Muñoz-Rubke, F., Vera-Bachmann, D., & Álvarez-Espinoza, A. (2019). Learning math: Two principles to avoid headaches. Frontiers in Psychology, 10, 2042.

Muñoz-Rubke, F., Olson, D., Will, R., & James, K. H. (2018). Functional fixedness in tool use: Learning modality, limitations and individual differences. Acta Psychologica, 190, 11–26

Muñoz-Rubke, F., Kafadar, K., & James, K. H. (2018). A new statistical model for analyzing rating scale data pertaining to word meaning. Psychological Research, 82(4), 787–805

Muñoz-Rubke, F., Mirdamadi, J. L., Lynch, A. K., & Block, H. J. (2017). Modality-specific changes in motor cortex excitability after visuo-proprioceptive realignment. Journal of Cognitive Neuroscience, 29(12), 2054–2067.

James, K. H., Vinci-Booher, S., & Muñoz-Rubke, F. (2017). The impact of multimodal-multisensory learning on human performance and brain activation patterns. In J. M. P. (Ed.), Multisensory processes: Theoretical and applied perspectives (pp. 51–75). Academic Press

Hoseini, N., Muñoz-Rubke, F., Wan, H.-Y., & Block, H. J. (2016). Combined motor point associative stimulation (MPAS) and transcranial direct current stimulation (tDCS) improves plateaued manual dexterity performance. Neuroscience Letters, 633, 134–140

Muñoz-Rubke, F . (2016). Time is of the essence: From the estimation of single points to the description of functions. Timing & Time Perception, 4(3), 233–250.