Cognition in Context
CO2 | COGNITION IN CONTEXT
CO2 investigate the cognitive mechanisms and neural underpinnings of voice and speech perception, long-term memory, literacy acquisition and reading development.
CO2 includes 16 PhD researchers, 9 PhD students, and 4 international postdoc fellows. A cognitive psychology and neuroscience framework is adopted, with a special focus on memory and learning, voice/speech perception, cultural acquisitions and their cognitive impact, social cognition and decision making. An interdisciplinary approach is used to study neurocognitive adaptation and plasticity in learning and changing contexts with multiple methods: behavioral paradigms (e.g. eyemovement recordings), neuroimaging techniques (fMRI, EEG) and neuropsychological studies (dyslexia, autism, dementia, schizophrenia).
We collaborate with leading research centers (e.g. HarvardU, HeidelbergU, MPINijmegen, UCL,UK) and networks (e.g. ESCON, Cognitive Science of Culture network). Through APPE, we contribute towards excellence in the national cognitive psychology arena. We offer consultancy to renowned agencies (e.g. European Commission, Fulbright, Israel Science Foundation) and editorial service in leading journals. CO2 is actively involved in advanced training: the HeidelbergLisbonExchange Project; the TquanT/Erasmus+; the BrainMind College, including the Cognitive Science MSc/PhD Program, unique in Portugal; and 3 FCTfunded PhD Programs. Our graduates are coadvised by international collaborators, expanding our network.
CO2 research informs public policies (e.g. prevention of overindebtedness; educational practices in literacy instruction), assists clinical programs and screening of cognitive disorders (reading instruction in dyslexia; voice perception in schizophrenia) and increases crosstalk between academia and stakeholders (e.g. risk management). Our achievements are delivered to society in outreach events.
Research Programs
Social Cognition and Learning
Our research interests lie at the intersection between Cognitive Psychology and Social Psychology, trying to understand how our cognitive structures interact with different contexts and learning. We investigate the adaptive nature of memory in responding to the requirements and contexts of recovery. We explore the adaptation of coding and retrieval strategies to test requirements, looking for conditions where conceptual knowledge can be used to respond to episodic memory tasks, and showing how over many cycles of study and testing we have learned to neglect irrelevant aspects of information to study. We seek to investigate the dynamic relationship between the mechanisms that trigger the recall or recognition of information that has not been experienced and those that we use to correct these errors. We also seek to characterize the development of these mechanisms throughout life, as well as the impact of different coding and retrieval contexts. We also investigate the cognitive mechanisms underlying the spontaneous inferences about another person, how people integrate different types of information in their impressions about others, and the situations in which they rely on context to correct their first impressions. In order to achieve a more global characterization of this phenomenon, our research is done with adults and children. Finally, in another line of research we explore the mechanisms that make social stereotypes, contrary to the commonly accepted view, sometimes exhibit a considerable level of flexibility. Our research has shown that factors such as contextual relevance or difficulty in monitoring our beliefs play a key role in the malleability of social stereotypes. We address these issues using behavioral and computational methods, and trying to build day-to-day phenomena in our cognitive architecture.
Memory and Language
Our team investigates the processes of memory and language and the interaction between these cognitive systems.
We investigate the emergence of the reading circuitry and its impact on the evolutionary older systems of oral language and object recognition. In visual recognition, we originally showed that learning to read leads to the emergence of perceptual mechanisms tuned to the properties of the orthographic code (e.g., analytic letter processing), with consequences in visual nonlinguistic processing (e.g., the ability to discriminate mirror images as d-b; holistic processing of faces). We also investigate the visual object recognition system considering potential links with those systems involved in learning to read and write. In oral language, we evaluate whether and how orthographic knowledge brought about by reading acquisition strengthens the phonological representations of words, thereby assisting in speech perception and production.
Our research is also intended to clarify the cognitive mechanisms underlying the neurobiological reading markers (such as the N170 electrophysiological component) and what mechanisms promote the emergence of a highly specialized neural system devoted to letters and visual words. Also in this domain, we investigate the contribution of visual-to-motor integration (through seeing and handwriting of letters) in the emergence of the neural system for letters and its impact on mirror-image discrimination.
In another line of research, we seek to investigate the cognitive and neural underpinnings of episodic and semantic memory. We have examined the role of the prefrontal cortex in the deliberate retrieval of episodic information and how the late maturation (in adolescence) and early atrophy of this region (in older adults) affect the recovery of past events. In the semantic memory domain,we investigate the specific functions of the anterior temporal lobe and inferior parietal lobe in integrating multiple features into single coherent concepts and the role of the prefrontal cortex in exerting control over retrieved semantic representations.
Bridging the language and memory domains, we have investigated the two facets of learning new words: the language facet, related to the integration and involvement of the new words in lexical dynamics, and the memory facet, related to the memory trace that has been created and the semantic content of the words. We are interested in evaluating the role of the hippocampus and how these two facets interact along healthy and pathological ageing.
Decision in Context
How do we make decisions, inferences and judgments in our daily life?
In what circumstances can we trust our intuitions and when should we second guess them and engage in more deliberative, analytical processes (how intuition and deliberation interact).
How do we infer what other people think and feel, and what are the consequences of those inferences for our own judgment and decisions?
What is the role of inaccurate memory representations of the reasoning problems we have to solve? Can bias stem from correct appraisal of faulty problem representations?
How our motives and goals can influence psychological processes underlying, our memory, judgment and reasoning?
How the feedback provided by different decision context influences the way human judgment and decision making unfolds over time?
The decision in context lab approaches the abovementioned issues from a sócio-cognitive perspective where basic and higher order psychological processes (sometimes studied in cognitive sciences in a relative social vacuum) are approached in more complex and rich interpersonal and social contexts.
Our main goal is to study how cognitive and meta-cognitive processes of reasoning, judgment and decision making unfold in different social and interpersonal contexts. Specifically, we aim at:
- Better understanding in what circumstances motives and motivated reasoning improves our bias judgment and decision making;
- Explore the extent with which performance in heuristics-and-biases problems may depend not only on faulty reasoning but also on the application of sound reasoning to inaccurate representations of the reasoning problems.
- Developing a social metacognitive approach of reasoning: how people infer what other people think and feel, and what are the consequences of those inferences.
- Go beyond one-shot demonstrations of accurate or inaccurate judgment and explore how reasoning and decision behavior unfolds over time and different types of social feedback.
Research on dual-process theories of reasoning and decision-making articulating contributes from social psychology, social cognition and cognitive psychology. Specific thematic lines are linked to the aforementioned goals and include:
- Motivated reasoning as a way to reduce reasoning bias and improve judgment accuracy;
- The role of superficial “good enough” memory representations as a source of bias and decision errors
- Metacognition and social metacognition social: using the perceived conflict between intuitive and reason-based outputs to infer about others’ feelings, decisions and reasoning.
- Exploring human judgment as an ongoing and interactive process that people use to cope with their social world
VoicES: Voice, Emotion, & Speech Neuroscience Lab
How do we differentiate and recognize familiar and unfamiliar voices? How do we extract meaning from emotional cues conveyed by somebody’s voice? How do we assign meaning to speech stimuli and how do we differentiate between emotionally salient and not salient speech? Our interest is to understand how the brain perceives and recognizes the identity, affective and semantic aspects of the human voice. We use behavioral, neurophysiological and neuroimaging tools to probe these questions, relying on the combination of skills and knowledge from psychologists, biomedical engineers, computational linguists, and medical doctors.
Three research lines, supported by FCT and BIAL funding, exemplify the work carried in this Lab:
- VAS and hallucinations:
There is a substantial body of evidence showing that a failure to distinguish between internally and externally generated sensory signals (e.g., my voice vs. somebody else’s voice)underlies the experience of auditory hallucinations. We use brain imaging techniques (ERP, EEG oscillations, fMRI) to investigate the impact of salience on auditory sensory prediction and its relationship with hallucination predisposition.
- The effects of musical training on VAS perception:
The musician’s brain is considered a model of experience-driven neuroplasticity. Some studies indicate that this expertise might translate into enhanced language and speech perception abilities, such as vocal emotional perception. In this research line, we investigate whether musical training enhances the extraction of regularities from synthesized emotional speech and musical samples, using EEG and fMRI.
- VAS across the development:
Our goal is to examine changes in vocal emotional perception and recognition from childhood to old adulthood. Our main interest is to understand how the detection of salience from voice cues relates to brain changes during development.
Research Team
Research Team Coordinator
Collaborators
Jonathan Paul Reese
Ludmila Duarte da Silva Nunes
Emma Delhaye
Giorgia D’Innocenzo
María Jesus Maraver Romero
Jerônimo Sôro
Moreno Ignazio Coco
PhD Students
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Is three really a crowd? Collaborative retrieval, study and learning
Supervision
Leonel Garcia-Marques, Paula Carneiro e Bridgid Finn
Publications
- Carneiro, P., Lapa, A., & Finn, B. (2018). The effect of unsuccessful retrieval on children’s subsequent learning. Journal of Experimental Child Psychology, 166, 400-420. https://doi.org/10.1016/j.jecp.2017.09.010
- Carneiro, P., Garcia-Marques, L., Lapa, A., & Fernandez, A. (2017). Explaining the persistence of false memories: A proposal based on associative activation and thematic extraction. Memory, 25, 986-998. https://doi.org/10.1080/09658211.2016.1239742
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Beyond discrete bias: Human judgement as a socially situated process (área temática: Julgamento e decisão em condições de incerteza)
Supervision:
Mario B. Ferreira, Leonel Garcia-Marques e Florian Kutzner (Universität Heidelberg)
Publications:
- Marques, S., Lima, M. L., Moreira, S., & Reis, J. (2015). Local identity as an amplifier: Procedural justice, local identity and attitudes towards new dam projects. Journal of Environmental Psychology, 44, 63-73.
- Mata, A., Ferreira, M. B., & Reis, J. (2013). A process-dissociation analysis of semantic illusions.Acta Psychologica, 144(2), 433-443.
- Orghian, D., Ramos, T., Reis, J., & Garcia-Marques, L. (2018). Acknowledging the role of word-based activation in spontaneous trait inferences. Análise Psicológica, 36(1), 115-131.
- Ferreira, M., Reis, J., Orghian, D., & Sôro, J. (2014). Procedimento de Dissociação de Processos [Process Dissociation Procedure]. Psicologia, 27(2), 145-166.
- Reis, J., Garcia-Marques, L., Ferreira, M., Ramos, T., & Orghian, D. (2013). Nomeação e leitura no estudo das inferências espontâneas de traço: Proposta de um novo paradigma. [Naming and reading in the study of spontaneous trait inferences: proposal for a new paradigm]. In A. Pereira, M. Calheiros, P. Vagos, I. Direito, S. Monteiro, C. F. Silva, & A. A. Gomes (Eds.), Livro de Atas do VIII Simpósio Nacional de Investigação em Psicologia. (pp. 1068-1074). Lisboa: Associação Portuguesa de Psicologia
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“You’re too young to understand”: Investigating childist beliefs and practices
Supervision:
Sara Hagá, Leonel Garcia-Marques e Yarrow Dunham (Universidade de Yale).
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More than the sum of its parts: exploring the neural and cognitive processes of semantic integration
Supervision:
Ana Luísa Raposo
Publications:
- Marques, J. F., Alves, M., Borges, M., Casqueiro, I., Dziuba, A., Ferreira, J., Galriça, I., Pardal, R., & Sequeira, M. (2013). Normas de associação livre para 200 palavras de diferentes níveis de concreteza. [Free association norms for 200 words with different levels of concreteness]. Laboratório de Psicologia, 11(1), 19-28. Doi: 10.14417/lp.712
- Alves, M.& Raposo, A. (2015). Is it a bird? Differential effects of concept typicality on semantic memory and episodic recollection. Revista Portuguesa dePsicologia, 44, 65-79. doi: http://dx.doi.org/10.21631/rpp
- Raposo, A., Frade, S. & Alves, M.(2016). Framing memories: How the retrieval query modulates the neural bases of remembering. Neuropsychologia, 29(89), 309-319. doi: 10.1016/j.neuropsychologia.2016.06.036.
Raposo, A., Frade, S., Alves, M., & Marques, J. F. (2018). The neural bases of price estimation: Effects of size and precision of the estimate. Brain and cognition, 125, 157-164.https://doi.org/10.1016/j.bandc.2018.07.005
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Voice perception and prediction: understanding auditory verbal hallucinations in psychotic and non-psychotic subjects using ERPs
Supervision:
Ana P. Pinheiro and Sonja A. Kotz
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- Amorim, M. & Pinheiro, A.P. (2018). Is the sunny side up and the dark side down? Effects of stimulus type and valence on a spatial detection task. Cognition and Emotion. DOI: 10.1080/02699931.2018.1452718
- Rodrigues, R., Mendes, A., Carneiro, D., Amorim, M., Pinheiro, A.P., & Novais, P. (in press). An application to enrich the study of Auditory Emotion Regulation. The 13th International Conference on Intelligent Environments, Seoul, 2017.
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The Development of Episodic Memory and Cognitive Control: Behavioural and Neural Insights from Adolescence (no âmbito do programa doutoral “NeurULisboa – Integrated Neuroscience)
Supervision:
Ana Luísa Raposo e Alexandre Andrade (Instituto de Biofísica e Engenharia Biomédica, Faculdade de Ciências, ULisboa)
Projects
Tatiana Conde
2020 – 2023
(Bial Project no. 148/18)
Leonardo Vanneschi (Universidade Nova de Lisboa) & Mário Boto Ferreira
2020-2022
By the end of 2014, in a population of around 10 million, 4.4 million were indebted (Bulletin of the Bank of Portugal, 2014).
In the last decade, credit expanded in Portugal, creating debtors among different classes and social strata. Despite the decline in unemployment, many families continue to face financial difficulties, and a substantial part of the Portuguese population still cannot pay their debts. This caused an increase in the family effort rate to 73% in the first semester of 2018, while in 2017 the effort rate was 70.8% (DECO, 2018).
Creditors and debtors both gain from a greater prevention and even the treatment of over-indebtedness, either from a social point of view or from a strictly economic point of view (Marques & Frade, 2000).
Previous research on over-indebtedness has concentrated on individuals’ socio-economic, personal, and situational circumstances (e.g., Berthoud & Kempson, 1992; van Staveren, 2002). Research indicates that vulnerability for over-indebtedness is mainly determined by socio‐economic factors (Angel, Einbock, & Heitzmann, 2009) and financially relevant life events such as job loss (for a review see Kamleitner & Kirchler, 2007).
However, most of this research did not explore the contribution that artificial intelligence can give in characterizing and predicting consumers’ over-indebtedness.
A challenge of this project is generating models that, besides being highly reliable and robust, can also be easily interpretable. These models should help to investigate and verify the influence of psychological factors such as attitudes towards debt (e.g., Chien & Devaney, 2001; Livingstone & Lunt, 1992), time preferences (e.g., Groenland & Nyhus, 1994), tendency to decide based on improper heuristics (e.g., Slovic, 2011), financial literacy (e.g., Luzardi & Tufano, 2008), among other factors; as well as contribute to the development of a set of interventions to assist in the Alternative Dispute Resolution (RAL) of consumer debt.
