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Bruna, B., Fioravante, I. & Kreither, J. (2022). Capacidad de los estímulos musicales en la generación o modificación de estados emocionales: Una revisión sistemática. Límite.

Campos, S., Núñez, D., Bravo, P., Fresno, A. & Olff, M. (2022). Preliminary evidence for internal structure, sensitivity, and specificity of a brief PTSD and complex PTSD measure in adolescents. Canadian Journal of Behavioural Science.

González-Fernández, D., Iturra, C. y Hernández, O. (2022). Trabajo colaborativo entre maestros y logopedas: Una revisión acerca de las barreras y de su estructura subyacente. Revista de Investigación Educativa.

Hajdu, N., Schmidt, K., Acs, G., Röer, J.P., Mirisola, A., Giammusso, I., Arriaga, P., Ribeiro, R., Dubrov, D., Grigoryev, D., Arinze, N.C., Voracek, M., Stieger, S., Adamkovic, M., Elsherif, M., Kern, B.M.J., Barzykowski, K., Ilczuk, E., Martončik, M., Ropovik, I., Ruiz-Fernández, S., Baník, G., Ulloa, J.L., Aczel, B. & Szaszi, B. (2022). Contextual factors predicting compliance behavior during the COVID-19 pandemic: A machine learning analysis on survey data from 16 countries. PLoS ONE.

Hernández-González, O., Spencer-Contreras, R., Sanz-Cervera, P. & Tárraga-Mínguez, R. (2022). Analysis of the Autism Spectrum Disorder (ASD) knowledge of Cuban teachers in primary schools and preschools. Education Sciences.

Hernández-González, O., Spencer, R., De la Torre, B. & Rondón, B. (2022). Teachers’ responses to anxiety in students with autism spectrum disorder: Proposal of a predictive model. Specijalna Edukacija i Rehabilitacija.

Hernández, O., Spencer, R., Sanz-Cervera, P. (2022). The relationship between emotional regulation ofteachers and the participation of students withautism in inclusive primary and preschool schools. Journal of Research in Special Education Needs.

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López-Astorga, M. (2022). A model-based method of extension and intension. Acta Baltica Historiae et Philosophiae Scientiarum.

López-Astorga, M. (2022). Stoic logic from the theory of mental models. Wisdom.

López-Astorga, M. (2022). Wason selection task and a semantics based on state-descriptions. Problemos.

López-Astorga, M. (2022). Severe acute hepatitis in children: An analysis from philosophy of science using the concept of reduction. Rupkatha Journal.

López-Astorga, M. (2022). Induction in human reasoning: Gautama’s Syllogism and system K. Philosophia: International Journal of Philosophy.

López-Astorga, M. (2022). The stoic theory of sign and the semantic modulation of models. SATS – Northern European Journal of Philosophy.

López-Astorga, M. (2022). Intersection of sets and inter-understanding between Portuguese and Spanish. Perseitas.

López-Astorga, M. (2022). A bilateral reduction sentence for modulation. Balkan Journal of Philosophy.

López-Astorga, M. (2022). In favor of logical form. Studies in Logic, Grammar and Rhetoric.

López-Astorga, M. (2022). Disjunction: Its interpretations and L-truth. Principia.

López-Astorga, M., Ragni, M., & Johnson-Laird, P. N. (2022). The probability of conditionals: A review. Psychonomic Bulletin & Review.

Murga, C., Cabezas, R., Mora, C., Campos, S. Núñez, D. (2022). Examining associations between symptoms of eating disorders and symptoms of anxiety, depression, suicidal ideation and perceived family functioning in university: A brief report. International Journal of Eating Disorders.

Núñez, D., Gaete, J., Guajardo, V., Libuy, N., Araneda, A.M., Contreras, L., Donoso, P., Ibañez, C. & Mundt, A.P. (2022). Brief report: The association of adverse childhood experiences and suicide-related behaviors among 10th-grade secondary school students. Archives of Suicide Research.

