A selected list of representative, recent publications (co)authored by the group members in international journals.


Carbone, E., Lenti, G., Sella, E., Moè, A., & Borella, E. (2024). Emotion Regulation, Hope, and Optimism During the Third Wave of the COVID-19 Pandemic: The Role of Age and Personality. PlosOne, 19, e0296205.


Borella, E., Ghisletta, P., Carbone, E., Aichele, S. (2023). The Current and Retrospective Cognitive
Reserve (2CR) survey and its relationship with cognitive and mood measures. European Journal of
Ageing, 20
(1), 23. doi:10.1007/s10433-023-00766-x

Borella, E., Sella, E., Simonetto, A., Bellorio, A., Lenti, G., Taconnat, L., & Carbone, E. (2023). Effects of strategy-based memory training for older adults: Do booster sessions prompt long-term benefits? Brain Sciences, 13, 1301.

Donolato, E., Toffalini, E., Rodge, K., Nordhal-Hansen, A., Lervåg, A., Norbury, C., & Melby-Lervåg, M. (2023). Oral language interventions can improve language outcomes in children with neurodevelopmental disorders: A systematic review and meta-analysis. Campbell Systematic Reviews, 19:e1368.

Feraco, T., Casali, N., Ganzit, E., & Meneghetti, C. (2023). Adaptability and emotional, behavioural and cognitive aspects of self‐regulated learning: Direct and indirect relations with academic achievement and life satisfaction. British Journal of Educational Psychology, 93(1), 353-367.

Feraco, T., Resnati, D., Fregonese, D., Spoto, A., & Meneghetti, C. (2023). An integrated model of school students’ academic achievement and life satisfaction. Linking soft skills, extracurricular activities, self-regulated learning, motivation, and emotions. European Journal of Psychology of Education, 38, 109-130.

Guardini, B., Secco, L., Moè, A., Pazzaglia, F., De Mas, G., Vegetti, M., Perrone, R., Renzi, M., Tilman, A., & Rapisarda, S. (2023). A Three-day forest bathing retreat enhances positive affect, vitality, optimism and gratitude: An option for green care tourism in Italy? Forests, 14, 1423.

Hirnstein, M., Stuebs, J., Moè, A., & Hausmann, M. (2023). Sex/gender differences in verbal fluency and verbal-episodic memory: a meta-analysis. Perspectives on Psychological Science, 18(1), 67-90.

Jaeggi S.M., Weaver A.N., Carbone, E., Trane F.E., Smith-Peirce, R.N., Buschkuehl M., Flueckiger C.,
Carlson, M., Jonides, J., & Borella, E. (2023). EngAge – A Metacognitive Intervention to Supplement
Working Memory Training: A Feasibility Study in Older Adults. Aging Brain, 4:100083.

Miola, L., Carbone, E, Toffalini, E., & Pazzaglia, F. (2023). Navigability of Residential Care Homes From Residents’, Family Members’, and Staff’s Points of View: The Residential Care Home Navigability Scale. The Gerontologist, 63(9), 1419-1427

Miola, L., Meneghetti, C., Pazzaglia, F., & van der Ham, I. (2023). Gender-related differences in environment learning: Examining task characteristics and spatial beliefs. Learning and individual Differences, 106, 102342.

Muffato, V., Miola, L., Pellegrini, M., Pazzaglia, F., & Meneghetti, C. (2023). Investigating the different domains of environmental knowledge acquired from virtual navigation and their relationship to cognitive factors and wayfinding inclinations. Cognitive Research: Principles and Implications8(1), 50.

Pellegrino, G., Casali, N., Meneghetti, C., Tinti, C., Re, A. M., Sini, B., Passolunghi, M. C., Valenti, A., Montesano, L., & Carretti, B. (2023). Universal and Specific Services for University Students with Specific Learning Disabilities: The Relation to Study Approach, Academic Achievement, and Satisfaction. Learning Disabilities Research and Practice.

Pizzigallo E., Cornoldi C., Buono S., Città S., Viola F., & Toffalini E. (2023). The Intellectual Profile of Adults with Specific Learning Disabilities. Journal of Intelligence. 11(12), 223.

Sella, E., Carbone, E., Vincenzi, M., Toffalini, E., & Borella, E. (2023). Efficacy of memory training interventions targeting metacognition for older adults: a systematic review and meta-analysis. Aging & Mental Health27(4), 674-694.

Sella, E., Palumbo, R., Di Domenico, A., & Borella, E. (2023). How emotions induced by reading influence sleep quality in young and older adults. Aging & Mental Health27(9), 1812-1820.

Sella, E., Toffalini, E., Canini, L., & Borella, E. (2023). Non-pharmacological interventions targeting sleep quality in older adults: a systematic review and meta-analysis. Aging & Mental Health27(5), 847-861.

