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André, A. M., Gomes, C. M. A., & Loureiro, C. M. V. (2017). Equivalência de itens, semântica e operacional da versão brasileira da escala Nordoff Robbins de comunicabilidade musical [Equivalence of items, semantics and operations of the Brazilian version of the Nordoff Robbins musical communication scale]. OPUS, 23(2), 197-215. https://doi.org/10.20504/opus2017b2309

André, A. M. B., Gomes, C. M. A., & Loureiro, C. M. V. (2020a). Confiabilidade interexaminadores da Escala de relação criança-terapeuta na experiência musical coativa para validação no contexto brasileiro [Inter-rater reliability of the child-therapist relationship scale in coactive musical experience for validation in the Brazilian context]. Hodie, 20(1), 1-18. https://doi.org/10.5216/mh.v20.64243

André, A. M. B., Gomes, C. M. A., & Loureiro, C. M. V. (2020b). Equivalência de itens, semântica e operacional da “Escala de Musicabilidade: Formas de Atividade, Estágios e Qualidades de Engajamento” [Equivalence of items, semantics and operations of the “Musicality Scale: Forms of Activity, Stages and Qualities of Engagement”]. Orfeu, 5(2), 1–22. https://doi.org/10.5965/2525530405022020e0010

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Cardoso, C. O., Seabra, A. G., Gomes, C. M. A., & Fonseca, R. P. (2019). Program for the neuropsychological stimulation of cognition in students: impact, effectiveness, and transfer effect on student cognitive performance. Frontiers in Psychology, 10, 1-16. https://doi.org/10.3389/fpsyg.2019.01784

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Gomes, C. M. A. (2005). Uma análise dos fatores cognitivos mensurados pelo Exame Nacional do Ensino Médio (ENEM) [An analysis of the cognitive factors measured by the National High School Exam (ENEM)] [Doctoral Thesis, Federal University of Minas Gerais]. UFMG Digital Archive. http://hdl.handle.net/1843/FAEC-85RJNN

Gomes, C. M. A. (2007a). Apostando no desenvolvimento da inteligência; em busca de um novo currículo educacional para o desenvolvimento do pensamento humano [Betting on the development of intelligence; in search of a new educational curriculum for the development of human thought]. Lamparina.

Gomes, C. M. A. (2007b). Softwares educacionais podem ser instrumentos psicológicos [Educational software can be psychological tools]. School and Educational Psychology/ Psicologia Escolar e Educacional, 11(2), 391-401. https://doi.org/10.1590/S1413-85572007000200016

Gomes, C. M. A. (2010a). Avaliando a avaliação escolar: notas escolares e inteligência fluida [Evaluating school evaluation: school grades and fluid intelligence]. Psychology in Study/ Psicologia em Estudo, 15(4), 841-849. https://doi.org/10.1590/S1413-73722010000400020

Gomes, C. M. A. (2010b). Estrutura fatorial da Bateria de Fatores Cognitivos de Alta-Ordem (BaFaCalo) [Factorial Structure of the High-Order Cognitive Factors Battery (BaFaCalo)]. Psychological Assessment/ Avaliação Psicológica, 9(3), 449-459.

Gomes, C. M. A. (2011a). Abordagem profunda e abordagem superficial à aprendizagem: diferentes perspectivas do rendimento escolar [Deep approach and superficial approach to learning: different perspectives of school performance]. Psychology: Reflection and Criticism/ Psicologia: Reflexão e Crítica, 24(3), 438-447. https://doi.org/10.1590/S0102-79722011000300004

Gomes, C. M. A. (2011b). Validade do conjunto de testes da habilidade de memória de curto-prazo (CTMC) [Validity of the short-term memory ability test set]. Psychology Studies (Natal)/ Estudos de Psicologia (Natal), 16(3), 235-242. https://doi.org/10.1590/S1413-294X2011000300005

Gomes, C. M. A. (2012). Validade de construto do conjunto de testes de inteligência cristalizada (CTIC) da bateria de fatores cognitivos de alta-ordem (BaFaCAlO) [Construct validity of the set of crystallized intelligence tests (CTIC) of the battery of high-order cognitive factors (BaFaCAlO)]. General: Interinstitutional Journal of Psychology/ Gerais: Revista Interinstitucional de Psicologia, 5(2), 294-316.

