Luis Jose Fuentes Melero-rekin lankidetzan egindako argitalpenak (14)

2024

  1. The contribution of children’s effortful control to math performance is partially mediated by math anxiety

    European Journal of Psychology of Education

2021

  1. Assessing math anxiety in elementary schoolchildren through a Spanish version of the Scale for Early Mathematics Anxiety (SEMA)

    PLoS ONE, Vol. 16, Núm. 8 August

2019

  1. Computer-Based Cognitive Training Improves Brain Functional Connectivity in the Attentional Networks: A Study With Primary School-Aged Children

    Frontiers in Behavioral Neuroscience, Vol. 13

2018

  1. Computer-based training in math and working memory improves cognitive skills and academic achievement in primary school children: Behavioral results

    Frontiers in Psychology, Vol. 8, Núm. JAN

  2. Effortful control is associated with children's school functioning via learning-related behaviors

    Learning and Individual Differences, Vol. 63, pp. 78-88

  3. Erratum to: The Neurocognitive Architecture of Individual Differences in Math Anxiety in Typical Children (Scientific Reports, (2018), 8, 1, (8500), 10.1038/s41598-018-26912-5)

    Scientific Reports

  4. The Neurocognitive Architecture of Individual Differences in Math Anxiety in Typical Children

    Scientific Reports, Vol. 8, Núm. 1

2015

  1. How do different components of Effortful Control contribute to children’s mathematics achievement?

    Frontiers in Psychology, Vol. 6

2014

  1. Assessing children's empathy through a Spanish adaptation of the Basic Empathy Scale: Parent's and child's report forms

    Frontiers in Psychology, Vol. 5, Núm. DEC

  2. Brain functional connectivity changes in children that differ in impulsivity temperamental trait

    Frontiers in Behavioral Neuroscience, Vol. 8, Núm. MAY

2013

  1. The effects of differential outcomes and different types of consequential stimuli on 7-year-old children's discriminative learning and memory

    Learning and Behavior, Vol. 41, Núm. 3, pp. 298-308

2012

  1. Validation of the Spanish Version of the Woodcock-Johnson Mathematics Achievement Tests for Children Aged 6 to 13

    Journal of Psychoeducational Assessment, Vol. 30, Núm. 5, pp. 466-477

2008

  1. El Efecto de consecuencias diferenciales como herramienta útil para mejorar el aprendizaje discriminativo en humanos

    Almería : Universidad de Almería, 2007

2001

  1. Mecanismos atencionales y desarrollo de la autorregulación en la infancia

    Anales de psicología, Vol. 17, Núm. 2, pp. 275-286