares, F. (2020). Bioinformatics-based activities in high school: Fostering students' literacy, interest, and attitudes on gene regulation, genomics, and evolution. Frontiers in Microbiology, 11, Article 578099. https://doi.org/10.3389/fmicb.2020.578099
Martins, M., Silva, S., & Castro, S. L. (2020). Perceiving rhythmic repetition and change across development: Effects of concurrent pitch. Empirical Studies of the Arts, 38(2), 212-235. https://doi.org/10.1177/0276237418822895
Mesquita, A., Carvalhais, L., Limpo, T., & Castro, S. L. (2020). Portuguese spelling in primary grades: Complexity, length and lexicality effects. Reading and Writing, 33, 1325–1349. https://doi.org/10.1007/s11145-019-10012-5
Nunes, A., Castro, S. L., & Limpo, T. (2020). A review of mindfulness-based apps for children. Mindfulness, 11, 2089–2101. https://doi.org/10.1007/s12671-020-01410-w
Oberauer, K., & Souza, A. (2020). How fast can people refresh and rehearse information in working memory? Memory & Cognition, 48(8), 1442-1459. https://doi.org/10.3758/s13421-020-01062-0
Reis, A., Lencastre, L., Jonsson, C., & Guerra, M. P. (2020). Treatment adherence, meaning in life and affects in quality of life of HIV/AIDS patients. Journal of Happiness Studies, 21(7), 2405-2417. https://doi.org/10.1007/s10902-019-00182-y
Sepúlveda, E., Poínhos, R., Nata, G., Carvalho, D., Neves, J. S., Seixas, D., Choudhary, P., Vicente, S. G., & Amiel, S. A. (2020). Differentiating hypoglycemia awareness status from hypoglycemia experience in tools for measuring impaired awareness of hypoglycemia. Diabetes Technology & Therapeutics, 22(7), 541-545. https://doi.org/10.1089/dia.2020.0034
Silva, S., Belim, F., & Castro, S. (2020). The Mozart effect on the episodic memory of healthy adults is null, but low-functioning older adults may be an exception. Frontiers in Psychology, 11, Article 538194. https://doi.org/10.3389/fpsyg.2020.538194
Sousa, F., Rocha, V., Estima, C., Castro, S., & Guerra, M. P. (2020). Cognitive deficits, social support, depression and quality of life of post-stroke patients. Análise Psicológica, 38(2), 153-165. https://doi.org/10.14417/ap.1726
Sousa, I., Rocha, V., Samorinha, C., Machado, J., Antunes, H., & Precioso, J. (2020). Longitudinal assessment of the effectiveness of a tobacco prevention programme among school-aged adolescents. Health and Addictions, 20(2), 38-48. https://doi.org/10.21134/haaj.v20i2.484
Souza, A., & Oberauer, K. (2020). No evidence that articulatory rehearsal improves complex span performance. Journal of Cognition, 3(1), Article 11. https://doi.org/doi:10.5334/joc.103
Torres, S., Sales, C., Guerra, M. P., Simões, M. P., Pinto, M., & Vieira, F. M. (2020). Emotion-focused cognitive behavioral therapy in comorbid obesity with binge eating disorder: A pilot study of feasibility and long-term outcomes. Frontiers in Psychology, 11, Article 343. https://doi.org/10.3389/fpsyg.2020.00343
Veloso, A., Vicente, S. G., & Filipe, M. G. (2020). Effectiveness of cognitive training for school-aged children and adolescents with attention deficit/hyperactivity disorder: A systematic review. Frontiers in Psychology, 10, Article 2983. https://doi.org/10.3389/fpsyg.2019.02983
Zaccoletti, S., Camacho, A., Correia, N., Aguiar, C., Mason, L., Alves, R. A., & Daniel, J. R. (2020). Parents’ perceptions of student academic motivation during the COVID-19 lockdown: A cross-country comparison. Frontiers in Psychology, 11, Article 592670. https://doi.org/10.3389/fpsyg.2020.592670
Book chapters
Alves, R. A., Limpo, T., & Joshi, R. M. (2020). Introduction to reading-writing connections: The integration roads ahead. In R. A. Alves, T. Limpo, & R. M. Joshi (Eds.), Reading-Writing Connections. Literacy Studies (Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education) (Vol. 19, pp. 1-7). Springer. https://doi.org/10.1007/978-3-030-38811-9_1
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