Joaquín M.M. Vaquero

Departamento de Psicología Experimental y Fisiología del Comportamiento Universidad de Granada, Granada, Andalucía, Spain 
Learning, Attention
"Joaquín Vaquero"
Cross-listing: Neurotree

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Vaquero JMM, Lupiáñez J, Jiménez L. (2019) Asymmetrical effects of control on the expression of implicit sequence learning. Psychological Research
Espinosa-García M, Vaquero JM, Milliken B, et al. (2015) Recollection and familiarity for words and faces: a study comparing Remember-Know judgements and the Process Dissociation Procedure. Memory (Hove, England). 1-16
Jiménez-Fernández G, Vaquero JM, Jiménez L, et al. (2011) Dyslexic children show deficits in implicit sequence learning, but not in explicit sequence learning or contextual cueing. Annals of Dyslexia. 61: 85-110
Vaquero JM, Fiacconi C, Milliken B. (2010) Attention, awareness of contingencies, and control in spatial localization: a qualitative difference approach. Journal of Experimental Psychology. Human Perception and Performance. 36: 1342-57
Jiménez L, Lupiáñez J, Vaquero JM. (2009) Sequential congruency effects in implicit sequence learning. Consciousness and Cognition. 18: 690-700
Crump MJ, Vaquero JM, Milliken B. (2008) Context-specific learning and control: the roles of awareness, task relevance, and relative salience. Consciousness and Cognition. 17: 22-36
Vaquero JM, Jiménez L. (2007) [Distinctive brain correlates in conscious and unconscious learning: an approach based on sequence learning]. Revista De Neurologia. 45: 615-23
Vaquero JM, Frese B, Lupiáñez J, et al. (2006) [The attentional blink effect: influence of negative words in an affective valence categorization task]. Psicothema. 18: 525-30
Vaquero JM, Jiménez L, Lupiáñez J. (2006) The problem of reversals in assessing implicit sequence learning with serial reaction time tasks. Experimental Brain Research. 175: 97-109
Jiménez L, Vaquero JM, Lupiáñez J. (2006) Qualitative differences between implicit and explicit sequence learning. Journal of Experimental Psychology. Learning, Memory, and Cognition. 32: 475-90
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