DGC is responsible for contributing to the development, definition, and implementation of consumer protection policy and to ensure a high level of protection. DGC will participate in the transfer of knowledge, providing vast amounts of data of indebted Portuguese consumers, especially the ones who use the RAL centers. To achieve the transfer of knowledge from the proposed research to real-life situations, we have the know-how of experts (economists, lawyers, psychologists) of the DGC debt support service. These professionals have extensive experience in counseling consumers in financial distress. It is believed that the outputs of the project can further improve the social impact of DGC.
(FCT Ref. DSAIPA/DS/0113/2019)
Sérgio Moreira
2019-2022
Understanding of, critically reflecting on and communicating of statistical information and quantitative concepts has become a fundamental skill and competence for an informed and active citizen in a modern society.
There is a worrying trend, particularly in the social sciences, that requires urgent attention. An increasing number of results reported in the literature and media are not replicated, misleading or plain wrong (Galek et al., 2012; Boekel, et al., 2014; Leek, McShane, Gelman, Colquhoun, Nuijten, Goodman, 2017; McNut, 2014; Open Science Collaboration, 2015). The underlying problem seems to be inaccurate or inappropriate use of quantitative methods and thinking. If this trend remains unchecked, valuable research money will be wasted and the reputation of entire research programmes in the social sciences (Kahnemann, 2012) and in other disciplines (Ioannides, 2005, 2014) may be destroyed.
Ideally, teaching quantitative thinking would be based on interactive activities supervised by several experts so that a student continuously receives personalized feedback. If however teaching is delivered face-to-face or in a traditional classroom format, then this would be very costly and time- consuming.
We need adaptive and personalized learning tools, available online to a large and diverse group of students. Such tools would promote quantitative reasoning, reflection and communication. It is planned to develop the e-learning system QHelp that allows both adaptive assessment of competencies and skills, and personalized learning. The QHelp platform will merge into a single integrated e-learning platform two important types of tools for e-learning: the massive open online courses (MOOC) and the intelligent tutoring system (ITS).
The QHelp project is both innovative and complementary to the TquanT project carried out from 2016 to 2018 within the EU Erasmus+ programme.
(Ref. 2019-1-EE01-KA203-051708)
Ana Luísa Raposo
2018 – 2021
The debate over whether unsuccessful retrieval can enhance or harm subsequent learning is as yet unresolved. When considering the literature about errorless learning, it is predicted that a retrieved error, even if followed by a corrective feedback, will tend to perpetuate in the future and thus impede future learning of the correct answer. On the other hand, based on the literature about errorful learning, a generated error can enhance future learning if followed by corrective feedback, because retrieval of a wrong answer provides a good context for incorporating the corrective feedback. The purpose of this project is to study this unresolved question using distinct populations: adults and children. The majority of recent studies with adults have analyzed the effect of unsuccessful retrieval based on wrong guessing responses. However, the guessing method has some limitations that can be overcome by the development of innovative studies as the ones proposed in the current project. These studies involve an episodic retrieval that occurs into a deeper semantic network, leading to a richer context for encoding the corrective feedback. This goal can be achieved by adopting two paradigms commonly employed in the study of false memories – the DRM paradigm (Deese, Roediger & McDermott) and the pragmatic inference paradigm. These paradigms represent more closely what happens in the real world and offer a way of studying errors in which the participants are confident that their incorrect answers are right. There is a paucity of research into this topic with children as a focus. Here, we propose to investigate the role of generated errors in subsequent learning from the beginning of formal education (from preschools to elementary school grades) to more advanced school grades, utilizing innovative paradigms and materials, which are educationally relevant. These paradigms include errors of different natures (conceptual and lexical) and with different educational purposes. The results will allow us to establish whether there are advantages or disadvantages to using unsuccessful retrieval in the classroom. In the case of a beneficial effect, it is important to know at what age children are able to learn from a practice based on the generation of errors and to identify the development of this effect across the lifespan. In sum, this project aims to solve a crucial research question about learning with great consequences for the educational practice, having an obvious positive impact in the cultural and economic status of our society.
(FCT Ref. PTDC/PSI-ESP/28414/2017)
Tânia Fernandes & Susana Araújo
2018 – 2021
To create an e-mail account we must pass a word-recognition test on distorted letters: swift for human readers but a hard challenge for advanced spambots. CAPTCHA (Completely Automated Public Turing test to tell Computers and Humans Apart) shows how little we know on orthographic processing, i.e, access to abstract letter identities: from pixels into words. VOrtEx tests a new proposal aimed to unravel these representations. We and others showed that reading not only puts heavy demands on visual processing but also rests along the ventral occipitotemporal (vOT) stream due to partial recycling of object recognition, the original function of vOT. Thus, the orthographic code is either distinct of other visual representations or is just object recognition modulated by language. How can we test it, if most vOT properties are suited for reading which, in turn, depends on mapping of orthography into phonology in an interactive system? Our breakthrough idea is that it can, by testing two visual adaptations required for reading but that depart from the original properties of object recognition: narrow spatial integration of features in letters, i.e., reduced crowding, and discrimination of mirror images (d – b). VOrtEx answers 3 core questions: When in processing do these adaptations occur in the mature reading system? What is their developmental trajectory? Do they crash in the reading disorder? Skilful cognitive designs on letter and word recognition, high-temporal resolution EEG (Event-Related Potentials, ERP, and Steady State Visually Evoked Potentials, SSVEP), and machine learning are leveraged by our team and consultants’ expertise, R&D-unit facilities, master and PhD students, and the Postdoctoral fellow to hire (FTE). To track the full spectrum, studies will test adult readers (Study1), illiterate, ex-illiterate and literate adults, 1st-6th-graders (Study2), and dyslexic readers (Study3). We predict these adaptations occur early on in processing by adults, reach full action after few years of reading experience, but are hampered in dyslexia. The strong theory-driven nature from Cognitive Psychology, Neuroscience and Computational Science and the multi-method groundbreaking approach are keys to success. Fundamental and translational research beyond national borders. VOrtEx replies to challenges on Health, Inclusive, and Security Societies with dissemination and outreach plans along Portugal2020: “if smart growth is about knowledge and innovation, investment in literacy skills is a prerequisite for achieving such growth” (European Commission; p.11).
Cofinanciado por:
LISBOA-01-0145-FEDER-028184 | PTDC/PSI-GER/28184/2017
Moreno I. Coco & Ana Luísa Raposo
2018 – 2021
Humans are ageing at a historically unprecedented rate. As ageing bears serious repercussion on the shape and functioning of our society, it is recognized by world organizations as a key topic of investigation. Memory is the cognitive component most at risk during ageing, especially in people suffering from neuro-degenerative diseases. Experimental research on this field has particularly focused on short-term visual working memory (VWM) for low-level features of abstract stimuli (e.g., colored geometrical shapes), convincingly uncovering predictive links between failures on tasks involving short-term VWM and neuro-degenerative diseases. Despite a large body of evidence on young healthy adults has also shown that high-level information plays a fundamental role on long-term visual memory (e.g., the semantic category of a scene), very little is known about its dynamics on healthy and pathological ageing. In this project, we precisely examine the impact of dementia on the long-term semantic processes underlying the formation and retrieval of memory for naturalistic scene information. We investigate the mechanism of semantic interference, which relates to the fidelity of representation of visual information. When people are exposed to several exemplars of a precise scene category (e.g., a kitchen), and have to retrieve a specific one of them, healthy young subjects will find it harder when they just saw a single exemplar of that category. We predict that a clinical population suffering from dementia will instead not display such an interference effect as compared to a healthy group, because their mechanisms of episodic and semantic memory are impaired. We test this hypothesis by asking a clinical population with diagnosis of Mild Cognitive Impairment, and a healthy aged-matched sample, to watch a stream of photographs with different distributions of scenes by category in preparation for a recognition forced choice test. We will measure attentional (eye-tracking) and neural (electro-physiology) responses, as well as, classic accuracy measures from signal theory (e.g., d-prime) to get at the extrinsic signature of memory processes. We will compute properties of the scenes (e.g., its saliency) to get at their intrinsic memorability. We will build encoding and decoding computational models linking extrinsic and intrinsic responses to uncover the formation of memory traces. In particular, we will use convolution neural network to encode visual scene information and representational similarity analysis to unfold neural pattern of activation to estimate efficacy of brain areas for successful encoding. As a final stage, we will re-engineer such models into diagnostic tools able to detect early onset of neuro-degenerative diseases yet in a prodromal stage.
Cofinanciado por:
LISBOA-01-0145-FEDER-030958 | PTDC/PSI-ESP/30958/2017
César Lima (ISCTE-IUL) & Ana P. Pinheiro
2019 – 2022
Learning to play music changes brain structure and function, and there is much interest in the idea that these changes might transfer to skills beyond music. Many studies examined if music training improves abilities such as speech and intelligence. However, remarkably little is known about potential transfer effects to social skills, notably the ability to process emotional voices and faces. This effect could be hypothesized from the fundamental link between music and social and emotion processes, and is of central theoretical and applied importance: for understanding brain plasticity, the neurocognitive links between music and socio-emotional abilities, and the potential of music as a therapeutic tool. This project asks if music training improves socio-emotional processing, focusing on three unresolved questions. First, we determine if adult musicians reliably outperform non-musicians at recognizing emotions, and establish the scope of the effect: is it limited to voices, or does it extend to the visual domain (faces)? Is it limited to formally trained individuals, or does it extend to musically sophisticated non-musicians, who developed music skills via informal engagement with music? This will clarify previous mixed findings and provide a mechanistic understanding of the effect. A new tool for measuring musical sophistication will be validated and made available to the community. Second, we will combine state-of-the-art magnetic resonance imaging and electrophysiological techniques to delineate the neural mechanisms of the effect. This includes examining how emotions are represented in the trained brain, modulations in the processing time course, and changes in functional connectivity and brain anatomy. This comprehensive approach will add critical new insights into how music drives plasticity. Third, we will conduct a longitudinal study in children to test the effects of a music training program on socio-emotional processing, including pre- and post- training assessments. This will be implemented in a naturalistic setting in a low income/disadvantaged area, linking laboratory-based research with real-world impact. Such an approach is critical to assess how music shapes development, and to establish a direct causal link between training and social skills. Altogether, this proposal capitalizes on an innovative multi-methods approach, well placed to produce important theoretical advances concerning plasticity, music, and social processing. Crucially, it willoffer evidence for teachers, clinicians, engineers, and policymakers interested in enacting programs for social skills.
Our team at U Porto and U Lisbon provide complementary expertise to address all the components of the proposal, as indicated by our track record of high impact publications in the field. The project benefits from established international collaborations, and from collaborations with local elementary schools, music schools, orchestras, and neuroimaging institutions.
(FCT Ref. PTDC/PSI-GER/28274/2017)
Teresa Garcia Marques (ISPA) & Leonel Garcia Marques
2019 – 2022
(FCT Ref. PTDC/PSI-GER/28850/2017)
Ana Patrícia Pinheiro
2017 – 2019
The human voice is likely the most important sound category in the human auditory landscape. Building on our prior work, the current project aims to probe what happens when predictions related to speech production are violated, and how the salience, here understood as the emotional quality of the voice, affects the responsiveness of the auditory cortex to self-generated speech when it is unexpectedly changed in voice quality. The proposed studies will enhance our understanding of a still underexplored topic: self-voice production and perception, both playing a significant role in everyday social and emotional interactions. Ultimately, they aim to specify the neurofunctional mechanisms that underlie the subjective experience of ‘voices’ in the absence of external stimulation.
(Bial Project no. 238/2016)
Susana Araújo
2017 – 2021
This project aims to shed light on how a highly specialized system for letter processing emerges in the human brain. We will track i) when during reading acquisition the letter-specialized system emerges, i.e., if through rudimentary phonological recoding operations vs. from recognizing letter in words; ii) which mechanisms bolster a functional tuning to fine-grained orthographic information (fine tuning), focusing on the role of reading proficiency, strategies for reading, and the opacity of the letter-sound mappings reinforced during learning to read; and iii) whether orthographic processing may be constrained by general principles of visual object processing, such as statistical learning. We will aim at clarifying these questions using high-temporal resolution methods such as event-related potentials and eye-movement recordings and testing individuals varying in reading competence (proficient vs. dyslexic readers).
(FCT Ref. IF/00533/2015)
Leonel Garcia Marques
2016 – 2019
We follow the recent emphasis on the role of retrieval in memory and learning and explore three new aspects: i) the power of retrieval as a learning episode, ii) the problem-solving nature of memory tasks and the interplay between memory and knowledge, and iii) the hidden costs of the retrieval mode.
(FCT Ref. PTDC/MHC-PCN/1267/2014)
Tânia Fernandes
2016 – 2018
Learning new words is an impressive capacity of the human brain; it is a frequent, swift, and effortless lifelong learning ability. This project aims to investigate the neurocognitive mechanisms by which new words become part of the lexical network. This is a fundamental endeavour that will allow characterizing the dynamic relation between memory and language. It will also inform how word learning may be resilient to neural changes in healthy ageing and in amnesia (i.e., selective episodic memory deficit). We propose two complementary studies, adopting an integrative and interdisciplinary approach. In line with recent research, including ours (1-3), we focus on the interface between memory and language (4-9), proposing that learning new words involves two facets that differ in time course and underlying neural mechanisms. The episodic facet is rapidly available and is supported by the hippocampus and the surrounding medial temporal lobe (MTL). The lexical facet emerges slowly and relies on a distributed neocortical network, including lateral temporal and frontal regions (6,9). After episodic encounters with a new word, a stable lexical representation is formed, which abstracts away specific prior experiences with that word. The new word will then become an active lexical representation, competing for recognition with phonologically similar words (4). Yet, little is known about the transition from episodic to lexical representations at the neural level
and the specific role of the hippocampus on it. We will investigate three hypotheses by combining neuroscience tools with skillful cognitive designs, leveraging the research centre facilities and our team expertise.
(Bial Project no. 180/2014)
Sérgio Moreira
2015 – 2018
Priorities: Developing basic and transversal skills using innovative methods; Effective strategies for enhancing basic skills; Improving the quality and relevance of higher education
The project will improve presentation, research ethics, and programming skills related to quantitative thinking of students in three blended mobility activities hosted by different universities using innovative learning and teaching methods. The partners will develop knowledge structures for teaching quantitative thinking, supplemented by interactive programming tasks, presentation and research ethics. The tasks are connected in a knowledge structure that will be mapped onto a virtual learning environment featuring social and cultural highlights of the region/country in which the hosting university is situated. The students will embark on excursions to explore the region by solving interlinked tasks in this structure in basic game-play. The knowledge structure enforces adaptive learning of mathematical-logical, programming and related skills on quantitative thinking. The learning changes according to the students knowledge state and set of skills. The combination of mini-lectures, interactive programming exercises and adaptive learning of quantitative thinking in an attractive virtual environment is innovative and may open up new avenues for commercial exploitation in HE.
