Paola Palladino

University of Foggia | UNIFG · Department of Pedagogical Psychological and Motor Sciences

Symposium titled: “iFeel: Individual differences in emotional processes across adolescence”

Numerose ricerche internazionali indicano un legame tra la competenza nella lingua madre e la competenza in una seconda lingua. Tuttavia, la maggior parte delle ricerche si è focalizzata su studenti adolescenti e adulti, tralasciando le prime fasi di apprendimento della seconda lingua, e ha esaminato le componenti linguistiche e cognitive senza esa...

Self-regulatory self-efficacy belief (i.e., SRSE) represents a fundamental factor for adjustment in adolescence, as a vehicle to promote positive behaviors and protect youths from transgressions and maladjustment. Research attested that, during adolescence, boys are more vulnerable to externalizing behaviors than girls, especially when they perceiv...

Self-regulatory Self-efficacy belief (i.e., SRSE) represents a fundamental factor for adjustment in adolescence, as a vehicle to promote positive behaviors and protect youths from transgressions and maladjustment Bandura et al., 2003; LaRose et al., 2010). Research attested that, during adolescence, boys are more vulnerable to externalizing behavio...

The COVID-19 pandemic drastically affected many areas and contexts of today’s society, including school and family. Several studies focused on the worldwide effects of school closures on students’ learning outcomes, context, and well-being. However, the data emerging from these studies are often inconsistent and fragmentary, highlighting the need o...

Background Laboratory‐based studies have shown that children's ability to remember intentions (i.e., prospective memory; PM) can be improved by asking them to imagine performing the PM task beforehand (i.e., episodic future thinking; EFT) or to predict their PM performance. Moreover, combining the two strategies resulted in an additional improvemen...

Several studies underlined the negative effects of forced social isolation on emotional processes in younger population. The current study aimed to review existing evidence of the pandemic’s impact on the emotional regulation of Italian children aged 0–12 years in order to identify personal and contextual factors that may adversely impact their dev...

Serious games (SGs) are often used for learning and cognitive improvement. This systematic review aims to verify the effectiveness of SG in enhancing the reading and writing of children with learning difficulties or disorders. The study was conducted according to the PRISMA 2020 Guidelines. The screening processes led to six relevant articles, all...

We investigated the role of socioeconomic status (SES) in the unfolding of vocabulary and text-comprehension skills in language minority bilingual children, who are educated exclusively in their L2. For comparison, a monolingual control group was also tested, consisting of children of the same age and schooling. We administered a synonyms task to m...

Serious games (SGs) are often used for learning and cognitive improvement. This systematic review aims to verify the effectiveness of SG in enhancing the reading and writing of children with learning difficulties or disorders. The study was conducted according to the PRISMA 2020 Guidelines. The screening processes led to six relevant articles, all...

In the current study, we investigated the role of vocabulary knowledge in the relation between working memory (WM) and reading comprehension, in a sample of 55 typically developing 8-year-old Italian children. The role of WM in comprehension is well-established, as both involve similar processes for successful task performance (i.e., active mainten...

The present study was aimed to investigate English learning as second language, in school, in first, second and third graders of twelve classes randomly assigned to a control or an experimental group. Children in the latter are exposed during English school teaching to the method “An English Island ® ” and to its platform activities. The method “An...

Semantic relationship modulates working memory (WM) processes by promoting recall but impairing recognition. Updating is a core mechanism of WM responsible for its stability and flexibility; it allows maintenance of relevant information while removing no-longer relevant one. To our knowledge, no studies specifically investigated how WM updating may...

Bilingualism and socioeconomic status (SES) differentially affect linguistic and cognitive development. However, less evidence has been collected regarding their impact on literacy trajectories. The present longitudinal study evaluated the literacy development of language minority bilingual children (LMBC) and monolingual peers with different SES....

Thematic and taxonomic semantic organizations in working memory (WM) performance seem to change during development but is not clear how and when. A sample of 698 participants divided in 5 groups was tested on a new semantic WM task devised to: i) manipulate semantic associations, and ii) test their effect on word recall and intrusion errors. Result...

The general aim of the current study was to investigate the role of definitional skills in promoting primary school achievement (third- to fifth graders) and how school learning may shape definitional skills. Marks from four school subjects, linguistic (Italian and English) and scientific (Math and Science) were collected as well as scores in a Def...

When participants process a list of semantically strongly related words, the ones that were not presented may later be said, falsely, to have been on the list. This ‘false memory effect’ has been investigated by means of the DRM paradigm. We applied an emotional version of it to assess the false memory effect for emotional words in bilingual childr...

