Academic profile

I am a university professor and researcher in the field of psychology, with specialization in research methodology, psychological assessment, and applied statistical analysis. I currently carry out my academic work at the University of Granada, where I combine teaching in the Speech‑Language Therapy and Psychology degrees with methodological and applied research in the behavioral sciences.

My academic profile is characterized by an integrative approach to research and teaching, in which statistical inference, probabilistic modeling, and scientific reasoning play a central role. Throughout my academic trajectory, my work has been oriented toward the understanding of complex psychological phenomena from a rigorous, reflective, and evidence‑based perspective.

Academic training & early career

I obtained my degree in Psychology at the University of Almería. During this formative stage, I developed a strong interest in the biology of the nervous system and its functions, which led me to collaborate in research projects associated with the psychobiology laboratory, as well as in studies within the field of social psychology.

In parallel, I became interested in artificial neural networks, which motivated me to undertake coursework in Neurocomputation included within the Computer Engineering curriculum. I also broadened my academic training through elective courses in philosophy, focused on the history of philosophical and scientific thought.

I subsequently began my doctoral studies by delving into Bayesian networks and their application across different areas of psychology, comparing them with other discrete prediction methods. During my doctoral training, I was appointed as an Associate Professor at the University of Almería, a role I combined with professional activity as a self‑employed researcher.

Methodological & research consolidation

A key element in the consolidation of my academic trajectory was the publication of three didactic columns in Nature Methods, focused on Bayes’ theorem, Bayesian statistics and Bayesian network models. At that time, Bayesian approaches were still uncommon within my immediate academic environment, and network‑based models—particularly probabilistic and directed ones—were even less prevalent.

Although important contributions to non‑Bayesian and undirected network models had already emerged in other international contexts (for instance, from the University of Amsterdam), the work I was involved in began to be perceived as pioneering within psychology and the behavioral sciences. This period played a significant role in consolidating a methodological profile centered on probabilistic and network‑based modeling as tools for addressing complex psychological phenomena.

Current academic position & research orientation

I am currently a senior professor at the University of Granada, where I carry out my academic activity in the fields of speech‑language therapy and psychology, contributing a methodological profile oriented toward assessment, research, and evidence‑informed decision‑making.

At this stage of my academic trajectory, my work focuses on the study of communicative problems associated with the widespread use of digital communication technologies. I am particularly interested in the emotional, social, and developmental impact of excessive or problematic use of these devices. In parallel, I examine the role of ideological polarization in digital environments and the challenges it poses for the development of socially cohesive frameworks capable of addressing human aspirations from a rational and pluralistic perspective.

Academic engagement and professional values

My academic trajectory is grounded in a strong commitment to scientific rigor, transparency, ethics, and professional integrity. From this perspective, I actively support the principles of open science and academic and scientific training oriented toward responsible, reproducible, and socially relevant practices.

I also consider the transfer of knowledge generated within the university to society to be essential, as a key mechanism through which scientific activity can contribute meaningfully to collective well‑being, critical thinking, and human development.