Ana Paula de Carvalho Soares é Professora Auxiliar do Departamento de Psicologia Básica da Escola de Psicologia da Universidade do Minho e membro integrado do Centro de Investigação em Psicologia (CIPsi) onde coordena o Grupo de Investigação em Psicolinguística (GIP, ver http://escola.psi.uminho.pt/unidades/psicolinguistica/index.html) do Laboratório de Cognição Humana (LCH) da mesma Universidade.
Interesses de investigação nas áreas da produção, compreensão e aquisição linguísticas, especificamente no estudo dos fatores lexicais e sublexicais que afetam o reconhecimento visual de palavras tanto em adultos como em crianças com trajetórias desenvolvimentais típicas e atípicas (e.g., Dislexia, Perturbação Específica de Linguagem); no estudo dos fatores léxico-semânticos que afetam a resolução de ambiguidades sintáticas em monolingues e bilingues; no estudo de como bilingues representam e processam palavras das diferentes línguas (nomeadamente de línguas faladas e gestuais), como mudam de uma língua para outra e como recuperam de um estado de Tip-of-the-Tongue (TOT). Por último, no desenvolvimento de recursos de investigação (e.g., bases lexicais, estudos normativos) que apoiem a investigação nessas áreas. Investigador Principal de diversos projetos de investigação financiados pela Fundação para a Ciência e Tecnologia (FCT), e membro de equipa de vários projetos nacionais e internacionais.
Lecionação de diferentes unidades curriculares de Linguagem e Cognição a nível graduado e pós-graduado no Mestrado Integrado em Psicologia (MPsi) e no Programa Doutoral em Psicologia Básica da Universidade do Minho. Experiência na supervisão de teses de mestrado e de douramento na área da Psicolinguística.
Psicologia Cognitiva
Psicolinguística
Reconhecimento visual de palavras e leitura
Processamento de frases e resolução de ambiguidades sintáticas
Aquisição de primeira e segundas línguas
Perturbação do Desenvolvimento da Linguagem
Dislexia
Bilinguismo
Publicações selecionadas
Soares, A. P., Perea, M., & Comesaña, M. (2014). Tracking the emergence of the consonant bias in visual-word recognition: Evidence with developing readers. PLoS ONE 9(2), e88580. DOI: 10.1371/journal.pone.0088580.
DOI
Soares, A. P., Medeiros, J. C., Simões, A., Machado, J., Costa, A., Iriarte, A., Almeida, J. J., Pinheiro, A. P., & Comesaña, M. (2014). ESCOLEX: A grade-level lexical database from European Portuguese Elementary to Middle School textbooks. Behavior Research Methods, 46(1), 240-253. DOI
Soares, A. P., Machado, J., Costa, A., Iriarte, A., Simões, A., Almeida, J. J., Comesaña, M., & Perea, M. (2015). On the advantages of frequency measures extracted from subtitles: The case of Portuguese. Quarterly Journal of Experimental Psychology, 68(4), 680-696. DOI
Soares, A. P., Iriarte, A., Almeida, J. J., Simões, A., Costa, A., França, P., Machado, J., & Comesaña, M. (2014). Procura-PALavras (P-PAL): Uma nova medida de frequência lexical do Português Europeu contemporâneo [Procura-PALavras (P-PAL): A new measure of word frequency for contemporary European Portuguese]. Psicologia: Reflexão e Crítica, 27(1), 1-14. DOI
Soares, A. P., Fraga I. C., Comesaña, M., & Piñeiro, A. (2010). El papel de la animacidad en la resolución de ambigüedades sintácticas en portugués europeo: Evidencia en tareas de producción y comprensión [The role of animacy in the resolution of European Portuguese syntactic ambiguities: Evidence from production and comprehension tasks]. Psicothema, 22(4), 691-696. ISSN 0214 - 9915 CODEN PSOTEG DOI
Soares, A. P., Comesaña, M., Pinheiro, A. P., Simões, A., & Frade, S. (2012). The adaptation of the Affective Norms for English Words (ANEW) for European Portuguese. Behavior Research Methods, 44(1), 256-269. DOI: 10.3758/s13428-011-0131-7. DOI
Soares, A. P., Iriarte, A., Almeida, J. J., Simões, A., Costa, A., Machado, J., França, P., Comesaña, M., Rauber, A., & Perea, M. (2018). Procura-PALavras (P-PAL): A web-based interface for a new European Portuguese lexical database. Behavior Research Methods, 50(4), 1461-1481. DOI: 10.3758/s13428-018-1058-z DOI
Soares, A. P., Oliveira, H., Comesaña, M., & Costa, A. S. (2018). Lexico-syntactic interactions in the resolution of relative clause ambiguities in a second language (L2): The role cognate status and L2 proficiency. Psicológica, 39, 164-197. DOI: 10.2478/psicolj-2018-0008. DOI
Soares, A. P., Pureza, R., & Comesaña, M. (2018). Portuguese norms for name agreement, concept familiarity, subjective frequency and visual complexity for a new set of 150 colored pictures. The Spanish Journal of Psychology, 21, e8, 1–15. doi:10.1017/sjp.2018.10 DOI
Campos, A.D., Mendes, H. O., & Soares, A. P. (2018). The role of syllables in intermediate-depth stress-timed languages: Masked priming evidence in European Portuguese. Reading and Writing, 31, 1209-1229. DOI: 10.1007/s11145-018-9835-8. DOI
Comesaña, M., Bertin, P., Oliveira, H., Soares, A. P., Hernández, J., & Casalis S. (2018). The impact of cognateness of word bases and suffixes on morpho-orthographic processing: A masked priming study with intermediate and high-proficiency Portuguese-English bilinguals. PLoS ONE, 13(3), e0193480. DOI: 10.1371/journal.pone.0193480 DOI
Vasconcelos, M., Dias, M., Soares, A. P., & Pinheiro, A. P. (2017). What is the melody of that voice? Probing unbiased recognition accuracy with the Montreal Affective Voices. Journal of Nonverbal Behavior, 41(3), 239-267. DOI: 10.1007/s10919-017-0253-4 DOI
Outras publicações
Soares, A. P., Perea, M., & Comesaña, M. (2014). Tracking the emergence of the consonant bias in visual-word recognition: Evidence with developing readers. PLoS ONE 9(2), e88580. DOI: 10.1371/journal.pone.0088580.
DOI
Soares, A. P., Medeiros, J. C., Simões, A., Machado, J., Costa, A., Iriarte, A., Almeida, J. J., Pinheiro, A. P., & Comesaña, M. (2014). ESCOLEX: A grade-level lexical database from European Portuguese Elementary to Middle School textbooks. Behavior Research Methods, 46(1), 240-253. DOI
Soares, A. P., Machado, J., Costa, A., Iriarte, A., Simões, A., Almeida, J. J., Comesaña, M., & Perea, M. (2015). On the advantages of frequency measures extracted from subtitles: The case of Portuguese. Quarterly Journal of Experimental Psychology, 68(4), 680-696. DOI
Soares, A. P., Iriarte, A., Almeida, J. J., Simões, A., Costa, A., França, P., Machado, J., & Comesaña, M. (2014). Procura-PALavras (P-PAL): Uma nova medida de frequência lexical do Português Europeu contemporâneo [Procura-PALavras (P-PAL): A new measure of word frequency for contemporary European Portuguese]. Psicologia: Reflexão e Crítica, 27(1), 1-14. DOI
Soares, A. P., Fraga I. C., Comesaña, M., & Piñeiro, A. (2010). El papel de la animacidad en la resolución de ambigüedades sintácticas en portugués europeo: Evidencia en tareas de producción y comprensión [The role of animacy in the resolution of European Portuguese syntactic ambiguities: Evidence from production and comprehension tasks]. Psicothema, 22(4), 691-696. ISSN 0214 - 9915 CODEN PSOTEG DOI
Soares, A. P., Comesaña, M., Pinheiro, A. P., Simões, A., & Frade, S. (2012). The adaptation of the Affective Norms for English Words (ANEW) for European Portuguese. Behavior Research Methods, 44(1), 256-269. DOI: 10.3758/s13428-011-0131-7. DOI
Soares, A. P., Iriarte, A., Almeida, J. J., Simões, A., Costa, A., Machado, J., França, P., Comesaña, M., Rauber, A., & Perea, M. (2018). Procura-PALavras (P-PAL): A web-based interface for a new European Portuguese lexical database. Behavior Research Methods, 50(4), 1461-1481. DOI: 10.3758/s13428-018-1058-z DOI
Soares, A. P., Oliveira, H., Comesaña, M., & Costa, A. S. (2018). Lexico-syntactic interactions in the resolution of relative clause ambiguities in a second language (L2): The role cognate status and L2 proficiency. Psicológica, 39, 164-197. DOI: 10.2478/psicolj-2018-0008. DOI
Soares, A. P., Pureza, R., & Comesaña, M. (2018). Portuguese norms for name agreement, concept familiarity, subjective frequency and visual complexity for a new set of 150 colored pictures. The Spanish Journal of Psychology, 21, e8, 1–15. doi:10.1017/sjp.2018.10 DOI
Campos, A.D., Mendes, H. O., & Soares, A. P. (2018). The role of syllables in intermediate-depth stress-timed languages: Masked priming evidence in European Portuguese. Reading and Writing, 31, 1209-1229. DOI: 10.1007/s11145-018-9835-8. DOI
