Javier García Orza

Profesor Titular de Universidad – TU/ Catedrático de Escuela Universitaria - CEU

University of Malaga

Spain

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About

Javier García Orza is a Profesor Titular de Universidad at Universidad de Malaga (Spain). His research focuses on cognitive psychology, particularly in the areas of verbal and visual short-term memory, arithmetic fluency, and number processing in children. His recent publications include studies on the prediction of multiplication task performance and the effects of transcranial random noise stimulation on face matching.

Articles (14)

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2025

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2025

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2025

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2025

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2024

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2024

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2024

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2023

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2021

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2020

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2020

Collaborators (2)

Ismael Gutiérrez Cordero

University of Malaga

SPAIN

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María José Torres-Prioris

Instituto de Investigación Biomédica de Málaga

SPAIN

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Javier García Orza

Research Interests

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Articles (14)

Verbal and visual short-term memory predict performance in a multiplication production task: Evidence from a Malaysian sample.

Definition: Conduite d'approche

Disassembling an experimental artifact in aphasia: Why phonemic errors with words and semantic errors with numbers?

Math4Speed: A Freely Available Measure of Arithmetic Fluency

La carga de procesamiento no facilita el acceso a la cantidad en tareas de codificación

Children's comparison of different-length numbers: Managing different attributes in multidigit number processing

Verbal and Visual Short-Term Memory Predict Performance in a Multiplication Production Task: Evidence From a Malaysian Sample

Length is not all that matters: testing the role of number identity and the ratio of fillers in comparisons of multi-digits with different digit length

High-frequency transcranial random noise stimulation enhances unfamiliar face matching of high resolution and pixelated faces

Length is not all that matters: testing the role of number identity and the ratio of fillers in comparisons of multi-digits with different digit length

The Moderating Role of Mathematical Skill Level when Using Curricular Methods to Learn Multiplication Tables

The Moderating Role of Mathematical Skill Level when Using Curricular Methods to Learn Multiplication Tables

Saying thirteen instead of forty-two but saying lale instead of tale: is number production special?

Saying thirteen instead of forty-two but saying lale instead of tale: is number production special?

Collaborators (2)

Ismael Gutiérrez Cordero

María José Torres-Prioris

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