Publications

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Rocha, R., Castro, S. L., & Limpo, T. (2022). The role of transcription and executive functions in writing: A longitudinal study in the transition from primary to intermediate Grades. Reading and Writing: An Interdisciplinary Journal. https://doi.org/10.1007/s11145-022-10256-8

 

Cordeiro, C., Magalhães, S., Nunes, A., Olive, T., Castro, S. L., Limpo, T. (2021). Mindful acceptance predicts writing achievement in 6th-graders. Journal of Research in Childhood Education. https://doi.org/10.1080/02568543.2021.1960937

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Limpo, T., Salas, N., Van Reybroeck, M., & Castro, S. L. (2021). Editorial: Spelling across orthographies [Special Issue]. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2021.700604

 

Limpo, T., & Olive, T. (2021). (Eds.). Executive functions and writing. Oxford University Press.

 

Filipe, M. G., Magalhães, S., Veloso, A., Costa, A. F., Ribeiro, L., Araújo, P., Castro, S. L., & Limpo, T. (2021) Exploring the effects of meditation techniques used by mindfulness-based programs on the cognitive, social-emotional, and academic skills of children: A systematic review. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2021.660650

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Cordeiro, C., Magalhães, S., Rocha, R., Mesquita, A., Olive, T., Castro, S. L., & Limpo, T. (2021). Promoting third graders' executive functions and literacy: A pilot study examining the benefits of mindfulness vs. relaxation training. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2021.643794

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Nunes, A., Castro, S. L., & Limpo, T. (2020). A review of mindfulness-based apps for children. Mindfulness, 11, 2089–2101. https://doi.org/10.1007/s12671-020-01410-w

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Limpo, T., Nunes, A., & Coelho, A. (2020). Introduction to the special issue on technology-based writing instruction: A collection of effective tools [Special Issue]. Journal of Writing Research, 12(1), 1-7. https://doi.org/10.17239/jowr-2020.12.01.01

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Limpo, T. & Filipe, M. (2020). A proposal on tier 3 instruction in writing: Increasing intensity and targeting core skills. In M. Dunn (Ed.), Writing Instruction within an MTSS Framework (pp. 86-98). Cambridge Scholars Publishing.
 

Limpo, T., Filipe, M., Magalhães, S., Cordeiro, C., Veloso, A., Castro, S. L., & Graham, S. (2020). Development and validation of instruments to measure Portuguese third graders’ reasons to write and self-efficacy. Reading and Writing: An Interdisciplinary Journal. https://doi.org/10.1007/s11145-020-10039-z

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Magalhães, S., Mesquita, A., Filipe, M., Veloso, A., Castro, S. L., & Limpo, T. (2020). Spelling performance of Portuguese children: Comparison between grade level, misspelling type, and assessment task. Frontiers in Psychology. https://doi.org/ 10.3389/fpsyg.2020.00547

 

Filipe, M., Castro, S. L., & Limpo, T. (2020). The link between executive functions and literacy: Introduction [Special Issue]. Reading and Writing: An Interdisciplinary Journal, 33, 807-812. https://doi.org/10.1007/s11145-020-10037-1

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Magalhães, S., Carneiro, L., Limpo, T., Filipe, M. (2020). Executive functions predict literacy and mathematics achievements: The unique contribution of cognitive flexibility in Grades 2, 4, and 6. Child Neuropsychology. https://doi.org/10.1080/09297049.2020.1740188

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Cordeiro, C., Limpo, T., Olive, T., & Castro, S. L. (2020). Do executive functions contribute to writing quality in beginning writers? A longitudinal study with second graders. Reading and Writing: An Interdisciplinary Journal, 33, 813-833. https://doi.org/10.1007/s11145-019-09963-6

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Veloso, A., Vicente, S., & Filipe, M. (2020). Effectiveness of cognitive training for school-aged children and adolescents with attention deficit/hyperactivity disorder: A systematic review. Frontiers in Psychology, 10:2983.https://doi.org/10.3389/fpsyg.2019.02983

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Talks & Posters (International)

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Limpo, T., Magalhães, S., Rocha, R. S., Cordeiro, C., Guimarães, I., Rodrigues, R., Coelho, A., Cardoso, P., Pinheiro, M., Jacob., Rodrigues, F., Nunes, E., Magalhães, E., Nóbrega, R., & Castro, S. L. (2021). Examining the impact of a mindfulness-based intervention in Grade 4. Paper presented at the Virtual Annual Conference 2021 of the BPS Cognitive Psychology Section, Online.

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Limpo, T., & Nottbusch, G. (2021, August). The role of non-academic skills in writing. Invited symposium at the EARLI Conference, Online.

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Cordeiro, C., Magalhães, S., Nunes, A., Olive, T., Castro, S. L., & Limpo, T. (2021, August). Exploring the relationship between mindfulness and writing skills in sixth graders. In Limpo, T., & G. Nottbusch (Chairs), The role of non-academic skills in writing. Invited symposium at the EARLI Conference, Online.

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Limpo, T., Rocha, R., Magalhães, S., Cordeiro, C., & Castro, S. L. (2021, March). Relating executive functions and writing in school-aged Portuguese children. Paper presented at the WRAB Conference, Online.

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Magalhães, S. & Limpo, T. (2020, December). Is cognitive flexibility relevant for academic achievement. Paper presented at Osaka Conference on Education, Japan.

 

Limpo, T., Magalhães, S., Cordeiro, C., Rocha, R., Olive, T., & Castro, S. L. (2020, November). Mindfulness vs. relaxation benefits on third graders’ executive functions and literacy skills. Poster presented at Virtual Psychonomics 2020 Annual Meeting.