Sella, E., Miola, L., Toffalini, E., & Borella, E. (2023). The relationship between sleep quality and quality of life in aging: A systematic review and meta-analysis. Health Psychology Review17(1), 169-191.

Szucs, D., & Toffalini, E. (2023). Maths anxiety and subjective perception of control, value and success expectancy in mathematics. Royal Society Open Science, 10:231000.


Borella, E., Zavagnin, M., Ronconi, L., & De Beni, R. (2022). Cognitive and non-cognitive variables
influencing age-related effect of mind wandering across the adult life-span. European Journal of

Carbone, E., Piras, F., Pastore, M., & Borella, E. (2022). The role of individual characteristics in predicting short- and long-term cognitive and psychological benefits of Cognitive Stimulation Therapy (CST) for mild-to-moderate dementia. Frontiers in Aging Neuroscience, 13:811127.

Carbone, E., Piras, F., Pellegrini, F. F., Caffarra, P., & Borella, E. (2022). Individual differences among
older adults with mild and moderate dementia in social and emotional loneliness and their
associations with cognitive and psychological functioning. BMC Geriatrics, 22:859.

Carretti, B., Cornoldi, C., Antonello, A., Di Criscienzo, L., & Toffalini, E. (2021). Inferring the performance of children with dyslexia from that of the general population: The case of associative phonological working memory. Scientific Studies of Reading, 26(1), 47-60.

Carretti, B., Giofrè, D., Toffalini, E., Cornoldi, C., Pastore, M., & Lanfranchi, S. (2022). Structure of working memory in children from 3 to 8 years old. Developmental Psychology, 58(9), 1687-1701.

Casali, N., Ghisi, M., & Meneghetti, C. (2022). The Role of General and Study-Related Intraindividual Factors on Academic Learning Outcomes under COVID-19: A Cross-Sectional and Longitudinal Analysis. Education Sciences, 12, 101.

Feraco, T. & Cona, G. (2022). Differentiation of general and specific abilities in intelligence. A bifactor study of age and gender differentiation in 8- to 19-year-olds. Intelligence, 94. 101669.

Talamini, F., Vigl, J., Doerr, E., Grassi, M., & Carretti, B. (2022). Auditory and visual mental imagery in musicians and non-musicians. Musicae Scientiae.

Toffalini, E., Buono, S., & Cornoldi, C. (2022). The structure, profile, and diagnostic significance of intelligence in children with ADHD are impressively similar to those of children with a specific learning disorder. Research in Developmental Disabilities, 129:104306.

Toffalini, E., Girardi, P., Giofrè, D., & Altoè, G. (2022). Entia non sunt multiplicanda… Shall I look for clusters in my cognitive data? Plos ONE, 17(6):e0269584.

Vincenzi, M., Borella, E., Sella, E., Lima, C. F., De Beni, R., & Schellenberg, E. G. (2022). Music Listening, Emotion, and Cognition in Older Adults. Brain Sciences, 12(11), 1567.


Carbone, E., Gardini, S., Pastore, M., Piras, F., Vincenzi, M., & Borella, E. (2021). Cognitive Stimulation Therapy (CST) for older adults with mild-to-moderate dementia in Italy: effects on cognitive functioning, and on emotional and neuropsychiatric symptoms. The Journals of Gerontology: Series B Psychological Sciences and Social Sciences, 76(9),1700-1710.

Carbone, E., Meneghetti, C., & Borella, E. (2021). Supporting route learning in older adults: The role of imagery strategy. Aging and Mental Health, 25(8), 1564-1571.

Casali, N., Feraco, T., & Meneghetti, C. (2021). Character strengths sustain mental health and post-traumatic growth during the COVID-19 pandemic. A longitudinal analysis. Psychology & Health.

Casali, N., Feraco, T., Ghisi, M., & Meneghetti, C. (2021). “Andrà tutto bene”: Associations Between Character Strengths, Psychological Distress and Self-efficacy During COVID-19 Lockdown. Journal of Happiness Studies, 22(5), 2255-2274.

Caviola, S., Toffalini, E., Giofrè, D., Mercader Ruiz, J., Szűcs, D., & Mammarella, I. C. (2021). Math performance and academic anxiety forms, from sociodemographic to cognitive aspects: a meta-analysis on 906,311 participants. Educational Psychology Review.

Cornoldi, C., Giofrè, D., Mammarella, I. C., & Toffalini, E. (2021). Emotional response to testing in gifted and highly-gifted children. Gifted Child Quarterly.

Doerr, E. M., Carretti, B., Toffalini, E., Lanfranchi, S., & Meneghetti, C. (2021). Developmental Trajectories in Spatial Visualization and Mental Rotation in Individuals with Down Syndrome. Brain Sciences, 11(5), 610.

Feraco, T., Casali, N., Meneghetti, C. (2021). Do strengths converge into virtues? An item-, virtue-, and scale-level analysis of the Italian Values in Action Inventory of Strengths-120. Journal of Personality Assessment.

