Articoli dal 2017 al 2019

Scritto Mercoledì 25 Ottobre 2017 - Ultimo aggiornamento Venerdì 15 Marzo 2019

Toffalini, E., Marsura, M., Garcia, R.B., Cornoldi, C. (2019). A Cross-Modal Working Memory Binding Span Deficit in Reading Disability. Journal of Learning Disabilities, 52, 99-108y
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Mammarella, I. C., Cardillo, R., & Zoccante, L. (2019). Differences in visuospatial processing in individuals with Non-verbal learning disability or Autism spectrum disorder without intellectual disability. Neuropsychology, 33, 123-134.
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Barbiero, C., Montico, M., Lonciari, I., Monasta, L., Penge, R., Vio, C. (2019)
The lost children: The underdiagnosis of dyslexia in Italy. A cross-sectional national study.
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Calgaro G., Toffalini E., Cornoldi C. (2018).
La prova di lettura sublessicale – PLS per la valutazione di abilità di lettura di bambini di prima primaria in Dislessia Vol. 15 n. 2 pp. 209-224
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Devine, A., Hill, F., Carey, E., Szucs, D. (2018). Cognitive and emotional math problems largely dissociate: Prevalence of developmental dyscalculia and mathematics anxiety. Journal of Educational Psychology, 110, 431-444
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di Blasi, F.D., Buono, S., Città, S., Costanzo, A.A., Zoccolotti, P. (2018). Reading deficits in intellectual disability are still an open question: A narrative review. Brain Sciences, 8,146
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Mammarella, I. C., Caviola, S., Giofrè, D. & Szücs, D. (2018). The underlying structure of visuospatial working memory in children with mathematical learning disability. British Journal of Developmental Psychology, 36, 220-235.
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Ramus, F., Altarelli, I., Jednoróg, K., Zhao, J., Scotto di Covella, L. (2018). Neuroanatomy of developmental dyslexia: Pitfalls and promise. Neuroscience and Biobehavioral Reviews, 84, 434-452
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Caviola S., Primi C., Chiesi F., Mammarella I.C. (2017). Psychometric properties of the Abbreviated Math Anxiety Scale (AMAS) in Italian primary school children in Learning and Individual differences n. 55 pp. 174-182
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Vianello R. e Cornoldi C. (2017). Riflessioni sul funzionamento intellettivo limite o borderline: proposta per una discussione in Psicologia Clinica dello Sviluppo a. XXI n. 2 pp. 257-275
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Hagen A.M., Melby-Lervag M., Lervag A. (2017). Improving language comprehension in preschool children with language difficulties: a cluster randomized trial in Journal of Child Psychology and Psychiatry 58 (10) pp. 1132–1140
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Cargnelutti E., Tomasetto C., Passolunghi M. C. (2017). How is anxiety related to math performance in young students? A longitudinal study of Grade 2 to Grade 3 children in Cognition and Emotion vol. 31 n. 4 pp. 755-764.
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Schwenk C., Sasanguie D., Kuhn J.-T.,  Kempe S., Doebler P., Holling H. (2017). (Non-)symbolic magnitude processing in children with mathematical difficulties: a meta-analysis in Research in Developmental Disabilities n. 64 pp. 152-167.
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Toffalini E., Pezzuti L., Cornoldi C. (2017). Einstein and dyslexia: Is giftedness more frequent in children with a specific learning disorder than in typically developing children? in Intelligence n. 62 pp. 175-179.
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Toffalini E., Giofrè D., Cornoldi C. (2017). Strengths and Weaknesses in the Intellectual Profile of Different Subtypes of Specific Learning Disorder: A Study on 1,049 Diagnosed Children in Clinical Psychological Science Vol. 5 n. 2 pp. 402-409
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