(Ref. 2015-1-UK01-KA203-013819)
Tânia Fernandes
2015 – 2017
This project tested a new proposal on the impact of learning to read on visual object recognition that considers the role of the ventral vision-for-perception and the dorsal vision-for-action streams on literacy-dependent changes.Prior studies, including ours, were the first to show that literacy deeply affects the object recognition system. Learning a script with mirror symbols (e.g., b – d) pushes the learner to break mirror invariance, one original property of object recognition that collides with mirror discrimination required by literacy. Impressively, mirror discrimination becomes automatic during nonlinguistic object recognition but three core questions remained open: How deep in terms of processing levels are these literacy-dependent changes? Since visual processing depends on the interplay between the two visual streams what is the role of the dorsal stream in mirror discrimination? How does it interact with literacy? We will aim at answering them, starting from disperse multidisplinary evidence integrated into a coherent proposal. The studies will use methods that are novel to this field, as eye movement recording and EEG, leveraging the host research facilities and expertise. The strong theory-driven nature and multi-method approach, the candidate profile and the strong suitable support of the host institution are leys to the project success, as well as the scientific profile of the candidate. This combination will generate the breakthroughs in the neurocognitive bases of literacy and its impact on visual recognition, one of the most promising research venues on the brain and mind plasticity. Based on our proposal we will develop software applications directed to children to facilitate learning to read by promoting links between motor actions and mirror discrimination, disseminating new technologies with impact in economy and society- Also, understanding the links between literacy and object processing will help improve literacy instruction and remediation programs for dyslexia, a societal challenge priority of the Europe 2020 strategy for smart, sustainable and inclusive growth.
(FCT Ref. IF/00886/2013/CP1194/CT0002)
Ana Luísa Raposo
2013 – 2015
Research in clinical and cognitive neuroscience has implicated temporal lobe structures in long-term memory, with medial regions associated with episodic memory and lateral areas, namely the anterolateral region, linked to semantic memory (Patterson et al., 2007; Squire et al, 2004). Despite considerable evidence supporting this distinction, data from temporal lobe epilepsy (TLE) studies challenge this view. TLE patients have severe amnesia due to medial temporal lobe (MTL) lesions. Critically, while in medial TLE the lesions are restricted to the MTL, in lateral TLE the lesions extend to the lateral and anterior temporal lobe (Hermann & Seidenberg, 2007). Surprisingly, lateral TLE patients do not present prominent comprehension deficits, thus casting doubt over the contribution of anterolateral temporal lobe to semantic memory.
Moreover, most research has focused on characterizing semantic and episodic systems, but significantly less in known about how they interact. This understanding is crucial to elucidate how episodic memory impairments may be partially overcome if new information is anchored to prior semantic knowledge.
To shed light on these issues, we propose three complementary studies, which will explore the effect of concept typicality, a core semantic dimension
underlying conceptual representations (Patterson, 2007; Wollams, 2012), on both semantic and episodic decisions. Participants will perform categorization tasks on items that vary from very typical to less typical category members (e.g. apple vs. avocado for the category fruit) and item and context memory for those concepts will be tested. Our rationale is that an enriched semantic network for more typical items facilitates semantic elaboration, which in turn provides greater memory strength and detail, improving episodic recollection (Raposo et
al., 2009). We will first carry out a behavioral study with healthy participants to examine if concept typicality modulates subsequent episodic memory for those concepts. If semantic knowledge impacts episodic memory, then there should be differential episodic recollection of more and less typical items. A similar study will be run with TLE patients, notably with a medial TLE group and a lateral TLE group, to clarify the nature of semantic deficits in epilepsy.
Most studies so far do not report semantic deficits in lateral TLE patients.
However, by using a more sensitive index of semantic ability (i.e. concept
typicality), we hope to capture the semantic losses associated with
anterolateral temporal lesion in these patients. We predict greater difficulty in semantic categorization of less typical than more typical items in lateral TLE, but not in medial TLE, due to anterolateral damage in lateral TLE. Additionally, we will examine how intact vs. compromised semantic systems affect subsequent episodic recollection. If semantic knowledge supports episodic memory, then medial TLE patients with an intact semantic system should present better recollection of the items than lateral TLE, as they may rely on semantic strategies to aid recollection. The use of such strategies may be particularly relevant in remembering atypical items, which require increased semantic processing.
We will employ the same paradigm in an fMRI study with healthy subjects to examine the extent to which the anterolateral temporal lobe is engaged in semantic processing and concept typicality, as proposed by recent theories (Patterson et al., 2007). We expect increasing activation in this region as typicality decreases, since atypical items require greater demands to establish conceptual coherence. We will also investigate how the lateral portion of the temporal lobe interacts with medial regions during episodic memory of semantic information. If semantic knowledge promotes episodic learning, then we expect encoding of items that are subsequently remembered (vs. forgotten) to elicit greater response in lateral temporal cortex, reflecting increased semantic processing, and MTL, linked to successful episodic memory formation. It will be of interest to see if these activations are modulated by concept typicality, with more activation for less typical items, as they require higher semantic demands. A functional connectivity analysis between the lateral and medial region will strengthen the view that the two regions are part of an integrated network. Overall, we believe that clarifying the nature of semantic deficits in TLE is crucial to determine the role of anterolateral temporal lobe in conceptual processing. This is an important step towards an accurate prognosis of anterior temporal lobe resection in TLE. Moreover, determining how this region aids episodic memory via semantic processing is critical to understand how people dynamically employ prior knowledge in episodic learning. This is a fundamental endeavor for understanding the scope of lateral and medial temporal lobe to long-term declarative memory.
(Bial Project no. 89/12)
Mário Boto Ferreira
2012 – 2015
The way we infer the personality traits that characterize other people based on the observation of their external behavior has been a prominent theme of research within social psychology. Seen as an essential part of the process of “making sense of people” [Ku99], trait inferences were soon suggested to occur spontaneously (i.e., without an explicit intention to infer a personality trait and with little awareness of doing so) during the process of extracting meaning from observed behaviors [WiUl84]. Trait inferences are not unique but rather one of the kind of inferences one uses to give meaning to an incredible complex world of social interaction and interpersonal behavior. Spontaneous trait inferences research, in particular, was directly inspired by research on the inferential rules that permit text comprehension [e.g., Ki98]. In fact, social cognitive psychologists as well as psycholinguistics and discourse psychologists have been likewise interested in identifying and disentangle spontaneous from more elaborative inferences that are involved in the process of comprehending. It comes as no surprise that research on spontaneous trait inferences (STI) share the same methods as text comprehension to a great extent although with a different specific goal in mind: studying person perception instead of text comprehension processes. In fact, despite an almost exclusive focus of STI research on inferences drawn from text, it is assumed that observing actual behavior has similar consequences and that people have analogous procedures for parsing the stream of behavior and extracting its meaning” [UlNeMo96]. In other words, STI occur while behaviors unfold in a dynamic and situated social context. They contribute to the development of coherent knowledge representations of the social environment and should
be influenced by these representations in turn.
However, STI research has been conducted in a relative social vacuum, ignoring other social knowledge besides immediate observed behaviors; and STI theory has been so far weakly connected to more general principles of social cognitive functioning. In contrast, advances in text comprehension research has permitted the development of integrative theoretical models where the mechanisms underlying inference generation has been linked to more general assumptions about memory functioning and knowledge organization. We propose that text comprehension research and theory may thus contribute to a better understanding of trait inferences processes in person perception since the same fundamental problem underlies both domains: how do people build up and update meaningful knowledge representations from an ever changing environment (being it the reading of a text or
the observation of a social narrative).
We specifically base our proposal on the minimalist view of text comprehension [MkRa92], according to which, automatic inferences only occur when necessary for establishing local coherence or when easily available. The need for local coherence refers to the necessity of making sense of adjacent sentences in the text. Easily available information may be information that is still in working memory, or information in long-term memory that is activated by passive, parallel mechanisms [see MkGeGr96].
The minimalist view further rejects an all-or-none approach to inference generation. Instead, inferences are described as varying in terms of degree, with some inferences being stronger encoded than others [MkRa86; MkRa89]. Based on the minimalist view, we derive three principles concerning the occurrence conditions of STI during social
comprehension:
1) STI are more likely when easily available (i.e., when highly activated by the information provided to the perceiver);
2) STI work in line with local coherence requirements;
3) STI vary in a continuum of strength.
It follows from 1) that behaviors highly diagnostic of personality traits will spontaneously trigger corresponding trait inferences, while behaviors less diagnostic will be less likely to be encoded in terms of the same traits. According to 2) STI will be facilitated when they increase text local coherence and will be inhibited if they impair local coherence. Local coherence breaks, depending on their importance, will tend to inhibit STI and trigger the search for alternative trait encoding of the behaviors in order to reestablish
narrative coherence. In line with 3) a graded view of STI generation is adopted. STI may be fully encoded or only partially or minimally encoded and
represented.
In the present project, we advance a research program to test the validity of applying each one of these principles to trait inference generation. Results will help us to clarify the mechanisms underlying trait inferences, something that has remained largely unexplored in the literature.
(FCT Ref. PTDC/PSI-PSO/117009/2010)
Leonel Garcia Marques
2011 – 2014
Stereotypes have long been conceived as largely immune to context influences. As a consequence, stereotype have been depicted as enduring mental structures (AsDe81) that play a key role in the attainment of cognitive economy (e.g., CrFiTa84). However, stereotypes have also been characterized by cognitive inertia and imperviousness to context specifics (e.g., Hamilton & Trolier, 1986). And, in fact, the many ingenious ways stereotypes resist change are among our discipline’s most welldocumented findings and popular class anecdotes (cf. Sc05). In addition, recent evidence suggests that, in many circumstances, stereotypes are automatically activated outside awareness (e.g., BaChBu96) and that even when participants are aware of stereotype activation, they often fail to control for their effects (e.g., PaLaJa02). Notwithstanding, a growing body of evidence suggests that stereotypes may be more fluid and contextually sensitive than earlier research has lead us to believe (e.g., GaSaMa06). In addition, even implicit stereotype measures which supposedly tapped into “core” or “real” stereotypic representations, have surprisingly been shown to be sensitive to contextual variation (for a review, see Bl02). The crucial question now seems to be how it is possible that selfperpetuating knowledge structures happen to be contextdependent. This project is aimed at providing a new theoretical solution to such problem. Specifically, we propose that stereotypes and other beliefs derive from dynamic knowledge structures. These knowledge structures are, ceteris paribus, stable and socially shared cognitive structures. When the information encoded in these knowledge structures is required, they are dynamically reassembled. However the reassembling process occurs in suboptimal conditions, that is, in noisy environments. As a consequence, this reassembling process is permeable to environmental noise and inherently unreliable (i.e., contextdependent). We argue that vulnerability in the reassembling process is the key factor for understanding the contextdependent nature of human beliefs and knowledge. We
further contend that this vulnerability strongly require a beliefmonitoring system that try to prevent that contextually available assertions or information becomes falsely adopted as beliefs (WiBr94). However belief monitoring will sometimes fail because the assignment of a belief status can only be indirectly attributed to information that comes to mind. Finally, in addition, we suggest that it is this very vulnerability that allows for the considerable adaptability of human cognition. In this project, we will explore some of the consequences of this view. Namely, that the impact of social interchange (on reassembling) is moderated by the degree of sharedness of contextual influences; that belief monitoring is prone to error and that errors in belief monitoring often go undetected; that, nevertheless belief monitoring will often block or recognize belief change. To test this general framework, we will examine stereotype stability over time controlling for context influences, we will test whether stereotypic belief assembling will be vulnerable to beliefirrelevant
but contextually salient information that becomes momentarily accessible in memory, we will try to show that when belief monitoring is facilitated, belief assembling will become less contextdependent and finally, we will explore the conditions in which belief monitoring fails and as a consequence belief change goes unnoticed. To achieve the above, we will access stereotypes through classical stereotype assembling tasks (e.g., KaBr33) after subliminal or supraliminal priming of stereotype irrelevant (or incongruent beliefs). We also plan to combine priming with group discussion paradigms as a means to study the degree of sharedness of contextual influences in the moderation of the role of social interchange in the efficiency of belief monitoring; and to experimentally change previously held beliefs via persuasive messages as a way to study different conditions that affect belief change monitoring and hence belief change with and without awareness.
(FCT Ref. PTDC/PSIPSO/111992/2009)
José Frederico Marques, Ana Luísa Raposo & Jorge Albuquerque de Almeida
2011 – 2014
Our sensory systems are constantly stimulated by the surrounding environment. At any given moment, a visually perceived scene triggers a series of cascading processes that analyze the incoming input. Many different types of information are processed in parallel, and, after a couple hundred milliseconds, become available for scrutiny. This (seemingly) informational overload has to be address by the cognitive system in the process of performing its high-level cognitive tasks. A central question in the cognitive sciences, then, concerns the role of these different types of information on object recognition and their status as part of the conceptual representation of a particular object. How do these different types of information feature in object recognition? And how are they integrated, if at all, in the conceptual representation of the visual inspected object? Here we address these questions by manipulating different kinds of object-related information, and the time allotted to their processing, in the context of experimental procedures that tap into object recognition processes. We will primarily use the category of manipulable objects and the knowledge types associated with this domain of objects in our experimental procedures. We will do so because these items afford a large number of different types of information, because the neural underpinnings of the processing of these items have been widely studied and are relatively well known, and because these neural substrates point to specific anatomical regions/knowledge type interactions.
We intend to use a series of behavioral procedures where we will explore properties of the neural substrates of the representation of manipulable objects as well as the time course of information processing and conceptual consolidation. We will propose two general research goals that will be addressed by six separate tasks. The general research goals relate to the understanding of the role of different types of information in manipulable object recognition, and to the study of how different types of information are bound together into a rich conceptual representation.
(FCT Ref. PTDC/PSI-PCO/114822/2009)
Paula Carneiro
2011 – 2014
The explanation of the false memory phenomenon has been one of the most prominent concerns of recent studies in Cognitive Psychology. One way of studying this phenomenon is by using controlled laboratory methodologies, such as those applied in the DRM paradigm (Deese, Roediger and McDermott). This paradigm involves the presentation of lists of words that are highly associated with nonpresented converging words (critical items). In general, this procedure induces high levels of false recall and false recognition of the nonpresented critical items, sometimes at a rate that is similar to the recall or recognition of the studied words.
Using this paradigm, the main aim of this project is to analyse whether false memories are driven by associative activation, by thematic extraction or by both processes. The activation-monitoring framework [RoWaMcGa01] argues that associative activation is the factor responsible for the occurrence of a false memory. Based on the assumption that the processing of one word activates a corresponding node in our mental lexicon and that this activation spreads to surrounding concept nodes, false memory could be explained by the summation of activation that spreads from the presented words to the critical word. On the other hand, the fuzzy trace theory [BrRe98; ReBr95] explains this phenomenon through gist processing, i.e. through the extraction of the semantic and relational information of the event. In this paradigm, the gist can be viewed as the abstraction of a common theme within the presented list [HoWiBl09].
Although many studies have been conducted to test these two most prominent theories of false memory, no one has directly tested associative items versus thematic items for the same lists of words. In a previous study conducted by the researchers involved in this project [CaFeDi09], the authors found that not always does the critical associative item coincide with the best theme for the list. When the participants were asked to generate the themes of the lists, other words were generated for some lists. By finding an associative item and a thematic item for each list, it will be possible to test false memories for associative and thematic critical items.