Núñez, D., Gaete, J., Meza, D., Andaur, J. & Robinson, J. (2022). Testing the effectiveness of a blended intervention to reduce suicidal ideation among school adolescents in Chile: A protocol for a cluster randomized controlled Trial. International Journal of Environmental Research and Public Health.

Núñez, D., Villacura-Herrera, C., Celedón, K., Ulloa, J.L., Ramos, N., Spencer, R. & Fresno, A. (2022). Identifying self-report measures of emotion regulation and evaluating their psychometric properties: A protocol for a systematic review. BMJ Open.

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Rojas-Barahona, C.A., Gaete, J., Véliz, M., Castillo, R.D., Ramírez, S. & Araya, R. (2022). The effectiveness of a tablet‑based video game that stimulates cognitive, emotional, and social skills in developing academic skills among preschoolers: Study protocol for a randomized controlled trial. Trials.

Rubio, F., Neira, C., Villacura-Herrera, C., Castillo, R.D. (2022). First and second-Order Theory of Mind as predictors of cooperative behaviors in preschool and school children. Psykhe.

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Valenzuela, A. (2022). Desempeño escrito de los estudiantes de secundaria en Chile: Una evaluación directa e indirecta de la escritura. Logos: Revista de Lingüística, Filosofía y Literatura.

Valenzuela, A. (2022). ¿Escribo siempre igual?: Efectos de los propósitos comunicativos de las tareas en la organización temporal durante el proceso de escritura. Signos.

Valenzuela, A. & Castillo, R.D. (2022). The effect of communicative purpose and reading medium on pauses during diferent phases of the textualization process. Reading and Writing.

Villacura-Herrera, C., Gaete, J., Andaur, J., Meza, D., Robinson, J. & Núñez, D. (2022). Evidence for validity, reliability and measurement invariance of the Emotion Regulation Questionnaire for Children and Adolescents (ERQ-CA) in secondary students from Chile. Current Psychology.

Wastler, H.M. & Núñez, D. (2022). Psychotic experiences, emotion regulation, and suicidal ideation among Chilean adolescents in the general population. Frontiers in Psychiatry.

Caffarena, C., Lira, B., Rojas-Barahona, C. & Campos, A.L. (2021). Psychometric analysis of the Children’s Behavior Questionnaire (CBQ) in Chile. Current Psychology.

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González, C., Castillo, R.D., Franzani, J. & Martinich, C. (2021). Screening of developmental difficulties during the transition to primary school. International Journal of Environmental Research and Public Health.

López-Astorga, M. (2021). Aristotle and Boethius: Two theses and their possibilities. Praxis Filosofica.

López-Astorga, M. (2021). Execution in selection task depends on Chrysippus’ criterion for the conditional. Schole.

López-Astorga, M. (2021). Interpretation and use of disjunction in natural language: A study about exclusivity and inclusivity. Lengua y Habla.

López-Astorga, M. (2021). Reduction, intuition, and cognitive effort in scientific language. Logos & Episteme.

López-Astorga, M. (2021). Reminiscence theory and immortality of the soul: Some mental representations in Plato’s Phaedo. Analele Universitatii din Craiova, Seria Filozofie.

López-Astorga, M. (2021). School of Names and mental possibilities: Is a white horse a horse?. Studii de Lingvistică.

López-Astorga, M. (2021). Stoic logic allows understanding a priori falsity in the conditional. Studies About Languages.

López-Astorga, M. (2021). The possibilities of the mental model theory. Appris Editora, Curitiba, Brasil. (117 pages). ISBN: 978-65-250-0317-7.

Núñez, D., Godoy, M.I., Gaete, J., Faúndez, M.J., Campos, S., Fresno, A. & Spencer, R. (2021). The Community Assessment of Psychic Experiences-Positive scale (CAPE-P15) accurately classifies and differentiates psychotic experience levels in adolescents from the general population. PLoS ONE.