Gomes, C. M. A. (2013). A construção de uma medida em abordagens de aprendizagem [The construction of a measure of learning approaches]. Psico (PUCRS-Online), 44(2), 193-203.

Gomes, C. M. A. (2020). Programa de enriquecimento istrumental: evidências de eficácia para intervenção cognitiva [Instrumental enrichment program: evidence of effectiveness for cognitive intervention]. In M. Mansur-Alves & J. B. Lopes-Silva (Eds.), Intervenção cognitiva: dos conceitos às práticas baseadas em evidências para diferentes aplicações [Cognitive intervention: from concepts to evidence-based practices for different applications] (pp. 621-639). T.Ser.

Gomes, C. M. A., Amantes, A., & Jelihovschi, E.G. (2020a). Applying the regression tree method to predict students’ science achievement. Trends in Psychology, 28(1), 99-117. https://doi.org/10.9788/s43076-019-00002-5

Gomes, C. M. A., Araujo, J., & Jelihovschi, E. G. (2020b). Approaches to learning in the non-academic context: construct validity of Learning Approaches Test in Video Game (LAT-Video Game). International Journal of Development Research, 10(11), 41842-41849. https://doi.org/10.37118/ijdr.20350.11.2020

Gomes, C. M. A., & Borges, O. N. (2007). Validação do modelo de inteligência de Carroll em uma amostra brasileira [Validation of the Carroll intelligence model in a Brazilian sample]. Psychological Assessment/ Avaliação Psicológica, 6(2), 167-179.

Gomes, C. M. A., & Borges, O. N. (2008a). Avaliação da validade e fidedignidade do instrumento crenças de estudantes sobre ensino-aprendizagem (CrEA) [Evaluation of the validity and reliability of the instrument students' beliefs about teaching-learning]. Science & Cognition/ Ciências & Cognição, 13(3), 37-50.

Gomes, C. M. A., & Borges, O. (2008b). Qualidades psicométricas de um conjunto de 45 testes cognitivos [Psychometric qualities of a set of 45 cognitive tests]. Fractal: Journal of Psychology/ Fractal: Revista de Psicologia, 20(1), 195-207. https://doi.org/10.1590/S1984-02922008000100019

Gomes, C. M. A. & Borges, O. N. (2009a). O ENEM é uma avaliação educacional construtivista? Um estudo de validade de construto [Is ENEM a constructivist educational assessment? A construct validity study]. Educational Evaluation Studies/ Estudos em Avaliação Educacional, 20(42), 73-88. https://doi.org/10.18222/eae204220092060

Gomes, C. M. A., & Borges, O. (2009c). Qualidades psicométricas do conjunto de testes de inteligência fluida [Psychometric qualities of the fluid intelligence test suite]. Psychological Assessment/ Avaliação Psicológica, 8(1), 17-32.

Gomes, C. M. A., Fleith, D. S., Marinho-Araujo, C. M., & Rabelo, M. L. (2020c). Predictors of students’ mathematics achievement in secondary education. Psychology: Theory and Research/ Psicologia: Teoria e Pesquisa, 36(1), e3638. https://doi.org/10.1590/0102.3772e3638

Gomes, C. M. A., & Gjikuria, E. (2018). Structural Validity of the School Aspirations Questionnaire (SAQ). Psychology: Theory and Research/ Psicologia: Teoria e Pesquisa, 34(1), 1-11. https://doi.org/10.1590/0102.3772e3438

Gomes, C. M. A., & Golino, H. F. (2012a). O que a inteligência prediz: diferenças individuais ou diferenças no desenvolvimento acadêmico? [What does intelligence predict: individual differences or differences in academic development?]. Psychology: Theory and Practice/ Psicologia: Teoria e Prática, 14(1), 126-139.