Assuming that false memories can be driven both by associative activation and by thematic extraction we intend to analyse the effects of different manipulations on these two processes. Thus, we expect to find dissociative effects for associative and thematic items by manipulating some variables that are thought to be more automatic or more strategy-based: backward associative strength (BAS); strategic instructions to better encode the material; instructions to warn the participants of the DRM phenomenon; fast presentation rates; age; and retention interval. For example, we predict that encoding manipulations that imply a conscious effort to identify the converging word (e.g. warnings) will mainly affect thematic critical items, whereas more automatic manipulations (e.g. BAS) will mainly affect associative critical items.
However, for a complete understanding of the influence of these variables on associative and thematic false memories, it is important to study their effects on error-inflating and error-editing processes separately. The extent to which error-inflation and error-editing are affected by these manipulations can be assessed by examining the differences in associative and thematic false memories under different retrieval conditions that either permit or prevent false memory rejection (e.g. speeded/ unspeeded; recognition test/ inclusion test).
This research project will not only serve to analyse how different types of critical words, derived through different procedures (a free association task or a theme identification task) will be affected by different encoding manipulations under separate retrieval conditions, but it will also serve to test whether the two most prominent theories of false memory formation are capable of providing an integrative explanation of the DRM phenomenon. Furthermore, it will also allow us to study the effects of encoding manipulations on false memory, by separating error-inflating and error-editing processes. In this way, a contribution will be made to the debate as to whether two-factor theories provide the best explanation of the DRM phenomenon. And, finally, it will contribute to a better understanding of the formation of associative and thematic false memories across the lifespan and time course, analysing which of them is more likely to develop with age and which of them is better able to persist with time.
(FCT Ref. PTDC/PSI-PCO/112466/2009)
Paulo Ventura
2010 – 2013
Culture influences how people apprehend their physical environment. Cognitive orientation is more holistic in East-Asian cultures, emphasizing relationships and connectedness among objects in the field, than in Western world, where people are more prone to focus on the object and its attributes (e.g., Ji, Nisbett, & Peng, 2000). For example, Kitayama, Duffy, Kawamura and Larsen (2003) have presented East-Asian and American undergraduates with the Framed-Line Test (FLT). In this test, in each trial, the first stimulus is a square-frame in which a line was drawn. Participants are then shown other square-frame of various sizes and asked to draw a line identical to the first one, in either absolute length (absolute task), or ratio to surrounding frame (relative task). Whereas Americans were more accurate in the absolute task, Asians were more accurate in the relative task (Kitayama et al., 2003). Cohering with previous results (e.g., Ji, Nisbett and Peng, 2000) Asians tend to pay more attention than Americans to the field (the frame). Intriguingly, Duffy and Kitayama (2007) showed using the FLT that both Americans and Japanese show holistic processing at 4-years-old, but 5-year-old Americans show analytic processing. This seems to indicate that the more natural processing style is context-dependent, and some factor in Western culture induces, quite abruptly, a change towards a more context-independent style. This could be physical environment, which, constant from birth, would affect performance only after cognitive development allows attentional biases’ diversification. However, it could be also related to school activities.
We [Ventura, Pattamadilok, Fernandes, Klein, & Morais (2008)] looked for the potential effect of literacy and schooling on performance in the FLT. Three groups – two unschooled (illiterate and ex-illiterate) and one schooled groups – from two cultural milieus (Portugal and Thailand) were tested. The results of schooled literate Thai and Portuguese participants replicate previous observations (Kitayama et al., 2003): Thais are more capable of incorporating contextual information in focal object’s judgment, whereas Portuguese are more capable of exclusively focusing in one object. Importantly, both illiterate and ex-illiterate Portuguese participants presented better performance in the relative than in the absolute task, as did all the Thai groups. On the one hand, being formally educated according to the criteria of (and not merely living in) Westerner milieu is a crucial factor for the development of contextual-independence. On the other hand, given that unschooled Portuguese people also adopted a holistic style, this style does not derive from socialization within Asian cultures. One may suggest that the “default” processing style could be the holistic one. The factor underlying a switch from context-dependent to context-independent style could be related to school activities in kindergarten, which, in Western countries, might be more context-independent oriented than in Asian countries. If that were the case, the default, early-available processing style would be the holistic one, even in Western schooled adults. This was evaluated in a second study [Fernandes, Ventura, Morais, and Kolinsky (2009)]. An on-line sequential same-different classification version of the FLT was adopted. Within-task the duration of presentation of the first (standard) stimulus was manipulated: it could be presented during either 200 or 500 ms.
Early on in processing, schooled Westerners’ performance was compatible with holistic processing style in the 200 ms trials. After this early phase, the predominant analytic style is observed in the 500 ms trials.
To the best of our knowledge, no study evaluated the time course of processing styles in East-Asians; but East-Asians present, even in time unconstrained task, holistic style (Kitayama et al., 2003; Ventura et al., 2008). These results need obviously to be generalized using other experimental situations. One should acknowledge that although the FLT has been used to operationalize holistic vs. analytic processing (Kitayama et al., 2003), it consists of a limited number of trials compared to other paradigms. Moreover, it is not a test of perception, but of attention (which stimulus’ aspects the viewer chooses to look at or focus on) and of memory (participants are asked to do the task according to a model no longer available for inspection). Other methodologies such as ecological, eye-tracking situations (Chua et al., 2005) might provide helpful informative data. No cognitive style should be considered the most valuable. This remains true even if the context-dependent style were proved to have some biological foundation. The efficiency of the two styles actually depends on situation and individual’s goals.
In the present project, two facets of the analytic vs. holistic processing style’s dichotomy will be considered. First, evaluating kindergarten, pre-schooled and schooled children milieus, we will try to identify the factors leading to the change from holistic to analytic processing style. Second, we will evaluate in a more fine-grained manner whether the holistic style is indeed the “default” one; and will extend our results to different cognitive domains (i.e., visual/attentional processing; social reasoning; reasoning and memory). Part of the studies will aim at determining whether our previous results may be replicated and generalized combining the eye-movements’ recording technique with a FLT’s computerized version and also with other tasks. Schooled literate Thai participants will be tested with FLT’s computerized version (cf. Fernandes et al., 2009). We will also aim at providing extension of our previous results with more ecological situations, and will explore the flexibility of processing styles. Namely, illiterates and ex-illiterates may have a default holistic processing style, but under appropriate conditions they might present an analytic style.
(FCT Ref. PTDC/PSI-PCO/099526/2008)
Outputs
Books and Book Chapters
2020
Afonso, P., Garcia, S. V. B., Costa Neves, B., Teodoro, T. (2020). Conceitos Essenciais de Psicopatologia. In M. L. Figueira, P. Afonso, & Madeira, L. (Eds.), Dicionário de Psicopatologia – Na Procura das Palavras para o Sofrimento Humano. (1st ed.). Texto Editores. ISBN 9789896609443
Avelino, J., Goncalves, A., Ventura, R., Garcia-Marques, L., & Bernardino, A. (2020). Collecting social signals in constructive and destructive events during human-robot collaborative tasks. ACM/IEEE International Conference on Human-Robot Interaction – Late Breaking Reports. Cambridge, UK.
Carmo, J. C. & Filipe, C. N. (2020). Proactive Interference in ASD. In Encyclopedia of Autism Spectrum Disorders. Springer. [in press]
Filipe, C. N., Carmo, J. C. (2020). Autism in Portugal. In Encyclopedia of Autism Spectrum Disorders. Springer. [in press]
2019
Carmo, J. C. & Filipe, C. N. (no prelo). Proactive Interference in ASD. In Encyclopedia of Autism Spectrum Disorders. Springer.
Ferreira, M., Sôro, J., Gouveia, K., & Reis, J. (2019) Emotional reactions to economic predictions and their effects on reasoning and logical thinking. In: Clara Pracana, & Michael Wang (Eds.), Psychology Applications & Developments V (pp.111-122). Lisboa, Portugal: inSciencePress. ISBN: 978-989-54312-7-4
Filipe, C. N., Carmo, J. C. (no prelo). Autism in Portugal. In Encyclopedia of Autism Spectrum Disorders. Springer.
2018
Araújo, S., Reis, A., & Faísca, L. (2018). O contributo da nomeação rápida automatizada na predição do desempenho na leitura e na sua perturbação. In O. Moura, M. Pereira, & M. Simões (Eds.), Dislexia – Teoria, Avaliação e Intervenção (pp. 97-112). Lisboa, PACTOR.
Marques, P. (2018). Memória: onde a Psicologia Cognitiva encontra a sala de aula. In F. Bourscheid (Ed.), Atas do Ciclo de Conversas “5as na Quinta”: A Psicologia e a Memória. Pinhal Novo: Fundação COI.
2017
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2016
Araújo, S., Reis, A., Faísca, L., & Petersson, K. M. (2016). Brain sensitivity to words and the “word recognition potential”. In D. Marques, & J. H. Toscano (Eds.), Neuroscience to Neuropsychology: The study of the human brain, Volume II (pp.137-162). Barranquilla, Colombia: Ediciones Corporación Universitaria Reformada.
Fernandes, T., & Kolinsky, R. (Eds). (2016). The impact of learning to read on visual processing. Frontiers in Psychology. Lausanne, Switzerland: Frontiers Media. doi: 10.3389/978-2-88919-716-3P
Ferreira, M. B., & Santos, A.S. (2016). Disseminação escrita de investigação: Preparação de propostas, projetos ou artigos científicos. In M. Garrido & M. Prada (Eds.), Manual de competências académicas. (pp. 343-374). Lisboa, Portugal: Edições Sílabo.
Garcia-Marques, L. & Garcia-Marques, T. (2016). Pensamento crítico: Antes de se aprender a testar ideias é preciso aprender a ter ideias. In M. Garrido & M. Prada (Eds.), Manual de competências académicas. (pp. 223-244). Lisboa, Portugal: Edições Sílabo.
Kolinsky, R., & Fernandes, T. (2016) A cultural side effect: Learning to read interferes with identity processing of familiar objects. In T. Fernandes & R. Kolinsky (Eds), The impact of learning to read on visual processing (pp. 47-57). Frontiers in Psychology. Lausanne: Frontiers Media.
2015
Garcia-Marques, L., & Garrido, M. V. (2015). From idiosyncratic impressions to distributed impressions of others: A case for collaborative person memory. In S. J. Stroessner, & J. W. Sherman (Eds.), Social perception from individuals to groups. New York: Psychology Press.
Faísca, L., Araújo, S., & Reis, A. (2015). Preditores das competências de escrita nos primeiros anos de escolaridade. In A. C. Naschold, A. Pereira, R. Guaresi, & V.W. Pereira (Eds.), Aprendizado da leitura e da escrita: A ciência em interfaces (pp. 193-231). Natal, Brasil: EDUFRN.
2014
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2013
Azevedo, C. M., Garrido, M. V., Prada, M., & Santos, A. S. (2013). Good is up: A metaphor or a confound? In C. Andrade, D. Garcia, S. Fernandes, T. Palma, V. Silva, & P. Castro (Eds.), Percursos de investigação em Psicologia Social e Organizacional, vol. 5 (pp. 93-110). Lisboa, Portugal: Sílabo.
Ferreira, M. B. (2013). Testemunhas Oculares e Distorções de Memórias [eye-witness and memory distortions]. In Silva, E. Z. M.R., Saraiva, M. B. Ferreira, & E. V. C. Pinto (Eds.), Direito e psicologia. Lisboa, Portugal: Coimbra Editora.
Ferreira, M., Garcia-Marques, L.; Garrido, M. V; Jerónimo, R. (2013). Atribuição causal e inferência de disposições no mundo social. In . J. Vala, & M. B. Monteiro (Eds.), Manual de psicologia social (pp. 99 – 155). Lisboa, Portugal: Fundação Calouste.
Garcia-Marques, L.; Ferreira, M.; Garrido, M. V. (2013). Processos de influência social. In . J. Vala, & M. B. Monteiro (Eds.), Manual de psicologia social (pp. 245 – 324). Lisboa, Portugal: Fundação Calouste.
Garrido, M. V; Garcia-Marques, L.; Jerónimo, R.; Ferreira, M. (2013). Formação de impressões e representações cognitivas de pessoas. In . J. Vala, & M. B. Monteiro (Eds.), Manual de psicologia social (pp. 43 – 97). Lisboa, Portugal: Fundação Calouste.
Articles
2020
Abidova, A, Alcântara da Silva, P, Moreira, S (2020). Accuracy of patients’ waiting time perceptions in the emergency department. Academic Emergency Medicine, 27: 1348–1349, https://doi.org/10.1111/acem.13949
Abidova, A., Alcântara da Silva, P., & Moreira, S. (2020). Predictors of patient satisfaction and the perceived quality of healthcare in an emergency department in portugal. Western Journal of Emergency Medicine, 21 (2), 319-403. https://doi.org/10.5811/westjem.2019.9.44667
Andrade, M. Â., & Raposo, A. (2020). Underdeveloped recollection during adolescence: Semantic elaboration and inhibition as underlying mechanisms. Journal of Experimental Child Psychology. Advance online publication. doi: 10.1016/j.jecp.2020.105044
Araújo, S., Huettig, F. , & A.S. Meyer (2020). What Underlies the Deficit in Rapid Automatized Naming (RAN) in Adults with Dyslexia? Evidence from Eye Movements. Scientific Studies of Reading. Advance online publication DOI: 10.1080/10888438.2020.1867863
Benrós, M.F., Vaz, A.R., Assunção, H., Santos, A. S., Palma, T.A., Garcia-Marques, L. (2020). Generation and testing of emergent traits in composite professional stereotypes. Analise Psicologica, 38(1), 87–110. DOI: 10.14417/ap.1624
Borges, M. T., Fernandes, E. G., & Coco, M. I. (2020). Age-related differences during visual search: The role of contextual expectations and cognitive control mechanisms. Aging, Neuropsychology, and Cognition, 27(4), 489-516. doi:10.1080/13825585.2019.1632256
Carmo, J. C., Martins, F., Pinho, S., Barahona-Correa, B., Ventura, P., & Filipe, C. N. (2020) We see the orange not the lemon: Typicality effects in ultra-rapid categorization in adults with and without spectrum disorder. Journal of Neuropsychology, 14(1), 154-164. doi: 10.1111/jnp.12176
Carneiro, P., Lapa, A., Reis, J., & Ramos, T. (2020). Testing pragmatic inferences: The impact of language and culture. Psicológica, 41(1), 1-20. https://doi.org/10.2478/psicolj-2020-0001
Cimminella, F., Sala, S. D., & Coco, M. I. (2020). Extra-foveal processing of object semantics guides early overt attention during visual search. Attention, Perception, and Psychophysics, 82(2), 655-670. doi:10.3758/s13414-019-01906-1
Cipriano, M., Vaz, A.R., Rolho, J., Santos, A.S., & Carneiro, P. (2020). Behavior as stereptype cue: An European Portuguese pretest on age and gender stereotypes. Análise Psicológica. Accepted for publication.
