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MEMORIA OPERATIVA: FUNCIONES EJECUTIVAS Y PROCESOS DE ACTUALIZACIÓN

Curso 2020/2021/Subject's code22202154

MEMORIA OPERATIVA: FUNCIONES EJECUTIVAS Y PROCESOS DE ACTUALIZACIÓN

BIBLIOGRAFÍA COMPLEMENTARIA


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Elosúa, M.R.  y Ruiz, R.M. (2008). Absence of hardly pursued updating in a running memory task. Psychological Research, 72 (4), 451-460.

Friedman, N.P. & Miyake, A. (2004). The reading span test and its predictive power for reading comprehension ability. Journal of Memory and Language, 51, 136-158.

Karbach, J., Strobach, T. y Schubert, T. (2015). Adaptative working-memory training benefits reading, but not mathematics in middle childhood. Child Neuropsychology, 21 (3), 285-301.

Karbach, J. y Unger, K. (2014). Executive control training from middle childhood to adolescence. Frontiers in Psychology, 5, 390, 1-14.

Melby-Lervåg, M., Redick, T.S. y Hulme, C. (2016). Working Memory Training does not improve performance on measures of Intelligence or Other Measures of “Far Transfer”: Evidence From a Meta-Analytic Review. Perspectives on Psychological Science 11 (4), 512-534.

Nutley, S.B. y Söderquist, S. (2017). How is working memory training likely to influence academic performance? Current evidence and methodological considerations. Frontiers in Psychology, 8, 69, 1-12.

Osaka, N., Logie, R.H. & D’Esposito, M. (2007). (Eds.) The Cognitive Neuroscience of Working Memory. Oxford: OxfordUniversity Press.

Ruiz, R.M., Elosúa, M.R. y Lechuga, M.T. (2005) Old-fashioned responses in an updating memory task. The Quarterly Journal of Experimental Psychology. Section A: Human Experimental Psychology, 58,(5), 887-908.