AgustÃn Wallace Ruiz
Associate professor
Department of Psychobiology and Methodology of Behavioral Sc
Universidad de Malaga
Spain
Biography
Graduated in Psychology by the University of Málaga in 1998, in 2000 he finished his Doctorate in Cognitive Psychology obtaining the Research Sufficiency. Later, in 2005 I joined the research group Behavioral Neuroscience (BIO-303). In addition, I collaborate with the Laboratory of Psychophysics and Neuroscience of the UMA in which students and teachers work on several scientific projects related to evoked potentials and functional magnetic resonance imaging. I am specialized in Statistical Modeling, which is reflected in the papers presented to Congresses and Publications in specialized journals. My research activity focuses on Statistical Modeling applied to memory. In the field of work, I have 10 years of experience in Human Resources and I am currently developing my work in data analysis, Big data, teaching and online teaching tools.
Research Interest
Behavioral Neuroscience
Publications
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Wallace, A., Pelegrina, M., Pelegrina, A. and MarÃn, R. (2010). Statistical modeling of P300 latency in explicit and implicit memory. Proceedings of the XI Congress of Methodology of the CC. Social and Health, 612-616.
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Pelegrina, M., Emberley, M., Wallace, A., and MarÃn, R. (2011). ROC and z-ROC analysis in recognition memory: continuous, threshold and asymmetric models. Psycothema. 23 (4), 845-850).
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Pelegrina, M., Wallace, A., Emberley, R., & Tejeiro, R. (2011). Mathematical models in word recognition memory: a multilevel ROC analysis. Latin American Journal of Psychology. 43 (3), 553-541.
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Tejeiro, RA, Gómez-Vallecillo, GL, Pelegrina, M. Wallace, A., & Emberley, E. (2012). Risk Factors Associated with the Abuse of Video Games in Adolescents. Psychology, 3 (4), 310-314.
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Tejeiro, R., Gómez-Vallecillo, J., Moreno, A., Pelegrina, M., Wallace, A. & Emberley, E. (2012). Summative self-assessment in higher education: implications of its inclusion in the final grade. Educational Journal of Research in Educational Psychology, 10 (2), 789-812.