Coco, M. I., Nuthmann, A., & Dimigen, O. (2019). Fixation-related brain potentials during semantic integration of object–scene information. Journal of Cognitive Neuroscience, 32(4), 571-589. doi:10.1162/jocn_a_01504
Costa Pinto, D., Borges, A., Maurer Herter, M., & Boto Ferreira, M. (2020). Reducing ingroup bias in ethical consumption: The role of construal levels and social goodwill. Business Ethics Quarterly, 30(1), 31-63. doi:10.1017/beq.2019.25
Delgado, J., Pereira, R., Ferreira, M. F., Farinha-Fernandes, A., Guerreiro, J. C., Faustino, B., Domingues, M., & Ventura, P. (2020). Sound symbolism is modulated by linguistic experience. Revista Da Associação Portuguesa De Linguística, (7), 137-150. https://doi.org/10.26334/2183-9077/rapln7ano2020a9
D’Innocenzo, G., Nowicky, A. V., & Bishop, D. T. (2020). Dynamic task observation: A gaze-mediated complement to traditional action observation treatment? Behavioural Brain Research, 379 doi:10.1016/j.bbr.2019.112351
Duggirala, S. X., Schwartze, M., Pinheiro, A. P.* a, Kotz, S. A. a (2020). Interaction of emotion and cognitive control along the psychosis continuum: a critical review. International Journal of Psychophysiology, 147, 156-175. doi: 10.1016/j.ijpsycho.2019.11.004
Erb, J., Kreitewolf, J., Pinheiro, A. P., & Obleser, J. (2020). Aberrant perceptual judgements on speech-relevant acoustic features in hallucination-prone individuals. Schizophrenia Bulletin Open, sgaa059. doi: 10.1093/schizbullopen/sgaa059
Fernandes, T., Arunkumar, M., & Huettig, F. (2020). The role of the written script in shaping mirror-image discrimination: Evidence from illiterate, Tamil literate, and Tamil-Latin-alphabet bi-literate adults. Cognition. Advance online publication. https://doi.org/10.1016/j.cognition.2020.104493
Ferreira, M. B., Pinto, D. C., Herter, M. M., Soro, J. C., Vanneschi, L., Castelli, M., Peres, F. (2020). Using Artificial Intelligence to Overcome Over-Indebtedness and Fight Poverty. Journal of Business Research. Advance online publication. https://doi.org/10.1016/j.jbusres.2020.10.035
Fiedler, K., Schott, M., Kareev, Y., Avrahami, J., Ackerman, R., Goldsmith, M., Mata, A., Ferreira, M., Newell, B., & Pantazi, M. (2020). Metacognitive myopia in change detection: A collective approach to overcome a persistent anomaly. Journal of Experimental Psychology: Learning, Memory, and Cognition, 46, 649-668. https://psycnet.apa.org/doi/10.1037/xlm0000751
Freire, S., Pipa, J., Aguiar, C., Vaz da Silva, F., & Moreira, S. (2020). Student–teacher closeness and conflict in students with and without special educational needs. British Educational Research Journal, 46(3), 480-499. doi:10.1002/berj.3588
Hopkins, D. J., Kaiser, C. R., Pérez, E. O., Hagá, S., Ramos, C., & Zárate, M. (2020). Does perceiving discrimination influence partisanship among US immigrant minorities? Evidence from five experiments. Journal of Experimental Political Science, 7(2), 112-136. https://doi.org/10.1017/XPS.2019.14
Maraver, M.J., Gómez-Ariza, C.J., Borella, E., & Bajo, M.T. (2020). Baseline capacities and motivation in executive control training of healthy older adults. Aging & Mental Health. Advance online publication. https://doi.org/10.1080/13607863.2020.1858755
Maraver, M.J., Steenbergen, L., Hossein, R., Actis-Grosso, R., Ricciardelli, P., Hommel, B., & Colzato, L.S. (2020). Transcutaneous vagus nerve stimulation enhances the ability to decode salient social cues. Neuropsychologia, 143, 107465. https://doi.org/10.1016/j.neuropsychologia.2020.107465
Mata, A. (2020). An easy fix to reasoning errors: Attention capturers improve reasoning performance. Quarterly Journal of Experimental Psychology, 73, 1695-1702. https://doi.org/10.1177/1747021820931499
Mata, A. (2020). Conflict detection and social perception: Bringing meta-reasoning and social cognition together. Thinking and Reasoning, 26, 140-149. https://doi.org/10.1080/13546783.2019.1611664
Mata, A., & Semin, G. R. (2020). Multiple shared realities: The context sensitivity of the saying-is-believing effect. Social Cognition, 38, 364-366. https://doi.org/10.1521/soco.2020.38.4.354
Mata, A., & Simão, C. (2020). Karmic forecasts: The role of justice in forecasts about self and others. Motivation Science, 6, 335-345. https://psycnet.apa.org/doi/10.1037/mot0000162
Mata, A., Simão, C., & Gouveia, R. (2020). Science can explain other people’s minds, but not mine: Self-other differences in beliefs about science. Self and Identity. Advance online publication.https://doi.org/10.1080/15298868.2020.1791950
Mendonça, A., Cardoso, S., Maroco, J., Guerreiro, M., & Carmo, J. C. (2020). The update of semantic memories in amnestic Mild Cognitive Impairment. Journal of Neuropsychology. Advance online publication. Doi: 10.1111/jnp.12217
Nunez, F., Maraver, M.J., & Colzato, L.S. Sex hormones as cognitive enhancers? (2020). Journal of Cognitive Enhancement. https://doi.org/10.1007/s41465-019-00156-1
Oliveira, M, Garcia‐Marques, T, Garcia‐Marques, L, Dotsch, R. Good to Bad or Bad to Bad? What is the relationship between valence and the trait content of the Big Two? Eur J Soc Psychol. 2020; 50: 463– 483. https://doi.org/10.1002/ejsp.2618
Orghian, D., & Hidalgo, C. A. (2020). Humans judge faces in incomplete photographs as physically more attractive. Scientific Reports, 10(1) doi:10.1038/s41598-019-56437-4
Pagnotta, M., Laland K., & Coco M. I. (2020) Attentional coordination in demonstratorobserver dyads facilitates learning and predicts performance in a novel manual task. Cognition 201(104314). DOI:10.1016/j.cognition.2020.104314
Palma, T. A., & Garcia-Marques, L. (2020) Does Repetition Always Make Perfect? Differential Effects of Repetition on Learning of Own-Race and Other-Race Faces, Basic and Applied Social Psychology. Advance online publication. DOI: 10.1080/01973533.2020.1843462
Pereira, D. R., Sampaio, A., & Pinheiro, A. P. (2020). Is internal source memory recognition modulated by emotional encoding contexts? Psychological Research. Advance online publication. doi: 10.1007/s00426-020-01294-4
Pinheiro, A. P., Schwartze, M., & Kotz, S. A. (2020). Cerebellar circuitry and auditory verbal hallucinations: An integrative synthesis and perspective. Neuroscience and Biobehavioral Reviews, 118, 485-503. doi: 10.1016/j.neubiorev.2020.08.004
Pinheiro, A. P., Schwartze, M., Amorim, M., Coentre, R., Levy, P., & Kotz, S. A. (2020). Changes in motor preparation affect the sensory consequences of voice production in voice hearers. Neuropsychologia, 146, 107531. doi: 10.1016/j.neuropsychologia.2020.107531
Pinheiro, A. P., Schwartze, M., Gutierrez, F., & Kotz, S. A. (2020). Real and imagined sensory feedback have comparable effects on action anticipation. Cortex, 130, 290-301. doi: 10.1016/j.cortex.2020.04.030
Querido, L., Fernandes, S., Verhaeghe, A., & Marques, C. (2020). Lexical and sublexical orthographic knowledge: Relationships in an orthography of intermediate depth. Reading and Writing, 33(10), 2459-2479. doi:10.1007/s11145-020-10052-2
Reis, A., Araújo, S., Morais, I.S., & Faísca, L. (2020) Reading and reading-related skills in adults with dyslexia from different orthographic systems: a review and meta-analysis. Annals of Dyslexia, 70, 339–368. https://doi.org/10.1007/s11881-020-00205-x
Rifkin, B.D., Maraver, M.J., & Colzato, L.S. (2020). Microdosing psychedelics as cognitive and emotional enhancers. Psychology of Consciousness: Theory, Research, and Practice. https://doi.org/10.1037/cns0000213
Soro, J.C., Ferreira, M.B., Carneiro, P., Moreira, S. (2020). Memory illusions and category malleability – False recognition for goal-derived reorganizations of common categories. Memory & Cognition, 48, 885-902. https://doi.org/10.3758/s13421-020-01026-4
Sousa DN, Correia L, Garcia-Marques L. The importance of memory for the success of cooperation under ecological adversity. Adaptive Behavior. 2020;28(4):293-306. doi:10.1177/1059712319872518
Souza, C., Garrido, M. V., & Carmo, J. C. (2020). A Systematic Review of Normative Studies Using Images of Common Objects. Frontiers in Psychology, 11: 73314. doi: 10.3389/fpsyg.2020.573314
Souza, C., Garrido, M. V., Saraiva, M. & Carmo, J. C. (2020). RealPic: Picture norms of real-world common items. Behavior Research Methods. Accepted for publication.
Steenbergen, L., Colzato, L.S. & Maraver, M.J. (2020). Vagal signaling and the somatic marker hypothesis: transcutaneous vagal nerve stimulation enhances the effect of positive mood state on delay discounting rate. The International Journal of Psychophysiology, 148, 84-92. https://doi.org/10.1016/j.ijpsycho.2019.10.010
Vágvölgyi, R., Bergström, K., Bulajić, A., Klatte, M., Fernandes, T., Grosche, M., Huettig, F., Rüsseler, J., & Lachmann, T. (2020). Functional illiteracy and developmental dyslexia: Looking for common roots. A systematic review. Journal of Cultural Cognitive Science. Advance online publication. doi:10.1007/s41809-021-00074-9.
Vega, S., Mata, A., Ferreira, M. B., & Vaz, A. (in press). Metacognition in moral decisions: Judgment extremity and feeling of rightness in moral intuitions. Thinking and Reasoning. Advance online publication. https://doi.org/10.1080/13546783.2020.1741448
Ventura, P., Delgado, J., Guerreiro, J. C., Cruz, F., Rosário, V., Farinha-Fernandes, A., . . . Sousa, A. M. (2020). Further evidence for a late locus of holistic word processing: Exploring vertex effect in the word composite task. Attention, Perception, and Psychophysics, 82(7), 3259-3265. doi:10.3758/s13414-020-02113-z
Ventura, P., Fernandes, T., Pereira, A., Guerreiro, J. C., Farinha-Fernandes, A., Delgado, J., . . . Wong, A. C. N. (2020). Holistic word processing is correlated with efficiency in visual word recognition. Attention, Perception, & Psychophysics, 82(5), 2739-2750. doi:10.3758/s13414-020-01988-2
Warren, C.V., Maraver, M.J., de Luca, A., & Kopp, B. (2020). The Effect of Transcutaneous Auricular Vagal Nerve Stimulation (taVNS) on P3 Event-Related Potentials during a Bayesian Oddball Task. Brain Sciences, 10(6), 404. https://doi.org/10.3390/brainsci10060404
Weil, R., Palma, T. A., & Gawronski, B. (2020). When Does Contextual Positivity Influence Judgments of Familiarity? Investigating Moderators of the Positivity-Familiarity Effect. Social Cognition, 38, 119-145. https://doi.org/10.1521/soco.2020.38.2.119
Weil, R., Palma, T. A., & Gawronski, B. Contextual Positivity-Familiarity Effects Are Unaffected by Known Moderators of Misattribution. Cognition and Emotion. Advance online publication. https://doi.org/10.1080/02699931.2020.1858029
2019
Abidova, A., Alcântara, P., & Moreira, S. (2019). Predictors of patient satisfaction and the perceived quality of healthcare in an emergency department in portugal. Western Journal of Emergency Medicine. Advance online Publication. https://doi.org/10.5811/westjem.2019.9.44667
Alves, H., & Mata, A. (2019). The redundancy in cumulative information and how it biases impressions. Journal of Personality and Social Psychology, 117, 1035-1060. doi: 10.1037/pspa0000169
Amorim, M., & Pinheiro, A.P. (2019). Is the sunny side up and the dark side down? Effects of stimulus type and valence on a spatial detection task. Cognition and Emotion, 33, 346-360. doi: 10.1080/02699931.2018.1452718
Amorim, M., Anikin, A., Mendes, A. J., Lima, C. F., Kotz, S. A., & Pinheiro, A. P. (2019). Changes in vocal emotion recognition across the life span. Emotion. Advance online publication. doi: 10.1037/emo0000692
Araújo, S., & Faísca, L. (2019). A meta-analytic review of naming-speed deficits in developmental dyslexia. Scientific Studies of Reading, 23(5), 349-368. doi: 10.1080/10888438.2019.1572758
Araujo, S., Fernandes, T., & Huettig, F. (2019). Learning to read facilitates the retrieval of phonological representations in rapid automatized naming: Evidence from unschooled illiterate, ex-illiterate, and schooled literate adults. Developmental Science, 22(4), e12783. doi:10.1111/desc.12783
Borges, M.T., Fernandes, E.G, & Coco, M.I. (2019). Age-related differences during
visual search: the role of contextual expectations and top-down control mechanisms.Aging, Neuropsychology and Cognition. Advance online publication. DOI: 10.1080/13825585.2019.1632256″
Camilo, C., Garrido, M.V., Ferreira, M.B., Calheiros, M.M. (2019). How Does Mothering Look Like: A Multidimensional Approach to Maternal Cognitive Representations. Journal of Family Issues, 40(17), 2528-2552. doi:10.1177/0192513X19860171
Carmo, J. C., Martins, F., Pinho, S., Barahona-Correa, B., Ventura, P., & Filipe, C.N. (2019). We see the orange not the lemon: typicality effects in ultra-rapid categorization in adults with and without autism spectrum disorder. Journal of Neuropsychology. Advance online publication. doi: 10.1111/jnp.12175
Carneiro, P., Lapa, A., Reis, J., & Ramos, T. (2019). Testing pragmatic inferences: The impact of language and culture. Psicológica. Accepted for publication.
Castiajo, P., & Pinheiro, A. P. (2019). Decoding emotions from nonverbal vocalizations: How much voice signal is enough? Motivation and Emotion, 43(5), 803-813. doi: 10.1007/s11031-019-09783-9
Cimminella, F., Della Sala, S., & Coco, M. I. (2019) Extra-foveal processing of object semantics guides early overt attention during visual search. Attention, Perception & Psychophysics. Advanced online publication. DOI: 10.3758/s13414-019-01906-1
Coco, M. I., Nuthmann, A., & Dimigen, O. (2019). Fixation-related brain potential during semantic integration of object-scene information. Journal of Cognitive Neuroscience. Advanced online publication. Doi: 10.1162/jocn_a_01504
Costa Pinto, D., Borges, A., Maurer Herter, M., & Boto Ferreira, M. (2019). Reducing Ingroup Bias in Ethical Consumption: The Role of Construal Levels and Social Goodwill. Business Ethics Quarterly. Advance online publication. doi:10.1017/beq.2019.25
D’Innocenzo, G., Nowicky, A. V., & Bishop, D. T. (2019). Dynamic task observation: A gaze-mediated complement to traditional action observation treatment? Behavioural Brain Research. Advance online publication. doi: 10.1016/j.bbr.2019.112351
Díaz-Lago, M. & Matute, H. (2019). A hard to read font reduces the causality bias. Judgment and Decision Making, 14(5), 547-554.
