David Luque

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Miguel VadilloUniversidad Autónoma de MadridDirección de correo verificada de uam.es
Mike Le PelleyUniversity of New South WalesDirección de correo verificada de unsw.edu.au
Francisco J. LópezUniversity of MalagaDirección de correo verificada de uma.es
Joaquín MorísUniversity of MálagaDirección de correo verificada de uma.es
Pedro Luis CobosUniversidad de MálagaDirección de correo verificada de uma.es
Tom BeesleyLancaster UniversityDirección de correo verificada de lancaster.ac.uk
Thomas J WhitfordProfessor, School of Psychology, University of New South Wales (UNSW)Dirección de correo verificada de unsw.edu.au
Tamara Giménez-FernándezUniversidad Autónoma de MadridDirección de correo verificada de uam.es
Oren GriffithsSchool of Psychology, Newcastle UniversityDirección de correo verificada de newcastle.edu.au
Daniel PearsonUniversity of SydneyDirección de correo verificada de sydney.edu.au
Sara MolineroPhd Student and Research Assistant at Universidad de MálagaDirección de correo verificada de uma.es
David ShanksUniversity College LondonDirección de correo verificada de ucl.ac.uk
helena matuteDeusto University, Bilbao, SpainDirección de correo verificada de deusto.es
Antoni Rodriguez-FornellsICREA - University of BarcelonaDirección de correo verificada de icrea.cat
Poppy WatsonUniversity of Technology, SydneyDirección de correo verificada de uts.edu.au
Luis F. CiriaPostdoctoral fellow - Mind, Brain and Behavior Research Center - University of Granada (Spain)Dirección de correo verificada de ugr.es
Ruth de Diego-BalaguerICREA, Universitat de BarcelonaDirección de correo verificada de icrea.cat
Lluís FuentemillaProfessor of Psychology (University of Barcelona - IDIBELL)Dirección de correo verificada de ub.edu
Josep Marco-PallarésDepartment of Cognition, Development and Psychological Education, University of Barcelona, IDIBELLDirección de correo verificada de ub.edu
Ignacio ObesoCSICDirección de correo verificada de csic.es

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David Luque

Universidad de Málaga

Dirección de correo verificada de uma.es - Página principal

Associative Learning Cognitive Neuroscience Habits Experimental Psychology Learning and Memory


Título Ordenar por citas Ordenar por año Ordenar por título	Citado por Citado por	Año
# EEGManyLabs: Investigating the replicability of influential EEG experiments YG Pavlov, N Adamian, S Appelhoff, M Arvaneh, CSY Benwell, C Beste, ... cortex 144, 213-229, 2021	99	2021
Learned predictiveness influences rapid attentional capture: evidence from the dot probe task. ME Le Pelley, M Vadillo, D Luque Journal of Experimental Psychology: Learning, Memory, and Cognition 39 (6), 1888, 2013	98	2013
Neurophysiological evidence of efference copies to inner speech TJ Whitford, BN Jack, D Pearson, O Griffiths, D Luque, AWF Harris, ... elife 6, e28197, 2017	93	2017
Learning‐induced modulations of the stimulus‐preceding negativity J Morís, D Luque, A Rodríguez‐Fornells Psychophysiology 50 (9), 931-939, 2013	79	2013
Goal-directed and habit-like modulations of stimulus processing during reinforcement learning D Luque, T Beesley, RW Morris, BN Jack, O Griffiths, TJ Whitford, ... Journal of Neuroscience 37 (11), 3009-3017, 2017	70	2017
Measuring habit formation through goal-directed response switching D Luque, S Molinero, P Watson, FJ López, ME Le Pelley PsyArXiv, 2019	63	2019
Targeted memory reactivation during sleep adaptively promotes the strengthening or weakening of overlapping memories JP Oyarzún, J Morís, D Luque, R de Diego-Balaguer, L Fuentemilla Journal of Neuroscience 37 (32), 7748-7758, 2017	62	2017
The dark side of cognitive illusions: When an illusory belief interferes with the acquisition of evidence‐based knowledge I Yarritu, H Matute, D Luque British Journal of Psychology 106 (4), 597-608, 2015	62	2015
Feedback-related Brain Potential Activity Complies with Basic Assumptions of Associative Learning Theory D Luque, FJ López, J Marco-Pallares, E Càmara, A Rodríguez-Fornells Journal of Cognitive Neuroscience 24 (4), 794-808, 2012	56	2012
Prediction and uncertainty in associative learning: Examining controlled and automatic components of learned attentional biases D Luque, MA Vadillo, ME Le Pelley, T Beesley Quarterly Journal of Experimental Psychology 70 (8), 1485-1503, 2017	42	2017
Oculomotor capture is influenced by expected reward value but (maybe) not predictiveness ME Le Pelley, D Pearson, A Porter, H Yee, D Luque Quarterly Journal of Experimental Psychology 72 (2), 168-181, 2019	37	2019
The role of uncertainty in attentional and choice exploration AR Walker, D Luque, ME Le Pelley, T Beesley Psychonomic Bulletin & Review 26 (6), 1911-1916, 2019	35	2019
Associative Repetition Priming as a Measure of Human Contingency Learning: Evidence of Forward and Backward Blocking. J Morís, PL Cobos, D Luque, FJ López Journal of Experimental Psychology: General 143 (1), 77-93, 2014	32	2014
Probabilistic cuing of visual search: Neither implicit nor inflexible. T Giménez-Fernández, D Luque, DR Shanks, MA Vadillo Journal of Experimental Psychology: Human Perception and Performance 46 (10 …, 2020	28	2020
Goal‐directed EEG activity evoked by discriminative stimuli in reinforcement learning D Luque, J Morís, JA Rushby, ME Le Pelley Psychophysiology 52 (2), 238-248, 2015	27	2015
Interference between cues of the same outcome depends on the causal interpretation of the events PL Cobos, FJ López, D Luque Quarterly Journal of Experimental Psychology 60 (3), 369-386, 2007	23	2007
The blocking effect in associative learning involves learned biases in rapid attentional capture D Luque, MA Vadillo, MJ Gutiérrez-Cobo, ME Le Pelley The Quarterly Journal of Experimental Psychology 71 (2), 522-544, 2018	21	2018
Revisiting the role of within-compound associations in cue-interaction phenomena D Luque, A Flores, MA Vadillo Learning & Behavior 41 (1), 61-76, 2013	18	2013
Learning to suppress a distractor may not be unconscious F Vicente-Conesa, T Giménez-Fernández, D Luque, MA Vadillo Attention, Perception, & Psychophysics 85 (3), 796-813, 2023	17	2023
Ambiguity produces attention shifts in category learning MA Vadillo, C Orgaz, D Luque, JB Nelson Learning & Memory 23 (4), 134-140, 2016	16	2016

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