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Limpo, T. (2019, August). Presentation of a short writing apprehension measure and its relationship with writing. Paper presented at the 18th Biennial EARLI Conference for Research on Learning and Instruction, Aachen.

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Limpo, T., Filipe, M., Magalhães, S., Cordeiro, C., Veloso, A., Nunes, A., Olive, T., & Castro, S. L. (2019, August). The relationship between executive functions and writing in elementary-school children. In G. Nottbusch (Chair), Writing research from different perspectives. Symposium conducted at the 18th Biennial EARLI Conference for Research on Learning and Instruction, Aachen.

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Magalhães, S., Costa, A. F., Ribeiro, L., Rocha, R., Castro, S. L., Limpo, T., & Filipe, M. (2019, July). The effect of mindfulness techniques for children in improving cognitive, affective, social, and academic skills: A systematic review. Poster presented at the 8th International Congress on Education and Learning, Porto.

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Rocha, R., Filipe, M., & Limpo, T. (2019, July). Motives to write in primary grades: Development and validation of a Portuguese scale. Poster presented at the 8th International Congress on Education and Learning, Porto.

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Magalhães, S. & Limpo, T. (2019, April). Examining spelling errors in the Portuguese language. Poster presented at the Spelling Acquisition across Languages Training School, Luxembourg.

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Limpo, T. & Filipe, M. (2019, February). Promoting writing through strategy instruction targeting planning and self-regulation skills in Portuguese school-aged children. Paper presented at the ARWA, Goa.

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Nunes, A., Cordeiro, C., Castro, S. L., & Limpo, T. (2018, November). The impact of prompt type and testing time on the characteristics of second graders’ written stories. Poster presented at the 1st Literacy Summit, Porto.

Cordeiro, C., Limpo, T.,Olive, T., & Castro, S. L. (2018, November). Do executive functions contribute to story quality? A longitudinal study with second graders. Poster presented at the 1st Literacy Summit, Porto.

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Limpo, T. (2018, September). Research evidence on the benefits of handwriting training. Paper presented at the Writers and their Education Annual Colloquium, Oriel College, Oxford.

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Cordeiro, C., Limpo, T., Olive, T., & Castro, S. L. (2018, August).The longitudinal contribution of executive functions to writing quality in

Grade 2. Poster presented at the Research School on Writing Research preceding the 16th International Conference of the EARLI SIG Writing, Ghent.

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Talks & Posters (National)

 

Magalhães, S., Leal, T., & Limpo, T. (2022). Estudo piloto sobre os efeitos do programa SER+ FELIZ(mente) em crianças do 3.º ano [Pilot study on the effects of the BE+ Happi(ly) program in 3rd graders]. Paper presented at the 1st UNorte Psychology Convention, Porto.

 

Limpo, T., Magalhães, S., Rocha, R., Cordeiro, C., Guimarães, I., Rodrigues, R., Coelho, A., Cardoso, P., Pinheiro, M., Jacob, J., Rodrigues, F., Nunes, D., Magalhães, E., Nóbrega, R., & Castro, S. L. (2021). The power of mindfulness: Evidence on the benefits of a brief mindfulness-based intervention on fourth graders’ academic-related skills. Paper presented at the Encontro Ciência 2021, Lisbon Congress Center, Lisbon, Portugal.​

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Magalhães, S., Cordeiro, C., Rocha, R., Castro, S. L., & Limpo, T. (February, 2020). Implementation of a mindfulness program in primary school: Examination of instructors’ perceptions. Poster presented at the 1st Mindfulness Journeys, Coimbra.

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Cordeiro, C., Limpo, T., Olive, T., & Castro, S. L. (2019, May). Examining the role of executive functions in children’s writing. Poster presented at the 14th Annual Meeting of the Portuguese Association of Experimental Psychology, Évora.

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Magalhães, S., Filipe, M., Costa, A. F., Castro, S. L., & Limpo, T. (2019, May). The effect of mindfulness techniques on children's cognitive, affective, social, and academic development: A systematic review. Poster presented at the 14th Annual Meeting of the Portuguese Association of Experimental Psychology, Évora.

 

Limpo, T. (2019, January). Processos cognitivos envolvidos na escrita: O papel do planeamento. Talk presented at the Seminário de Psicologia Cognitiva, Vila Real.

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Master Theses (finished)

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Deborah Carvalho (2020). Validação preliminar de um instrumento para avaliar as funções executivas em crianças portuguesas. (Master Thesis, University of Porto).

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Patrícia Reis (2020). Prática de mindfulness como promotora do funcionamento executivo em alunos do 3º ano de escolaridade. (Master Thesis, University of Porto).

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Lúcia Ribeiro (2020). Os efeitos da prática de mindfulness nas funções executivas em indivíduos com autismo: Uma revisão sistemática. (Master Thesis, University of Porto).

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Ana Filipa Costa (2020). A relação entre o mindfulness disposicional e as funções executivas em crianças dos 7 aos 10 anos de idade. (Master Thesis, University of Porto).

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Doctoral Dissertations (ongoing)

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Sofia Magalhães. Doctoral Program in Psychology, FPCEUP. Funded by FCT (2020.05816.BD).

Renata Rocha. Doctoral Program in Psychology, FPCEUP. Funded by FCT (PD/BD/4789/2019).

Andreia Nunes. Doctoral Program in Psychology, FPCEUP. Funded by FCT (SFRH/BD/139195/2018).

Carolina Cordeiro. Doctoral Program in Psychology, FPCEUP.  Funded by FCT (PD/BD/135428/2017).

Marisa Pinheiro. Doctoral Program in Digital Media, FEUP.

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