Díaz-Lago, M. & Matute, H. (2019). Thinking in a foreign language reduces the causality bias. The Quarterly Journal of Experimental Psychology, 72(1), 41-51. doi:10.1177/1747021818755326
Duggirala, S. X., Schwartze, M., Pinheiro, A. P. a, Kotz, S. A. a (2020). Interaction of emotion and cognitive control along the psychosis continuum: a critical review. International Journal of Psychophysiology. Advance online publication. doi: 10.1016/j.ijpsycho.2019.11.004
Faísca, L., Reis, A., & Araújo, S. (2019). Early brain sensitivity to word frequency and lexicality during reading aloud and implicit reading. Frontiers in Psychology, 10: 830. doi: 10.3389/fpsyg.2019.00830
Fernandes, E.G., Coco, M.I., & Branigan, H.P. (2019). When eye fixation might not reflect online ambiguity resolution in the visual-world paradigm: structural priming following multiple primes in Portuguese. Journal of Cultural Cognitive Science. Advance online publication. doi: 10.1007/s41809-019-00021-8
Ferreira, C.S., Maraver, M.J., Hanslmayr, S., & Bajo, M.T. (2019) Theta oscillations show impaired interference detection in the elderly during selective memory retrieval. Scientific Reports, 9(1):9977. doi: 10.1038/s41598-019-46214-8
Fiedler, K., Schott, M., Kareev, Y., Avrahami, J., Ackerman, R., Goldsmith, M., Mata, A., Ferreira, M., Newell, B., & Pantazi, M. (2019). Metacognitive myopia in change detection: A collective approach to overcome a persistent anomaly. Journal of Experimental Psychology: Learning, Memory, and Cognition. Advance online publication. doi: 10.1037/xlm0000751
Fonseca, J., Raposo, A., & Martins, I.P. (2019). Cognitive functioning in chronic post-stroke aphasia. Applied Neuropsychology: Adult, 26(4), 355-364. doi: 10.1080/23279095.2018.1429442
Freire, S., Pipa, J., Aguiar, C., Vaz da Silva, F. and Moreira, S. (2019), Student–teacher closeness and conflict in students with and without special educational needs. British Educational Research Journal. Advance online publication. doi:10.1002/berj.3588
Hopkins, D.J., Kaiser, C., Perez, E.O., Hagá, S., Ramos, C., & Zarate, M. (2019). Does perceiving discrimination influence partisanship among US immigrant minorities? Evidence from five experiments. Journal of Experimental Political Science. Advance online publication. doi: 10.1017/XPS.2019.13
Johnson, J. F., Belyk, M., Schwartze, M., Pinheiro, A. P.*, & Kotz, S. A. (2019). The role of the cerebellum in adaptation: ALE meta-analyses on sensory feedback error. Human Brain Mapping, 40(13), 3966-3981. doi: 10.1002/hbm.24681
Marcelo, D., Garcia-Marques, L. & Duarte, I. (2019). Language as a ‘game changer’ for spontaneous trait inference. Cognitive Linguistic Studies, 6(1), 185 – 209. DOI: https://doi.org/10.1075/cogls.00035.mar
Mata, A. (2019). Conflict detection and social perception: bringing meta-reasoning and social cognition together. Thinking and Reasoning. Advance online publication. Doi: 10.1080/13546783.2019.1611664
Mata, A. (2019). Further tests of the metacognitive advantage model: Counterfactuals, confidence and affect. Psychological Topics (Special Issue on Meta-Reasoning), 28, 155-124. doi: 10.31820/pt.28.1.6
Mata, A. (2019). Social metacognition in moral judgment: Decisional conflict promotes perspective taking. Journal of Personality and Social Psychology, 117, 1061-1082. doi: 10.1037/pspa0000170
Mata, A., & Semin, G. R. (2019). Multiple shared realities: The context sensitivity of the saying-is-believing effect. Social Cognition. Accepted for publication.
Mata, A., & Simão, C. (2019). Karmic forecasts: The role of justice in forecasts about self and others. Motivation Science. Advance online publication. https://doi.org/10.1037/mot0000162
Mata, A., Simão, C., Farias, A.R., & Steimer, A. (2019). Forecasting emotional duration: A motivational account and self-other differences. Emotion, 19, 503-519. doi: 10.1037/emo0000455
Matute, H., Blanco, F., & Díaz-Lago, M. (2019). Learning Mechanisms Underlying Accurate and Biased Contingency Judgments. Journal of Experimental Psychology: Animal Learning and Cognition, 45(4), 373–389. doi:10.1037/xan0000222
Mendonça, C., Mata, A., & Vohs, K. D. (2019). Self-other asymmetries in the perceived validity of the Implicit Association Test. Journal of Experimental Psychology: Applied, 25(2), 192–218. https://doi.org/10.1037/xap0000214
Núñez, F., Maraver, M.J. & Colzato, L.S. (2019) Sex Hormones as Cognitive Enhancers?. J Cogn Enhanc. Advance online publication. doi:10.1007/s41465-019-00156-1
Oliveira, M, Garcia‐Marques, T, Garcia‐Marques, L, Dotsch, R. (2019) Good to Bad or Bad to Bad? What is the relationship between valence and the trait content of the Big Two? Eur J Soc Psychol. Advance online publication. https://doi.org/10.1002/ejsp.2618
Oliveira, M., Garcia‐Marques, T., Dotsch, R. and Garcia‐Marques, L. (2019), Dominance and competence face to face: Dissociations obtained with a reverse correlation approach. Eur. J. Soc. Psychol., 49: 888-902. doi:10.1002/ejsp.2569
Orghian, D., de Almeida, F., Jacinto, S., Garcia-Marques, L., & Santos, A. S. (2019). How Your Power Affects My Impression of You. Personality and Social Psychology Bulletin, 45(4), 495–509. https://doi.org/10.1177/0146167218788558
Orghian, D., Ramos, T., Garcia-Marques, L., & Uleman, J. (2019). Activation is not always inference: Word-based priming in spontaneous trait inferences. Social Cognition, 37(2), 145-173. https://doi.org/10.1521/SOCO.2019.37.2.145
Palma, T. A., Garcia-Marques, L., Marques, P., Hagá, S., & Payne, B. K. (2019). Learning what to inhibit: The influence of repeated testing on the encoding of gender and age information. Journal of Personality and Social Psychology, 116(6), 899-918. https://doi.org/10.1037/pspa0000162
Pereira, D. R., Sampaio, A., & Pinheiro, A. P. (2019). Differential effects of valence and encoding strategy on internal source memory and judgments of source: Exploring the production and the self-reference effect. Frontiers in Psychology, 10, 1326. doi: 10.3389/fpsyg.2019.01326
Pinheiro, A. P., & Niznikiewicz, M. (2019). Altered attentional processing of happy prosody in schizophrenia. Schizophrenia Research, 206, 217-224. doi: 10.1016/j.schres.2018.11.024
Pinheiro, A. P., Lima, D., Albuquerque, P., Anikin, A., & Lima, C. F. (2019). Spatial location and emotion modulate voice perception. Cognition and Emotion, 33(8), 1577-1586. doi: 10.1080/02699931.2019.1586647
Pinheiro, A. P., Schwartze, M., Gutierrez, F., & Kotz, S. A. (2019). When temporal prediction errs: ERP responses to delayed action-feedback onset. Neuropsychologia, 134, 107200. doi: 10.1016/j.neuropsychologia.2019.107200
Pinheiro, A.. Farinha Fernandes, A., Roberto, M. S., & Kotz, S. (2019). Self-voice perception and its relationship with hallucination predisposition. Cognitive Neuropsychiatry, 24(4), 237-255.
Smalle, E.H.M., Szmalec, A., Bogaerts, L., Page, M.P.A., Narang, V., Misra, D., (Araújo, S.,) … , & Huettig, F. (2019). Literacy improves short-term serial recall of spoken verbal but not visuospatial items – Evidence from illiterate and literate adults. Cognition, 185, 144-150. doi: 10.1016/j.cognition.2019.01.012
Soares, A. P., Lages, A., Silva, A., Comesaña, M., Sousa, I., Pinheiro, A. P., & Perea, M. (2019). Psycholinguistic variables in visual word recognition and pronunciation of European Portuguese words: a mega-study approach. Language, Cognition and Neuroscience, 34(6), 689-719, DOI: 10.1080/23273798.2019.1578395
Soares, A. P., Macedo, J., Oliveira, H. M., Lages, A., Hernández-Cabrera, J., & Pinheiro, A. P. (2019). Self-reference is a fast-acting automatic mechanism on emotional word processing: evidence from a masked priming affective categorisation task. Journal of Cognitive Psychology, 31(3), 317-325, DOI: 10.1080/20445911.2019.1599003
Sousa, D. N., Correia, L., & Garcia-Marques, L. (2019). The importance of memory for the success of cooperation under ecological adversity. Adaptive Behavior. Advance online publication. https://doi.org/10.1177/1059712319872518
Ventura, P., Delgado, J., Ferreira, M., Farinha-Fernandes, A., Guerreiro, J.C., Faustino, B., Leite, I., & Wong, A.C.-N. (2019). Hemispheric asymmetry in holistic processing of words. Laterality: Asymmetries of Body, Brain and Cognition, 24, 98-112. doi: 10.1080/1357650X.2018.1475483
Ventura, P., Domingues, M., Ferreira, I., Madeira, M., Martins, A., Neto, M., & Pereira, M. (2019). Holistic Word Processing Is Involved in Fast Parallel Reading. Journal of Expertise, 2(1), 47-58.
Ventura, P., Fernandes, T., Leite, I., Pereira, A., & Wong, A. C.-N. (2019). Is holistic processing of written words modulated by phonology? Acta Psychologica, 201, 102944. doi:10.1016/j.actpsy.2019.102944
Ventura, P., Leite, I., Ferreira, M., Farinha-Fernandes, A., Delgado, J., Faustino, B., Guerreiro, J., & Raposos, I. (2019). Holistic Face Processing is Penetrable…Depending on the Composite Design. Visual Cognition. 27(2), 171-182. DOI: 10.1080/13506285.2019.1633002
Ventura, P., Pereira, A., Xufre, E., Pereira, M., Ribeiro, S., Ferreira, I., Madeira, M., Martins, A., & Domingues, M. (2019). Holistic word context does not influence holistic processing of artificial objects in an interleaved composite task. Attention, Perception, & Psychophysics, 81(6), 1767-1780. DOI: 10.3758/s13414-019-01812-6
Benrós, M.F., Vaz, A.R., Assunção, H., Santos, A.S., Palma, T.A., & Garcia-Marques, L. (2019). Generation and testing of emergent traits in composite professional stereotypes. Análise Psicológica. Accepted for publication.
Vieira, A. & Raposo, A. (2019). Recordar um cenário de crime: estudo sobre as aptidões de memória dos investigadores criminais. Investigação Criminal, Ciências Criminais e Forenses (IC3F), 4, 24-40.
2018
Amorim, M., & Pinheiro, A.P. (in press). Is the sunny side up and the dark side down? Effects of stimulus type and valence on a spatial detection task. Cognition and Emotion. doi: 10.1080/02699931.2018.1452718
Araújo, S., & Faísca, L. (2018). A meta-analytic review of naming-speed deficits in developmental dyslexia. Scientific Studies of Reading. Accepted for publication.
Araújo, S., Fernandes, T., & Huettig, F. (2018). Learning to read facilitates the retrieval of phonological representations in rapid automatized naming: Evidence from unschooled illiterate, ex‐illiterate, and schooled literate adults. Developmental Science. Advance online publication. doi: 10.1111/desc.12783
Braga, J.N., Ferreira, M.B., Sherman, S.J., Mata, A., Jacinto, S., & Ferreira, M. (2018). What’s next? Disentangling availability from representativeness using binary decision tasks. Journal of Experimental Social Psychology, 76, 307-319. doi: 10.1016/j.jesp.2018.03.006
Carmo, J. C., Martins, F., Pinho, S., Barahona-Correa, B., Ventura, P., & Filipe, C.N. (2018). We see the orange not the lemon: typicality effects in ultra-rapid categorization in adults with and without autism spectrum disorder. Journal of Neuropsychology. Advance online publication. doi: 10.1111/jnp.12176
Carneiro, D., Pinheiro, A.P., Pereira, M., Ferreira, I., Domingues, M., & Novais, P. (2018). Using behavioral features in tablet-based auditory emotion recognition studies. Future Generation Computer Systems, 89, 646-658. doi: 10.1016/j.future.2018.07.013
Carneiro, P., Lapa, A., & Finn, B. (2018). The effect of unsuccessful retrieval on children’s subsequent learning. Journal of Experimental Child Psychology, 166, 400-420. doi: 10.1016/j.jecp.2017.09.010
Coco, M.I., Dale, R., & Keller, F. (2018). Performance in a Collaborative Search Task: the Role of Feedback and Alignment. Topics in Cognitive Science, 10, 55-79. doi: 10.1111/tops.12300
Conde, T., Gonçalves, Ó. F., & Pinheiro, A.P. (2018). Stimulus complexity matters when you hear your own voice: Attention effects on self-generated voice processing. International Journal of Psychophysiology, 133, 66-78. doi: 10.1016/j.ijpsycho.2018.08.007
Duarte, N.F., Rakovic, M.,Tasevski, J., Coco, M.I., Billard, A., & Santos-Victor, J. (2018). Action Anticipation: Reading the Intentions of Humans and Robots. IEEE Robotics and Automation Letters, 3, 4132-4139. doi: 10.1109/LRA.2018.2861569
Fernandes, E.G., Coco, M.I., & Branigan, H.P. (2018). When eye fixation might not reflect online ambiguity resolution in the visual-world paradigm: structural priming following multiple primes in Portuguese. Journal of Cultural Cognitive Science. Accepted for publication.
Fernandes, T., Coelho, B., Lima, F., & Castro, S.L. (2018). The handle of literacy: evidence from preliterate children and illiterate adults on orientation discrimination of graspable and non-graspable objects. Language, Cognition and Neuroscience, 33, 278-292. doi: 10.1080/23273798.2017.1283424
Fonseca, J., Raposo, A., & Martins, I.P. (2018). Cognitive functioning in chronic post-stroke aphasia. Applied Neuropsychology: Adult. Advance online publication. doi: 10.1080/23279095.2018.1429442
Fonseca, J., Raposo, A., & Martins, I.P. (2018). Cognitive performance and aphasia recovery. Topics in Stroke Rehabilitation, 25, 131-136. doi: 10.1080/10749357.2017.1390904
Garcia-Marques, L., & Ferreira, M.B. (2018). Is observing behaviour the best way to understand behaviour? Social Psychological Bulletin, 13(2), e26076. doi: 10.5964/spb.v13i2.26076
Garraffa, M., Coco, M.I., & Branigan, H.P. (2018). Impaired implicit learning of syntactic structure in children with developmental language disorder: Evidence from syntactic priming. Autism & Developmental Language Impairments, 3, 1-15. doi: 10.1177/2396941518779939
Gonçalves, O.F., Rêgo, G., Conde, T., Leite, J., Carvalho, S., Lapenta, O.M., & Boggio, P.S. (2018). Mind Wandering and Task-Focused Attention: ERP Correlates. Scientific Reports, 8(1), 7608. doi: 10.1038/s41598-018-26028-w
Hagá, S., Olson, K.R., & Garcia-Marques, L. (2018). The bias blind spot across childhood. Social Cognition, 36, 671-708. doi: 10.1521/soco.2018.36.6.671
Heitor Dos Santos, M.J., Moreira, S., Carreiras, J., Cooper, C., Smeed, M., Reis, M.D.F., & Pereira Miguel, J. (2018). Portuguese version of a stress and well-being evaluation tool (ASSET) at the workplace: validation of the psychometric properties. BMJ Open, 8(2), e018401. doi: 10.1136/bmjopen-2017-018401
Hopkins, D.J., Kaiser, C., Perez, E.O., Hagá, S., Ramos, C., & Zarate, M. (2018). Does perceiving discrimination influence partisanship among US immigrant minorities? Evidence from five experiments. Journal of Experimental Political Science. Accepted for publication.
