Publications
Journal articles
- Laurino, J. & Kaczer, L. (2025). Pupil Size Tracks the Effects of Global Context and Semantic Ambiguity on Word-Meaning Processing. Journal of Cognition, 8(1)
- Iglesias, I., Armstrong, B., Laurino, J., Kaczer, L., & Cabana, Á. (2025). Automatic quantification of lexical ambiguity using large-scale word association data. PsyArXiv.
- Laurino, J., De Deyne, S., Cabana, Á., & Kaczer, L. (2023). The Pandemic in Words: Tracking Fast Semantic Changes via a Large-Scale Word Association Task. Open Mind, 7, 221–239.
- Laurino, J., Forcato, C., Coaker, N., Pedreira, M. E., & Kaczer, L. (2022). Learning new words: Memory reactivation as a mechanism for strengthening and updating a novel word’s meaning. Memory & Cognition, 50(4), 655–671.
- Laurino, J., & Kaczer, L. (2019). Animacy as a memory enhancer during novel word learning: Evidence from orthographic and semantic memory tasks. Memory, 27(6), 820–828.
- Kaczer, L., Bavassi, L., Petroni, A., Fernández, R. S., Laurino, J., Degiorgi, S., Hochman, E., Forcato, C., & Pedreira, M. E. (2018). Contrasting dynamics of memory consolidation for novel word forms and meanings revealed by behavioral and neurophysiological markers. Neuropsychologia, 117, 472–482.
Peer-reviewed conferences
Book Chapters
- Laurino, J. & Kaczer L. Memory in the Classroom. In Nin, V. & Valle – Lisboa, J. C. (Ed.). Contributions of Cognitive Sciences to Education. Interdisciplinary Center on Cognition for Teaching and Learning (CICEA). Universidad de la República, Montevideo, Uruguay.