Acceder al contenido principalAcceder al menú principalFormulario de contactoLa UAM

Facultad de PsicologíaFacultad de Psicología

Imprimir >< Atrás

Personal docente e investigador

Luque Ruiz, David

Luque Ruiz, David

Investigador Senior
Lab 16
91 4976141
Página personal>


Líneas de investigación

Research Interests

My main research interests are Associative Learning, Attention and Cognitive Neuroscience. 



2017 / 2018…ongoing

Le Pelley, M. E., Pearson, D., Porter, A., Yee, H., & Luque, D. (in press) Oculomotor capture is influenced by expected reward value but (maybe) not predictiveness. Quarterly Journal of Experimental Psychology.

Luque, D., Vadillo, M. A., Gutiérrez-Cobo, M. J., & Le Pelley, M. E. (2018). The blocking effect in human associative learning involves learned biases in rapid attentional capture. Quarterly Journal of Experimental Psychology, 71, 522-544.

Luque, D. (in press). EEG. In J. Vonk & T. K. Shackelford (Ed.), Encyclopedia of animal cognition and behavior. Berlin, Heidelberg: Springer International Publishing.

Luque, D. (in press). Event related potentials (ERPs). In J. Vonk & T. K. Shackelford (Ed.), Encyclopedia of animal cognition and behavior. Berlin, Heidelberg: Springer International Publishing.

Whitford, T. J., Jack, B. N., Pearson, D., Griffiths, O., Luque, D., Harris, A. W., ... & Le Pelley, M. E. (2017). Neurophysiological evidence of efference copies to inner speech. eLife, 6, e28197. 

Oyarzún, J., Morís, J., Luque, D., de Diego-Balaguer, R., & Fuentemilla, Ll. (2017). Targeted memory reactivation during sleep adaptively promotes the strengthening or weakening of overlapping memories. Journal of Neuroscience, 37, 7748-7758.

Luque, D., Morís, J., López, F. J., & Cobos, P. L. (2017). Previously acquired cue-outcome structural knowledge guides new learning: Evidence from the retroactive interference between cues effect. Memory & Cognition, 45, 916-931 .

Cobos, P. L., Gutiérrez-Cobo, M. J., Morís, J., & Luque, D. (2017). The effect of dependent measure and time constraints on the expression of different and conflicting generalization processes. Journal of Experimental Psychology: Learning, Memory, and Cognition, 43, 515-527.

Luque, D., Beesley, T., Morris, R., Jack, B. N., Griffiths, O., Whitford, T., & Le Pelley, M. E. (2017) Goal-directed and habit-like modulations of stimulus processing during reinforcement learning. Journal of Neuroscience, 37, 3009-3017.

Luque, D., Vadillo, M. A., Le Pelley, M. E., & Beesley, T. (2017). Prediction and uncertainty in associative learning: Examining controlled and automatic components of learned attentional biases. Quarterly Journal of Experimental Psychology, 70, 1485-1503.

Luque, D., Vadillo, M. A., López, F. J., Alonso, R. & Shanks, D. R. (2017) Testing the controllability of contextual cuing of visual search. Scientific Reports, 7, 39645.



López, F. J., Alonso, R. & Luque, D. (2016). Rapid top-down control of behavior due to propositional knowledge in human associative learning. PloS ONE, 11, e0167115.

Vadillo, M. A., Orgaz, C., Luque, D., & Nelson, J. B. (2016). Ambiguity produces attention shifts in category learning. Learning & Memory, 23, 134-140.

Griffiths, O., Le Pelley, M. E., Jack, B. N., Luque, D., & Whitford, T. J. (2016). Cross‐modal symbolic processing can elicit either an N2 or a protracted N2/N400 response. Psychophysiology, 53, 1044-1053.



Yarritu, I., Matute, H., & Luque, D. (2015). The dark side of cognitive illusions: When an illusory belief interferes with the acquisition of evidence‐based knowledge. British Journal of Psychology, 106, 597-608.

Varona-Moya, S., Morís, J., & Luque, D. (2015). Reward positivity is elicited by monetary reward in the absence of response choice. NeuroReport, 26, 152-156.

Luque, D., Morís, J., Rushby, J. A., & Le Pelley, M. E. (2015). Goal-directed EEG activity evoked by discriminative stimuli in reinforcement learning. Psychophysiology, 52, 238-248.



Morís, J., Cobos, P. L., Luque, D., & López, F. J. (2014). Associative repetition priming as a measure of human contingency learning: Evidence of forward and backward blocking. Journal of Experimental Psychology: General, 143, 77-93.