Inácio, F., Faísca, L., Forkstam, C., Araújo, S., Bramão, I., Reis, A., & Petersson, K.M. (2018). Implicit sequence learning is preserved in dyslexic children. Annals of Dyslexia, 68, 1-14. doi: 10.1007/s11881-018-0158-x
Jerónimo, R., Ramos, T., & Ferreira, M.B. (2018). Trait transference from brands to individuals: The impact of brand-behavior congruency. Journal of Business Research, 88, 54–65. doi: 10.1016/j.jbusres.2018.02.029
Mata, A., & Ferreira, M.B. (2018). Response: Commentary: Seeing the conflict: an attentional account of reasoning errors. Frontiers in Psychology, 9, 24. doi: 10.3389/fpsyg.2018.00024
Mata, A., Simão, C., Farias, A.R., & Steimer, A. (2018). Forecasting emotional duration: A motivational account and self-other differences. Emotion. Advance online publication. doi: 10.1037/emo0000455
Mendonça, C., Mata, A., & Vohs, K.D. (2018). Self-Other Asymmetries in the Perceived Validity of the Implicit Association Test. Journal of Experimental Psychology: Applied. Accepted for publication.
Orghian, D., de Almeida, F., Jacinto, S., Garcia-Marques, L. & Santos, A.S. (2018). How your power affects my impression of you. Personality and Social Psychology Bulletin. Advance online publication. doi: 10.1177/0146167218788558
Orghian, D., Garcia-Marques, L., Marques, P., & Braga, J. (2018) Memory and conceptual learning of relevant and non-relevant items in item-method directed forgetting. Memory, 26, 1233-1243. doi: 10.1080/09658211.2018.1441424
Orghian, D., Ramos, T., & Garcia-Marques, L. (2018). You are cruel even if he did it: behavior and face processing in spontaneous trait inference and transference. Basic and Applied Social Psychology, 40, 104-114. doi: 10.1080/01973533.2018.1436056
Orghian, D., Ramos, T., Garcia-Marques, L., & Uleman, J.S. (2018). Activation is not always inference: word-based priming in spontaneous trait inferences. Social Cognition. Accepted for publication.
Orghian, D., Ramos, T., Reis, J., & Garcia-Marques, L. (2018). Acknowledging the role of word-based activation in spontaneous trait inferences. Análise Psicológica, 36, 115-131. doi: 10.14417/ap.1319
Palma, T. A., Santos, A. S., & Garcia-Marques, L. (2018). The future is now: The impact of present fluency in judgments about the future. Memory, 26, 144-153. doi: 10.1080/09658211.2017.1335328
Palma, T.A., Santos, A.S., & Garcia-Marques, L. (2018). Off The Top of My Head: Malleability and Stability in Natural Categories. Acta Psychologica, 185, 104-115. doi: 10.1016/j.actpsy.2018.02.002
Pinheiro, A.P., & Niznikiewicz, M. (2018). Altered attentional processing of happy prosody in schizophrenia. Schizophrenia Research. Advance online publication. doi: 10.1016/j.schres.2018.11.024
Pinheiro, A.P., Schwartze, M., & Kotz, S.A. (2018). Voice-selective prediction alterations in nonclinical voice hearers. Scientific Reports, 8(1), 14717. doi: 10.1038/s41598-018-32614-9
Ramos, T., Garcia-Marques, L., & Hamilton, D. (2018). Spontaneous trait inference and transference: Exploring the link between names and traits. Análise Psicológica, 36, 399-408. doi: 10.14417/ap.1320
Raposo, A., Frade, S., Alves, M., & Marques, J.F. (2018). The neural bases of price estimation: effects of size and precision of the estimate. Brain and Cognition, 125, 157-164. doi: 10.1016/j.bandc.2018.07.005
Semin, G.R., Palma, T., Acartürk, C., & Dziuba, A. (2018). Gender is not simply a matter of black and white, or is it? Philosophical Transactions of the Royal Society B: Biological Sciences, 373(1752), 20170126. doi: 10.1098/rstb.2017.0126
Smalle, E.H.M., Szmalec, A., Bogaerts, L., Page, M.P.A., Narang, V., Misra, D., (Araújo, S.,) … , & Huettig, F. (2018). Literacy improves short-term serial recall of spoken verbal but not visuospatial items – Evidence from illiterate and literate adults. Cognition. Accepted for publication.
Torres, E.C., Moreira, S., & Lopes, R.C. (2018). Understanding how and why people participate in crowd events. Social Science Information, 57, 304–321. doi: 10.1177/0539018418757714
Ventura, P., Carmo, J.C., Souza, C., Martins, F. Leite, I., Pinho, S., … Filipe, C.N. (2018). Holistic processing of faces is intact in adults with autism spectrum disorder. Visual Cognition, 26, 13-24. DOI: 10.1080/13506285.2017.1370051
Ventura, P., Delgado, J., Ferreira, M., Farinha-Fernandes, A., Guerreiro, J.C., Faustino, B., Leite, I., & Wong, A.C.-N. (2018). Hemispheric asymmetry in holistic processing of words. Laterality: Asymmetries of Body, Brain and Cognition. Advance online publication. doi: 10.1080/1357650X.2018.1475483
Ventura, P., Leite, I., & Fernandes, T. (2018). The development of holistic face processing: An evaluation with the complete design of the composite task. Acta Psychologica, 191, 32-41. doi: 10.1016/j.actpsy.2018.08.015
Ventura, P., Livingston, L.A., & Shah, P. (2018). Adults have moderate-to-good insight into their face recognition ability: Further validation of the 20-item Prosopagnosia Index in a Portuguese sample. Quarterly Journal of Experimental Psychology, 71, 2677-2679. doi: 10.1177/1747021818765652
Vieira, A. & Raposo, A. (2018). Recordar um cenário de crime: estudo sobre as aptidões de memória dos investigadores criminais. Investigação Criminal – Ciências Criminais e Forenses (IC3F), 4. Accepted for publication.
2017
Castiajo, P., & Pinheiro, A.P. (2017). On “Hearing” Voices and “Seeing” Things: Probing Hallucination Predisposition in a Portuguese Nonclinical Sample with the Launay-Slade Hallucination Scale-Revised. Frontiers in Psychology, 8, 1138. doi: 10.3389/fpsyg.2017.01138
Carmo, J. C., Souza, C., Gonçalves, F., Pinho, S., Filipe, C. & Lachmann, T. (2017). Effects of categorical representation on visuo-spatial working memory in autism spectrum disorder. Journal of Clinical and Experimental Neuropsychology, 39(2), 131-141. doi 10.1080/13803395.2016.1207754
Carmo, J. C., Duarte, E., Souza, C., Pinho, S., & Filipe, C. N. (2017). Testing the impairment of initiation processes hypothesis in autism spectrum disorder. Journal of Autism and Developmental Disorder, 47 (4), 1256 – 1260. DOI 10.1007/s10803-017-3031-6
Carneiro, D., Pinheiro, A. P., & Novais, P. (2017). Context acquisition in auditory emotional recognition studies. Journal of Ambient Intelligence and Humanized Computing, 8, 191. doi:10.1007/s12652-016-0391-2
Coco, M. I., Araújo, S., & Petersson, K. M. (2017). Disentangling stimulus plausibility and contextual congruency: Electrophysiological evidence for differential cognitive dynamics. Neuropsychologia, 96, 150-163. DOI: 10.1016/j.neuropsychologia.2016.12.008
Fernandes, T., Araújo, S., Sucena, A., Reis, A., & Castro, S.L. (2017). The 1-min screening test for reading problems in college students: Psychometric properties of the 1-min TIL. Dyslexia, 23(1), 66-87. DOI:10.1002/dys.1548
Fernandes, T., Coelho, B., Lima, F., & Castro, S. L. (2017). The handle of literacy: Evidence from preliterate children and illiterate adults on orientation discrimination of graspable and non-graspable objects. Language, Cognition and Neuroscience. doi: 10.1080/23273798.2017.1283424 (IF: 1.47, Q1, Ranking 25/181).
Fernandes, T., & Leite, I. (2017). Mirrors are hard to break: A critical review and behavioral evidence on mirror-image processing in developmental dyslexia. Journal of Experimental Child Psychology, 159, 66-82. doi: 10.1016/j.jecp.2017.02.003 (IF: 2.333, Q2, Ranking, 29/85).
Hagá, S., & Olson, K. R. (2017). “If I only had a little humility, I would be perfect”: Children’s and adults’ perceptions of intellectually arrogant, humble, and diffident people. The Journal of Positive Psychology, 12(1), 87-98. DOI: http://dx.doi.org/10.1080/17439760.2016.1167943
Mata, A., Ferreira, M. B., Vohs, A., Kollei, T. (2017). Seeing the conflict: An attentional account of reasoning errors. Psychonomic Bulletin & Review. DOI: 10.3758/s13423-017-1234-7
Palma, T. A., Santos, A. S., & Garcia-Marques, L. (2017). The future is now: The impact of present fluency in judgments about the future. Memory. Doi: 10.1080/09658211.2017.1335328
Pinheiro, A. P., Barros, C., Vasconcelos, M., Obermeier, C., & Kotz, S. A. (2017). Is laughter a better vocal change detector than a growl? Cortex, 92, 233-248. doi: 10.1016/j.cortex.2017.03.018
Pinheiro, A. P., Dias, M., Pedrosa, J., & Soares, A. P. (2017). Minho Affective Sentences (MAS): Probing the role of sex, mood and empathy in affective ratings of verbal stimuli. Behavior Research Methods, 49, 698-716. doi:10.3758/s13428-016-0726-0
Ramos, T., Marques, J., & Garcia-Marques, L. (2017). The memory of what we do not recall: Dissociations and theoretical debates in the study of implicit memory. Psicológica, 38, 363-391.http://www.redalyc.org/articulo.oa?id=16951418008
Santos, A. S., Garcia-Marques, L., Mackie, D. M., Palma, T. A., Soares, R. S., & Almeida, F. (2017). Something in the Way You Primed Me: Belief monitoring when source identification is not possible. Social Cognition, 35, 273-298. DOI: 10.1521/soco.2017.35.3.273
Santos, A. S., Ramos, T., Garcia-Marques, L., & Carneiro, P. (2017). “To-be-forgotten” statements become less true: Memory processes involved in selection and forgetting lead to truthfulness changes of ambiguous sentences. Scandinavian Journal of Psychology, 1-6. DOI: 10.1111/sjop.12365
Soro, J. C., Ferreira, M. B., Semin, G. R., Mata, A., & Carneiro, P. (2017). Ad Hoc Categories and False Memories: Memory Illusions for Categories Created On-the-Spot. Journal of Experimental Psychology: Learning, Memory, and Cognition. Advance online publication. DOI: 10.1037/xlm0000401
Ventura, P., Fernandes, T., Leite, I., Almeida, V., Casqueiro, I., & Wong, A. C.-N. (2017).The word composite effect depends on abstract lexical representations but not surface features like case and font. Frontiers in Psychology. doi: 10.3389/fpsyg.2017.01036
Garcia-Marques, L., Santos, A. S., Mackie, D. M., Hagá, S. & Palma, T. A. (in press). Cognitive malleability and the wisdom of independent aggregation. Psychological Inquiry.
Nunes, L., Garcia-Marques, L., Ferreira, M. & Ramos, T. (in press). Inferential costs of trait centrality in impression formation: Organization in memory and misremembering. Frontiers in Psychology, Cognitive Science.
Orghian, D., Smith, A., Garcia-Marques, L., & Heinke, D. (in press). Capturing spontaneous trait inferences with the modified word association task. Journal of Experimental Social Psychology
Pinheiro, A. P., Barros, C., Dias, M., & Niznikiewicz, M. (in press). Does emotion change auditory prediction and deviance detection? Biological Psychology. doi:10.1016/j.biopsycho.2017.05.007
Pinheiro, A. P., Rezaii, N., Rauber, A., Nestor, P. G., Spencer, K. M., & Niznikiewicz, M. (in press). Emotional self-other voice processing in schizophrenia and its relationship with hallucinations: ERP evidence. Psychophysiology. doi: 10.1111/psyp.12880
Rodrigues, R., Mendes, A., Carneiro, D., Pinheiro, A. P., Novais, P., & Amorim, M. (in press). An application to enrich the study of Auditory Emotion Recognition. Intelligent Environments.
Vasconcelos, M., Dias, M., Soares, A. P., & Pinheiro, A. P. (in press). What is the melody of that voice? Probing unbiased recognition accuracy of nonverbal vocalizations with the Montreal Affective Voices. Journal of Nonverbal Behavior. doi:10.1007/s10919-017-0253-4
Ventura, P., Carmo, J. Souza, C., Martins, F., Leite, I., Pinho, S., Barahona-Correa, B., & Filipe, C. (in press). Holistic processing of faces is intact in adults with autism spectrum disorder. Visual Cognition.
Weil, R., Palma, T. A., & Gawronski, B. (in press). At the Boundaries of Misattribution: Does Positivity Influence Judgments of Familiarity in the Affect Misattribution Procedure? Experimental Psychology.
Carmo, J. C., Duarte, E., Pinho, S. Filipe, C & Marques, J. F. (2017). The content boundaries of natural categories in high-functioning young adults with autism spectrum disorder. Psique, 13, 7-17.
Orghian, D., Ramos, T., Reis, J., & Garcia-Marques, L. (in press). Acknowledging the role of word-based activation in Spontaneous Trait Inferences. Análise Psicológica. DOI: 10.2139/ssrn.2919048
Santos, A.S., de Almeida, F., Palma, T.A., Oliveira, M., & Garcia-Marques, L. (in press). The cultural stereotype of professional groups: Consensus, accessibility and typicality of stereotypic contents. Análise Psicológica.