Comesaña, M., Bertin, P., Oliveira, H., Soares, A. P., Hernández, J., & Casalis S. (2018). The impact of cognateness of word bases and suffixes on morpho-orthographic processing: A masked priming study with intermediate and high-proficiency Portuguese-English bilinguals. PLoS ONE, 13(3), e0193480. DOI: 10.1371/journal.pone.0193480 DOI
Vasconcelos, M., Dias, M., Soares, A. P., & Pinheiro, A. P. (2017). What is the melody of that voice? Probing unbiased recognition accuracy with the Montreal Affective Voices. Journal of Nonverbal Behavior, 41(3), 239-267. DOI: 10.1007/s10919-017-0253-4 DOI
Soares, A. P., Costa, A. S., Machado, J., Comesaña, M., & Oliveira, H. (2017). The Minho Word Pool: Norms for imageability, concreteness and subjective frequency for 3,800 Portuguese words. Behavior Research Methods, 49, 1065–1081. DOI: 10.3758/s13428-016-0767-4 DOI
Pinheiro, A. P., Dias, M., Pedrosa, J., & Soares, A. P. (2017). Minho Affective Sentences (MAS): Probing the role of sex, mood and empathy in affective ratings of verbal stimuli. Behavior Research Methods, 49, 698-716. DOI: 10.3758/s13428-016-0726-0 DOI
Parmentier, F. B. R., Comesaña, M., & Soares, A. P. (2017). Disentangling the effects of word frequency and contextual diversity on serial recall performance. Quarterly Journal of Experimental Psychology, 70(1), 1–17. DOI: 10.1080/17470218.2015.1105268 DOI
Comesaña, M., Soares, A. P., Marcet, A. & Perea, M. (2016). On the nature of consonant/vowel differences in letter position coding: Evidence from developing and adult readers. British Journal of Psychology, 107(4), 651–674. DOI: 10.1111/bjop.12179 DOI
Valente, D., Ferré, P., Soares, A.P., Rato, A., & Comesaña, M. (2018). Does phonological overlap of cognate words modulate cognate acquisition and processing in developing and skilled readers? Language Acquisition, 25(4), 438-453. DOI: 10.1080/10489223.2017.1395029. DOI
Comesaña, M., Coelho, R., Oliveira, H., & Soares, A. P. (2018). How letter order is encoded in bilingual reading? The role of deviant-letter position in cognate word recognition. Speech, Language and Hearing, 21(2), 90-93. DOI: 10.1080/2050571X.2017.1369049. DOI
Soares, A. P., Nunes, A., Martins, P., & Lousada, M. (2018). Do children with Specific Language Impairment (SLI) present implicit learning (IL) deficits? Evidence from an Artificial Grammar Learning (AGL) paradigm. BMC Health Services Research, 18(2), 93.doi.org/10.1186/s12913-018-3444-8 DOI
García-Orza, J., Comesaña, M., Piñeiro, A., Soares, A. P., & Perea, M. (2016). Is VIRTU4L larger than VIR7UAL? Automatic processing of number quantity and lexical representations in leet words. Journal of Experimental Psychology: Learning, Memory, and Cognition, 42, 855-865. DOI: http://dx.doi.org/10.1037/xlm0000211 DOI
Pureza, R., Soares, A. P., & Comesaña, M. (2016). Cognate status, syllable position and word length on bilingual Tip-Of-the-Tongue states induction and resolution. Bilingualism: Language and Cognition, 19(3), 533-549. DOI: http://dx.doi.org/10.1017/S1366728915000206 DOI
Soares, A. P., Pinheiro, A. P., Costa, A., Frade, S., Comesaña, M., & Pureza, R. (2015). The Adaptation of the International Affective Picture System (IAPS; Lang, Bradley, & Cuthbert, 2008) for European Portuguese. Behavior Research Methods, 47, 1159-1177. DOI 10.3758/s13428-014-0535-2 DOI
Comesaña, M., Ferré, P., Guasch, M., Romero, J., Soares, A. P., & García-Chico, T. (2015). Facilitative effect of cognate words vanishes when reducing the orthographic overlap: The effect of stimuli list composition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 41(3), 614-635. http://dx.doi.org/10.1037/xlm0000065 DOI
Soares, A. P., Pinheiro, A. P., Costa, A., Frade, S., Comesaña, M., & Pureza, R. (2013). Affective auditory stimuli: Adaptation of the International Affective Digitized Sounds (IADS-2) for European Portuguese. Behavior Research Methods, 45(4), 1168-1181. DOI: 10.3758/s13428-012-0310-1. DOI
Pureza, R., Soares, A. P., & Comesaña, M. (2013). Syllabic pseudohomophone priming in Tip-Of-the-Tongue (TOT) states resolution: The role of syllabic position and word length. Quarterly Journal of Experimental Psychology, 66(5), 910-26. http://dx.doi.org/10.1080/17470218.2012.722658 DOI