Gomes, C. M. A., & Golino, H. F. (2012b). Validade incremental da Escala de Abordagens de Aprendizagem (EABAP) [Incremental validity of the Learning Approach Scale (EABAP)]. Psychology: Reflection and Criticism/ Psicologia: Reflexão e Crítica, 25(4), 400-410. https://doi.org/10.1590/S0102-79722012000400001

Gomes, C., & Golino, H. (2014). Self-reports on students' learning processes are academic metacognitive knowledge. Psychology: Reflection and Criticism/ Psicologia: Reflexão e Crítica, 27(3), 472-480. https://doi.org/10.1590/1678-7153.201427307

Gomes, C., Golino, H., & Menezes, I. (2014a). Predicting school achievement rather than intelligence: Does metacognition matter? Psychology, 5(9), 1095–1110. https://doi.org/10.4236/psych.2014.59122

Gomes, C. M. A., Golino, H. F., Pinheiro, C. A. R., Miranda, G. R., & Soares, J. M. T. (2011). Validação da Escala de Abordagens de Aprendizagem (EABAP) em uma amostra Brasileira [Validation of the Learning Approaches Scale (EABAP) in a Brazilian sample]. Psychology: Reflection and Criticism/ Psicologia: Reflexão e Crítica, 24(1), 19-27. https://doi.org/10.1590/S0102-79722011000100004

Gomes, C. M. A., Golino, H. F., Santos, M. T., & Ferreira, M. G. (2014b). Formal-Logic Development Program: Effects on Fluid Intelligence and on Inductive Reasoning Stages. British Journal of Education, Society & Behavioural Science, 4(9), 1234-1248. https://doi.org/10.9734/BJESBS/2014/10757 

Gomes, C. M. A., & Jelihovschi, E. (2019). Presenting the regression tree method and its application in a large-scale educational dataset. International Journal of Research & Method in Education, 43(2), 201-221. https://doi.org/10.1080/1743727X.2019.1654992

Gomes, C. M. A., Lemos, G. C., & Jelihovschi, E. G. (2020d). Comparing the predictive power of the CART and CTREE algorithms. Psychological Assessment/ Avaliação Psicológica, 19(1), 87-96. https://doi.org/10.15689/ap.2020.1901.17737.10

Gomes, C. M. A., Linhares, I. S., Jelihovschi, E. G., & Rodrigues, M. N. S. (2021). Introducing rationality and content validity of SLAT-Thinking. International Journal of Development Research, 11(1), 43264-43272. https://doi.org/10.37118/ijdr.20586.01.2021

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Muniz, M., Gomes, C. M. A., & Pasian, S. R. (2016). Factor structure of Raven's Coloured Progressive Matrices. Psico-USF, 21(2), 259-272. https://doi.org/10.1590/1413-82712016210204

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Pazeto, T. C. B., Dias, N. M., Gomes, C. M. A., & Seabra, A. G. (2019). Prediction of arithmetic competence: role of cognitive abilities, socioeconomic variables and the perception of the teacher in early childhood education. Psychology Studies/ Estudos de Psicologia, 24(3), 225-236. https://doi.org/10.22491/1678-4669.20190024

Pazeto, T. C. B., Dias, N. M., Gomes, C. M. A., & Seabra, A. G. (2020). Prediction of reading and writing in elementary education through early childhood education. Psychology: Science and Profession/ Psicologia: Ciência e Profissão, 40, 1-14. https://doi.org/10.1590/1982-3703003205497

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Pires, A. A. M., & Gomes, C. M. A. (2018). Proposing a method to create metacognitive school exams. European Journal of Education Studies, 5(8), 119-142. https://doi.org/10.5281/zenodo.2313538

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Rodrigues, M. N. S., & Gomes, C. M. A. (2020). Testing the hypothesis that the deep approach generates better academic performance. International Journal of Development Research, 10(12), 42925-42935. https://doi.org/10.37118/ijdr.20579.12.2020

Rosário, V. M., Gomes, C. M. A., & Loureiro, C. M. V. (2019). Systematic review of attention testing in allegedly "untestable" populations. International Journal of Psychological Research and Reviews, 2(19), 1-21. https://doi.org/10.28933/ijprr-2019-07-1905

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Sampaio, R. T., Loureiro, C. M. V., & Gomes, C. M. A. (2015). A Musicoterapia e o transtorno do espectro do autismo: uma abordagem informada pelas neurociências para a prática clínica [Music therapy and autism spectrum disorder: an informed approach by neurosciences for clinical practice]. Scholarly Music Journal/ Per Musi, 32, 137-170. https://doi.org/10.1590/permusi2015b3205

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