Consciuosness, Learning and Control

This line aims to shed light on how the brain affords consciousness.

Central questions are:
- How does consciousness interact with attention?
- What is the role of the different attentional networks in conscious vs. unconscious processing?
- How does implicit learning relate to consciousness and control?
- How does control modulate the expression of automaticity, and implicit vs. explicit learning?
- What are the neural basis of cognitive control across different domains?

Principal Investigators

Ana B. Chica
Senior Investigator
Juan Lupiáñez
Senior Investigator
Joaquín M. Vaquero
Senior Investigator
Ian C. Simpson
Senior Investigator

Representative Publications

Arciuli, J., & Simpson, I. C. (2012). Statistical learning is related to reading ability in children and adults. Cognitive science, 36(2), 286-304. https://doi.org/10.1111/j.1551-6709.2011.01200.x

Cañadas, E., Rodríguez-Bailón, R., Milliken, B., & Lupiáñez, J. (2013). Social categories as a context for the allocation of attentional control. Journal of Experimental Psychology: General, 142(3), 934–943. https://doi.org/10.1037/a0029794

Chica, A. B., Bayle, D.J., Botta, F., Bartolomeo, P., and Paz-Alonso, P.M. (2016) Interactions between phasic alerting and consciousness in the frontostriatal network. Scientific Reports. 6, 31868; doi: 10.1038/srep31868.

Chica, A.B., Valero-Cabré, A., Paz-Alonso, P.M., & Bartolomeo, P. (2014).Causal contribution of left frontal eye field to spatial attention and conscious perception. Cerebral Cortex, 24(3), 745-53.

Cobos, M.I., Guerra, P.M., Vila, J. & Chica, A.B. (2018). Heart-rate modulations reveal attention and consciousness interactions. Psychophysiology, 56(3):e13295. doi: 10.1111/psyp.13295.

Colás, I., Chica, A.B., Ródenas, E., Busquier, H., Olivares-Granados, G., Triviño, M. (2019). Conscious perception in patients with prefrontal damage. Neuropsychologia. 7;129:284-293. doi: 10.1016/j.neuropsychologia.2019.03.002

Crump, M.J., Vaquero, J.M.M., Milliken, B. (2008). Context-specific learning and control: the roles of awareness, task relevance, and relative salience. Conscious Cogn. 2008 Mar;17(1):22-36.

González-García, C., Tudela, P., Ruz, M. (2015). Unconscious biases in task choices depend on conscious expectations. Consciousness & Cognition 37:44-56.

Jiménez, L., Lupiáñez, J., Vaquero, J.M.M. (2009). Sequential congruency effects in implicit sequence learning. Conscious Cogn. 2009 Sep;18(3):690-700. doi: 10.1016/j.concog.2009.04.006.

Jiménez-Fernández, G., Vaquero, J. M. M., Jiménez, L., & Defior, S. (2011). Dyslexic children show deficits in implicit sequence learning, but not in explicit sequence learning or contextual cueing. Annals of dyslexia, 61(1), 85-110. doi: 10.1007/s11881-010-0048-3.

Luna, F. G., Telga, M., Vadillo, M. A., & Lupiáñez, J. (2020). Working Memory Load May Increase or Reduce Cognitive Interference Depending on the Attentional Set. Journal of Experimental Psychology: Human Perception and Performance.

Martín-Signes, M., Paz-Alonso, P. M., & Chica, A. B. (2019). Connectivity of Frontoparietal Regions Reveals Executive Attention and Consciousness Interactions. Cerebral Cortex, 29(11), 4539-4550. doi:10.1093/cercor/bhy332

Onochie-Quintanilla, E., Defior, S., & Simpson, I. C. (2017). Visual multi-element processing as a pre-reading predictor of decoding skill. Journal of Memory and Language, 94, 134-148. https://doi.org/10.1016/j.jml.2016.11.003

Palenciano, A. F., González-García, C., Arco, J. E., & Ruz, M. (2019). Transient and sustained control mechanisms supporting novel instructed behavior. Cerebral Cortex, 1-13.

Ruz, M., Madrid, E., Lupiáñez, J. & Tudela, P. (2003) High density ERP indices of conscious and unconscious semantic processing. Cognitive Brain Research,17, 719-31.

Vaquero, J. M. M., Lupiáñez, J., & Jiménez, L. (2019). Asymmetrical effects of control on the expression of implicit sequence learning. Psychological Research. https://doi.org/10.1007/s00426-019-01222-1