2022
Arnicane, A., & Souza, A. S. (2022). Tracking attentional states: Assessing the relationship between sustained and selective focused attention in visual working memory. Attention, Perception, & Psychophysics, 84(3), 715–738. https://doi.org/10.3758/s13414-021-02394-y
Atkinson, A. L., Oberauer, K., Allen, R. J., & Souza, A. S. (2022). Why does the probe value effect emerge in working memory? Examining the biased attentional refreshing account. Psychonomic Bulletin & Review. Advance online publication. https://doi.org/10.3758/s13423-022-02056-6
Batista, A. R., Silva, S., Lencastre, L., & Guerra, M. P. (2022). Biopsychosocial correlates of quality of life in multiple sclerosis patients. International Journal of Environmental Research and Public Health, 19(21), Article 14431. https://doi.org/10.3390/ijerph192114431
Boal-Palheiros, G., Figueira, P., & Castro, S. L. (2022). Musical and cognitive abilities in children from disadvantaged backgrounds. Revista Electrónica de LEEME, 49, 85-100. https://doi.org/10.7203/LEEME.49.24089
Carvalho, M., Cera, N., & Silva, S. (2022). The “ifs” and “hows” of the role of music on the implementation of emotional regulation strategies. Behavioral Sciences, 12(6), Article 199. https://doi.org/10.3390/bs12060199
Cunha, M. G., & Alves, R. A. (2022). Book review: Spelling and Writing Words: Theoretical and Methodological Advances. Journal of Writing Research, 14(2), 293–304. https://doi.org/10.17239/jowr-2022.14.02.06
Dybowski, K., Raczka, B., Postarnak, S., Castro, S. L., & Silva, S. (2022). Interpersonal syncronization protects against the antisocial outcomes of frustation. Psychological Reports. Advance online publication. https://doi.org/10.1177/00332941211054771
Frischkorn, G. T., von Bastian, C. C., Souza, A. S., & Oberauer, K. (2022). Individual differences in updating are not related to reasoning ability and working memory capacity. Journal of Experimental Psychology: General. Advance online publication. https://doi.org/10.1037/xge0001141
Folia, V., Liampas, I., Siokas, V., Silva, S., Ntanasi, E., Yannakoulia, M., Sakka, P., Hadjigeorgiou, G., Scarmeas, N., Dardiotis, E., & Kosmidis, M. H. (2022). Language performance as a prognostic factor for developing Alzheimer’s clinical syndrome and mild cognitive impairment: Results from the population-based HELIAD cohort. Journal of the International Neuropsychological Society. Advance online publication. https://doi.org/10.1017/S1355617722000376
Loaiza, V. M., & Souza, A. S. (2022). The eyes don’t have it: Eye movements are unlikely to reflect refreshing in working memory. PLoS One, 17(7), Article e0271116. https://doi.org/10.1371/journal.pone.0271116
Magalhães, S., & Limpo, T. (2022). Validation of the Comprehensive Inventory of Mindfulness Experiences (CHIME) in Portuguese children. Mindfulness. Advance online publication. https://doi.org/10.1007/s12671-022-01908-5
Magalhães, S., Nunes, T., Soeiro, I., Rodrigues, R., Coelho, A., Pinheiro, M., Castro, S. L., Leal, T., & Limpo, T. (2022). A pilot study testing the effectiveness of a mindfulness-based program for Portuguese school children. Mindfulness, 13, 2751-2764. https://doi.org/10.1007/s12671-022-01991-8
Mesquita, A. B., Morais, I. S., Faísca, L., Reis, A., & Castro, S. L. (2022). Predictors of adult spelling in an orthography of intermediate depth. Written Language & Literacy, 25(1), 99-125. https://doi.org/10.1075/wll.00062.mes
Neves, L., Correia, A. I., Castro, S. L., Martins, D., & Lima, C. F. (2022). Does music training enhance auditory and linguistic processing? A systematic review and meta-analysis of behavioral and brain evidence. Neuroscience and Biobehavioral Reviews, 140, Article 104777. https://doi.org/10.1016/j.neubiorev.2022.104777
Nunes, A., Cordeiro, C., Limpo, T., & Castro, S. L. (2022). Effectiveness of automated writing evaluation systems in school settings: A systematic review of studies from 2000 to 2020.Journal of Computer Assisted Learning, 38(2), 599-620. https://doi.org/10.1111/jcal.12635
Nunes, A., Limpo, T., & Castro, S. L. (2022). Predictors of Portuguese teachers' use of Information and Communication Technologies in literacy classes. Frontiers in Psychology, 13, Article 1006713. https://doi.org/10.3389/fpsyg.2022.1006713
Rocha, R. S., Castro, S. L., & Limpo, T. (2022). The role of transcription and executive functions in writing: A longitudinal study in the transition from primary to intermediate Grades. Reading and Writing: An Interdisciplinary Journal. Advance online publication. https://doi.org/10.1007/s11145-022-10256-8
Silva, S., Inácio, F., Rocha e Sousa, D., Gaspar, N., Folia, V., & Petersson, K. M. (2022). Formal language hierarchy reflects different levels of cognitive complexity. Journal of Experimental Psychology: Learning, Memory, and Cognition. Advance online publication. https://doi.org/10.1037/xlm0001182
Sousa, J., Martins, M., Torres, N., Castro, S. L., & Silva, S. (2022). Rhythm but not melody processing helps reading via phonological awareness and phonological memory. Scientific Reports, 12, Article 13224. https://doi.org/10.1038/s41598-022-15596-7
Souza, A. S., & Oberauer, K. (2022). Promoting visual long-term memories: When do we learn from repetitions of visuospatial arrays? Journal of Experimental Psychology: General. Advance online publication. https://doi.org/10.1037/xge0001236
Vieira, A. I., Magalhães, S., & Limpo, T. (2022). Relating transcription, executive functions, and text quality in Grades 2-3: A cross-lagged panel analysis. British Journal of Educational Psychology. Advance online publication. https://doi.org/10.1111/bjep.12570
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