Comesaña, M., Fraga, I., Moreia, A. J., Frade, C. S., & Soares, A. P. (2014). Free associate norms for 139 European Portuguese words for children from different age groups. Behavior Research Methods, 46(2), 564-574. DOI 10.3758/s13428-013-0388-0. DOI
Perea, M., Soares, A. P., & Comesaña, M. (2013). Contextual diversity is a main determinant of word-identification times in young readers. Journal of Experimental Child Psychology, 116, 37-44. DOI: 10.1016/j.jecp.2012.10.014. DOI
Comesaña, M., Soares, A. P., Perea, M., Piñeiro, A., Fraga, I., & Pinheiro, A. P. (2013). ERP correlates of masked affective priming with emoticons and words ?. Computers in Human Behavior, 29, 588–595. DOI: 10.1016/j.chb.2012.10.020 DOI
Perea, M., Comesaña, M., & Soares, A. P. (2012). Does the advantage of the upper part of words occur at the lexical level? Memory & Cognition, 8, 1257–1265. DOI: 10.3758/s13421-012-0219-z. DOI
Comesaña, M., Sánchez-Casas, R., Soares, A. P., Pinheiro, A., Rauber, A., Frade, S., & Fraga, I. (2012). The interplay of phonology and orthography in visual cognate word recognition: An ERP study. Neuroscience Letters, 559(1), 75-79. http://dx.doi.org/10.1016/j.neulet.2012.09.010 DOI
Comesaña, M., Soares, A. P., Sánchez-Casas, R., & Lima, C. (2012). Lexical and semantic representations of L2 cognate and noncognate words acquisition in children: Evidence from two learning methods. British Journal of Psychology, 103 (3), 378-392. DOI:10.1111/j.2044-8295.2011.02080.x. DOI
Perea, M., Comesaña, M., Soares, A. P., & Moret-Tatay, C. (2012). On the role of the upper part of words in lexical access: Evidence with masked priming. Quarterly Journal of Experimental Psychology, 65(5), 911-925. DOI:10.1080/17470218.2011.636151. DOI
Pinheiro, A., Soares, A. P., Comesaña, M., Niznikiewicz, M., & Gonçalves, O. F. (2010). Sentence final word completion norms for Portuguese children and adolescents: effects of age and sentence context. Behavior Research Methods,42 (4), 1022-1029. doi:10.3758/BRM.42.4.1022. DOI
Comesaña, M., Soares, A. P., & Lima, C. (2010). Semantic representations of new cognate vs. non cognate words: Evidence from two second language learning methods. Procedia Social and Behavioral Sciences, 5, 199-203. doi:10.1016/j.sbspro.2010.07.072 DOI
Soares, A. P., Guisande, M. A., Diniz, A., & Almeida, L. S. (2006). Construcción y validación de un modelo multidimensional de ajuste de los jóvenes al contexto universitario [Construction and validation of a multidimensional model of college students adjustment]. Psicothema, 18(2), 249-255. ISSN 0214 - 9915 CODEN PSOTEG DOI
Soares, A. P., Guisande, M. A., Almeida, L. S., & Páramo, M. F. (2009). Academic achievement on first-year Portuguese college students: The role of academic preparation and learning strategies. International Journal of Psychology, 44(3), 204-212. doi: 10.1080/00207590701700545. DOI
Guisande M. A., Páramo, M. F., Soares, A. P., & Almeida, L. S. (2007). Field dependence-independence and career counseling: Directions for research. Perceptual and Motor Skills, 104, 654-662. doi: 10.2466/pms.104.2.654-662 DOI
Soares, A. P., Guisande, M. A., & Almeida, L. S. (2007). Autonomía y ajuste académico: Un estudio con estudiantes portugueses de primer año [Autonomy and academic adjustment: A study of first-year Portuguese students]. International Journal of Clinical and Health Psychology, 7(3), 753-765. ISSN 1697-2600 DOI
Almeida, L. S., Guisande M. A., Soares, A. P., & Saavedra, L. (2006). Acesso e sucesso no Ensino Superior em Portugal: Questões de género, origem socio-cultural e percurso académico dos alunos [Access and success in higher education in Portugal: Issues of gender, socio-cultural status and students’ high school grades]. Psicologia: Reflexão e Crítica, 19(3), 507-514. DOI
Machado, C., Almeida, L. S. & Soares, A. P. (2003). Academic experience at the beginning and the end of university studies. European Journal of Education, 37(4), 387-394. DOI: 10.1111/1467-3435.00117 DOI
2024/2025
Estágio de Investigação em Cognição Humana
Mestrado