Nuñez, D., Martínez, P., Borghero, F., Campos, S. & Martinez, V. (2021). Interventions to reduce stigma towards mental disorders in young people: protocol for a systematic review and meta-analysis. BMJ Open.

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Núñez, D., Ordóñez-Carrasco, J., Fuentes, R. & Langer, A. (2021). Experiential avoidance mediates the association between paranoid ideation and depressive symptoms in a sample from the general population. Journal of Psychiatric Research.

Oliveros, J.C. & Kreither, J. (2021). Emotiona assessment of adults with ADHD through event-related potentials. Systematic review. Archivos de Neurociencias.

Pinto, J.A. y Becerra, S.A. (2021). Discriminación en el condicionamiento de sobresalto potenciado por el miedo en humanos. Revista Argentina de Ciencias del Comportamiento.

Quiñones, M., Gómez, D., Montefusco-Sigmund, R. & Aylwin, M.L. (2021). Early visual processing and perception processes in object discrimination learning. Frontiers in Neuroscience.

Rojas-Barahona, C.A., Moreno-Ríos, S., García-Madruga, J.A. & Förster, C.E. (2021). Content of relationship, number of alternatives and working memory capacity in conditional inferences. Current Psychology.

Sehatpour, P. Donde, C., Adair, D., Kreither, J., Adair, D., López-Calderon, J., Avissar, M., Bilkson, M., Javitt, D.C. (2021). Comparison of cortical network effects of high-definition and conventional tDCS during visuomotor processing. Brain Stimulation.

Silva, C. & Iturra, C. (2021). A conceptual proposal and operational definitions of the cognitive processes of complex thinking. Thinking Skills and Creativity.

Uribe-Bahamonde, Y.E., Jorquera, O., Becerra, S. & Vogel, E.H. (2021). SOP- habituation laboratory: An interactive tool for simulating the basic behavioral features of habituation. Behavior Research Methods.

Fresno, A., Arias, V., Núñez, D., Spencer, R., Ramos, N., Bravo, P., Espinoza, C., Bravo, P., Arriagada, J. & Brunet, A. (2020). Using exploratory structural equation model (ESEM) to examine the internal structure of DSM-5 posttraumatic stress disorder. Spanish Journal of Psychology.

Jorquera, O.E. & Vogel, E. (2020). A simple and low-cost, but naturalistic method for introducing students to action potentials. Brazilian Archives of Biology and Technology.

López-Astorga, M. (2020). Semantic ambiguity does not imply syntactic ambiguity. Argumentos.

López-Astorga, M. (2020). The recovery of syntactic structures cannot ignore temporality. Analele Universitatii din Craiova, Seria Filosofie.

Morales-Bader, D., Castillo, R.D., Olivares, C. & Miño, F. (2020). How do object shape, semantic cues, and apparent velocity affect the attribution of intentionality to figures with different types of movements?. Frontiers in Psychology.

Núñez, D., Ulloa, J.L., Guillaume, S., Olié, E., Alareu-Crespo, A. & Courtet, P. (2020). Suicidal ideation and affect liability in single and multiple suicidal attempters with Major Depresive Disorder: An exploratory network analysis. Journal of Affective Disorders.

Pinto, J.A. & Pineida, A. (2020). Cue-competition in fear potentiated startle conditioning in humans. Revista Mexicana de Análisis de la Conducta.

Pinto, J.A. y Núñez, D. (2020). The redundancy effect on human predictive learning: Evidence against a Propositional Interpretation. Revista Argentina de Ciencias del Comportamiento.

Sehatpour, P., Dondé, C., Hoptman, M.J., Kreither, J., Andair, D., Dias, E., Vail, B., Rohrig, S., Silipo, G., López-Calderón, J., Martínez, A. & Javitt, D.C. (2020). Network-level mechanisms underlying effects of transcranial direct current stimulation (tDCS) on visuomotor learning. NeuroImage.

