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Araya, Roberto; Jiménez Gajardo, Abelino Enrique; Bahamondez, Manuel; Calfucura, Patricio; Dartnell Roy, Pablo; Soto Andrade, Jorge (Springer Science+Business Media, 2014)

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Corrigendum: Semantic interference and facilitation: understanding the integration of spatial distance and conceptual similarity during sentence reading

Guerra Gil, Ernesto; Knoeferle, Pia (Frontiers Media, 2018)

Artículo

Language universals at birth

Gómez, David Maximiliano; Berent, Iris; Benavides Varela, Silvia; Bion, Ricardo A. H.; Cattarossi, Luigi; Nespor, Marina; Mehler, Jacques (CrossMark, 2014)

Artículo

The role of reading engagement in improving national achievement: An analysis of Chile’s 2000–2009 PISA results

Valenzuela Barros, Juan; Gómez Vera, Gabriela; Sotomayor Echeñique, Carmen (Elsevier, 2015)

Artículo

Complex brain network properties in late L2 learners and native speakers

Pérez, Alejandro; Gillon Dowens, Margaret; Molinaro, Nicola; Iturria Medina, Yasser; Barraza, Paulo; García Pentón, Lorna (Elsevier, 2015)

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Genericity and the interpretation of the copulas by spanish-speaking children

Holtheuer Beausire, Carolina; Miller, Karen (Univ Concepción, Fac. Humanidades Arte, 2015)

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Children's and adolescents' digital access in Chile: the role of digital access modalities in digital uses and skills

Ways of making-sense: Local gamma synchronization reveals differences between semantic processing induced by music and language

Education for all and attrition/retention of new teachers: A trajectory study in Chile

Gender Effects When Learning Manipulative Tasks From Instructional Animations and Static Presentations

Teaching modeling skills using a massively multiplayer online mathematics game

Corrigendum: Semantic interference and facilitation: understanding the integration of spatial distance and conceptual similarity during sentence reading

Language universals at birth

The role of reading engagement in improving national achievement: An analysis of Chile’s 2000–2009 PISA results

Complex brain network properties in late L2 learners and native speakers

Genericity and the interpretation of the copulas by spanish-speaking children