Luciane R. PiccoloNYU Grossman School of Medicine · Pediatrics
Luciane R. Piccolo
PhD
About
53
Publications
16,623
Reads
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738
Citations
Citations since 2017
Introduction
Psychologist (UFSM - 2008); board-certified specialist in Neuropsychology (CFP - 2012); Ph.D. in Psychology (UFRGS - 2014).
Additional affiliations
August 2015 - June 2017
Teachers College Columbia University
Position
- Visiting Postdoctoral Research Fellow
April 2015 - August 2015
March 2010 - March 2014
Education
March 2010 - March 2014
Field of study
- Socioeconomic status, family environment, stress and child neuropsychological performance
March 2008 - March 2010
Field of study
- Relationship between psychosocial and cognitive variables and reading performance in children from a cohort
March 2003 - February 2008
Publications
Publications (53)
Recent findings indicate robust associations between socioeconomic status (SES) and brain structure in children, raising questions about the ways in which SES may modify structural brain development. In general, cortical thickness and surface area develop in nonlinear patterns across childhood and adolescence, with developmental patterns varying to...
Studies have reported associations between cortical thickness (CT) and socioeconomic status (SES), as well as between CT and cognitive outcomes. However, findings have been mixed as to whether CT explains links between SES and cognitive performance. In the current study, we hypothesized that this inconsistency may have arisen from the fact that soc...
Children in low-and middle-income countries (LMIC) are at risk for adverse early development and school readiness outcomes; low parent literacy is common and an important contributing factor. While prevention programs have sought to improve child outcomes by promoting positive parenting practices such as reading aloud, there has been limited eviden...
Background:
To examine whether (1) a parent-child reading program (Universidade do Bebê [UBB]), conducted in Brazil pre-pandemic can support parenting and parent-child reading 6 months into the pandemic, (2) cognitive stimulation at pandemic onset mediates effects of UBB on these outcomes, and (3) UBB pre-pandemic buffers associations between COVI...
Objective: A previous study of a reading aloud intervention in Brazil, called Universidade do Bebê (UBB), demonstrated impacts on parenting and child outcomes for families with toddlers and preschoolers, even for parents with low literacy, and cognitive stimulation mediated effects on child outcomes. In a new study, we sought to determine whether s...
O objetivo deste estudo é avaliar os efeitos da aplicação do programa LE (Leitura Compreensiva e Encantamento - Formando Leitores Motivados e Competentes) em alunos de quinto ano (escolas públicas). Participaram 64 crianças (29 meninas; 35 meninos; média de idade 10 anos), distribuídas em duas classes controle e duas experimentais. A professora res...
Objectives:
In this study, we examined (1) whether a reading aloud intervention, Universidade do Bebê (UBB), had impacts on self-regulation; (2) whether effects on child outcomes were mediated by self-regulation; and (3) whether effects of UBB were explained through a sequential pathway of impact, including cognitive stimulation in the home, paren...
Fathers’ involvement in early childhood is important for children's physical, emotional, and cognitive development, particularly in low‐income families. However, little is known about the longitudinal relations between early father involvement and children's later physiological responses to chronic stress and behaviors impacted by stress in the con...
Reading anxiety refers to a negative emotional reaction to the reading process that causes the individual to avoid activities
involving reading. To date, there are no instruments to evaluate this construct validated for Brazilian children. This study
presents the cultural adaptation of the short version of the Reading Anxiety Scale and the study of...
This article describes the development of the Brazilian version of the Reading Anxiety Scale which has been developed to detect and remediate emotional conflict associated with students' reading process.
Introduction:
Childhood adversity is robustly associated with poor health across the life course. However, very few studies have examined the prevalence and implications of adverse childhood experiences in low- and middle-income countries. The objective of this study is to measure adverse childhood experiences among adolescents in Malawi and exami...
O objetivo deste artigo é apresentar o instrumento AFLeT (Avaliação de Fluência de Leitura Textual) e um dos estudos de validade do instrumento (baseado na correlação com outros testes que avaliam construtos teoricamente relacionados). A sua principal característica é a abrangência na avaliação da leitura, que considera tanto a fluência de leitura...
Objective:
Verbal fluency (VF) tasks are widely used to investigate children's lexical knowledge and executive functions skills. Consistency of measurement of the strategic retrieval components is still an issue and performance of Brazilian-Portuguese speaking children are currently not available. A cross-sectional study investigated the effects o...
BACKGROUND:
Adverse childhood experiences (ACEs) can have lifelong adverse impacts on health and behavior. While this relationship has been extensively documented in high-income countries, evidence from lower-income contexts is largely missing. In order to stimulate greater research on the prevalence and consequences of ACEs in low-income countries...
Word-level reading is strongly associated with phonological processing. The aim of this study was to investigate the effects of cognitive and environmental variables on word reading performance. Our sample consisted of 185 fourth-grade students. Linear regression analyses were used to investigate the role of the following variables as potential pre...
Introduction
The effects of socioeconomic disparities on cognitive development tend to emerge early in infancy and to widen throughout childhood, and may perpetuate later in life. Although the study of how poverty affects early childhood has increased in the last 20 years, many of the effects remain largely unknown, especially during the first year...
Perceived stress has been associated with decreased hippocampal, amygdala, and pre-frontal cortex volume, as well as decreased memory and executive functioning performance in adulthood. Parents' perceived stress has been linked to decreased hip-pocampal volume in young children. However, no studies have investigated the links between self-perceived...
Elevated levels of anxiety have been associated
with students’ poor academic performance. Research
on domain-specific anxiety patterns in reading has demonstrated
that reading anxiety is associated with, yet distinctive
from, general anxiety. Reading anxiety is an unpleasant
emotional reaction experienced by students when reading;
it is a specific...