This study investigated developmental differences in metacognitive monitoring and control in younger (5- to 6-year-old) and older (8- to 10-year-old) children’s prospective memory (PM). Metacognitive monitoring was assessed by asking the children to judge their performance before (prediction) and after (postdiction) performing a resource-demanding...

Background Updating is a crucial function responsible of working memory integrity, allowing relevant information to be active and inhibiting irrelevant one; updating has been studied mainly with verbal stimuli, less with faces, stimuli with high adaptive value and social meaning.AimOur aim was to test age-related differences in updating for differe...

Recently, event-based prospective memory (PM) performance of children has been shown to benefit from different encoding strategies such as imagining the execution of a future PM task (i.e., future thinking) and making performance predictions (i.e., metacognitive monitoring). This study aimed to investigate whether and how these two encoding strateg...

The relationship between phonological knowledge and reading is consistent both in typically developing children and in children with dyslexia. However, children with dyslexia usually show lower phonological skills. In a group of children with dyslexia 8- to 12-year-old we investigated how different long-term memory phonological associations are upd...

DSA, BES

Background Children with dyslexia often show second‐language reading and writing difficulties, but the cognitive mechanisms connected to this impairment need to be clarified. Aims The present study examined the neuropsychological mechanisms underlying learning English as a foreign language in 4th‐ to the 8th‐grade Italian students showing reading...

We investigated how long-term memory modulates recognition accuracy performance in typically developing primary school children (aged 7 vs. 9 years). We devised a verbal working memory task where words associations were manipulated to obtain different types of semantic associations (i.e., taxonomic, thematic). Sensitivity detection measures were op...

This study analyzed the potential transfer effects on reading comprehension skills of two different training programs administered to 9- to 10-year-old children attending fourth grade classes. One training program was based on a working memory updating paradigm (i.e., words, digits, sentence and text updating working memory tasks). The other progra...

This study compared language minority bilingual (LMB) second graders with two groups of monolingual peers (with comparable low SES or with high SES) in a set of literacy skills (reading fluency, spelling, reading and oral comprehension) tested in the target school language (L2 for bilinguals). The aim was to disentangle the roles of bilingualism an...

Long-term memory (LTM) associations appear as important to cognition as single memory contents. Previous studies on updating development have focused on cognitive processes and components, whereas our investigation examines how contents, associated with different LTM strength (strong or weak), might be differentially updated at different ages. To t...

Nowadays Virtual Reality (VR) is an extremely versatile technology capable to cope with many areas of human life, and its fast development requires constant evaluation and validation. Cognitive models of human behavior play a central role in this evaluation, aiming at obtaining high quality, safe and usable products. A problem currently faced by VR...

Rehabilitation procedures recommended for developmental dyslexia (DD) are still not fully defined, and only few studies directly compare different types of training. This study compared a training (Reading Trainer) working on the reading impairment with one (Run the RAN) working on the rapid automatized naming (RAN) impairment, one of the main cogn...

Prospective memory (PM) undergoes important developmental changes during the primary school years, particularly around 7 and 8 years of age. Recent studies have suggested that, as well as executive functions (EFs), PM development also benefits from age-related increments in metamemory (MM) abilities. The primary aim of the current study was to expl...

The current study investigates the relation between working memory updating and second language learning (L2) outcomes in typically-developing fourth grade children. Our primary aim was to replicate and extend previous findings on the relationship between updating and low-level reading skills, i.e. fluency. Our second objective was to examine possi...

In the present study, we aimed to examine how specific objects are updated in working memory. We compared conditions in which contents or content-context bindings from working memory were both encoded and updated (Experiment 1). In addition, for bindings, we manipulated the memory load (i.e., number of contents) to maintain during updating. Results...

In the current study, we investigated updating of long-term memory (LTM) associations. Specifically, we examined sublexical associations by manipulating preexisting LTM relations between consonant couplets (in encoding and updating phases), and explicitly instructed participants to engage with a specific strategy for approaching the task (item disj...

Age-related effects in working memory updating were investigated by administering a response time-based task to three adult age groups (young, young-old, and old-old). The task differentiated objects to update; participants were asked to update single memory contents or content-context bindings. The data showed an overall delay of response latencie...

The present study was aimed at investigating literacy skills in English as a foreign language in three different groups of children: monolinguals with Dyslexia (n=19), typically-developing bilinguals (language-minority) (n=19), and a control group of monolinguals (Italian) (n=76). Bilinguals were not expected to fail in English measures and their g...