Feraco, T., Resnati, D., Fregonese, D., Spoto, A., & Meneghetti, C., (2021). Soft skills and extracurricular activities sustain motivation and self-regulated learning at school. Journal of Experimental Education.

Mammarella, I. C., Toffalini, E., Caviola, S., Colling, L., & Szűcs, D. (2021). No evidence for a core deficit in developmental dyscalculia or mathematical learning disabilities. Journal of Child Psychology and Psychiatry, 62(2), 704-714.

Meneghetti, C., Miola, L., Toffalini, T., Pastore, M., Pazzaglia, P. (2021). Learning from navigation, and tasks assessing its accuracy: The role of visuospatial abilities and wayfinding inclinations. Journal of Environmental Psychology, 75,

Meneghetti, C., Feraco T., Ispiro, P., Pietsch, S. & Jansen, P. (2021). The practice of judo: how does it relate to different spatial abilities? Spatial Cognition & Computation, 21, 67-88.

Miola, L., Meneghetti, C., Toffalini, E., & Pazzaglia, F. (2021). Environmental learning in a virtual environment: Do gender, spatial self-efficacy, and visuospatial abilities matter? Journal of Environmental Psychology, 78:10174.

Mirandola, C., & Pazzaglia, F. (2021). Working memory beats age: Evidence of the influence of working memory on the production of children’s emotional false memories. Frontiers in Psychology.

Mirandola, C., Toffalini, E., Ferruzza, E., & Pazzaglia, F. (2020). The power of extraversion? Reduced false memories for positive events. Personality and Individual Differences, 159:109861.

Moè, A. (2021). Doubling mental rotation scores in high school students: Effects of motivational and strategic trainings. Learning and Instruction, 74, 101461.

Moè, A., Frenzel, A. C., Au, L. & Taxer, J. L. (2021). Displayed enthusiasm attracts attention and improves recall. British Journal of Educational Psychology, 91, 911–927.

Muffato, V., Feraco, T., Miola, L., Tortora, C., Pazzaglia, F., & Meneghetti, C. (2021). Finding the shortest path in a familiar environment: A comparison between describing and walking a path after accounting for the role of individual factors. Journal of Environmental Psychology, 78, 101708.

Pizzi, M., Borella, E., & Piras, F. (2021). Performance-based everyday problem-solving in patients
with TBI. Archives of Clinical Neuropsychology, 36(8), 1393-1403.

Sella, E., Carbone, E., Toffalini, E., & Borella, E. (2021). Self-reported sleep quality and dysfunctional sleep-related beliefs in young and older adults: changes in times of COVID-19 lockdown. Sleep Medicine, 81, 127-135.

Spironelli C., & Borella, E. (2021). Working memory training and cortical arousal in healthy older
adults: A resting-state EEG pilot study. Frontiers in Aging Neuroscience. 13: 718965.

Toffalini, E., Giofrè, D., Pastore, M., Carretti, B., Fraccadori, F., & Szűcs, D. (2021). Dyslexia treatment studies: A systematic review and suggestions on testing treatment efficacy with small effects and small samples. Behavior Research Methods, 53(5), 1954-1971.

Vranić, A., Martincevic, M., & Borella, E. (2021). Mental imagery training in older adults: Which are benefits and individual predictors? International Journal of Geriatrics Psychiatry, 36(2), 334-341.


Borella, E., Pezzuti, L., De Beni, R., & Cornoldi, C. (2020). Intelligence and working memory: evidence from administering the WAIS-IV to Italian adults and elderly. Psychological Research, 84(6), 1622-1634.

Capodieci, A., Cornoldi, C., Doerr, E., Bertolo, L., & Carretti, B. (2020). The use of new technologies for improving reading comprehension. Frontiers in Psychology, 11, 751.

Carretti, B., Toffalini, E., Saponaro, C., Viola, F., & Cornoldi, C. (2020). Text reading speed in a language with a shallow orthography benefits less from comprehension as reading ability matures. British Journal of Educational Psychology, 90(S1), 91-104.

Moè, A., & Katz, I. (2020). Self-compassionate teachers are more autonomy supportive and structuring whereas self-derogating teachers are more controlling and chaotic: The mediating role of need satisfaction and burnout. Teaching and Teacher Education, 96, 103173.

Muffato, V., & Meneghetti, C. (2020). Knowledge of familiar environments: assessing modalities and individual visuo-spatial factors. Journal of Environmental Psychology, 101387.

Muffato, V., Meneghetti, C., & De Beni, R. (2020). The role of visuo-spatial abilities in environment learning from maps and navigation over the adult lifespan. British Journal of Psychology, 111, 70–91.

Toffalini, E., Mirandola, C., De Simone Irace, C., & Altoè, G. (2020). False memory for pictorial scripted material: the role of distinctiveness and negative emotion. Cognition and Emotion, 34(7), 1489-1498.