Toloza-Muñóz, J., González-Mendoza, J., Castillo, R.D. & Morales-Bader, D. (2020). The Effect of the Glossary on the Reliability and Performance of the Reading the Mind in the Eyes Test (RMET). bioRxiv.

Valenzuela, A. (2020). Explorando las dinámicas temporales en la escritura de integración. Lenguas Modernas.

Villacura-Herrera, C. & Kenner, N. (2020). rESCMA: A brief summary on effect size conversion for meta-analysis. OSF Preprints.

Vogel, E.H., Ponce, F.P., & Brandon, S.E. (2020). Can the stimulus processing assumptions of the sometimes-opponent-process (SOP) model explain instances of contextual learning?. Journal of Experimental Psychology: Animal Learning and Cognition.

Iturra, C., Donoso, E. y Fuentes, I. (2019). La práctica pedagógica en la fase antes de la lectura en clases de comprensión de textos en enseñanza media. Literatura y Linguistica.

López-Astorga, M. (2019). Sentential and morphological negations: An analysis of theses from cognitive linguistics based on iconic models. Studii de Lingvistică.

Silva, C. (2019). Art education for the development of complex thinking metacompetence: A theoretical approach. International Journal of Art & Design Education.

Silva, C. (2019). El desarrollo del pensamiento crítico en la propuesta curricularde la educación del arte en Chile. Estudios Pedagógicos.

Uribe-Bahamonde, Y.E., Becerra, S., Ponce, F.P. & Vogel, E.H. (2019). A quantitative account of the behavioral characteristics of habituation: The sometimes opponent processes model of stimulus processing. Frontiers in Psychology.

Valenzuela, A. (2019). ¿Qué hay de nuevo en la metacognición?: Revisión del concepto, sus componentes y términos afines. Revista Educação e Pesquisa.

Lira-Palma, D., González-Rosales, K., Castillo, R.D., Spencer, R. & Fresno, A. (2018). Categorical cross-recurrence quantification analysis applied to communicative interaction during Ainsworth’s strange situation. Complexity.

Valenzuela, A. (2018). La metacognición en los procesos de lectura y escritura académica: ¿Qué nos dice la literatura?. Lenguaje.

Valenzuela, A. y Pino-Alonso, D (2018). ¿Qué, cuánto y dónde se escribe en lingüística?: Análisis de la producción científica de los becarios de doctorado CONICYT-Chile. Literatura y Lingüística.

Castillo, R.D., Waltzer, T. & Kloos, H. (2017). Hands-on experience can lead to systematic mistakes. Cognitive Research: Principles and Implications.

Castillo, R.D., Waltzer, T. & Kloos, H. (2016). Ambiguity and representational stability: What is the role of embodied experiences?. Proceedings of the 38th Annual Conference of the Cognitive Science Society.

Castillo, R.D., & Kloos, H. (2015). Auto-organización y emergencia de patrones de conductas en el razonamiento y el aprendizaje desde la perspectiva de los sistemas dinámicos. Limite.

Castillo, R.D., Kloos, H., Holden, J. & Richardson, M. (2015). Long-range correlations and patterns of recurrence in children’s attention to hierarchical displays. Frontiers in Psychology.

Castillo, R.D., Kloos, H., Holden, J. & Richardson, M. (2015). Fractal coordination in adults’ attention to hierarchical visual patterns. Nonlinear Dynamics, Psychology, and Life Sciences.

Castillo, R.D., Kloos, H., Richardson, M. & Waltzer, T. (2015). Beliefs as self-sustaining networks: Drawing parallels between networks of ecosystems and adults’ predictions. Frontiers in Psychology.

Juillerat, K., Cornejo, F., Castillo, R.D. & Chaigneau, S. (2015). Procesamiento semántico de palabras epistémicas y metafísicas en niños y adolescentes con Trastorno de Espectro Autista (TEA) y con Desarrollo Típico (DT). Terapia Psicológica.