Articoli dal 2017

Scritto Mercoledì 25 Ottobre 2017 - Ultimo aggiornamento Mercoledì 25 Ottobre 2017

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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