Soro, J. C., Ferreira, M. B. (2017). Normas de categorias ad hoc para língua portuguesa. Psicologia, 31, 59-68. DOI: 10.17575/rpsicol.v31i1.1285
2016
Araújo, S., Faísca, L., Reis, A., Marques, F. & Petersson, K. M. (2016). Visual naming deficits in dyslexia: An ERP investigation of different processing domains. Neuropsychologia, 91, 61-76. https://doi.org/10.1016/j.neuropsychologia.2016.07.007
Bourscheid, F., Carneiro, P. (2016). A labilidade do conhecimento adquirido: Gênese e renascimento dos estudos sobre o efeito de reconsolidação. Psicologia USP (Universidade de São Paulo), 27, 125-132. http://dx.doi.org/10.1590/0103-656420140069
Braga, J., Mata, A., Ferreira, M. B., Sherman, S. J. (2016). Motivated reasoning in the prediction of sports outcomes and the belief in the “hot hand”. Cognition and Emotion. DOI: 10.1080/02699931.2016.1244045
Carneiro, P., Garcia-Marques, L., Lapa, A., & Fernandez, A. (2016). Explaining the persistence of false memories: A proposal based on associative activation and thematic extraction. Memory. Advance online publication. DOI: 10.1080/ 09658211. 2016.1239742
Carvalho, J., Marques, M. M., Ferreira M. B., & Lima M. L. (2016). Construct Validation of the Portuguese Version of the Restraint Scale. Psychology, Community & Health, 5, 134–151. DOI: 10.5964/pch.v5i2.170
Conde, T., Gonçalves, O. F., & Pinheiro, A. P. (2016). A Cognitive Neuroscience view of voice processing abnormalities in schizophrenia: a window into auditory verbal hallucinations? Harvard Review of Psychiatry, 24(2), 148-163. doi: 10.1097/HRP.0000000000000082.
Fernandes, T., Leite, I., & Kolinsky, R. (2016). Into the looking glass: Literacy acquisition and mirror invariance in preschool and first-grade children. Child Development. 87(6), 2008 – 2025. doi:10.1111/cdev.12550. (published on November 2016; IF: 4.01; Q1, Ranking 1/55).
Ferreira, M. B., Mata, A., Sherman, S. J., Donkin, C., & Ihmels, M. (2016). Analytic and heuristic processes in the detection and resolution of conflict. Memory & Cognition, 1-14. DOI: 10.3758/s13421-016-0618-7.
Pinheiro, A. P., Rezaii, N., Nestor, P. G., Rauber, A., Spencer, K. M., & Niznikiewicz, M. (2016). Did you or I say pretty, rude or brief? An ERP study of the effects of speaker’s identity on emotional word processing. Brain and Language, 153-154, 38-49. doi:10.1016/j.bandl.2015.12.003
Pinheiro, A. P., Rezaii, N., Rauber, A., & Niznikiewicz, M. (2016). Is this my voice or yours? The role of emotion and acoustic quality in self-other voice discrimination in schizophrenia. Cognitive Neuropsychiatry, 21(4), 335-353. doi: 10.1080/13546805.2016.1208611
Ramos, T., Oliveira, M., Santos, A. S., Garcia-Marques, L. Carneiro, P. (2016). Evaluating Young and Old Faces on Social Dimensions: Trustworthiness and Dominance. Psicológica, 37, 169-185. https://www.uv.es/psicologica/articulos2.16/4Ramos.pdf
Raposo, A., Frade, S. & Alves, M. (2016). Framing memories: how the retrieval query format shapes the neural bases of remembering. Neuropsychologia, 89, 309-319. DOI: 10.1016/j.neuropsychologia.2016.06.036
Santi, A., Raposo, A., Frade, S. & Marques, J.F. (2016). Concept typicality responses in the semantic memory network. Neuropsychologia, 93, 167-175. DOI: 10.1016/j.neuropsychologia.2016.10.012
Souza, C., Coco, M. I., Gonçalves, F., Pinho, S., Filipe, C., & Carmo, J. C. (2016). Contextual effects on visual short-term memory in high Functioning Autism. Research in Autism Spectrum Disorders, 32, 64-69. https://doi.org/10.1016/j.rasd.2016.09.003
Weinstein, Y., Nunes, L. D., & Karpicke, J. D. (2016). On the placement of practice questions during study. Journal of Experimental Psychology: Applied, 22, 72-84. http://dx.doi.org/10.1037/xap0000071
2015
Araújo S., Reis, A., Petersson, K. M, & Faísca, L. (2015). Rapid automatized naming and reading performance: A meta-analysis. Journal of Educational Psychology, 107 (3), 868-883. http://dx.doi.org/10.1037/edu0000006
Araújo S., Reis, A., Petersson, K. M, & Faísca, L. (2015). Rapid automatized naming and reading performance: A meta-analysis. Journal of Educational Psychology, 107 (3), 868-883. http://dx.doi.org/10.1037/edu0000006
Carmo, Joana C.; Duarte, Elsa; Pinho, Sandra; Marques, J. Frederico; Filipe, Carlos N. (2015). Verbal fluency as a function of time in autism spectrum disorder: An impairment of initiation processes? Journal Of Clinical And Experimental Neuropsychology,
Fernandes, S., Simões, C., Querido, L., & Verhaeghe, A. (2015) Text and word list oral reading fluency: A cross-sectional study among Portuguese adolescents. Revista Iberoamericana de Diagnostico y Evaluacion Psicologica, 1(39), 116 – 127.
Fernandes, T., & Kolinsky, R. (2015). Editorial: The impact of learning to read on visual processing. Frontiers in Psychology, 6 (Special Topic: The impact of learning to read on visual processing). doi: 10.3389/fpsyg.2015.00985
Garcia-Marques, L., Nunes, L., Marques, P., Carneiro, P., & Weinstein, Y. (2015). Adapting to test structure: letting testing teach what to learn. Memory, 23, 365-380. DOI: 10.1080/09658211.2014.889166
Garcia-Marques, T., Fernandes, A., Prada, M., Fonseca, R., & Hagá, S. (2015). Seeing the big picture: Size perception is more context sensitive in the presence of others. PLoS ONE, 10(11), e0141992. doi:10.1371/journal.pone.0141992
Jerónimo, R., Garcia-Marques, L., Ferreira, M. B., & Macrae, C. N. (2015). When expectancies harm comprehension: Encoding flexibility in impression formation. Journal of Experimental Social Psychology, 61(1), 110-119, doi: 10.1016/j.jesp.2015.07.007
Jeronimo, R., Garcia-Marques, L., Ferreira, M. B., Hamilton, D., & McGrae, N. (2015). When expectancies harm comprehension: Encoding flexibility in impression formation. Journal of Experimental Social Psychology, 61, 110-119.
Mata, A., Garcia-Marques, L., Ferreira, M. B., & Mendonça, C. (2015). Goal-driven reasoning overcomes cell D neglect in contingency judgments. Journal of Cognitive Psychology, 27, 238-249. DOI: 10.1080/20445911.2014.982129
Mata, A., Sherman, S. J., & Ferreira, M. B, & Mendonça, C. (2015). Strategic Numeracy: Self-Serving Reasoning about Health Statistics. Basic and Applied Social Psychology, 37, 165-173
Moreno C. I., & Frank, K. (2015). Integrating mechanisms of visual guidance in naturalistic language production. Cognitive Processing,
Orghian, D., Garcia-Marques, L., Uleman, J. S., & Heinke, D. (2015). A connectionist model of spontaneous trait inference and spontaneous trait transference: Do they have the same underlying processes? Social Cognition 33 (1), 20-66. doi: 10.1521/soco.2015.33.1.20
Ramos, T., Garcia-Marques, L.,Santos, A. S. & Carneiro, P. (2015). Stimulus-Response Bindings in the Go/NoGo Task Effects on the Judged Typicality of Stimuli. Experimental Psychology, 62, pp. 264-275. DOI: 10.1027/1618-3169/a000297
2014
Araujo, S; Faisca, L; Bramao, I; Petersson, K. M.; Reis, A. (2014). Lexical and phonological processes in dyslexic readers: evidence from a visual lexical decision Task. Dyslexia, 20 (1), 38-53. 10.1002/dys.1461
Carneiro, P. (2014). From their “own” to “both” interpretations: Children’s understanding of ambiguity. Infancia y Aprendizaje, 37, 368-398. DOI: 10.1080/02103702.2014.929862
Carneiro, P., Garcia-Marques, L., Fernandez, A. & Albuquerque, P. (2014). Both associative activation and thematic extraction count, but thematic false memories are more easily rejected. Memory, 22, 1024–1040. DOI:10.1080/09658211.2013.864680.
Fernandes, T., Vale, A.P., Martins, B., Morais, J., & Kolinsky, R. (2014). The Deficit of Letter Processing in Developmental Dyslexia: Combining evidence from dyslexics, typical readers and illiterate adults. Developmental Science, 17, 125-141. doi: 10.1111/desc
Garcia-Marques, L., Garcia-Marques, T. & Brauer, M. (2014). Buy three but get only two: The smallest effect in a 2 _ 2 ANOVA is always uninterpretable. Psychonomic Bulletin & Review,21, 1415-1430. DOI: 10.3758/s13423-014-0640-3
Hagá, S., Garcia-Marques, L., & Olson, K. R. (2014). Too Young to Correct: A Developmental Test of the Three-Stage Model of Social Inference. Journal of Personality and Social Psychology, 107, 994-1012. doi: 10.1037/pspa0000012
Kolinsky, R., & Fernandes, T. (2014). A cultural side effect: Learning to read interferes with identity processing of familiar objects. Frontiers in Psychology, 5. doi: 10.3389/fpsyg.2014.01224
Mata, A., Schubert, A., & Ferreira, M. B. (2014). The role of language comprehension in reasoning: How “”good-enough”” representations induce biases. Cognition, 133, 457-463. 10.1016/j.cognition.2014.07.011
Pacheco, A; Reis, A; Araujo, S; Inacio, F; Petersson, KM; Faisca, L. (2014). Dyslexia heterogeneity: cognitive profiling of Portuguese children with dyslexia. Reading and Writing, 27 (9), 1529-1545. 10.1007/s11145-014-9504-5
Palma, T. A., Garrido, M. V., & Semin, G. R. (2014). Situating person memory: The role of the visual context on memory for behavioral information. Journal of Experimental Social Psychology, 52, 32-43. 10.1016/j.jesp.2013.12.006
Pegado, F., Comerlato, E., Ventura, F., Jobert, A., Nakamura, K., Buiatti, M., Ventura, P., Dehaene-Lambertz, G., Kolinsky, R., Morais, J., Braga, L. W., Cohen, L., & Dehaene, S. (2014). Timing the impact of literacy on visual processing. Proceedings of The National Academy of Sciences of The United States of America, 111 (49), E5233-E5242. 10.1073/pnas.1417347111
Pegado, F., Nakamura, K., Braga, L. W., Ventura, P., Filho, G. N., Pallier, C., Jobert, A., Morais, J., Cohen, L., Kolinky, R., & Dehaene, S. (2014). Literacy breaks mirror invariance for visual stimuli: A behavioral study with adult illiterates. Journal of Experimental Psychology: General 143(2) :887–894.
Pinheiro, A. P., Rezaii, N., Rauber, A., Liu, T. S., Nestor, P. G., McCarley, R. W., Goncalves, O. F., & Niznikiewicz, M. A. (2014). Abnormalities in the processing of emotional prosody from single words in schizophrenia. Schizophrenia Research, 152 (1), 235-241. 10.1016/j.schres.2013.10.042
Semin, G. R., Palma, T. A. (2014). Why the bride wears white: Grounding gender with brightness. Journal of Consumer Psychology, 24 (2), 217-225. 10.1016/j.jcps.2013.09.003
Soares, A. P., Medeiros, J. C., Simoes, A., Machado, J., Costa, A., Iriarte, A., de Almeida, J. J., Pinheiro, A. P., & Comesana, M. (2014). ESCOLEX: A grade-level lexical database from European Portuguese elementary to middle school textbooks. Behavior Research Methods, 46 (1), 240-253. 10.3758/s13428-013-0350-1
2013
Carmo, J. C., Duarte, E., Pinho, S. Marques, J. F., & Filipe., C. N. (2015). Verbal fluency as function of time in autism spectrum disorder: An initiation processes impairment? Journal of Clinical and Experimental Neuropsychology, 37 (7), 710-721. doi: 10.1080/13803395.2015.1062082
Carneiro, P., & Fernandez, A. (2013). Retrieval dynamics in false recall: Revelations from identifiability manipulations. Psychonomic Bulletin & Review, 20, 488-495. DOI: 10.3758/s13423-012-0361-4
Fernandes, T., & Kolinsky, R. (2013)28T. From hand to eye: The role of literacy, familiarity, graspability, and vision-for-action on enantiomorphy. Acta Psychologica, 142, 51-61. doi: 10.1016/j.actpsy.2012.11.008
Marques, J.F., Raposo, A. & Almeida, J. (2013). Structural processing and category-specific deficits. Cortex, 49 (1), 266-275. doi: 10.1016/j.cortex.2011.10.006
Mata, A., Ferreira, M. B., & Reis, J. (2013). A process-dissociation analysis of semantic illusions. Acta Psychologica, 144, 433-443
Mata, A., Ferreira, M. B., & Sherman, S. J. (2013). Flexibility in motivated reasoning: Strategic shifts of reasoning modes in covariation judgment. Social Cognition, 31, 465–481.
Mata, A., Ferreira, M. B., Sherman, S. J. (2013). The Metacognitive Advantage of Deliberative Thinkers: A Dual-Process Perspective on Overconfidence. Journal of Personality and Social Psychology, 105, 353-373.
Mata, A., Fiedler, K., Ferreira, M. B., & Almeida, T. (2013). Reasoning about others’ reasoning. Journal of Experimental Social Psychology, 49, 486–491.
Nys, J., Ventura, P., Fernandes, T., Querido, L., Leybaert, J., & Content, A. (2013). Does Math Education Modify the Approximate Number System? A Comparison of Schooled and Unschooled Adults. Trends in Neuroscience and Education, 2, 13-22. doi: 10.1016/j.tine.2013.01.001
Raposo, A. & Marques, J.F. (2013). The contributuion of fronto-parietal regions to sentence comprehension: insights from the Moses illusion, NeuroImage, 83, 431-437. doi:10.1016/j.neuroimage.2013.06.052
Ventura, P., Fernandes, T., Cohen, L., Morais, J., Kolinsky, R., & Dehaene, S. (2013). Literacy acquisition reduces the automatic holistic processing of faces and houses. Neuroscience Letters, 554, 105-109. doi:10.1016/j.neulet.2013.08.068
Collaborations
Alan Wong, The Chinese University of Hong Kong, China
Andrea Santi, University College London, UK
Carolyn MacGettigan, Royal Holloway, University of London, UK
Falk Huettig, Max Planck Institute for Psycholinguistics, Nijmegen
Michael Schwartze, Basic and Applied Neurodynamics Lab, University of Maastricht, The Netherlands
Nadine Lavan, Institute of Cognitive Neuroscience, University College London, UK
Pascal Bélin, Institut de Neurosciences de la Timone, Belgium
Régine Kolinsky, UNESCOG, Université Libre de Bruxelles.
Sonja Kotz, Basic and Applied Neurodynamics Lab, University of Maastricht, The Netherlands
Thomas Lachmann, Center for Cognitive Science, Basic and Applied Neurodynamics Lab, University of Maastricht, The Netherlands