Alvarez, B., Morís, J., Luque, D., & Loy, I. (2014). Extinction, spontaneous recovery and reinstatement in the garden snail Helix aspersa. Animal Behaviour, 92, 75-83.



Le Pelley, M. E., Vadillo, M. A., & Luque, D. (2013). Learned predictiveness influences rapid attentional capture: Evidence from the dot probe task. Journal of Experimental Psychology: Learning, Memory, and Cognition, 39, 1888-1900.

Morís, J., Luque, D., & Rodríguez-Fornells, A. (2013). Learning induced modulations of the Stimulus-Preceding Negativity. Psychophysiology, 50, 931-939.

Vadillo, M. A., Orgaz, C., Luque, D., Cobos, P. L., López, F. J., & Matute, H. (2013). The role of outcome inhibition in interference between outcomes: A contingency- learning analogue of retrieval-induced forgetting. British Journal of Psychology, 104, 167-180.

Luque, D., Flores, A., & Vadillo, M. A. (2013). Revisiting the role of within- compound associations in cue-interaction phenomena. Learning & Behavior, 41, 61- 76.

Vadillo, M. A., & Luque, D. (2013). Dissociations among judgments do not reflect cognitive priority: An associative explanation of memory for frequency information in contingency learning. Canadian Journal of Experimental Psychology, 67, 60-71.



Luque D., López, F. J., Marco-Pallares, J., Càmara, E., & Rodríguez-Fornells, A. (2012). Feedback-related brain potential activity complies with basic assumptions of associative learning theory. Journal of Cognitive Neuroscience, 24, 794-808.



Luque, D., Morís, J., Orgaz, C., Cobos, P. L., & Matute, H. (2011). Backward blocking and interference between cues are empirically equivalent in non-causally framed learning tasks.  Psychological Record, 61, 141-152. 

Luque, D., Luque, J. L., & López-Zamora, M. (2011). Individual differences in pseudohomophony effect relates to auditory categorical perception skills. Learning and Individual Differences, 21, 210-214.

Luque, D., & Vadillo, M. A. (2011). Backward versus forward blocking: evidence for performance-based models of human contingency learning. Psychological Reports, 109, 1001-1016. 



Luque, D., Morís, J., & Cobos, P. L. (2010). Spontaneous recovery from interference between cues but not from backward blocking. Behavioural Processes, 84, 521-525.

Morís, J., Cobos, P. L., & Luque, D. (2010). What priming techniques can tell us about associative representations acquired during human contingency learning.  Open Psychology Journal, 3, 97-104.



Luque, D., Morís, J., Cobos, P. L., & López, F. J.  (2009). Interference between cues of the same outcome in a non-causally framed scenario. Behavioural Processes, 81, 328-332.



Luque, D., Cobos, P. L., & López, F. J. (2008). Interference between cues requires a causal scenario: Favourable evidence for causal reasoning models in learning processes. Learning and Motivation, 39, 196-208.  

Orgaz, C., Luque, D., Vadillo, M. A., López, F. J., & Matute, H. (2008). La interferencia retroactiva entre claves entrenadas por separado: Evidencia empírica y enfoques teóricos. Escritos de Psicología, 1-2, 83-94.


2007 and before

Cobos, P. L., López, F. J., & Luque, D. (2007). Interference between cues of the same outcome depends on the causal interpretation of the events. Quarterly Journal of Experimental Psychology, 60, 369-386.

Luque, D., López, F. J., & Cobos, P. L. (2007). Procesos de aprendizaje causal. In O. Pineño, M. A. Vadillo & H. Matute (Eds.), Psicología del Aprendizaje (pp. 323-343). Badajoz: Abecedario.

Luque, D., Cobos, P. L., & López, F. J. (2005). Procesos de razonamiento causal en la interferencia entre señales. In J. Vila & J. M. Rosas (Eds.), Aprendizaje Causal y Recuperación de la Información: Perspectivas Teóricas (pp. 18-30). Jaén: Del Lunar. 

Karanka, J., & Luque, D. (2004). Predicting collision: a connectionist model. In H. Bowman & C. Labiousse (Eds.), Connectionist Models of Cognition and Perception II (pp. 39-48). London: World Scientific. Vol. XV of the book series Progress in Neural Processing.

Facultad de Psicología. c/Ivan Pavlov nº6. Universidad Autónoma de Madrid © 2011 · Ciudad Universitaria de Cantoblanco · 28049 Madrid · Tel.: +34 91 497 51 00 · e-mail: