Publikationen in Zusammenarbeit mit Forschern von Universitat de València (17)

2021

  1. Sequential coding of maternal sensitivity: application of nonlinear dynamic analyses and reliability

    Quality and Quantity, Vol. 55, Núm. 3, pp. 827-844

2019

  1. The temporal dimension in maternal sensitivity predicting organized attachment in children

    Nonlinear Dynamics, Psychology, and Life Sciences, Vol. 23, Núm. 1, pp. 137-171

2017

  1. Parental and infant gender factors in parent-infant interaction: State-Space dynamic analysis

    Frontiers in Psychology, Vol. 8, Núm. OCT, pp. 1724

  2. Predicting Word Maturity from Frequency and Semantic Diversity: A Computational Study

    Discourse Processes, Vol. 54, Núm. 8, pp. 682-694

2015

  1. Análisis de las habilidades de los alumnos mediadores como clave del éxito de la mediación escolar

    Informació psicològica, Núm. 110, pp. 24-38

  2. Effects of teacher-student relationships on peer harassment: A multilevel study

    Psychology in the Schools, Vol. 52, Núm. 3, pp. 298-315

2014

  1. Adaptation of the Participant Role Scale (PRS) in a Spanish Youth Sample: Measurement Invariance Across Gender and Relationship With Sociometric Status

    Journal of Interpersonal Violence, Vol. 29, Núm. 16, pp. 2904-2930

2013

  1. Reading comprehension and working memory's executive processes: An intervention study in primary school students

    Reading Research Quarterly, Vol. 48, Núm. 2, pp. 155-174

2011

  1. Recording online processes in task-oriented reading with Read&Answer

    Behavior Research Methods, Vol. 43, Núm. 1, pp. 179-192

  2. Text Relevance and Learning from Text

    Question-Driven Processing in Single and Multiple Texts (INFORMATION AGE PUBLISHING-IAP), pp. 295-319

  3. The Role of Different Task Instructions and Reader Characteristics When Learning From Multiple Expository Texts

    Text Relevance and Learning from Text (INFORMATION AGE PUBLISHING-IAP), pp. 95-122

2010

  1. Comprehension effects of signalling relationships between documents in search engines

    Computers in Human Behavior, Vol. 26, Núm. 3, pp. 419-426

  2. Individual Differences for Self-Regulating Task-Oriented Reading Activities

    Journal of Educational Psychology, Vol. 102, Núm. 4, pp. 817-826

  3. Summary versus argument tasks when working with multiple documents: Which is better for whom?

    Contemporary Educational Psychology, Vol. 35, Núm. 3, pp. 157-173

  4. Understanding and integrating multiple science texts: Summary tasks are sometimes better than argument tasks

    Reading Psychology, Vol. 31, Núm. 2, pp. 30-68

2009

  1. Impact of question-answering tasks on search processes and reading comprehension

    Learning and Instruction, Vol. 19, Núm. 1, pp. 13-27

  2. Personal epistemology across cultures: Exploring Norwegian and Spanish university students' epistemic beliefs about climate change

    Social Psychology of Education, Vol. 12, Núm. 4, pp. 529-560