We investigated differences in IQ and visual-constructive skills in school-age children evaluated as developmentally delayed or typically developed in early childhood. Sixty-four participants from a Brazilian cohort were evaluated in IQ (Wechsler Abbreviated Scale of Intelligence) and tasks of visual-spatial memory and visual-constructive skills th...
List of Group Authors.
(PDF)
Recoded Values for Parental Education and Family Income Bins.
(PDF)
Scanner Models and Parameters.
(PDF)
Neuropsychology is an interdisciplinary field that studies the relationship among cognition, behavior, emotions and the brain, based on structure–function correlation models developed in the last 150 years. This study presents a discussion concerning the anatomo-clinical method in neuropsychology considering theoretical-methodological advancements...
Introduction::
According to the literature, children's overall reactivity to stress is associated with their socioeconomic status and family environment. In turn, it has been shown that reactivity to stress is associated with cognitive performance. However, few studies have systematically tested these three constructs together.
Objective::
To in...
The aim of this study was to assess the effect of family socioeconomic status (SES) and parental education on non-verbal IQ and on the processing of oral and written language, working memory, verbal memory and executive functions in children from different age ranges. A total of 419 Brazilian children aged 6-12 years old, attending public and priva...
Abstract Elevated levels of anxiety have been associated with students’ poor academic performance. Research on domain-specific anxiety patterns in reading has demonstrated that reading anxiety is associated with, yet distinctive from, general anxiety. Reading anxiety is an unpleasant emotional reaction experienced by students when reading; it is a...
Developmental Standards in a Reading Comprehension Task for Elementary School Children
This study presents the performance standards for an assessment tool, constituted by two different tasks, elaborated to evaluate reading comprehension of narrative texts. Retelling and a questionnaire based on the story “The Thing” permitted the evaluation of chi...
Various discussions have centered on whether and how socioeconomic status and stress are associated with neurocognitive function in different stages of development. Reviews have been conducted focusing on only part of these relationships (SES and stress or SES and neurocognition). The aim of the present study was to review investigations that exami...
The aim of this study was to verify which components of the working memory (WM) model (phonological, visuospatial and central executive) predict the performance in fluid intelligence (FI), considering age, schooling and school type. The participants were 419 children aged between six and 12 years old, from the first year to the sixth grade of Prima...
The aim of the present study was to review the tasks that have been used to assess the functioning of the episodic buffer in Baddeley’s multicomponent model of working memory. A systematic review of studies published from January 2000 to February 2013 was conducted. The search term “episodic buffer” was used in the Web of Knowledge, PsycINFO, PubMe...
O instrumento de avaliação de leitura de palavras/pseudopalavras isoladas (LPI), de fácil aplicação e baixo custo, avalia a habilidade de leitura oral (reconhecimento de palavras/ pseudopalavras). São estímulos criteriosamente selecionados conforme regularidade, extensão, frequência e lexicalidade, permitindo avaliar a funcionalidade das rotas de l...
The single words/pseudowords reading task (LPI) is an easy to use and low cost instrument which assesses the ability of oral reading (words/pseudowords recognition). The stimuli were carefully selected controlled by regularity, length, frequency and lexicality, to allow the evaluation of reading routes (dual-route models) functionality. This study...
This paper investigates the relationship between reading (words and text), working memory tasks, vocabulary and IQ in children (2nd-5th grade) from public schools. It was also analyzed which of these skills contributes to better explain the performance in reading. Analyses were performed with and without children below the mean IQ. First, we evalua...
This paper investigates the relationship between reading (words and text),
working memory tasks, vocabulary and IQ in children (2nd-5th grade) from public
schools. It was also analyzed which of these skills contributes to better explain the
performance in reading. Analyses were performed with and without children below
the mean IQ. First, we evalua...
This study investigated children and adolescents’ school performance over time
focusing on two variables that may influence it: developmental context and gen-
der. The sample comprised 627 participants (Mage= 11.13, SD= 1.8), 51% of
them female, from grade one to eight, living either with family (n =474) or in
care institutions (n =153). Particip...
This longitudinal study investigated the impact of psychosocial factors on
reading performance of children with low socioeconomic status. Fifty nine
mothers and their children at 4 months, 2, 5-6 and 9-11 years of age
participated. The children's reading performance was correlated with
psychosocial variables. Negative correlations were found betwee...
This longitudinal study investigated the impact of psychosocial factors on
reading performance of children with low socioeconomic status. Fifty nine
mothers and their children at 4 months, 2, 5-6 and 9-11 years of age
participated. The children's reading performance was correlated with
psychosocial variables. Negative correlations were found betwee...
The purpose of this study was to investigate possible correlates of adjustment to University among University students. Five dimensions of adaptation (career, personal, interpersonal, study, and institutional) were correlated with the following variables: level of participation on extracurricular activities, perceived familial support concerning pr...
Projects
Projects (2)
To adapt and validate a Reading Anxiety Scale (Zbornik, 1988) for Brazilian children;
To identify the differences between reading anxiety and general anxiety; and
To investigate the association between reading anxiety and academic performance.
Our study focuses on a positive parenting program that is being implemented as part of a broader mayor-led initiative called Familia que Acolhe (FQA). The parenting program is being delivered in educational child-care centers and includes: 1) a book-loan program in which children bring books home and exchange them for new ones on a weekly basis, and 2) workshops for parents that provide educational support for reading aloud and other opportunities for interacting with children.
In a cluster randomized controlled trial, we are comparing children attending child care centers receiving the positive parenting program and those in centers without the parenting program, allowing us to assess whether promotion of positive parenting in educational child care centers results in enhanced early child development and school readiness.
We are also studying whether children participating in educational child care have enhanced school readiness compared to children not participating in educational child care.
