Publications

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

2022

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. https://doi.org/10.3389/fnagi.2021.811127

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. https://doi.org/10.1080/10888438.2021.1897596

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. https://doi.org/10.3390/educsci12020101

Feraco, T., Resnati, D., Fregonese, D., Spoto, A., & Meneghetti, C. (2022). 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. https://doi.org/10.1007/s10212-022-00601-4

Talamini, F., Vigl, J., Doerr, E., Grassi, M., & Carretti, B. (2022). Auditory and visual mental imagery in musicians and non-musicians. Musicae Scientiae. https://doi.org/10.1177/10298649211062724

2021

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. https://doi.org/10.1093/geronb/gbab007

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. https://doi.org/10.1080/13607863.2020.1727844

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. https://doi.org/10.1080/08870446.2021.1952587

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. https://doi.org/10.1007/s10902-020-00321-w

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. https://doi.org/10.1007/s10648-021-09618-5

Cornoldi, C., Giofrè, D., Mammarella, I. C., & Toffalini, E. (2021). Emotional response to testing in gifted and highly-gifted children. Gifted Child Quarterly. https://doi.org/10.1177/00169862211042901

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. https://doi.org/10.3390/brainsci11050610

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. https://doi.org/10.1080/00223891.2021.1934481

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. https://doi.org/10.1080/00220973.2021.1873090

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. https://doi.org/10.1111/jcpp.13397

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, https://doi.org/10.1016/j.jenvp.2021.101614

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. https://doi.org/10.1080/13875868.2020.1830995

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. https://doi.org/10.1016/j.jenvp.2021.101704

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. https://doi.org/10.3389/fpsyg.2021.714498

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. https://doi.org/10.1016/j.paid.2020.109861

Moè, A. (2021). Doubling mental rotation scores in high school students: Effects of motivational and strategic trainings. Learning and Instruction, 74, 101461. https://doi.org/10.1016/j.learninstruc.2021.101461

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. https://doi.org/10.1111/bjep.12399

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. https://doi.org/10.1016/j.jenvp.2021.101708

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. https://doi.org/10.1016/j.sleep.2021.02.017

Sella, E., Miola, L., Toffalini, E., & Borella, E. (2021). The relationship between sleep quality and quality of life in aging: a systematic review and meta-analysis. Health Psychology Review. https://doi.org/10.1080/17437199.2021.1974309

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. https://doi.org/10.3758/s13428-021-01549-x

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. https://doi.org/10.1002/gps.5428

2020

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. https://doi.org/10.1007/s00426-019-01173-7

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. https://doi.org/10.3389/fpsyg.2020.00751

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. https://doi.org/10.1111/bjep.12307

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. https://doi.org/10.1016/j.tate.2020.103173

Muffato, V., & Meneghetti, C. (2020). Knowledge of familiar environments: assessing modalities and individual visuo-spatial factors. Journal of Environmental Psychology, 101387. https://doi.org/10.1016/j.jenvp.2020.101387

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. https://doi.org/10.1111/bjop.12384

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. https://doi.org/10.1080/02699931.2020.1749034