The study presents a new task, a double task, to measure Verbal Working Memory. The new task comprises lists of words linked each other by different semantic relationships (categorical/taxonomic, thematic/schematic) and unrelated (arbitrary). Psychometric properties are presented, obtained on a sample of 239 children of Primary school (from first t...

The aim of the current study was to investigate the relation between working memory updating and reading skills (i.e., reading fluency and comprehension) in a sample of typically-developing fourth and fifth-grade children. Updating requires maintenance of goal-relevant information and control of irrelevant details; most working memory updating task...

The present study aimed to investigate L2 spelling skills in Italian children by administering an English word dictation task to 13 children with dyslexia (CD), 13 control children (comparable in age, gender, schooling and IQ) and a group of 10 children with an English learning difficulty, but no L1 learning disorder. Patterns of difficulties were...

The aim of the study was to investigate how gaze direction of same identity faces impacts on updating and memorizing processes. Faces are multidimensional stimuli, crucial for interpersonal relations. All their features must be bound and combined together to form a coherent social percept; in particular, the combinations between gaze direction and...

The aim of the present study was to investigate how working memory updating for verbal material is modulated by enduring properties of long-term memory. Two coexisting perspectives that account for the relation between long-term representation and short-term performance were addressed. First, evidence suggests that performance is more closely linke...

This study tested predictions from the time-based resource-sharing (TBRS) model with a classical verbal working memory (WM) task, where target and non-target information interfere strongly with each other. Different predictions can be formulated according to the dominant perspectives (TBRS and interference hypothesis) on the role of inhibitory cont...

This study aimed to investigate updating in working memory (WM), analyzing the effects of task demand and memory resources on serial position curve (SPC), in a running memory task with slow pace presentation and a probed recognition procedure. These task conditions were supposed to produce an easier WM updating task, which may allow evidencing whet...

It has been argued that children with dyslexia (DC) are poor at learning a foreign language (L2) and, in particular, reading foreign words. This assumption is so general that an Italian law (law 170, October, 2010) has established that DC may be completely exempted from foreign language learning and, in any case, should not be engaged in tuition vi...

Theory of mind (ToM) refers to humans' ability to recognize the existence of mental states, such as beliefs, emotions, and desires. The literature on ToM in aging and on the relationship between ToM and other cognitive functions, like executive functions, is not homogenous. The aim of the present study was to explore the course of ToM and to invest...

The aim of the study was to investigate how the biological binding between different facial dimensions, and their social and communicative relevance, may impact updating processes in working memory (WM). We focused on WM updating because it plays a key role in ongoing processing. Gaze direction and facial expression are crucial and changeable compo...

L’updating in memoria di lavoro (ML) designa un meccanismo specifico che, controllando i livelli di attivazione/inibizione delle informazioni, consente di sostituire (aggiornare) le informazioni già processate con nuovi input, più rilevanti, in accordo agli obiettivi del compito, garantendo un uso efficace dell’intero sistema di memoria. Nello stud...

INTRDOUCTION Two main factors seem responsible for why we forget in WM: temporal decay and representation-based interference. Time-Based Resource-Sharing (TBRS) model assumes that processing and maintenance share limited attention resources and memory traces decay over time as soon as attention is shifted away. Performance varies according to the c...

The present paper reports findings from a longitudinal study examining the development of English as foreign language learning in a sample of 86 Italian students tested at Grade 6 (mean age 11:3) and Grade 8 (mean age 13:3) . Two measures were examined: one relating to sustained learning ( i.e., English learning attainment), and one to short period...

The study aimed to test whether working memory deficits in children at risk of Learning Disabilities (LD) and/or attention deficit/hyperactivity disorder (ADHD) can be attributed to deficits in interference control, thereby implicating prefrontal systems. Two groups of children known for showing poor working memory (i.e., children with poor compreh...

The role of binding in Working Memory Updating (WMU) has received only marginal interest, despite its undoubted relevance for the updating process. In the classical updating paradigm, the main focus has been on content updating, the process of discarding information when new information is presented. In the current study we measured the WMU process...

The role of content-context binding in working memory updating has received only marginal interest, despite its undoubted relevance for the updating process. In the classical updating paradigm, the main focus has been on the process of discarding information when new information is presented. Its efficacy has been determined by measurement of the a...

The relation between children's mental state knowledge and metaknowledge about reading was examined in 2 studies. In Study 1, 196 children (mean age = 9 years) were tested for verbal ability (VA), metaknowledge about reading, and mental state words in a story task. In Study 2, the results of Study 1 were extended by using a cross-lagged design and...

The role of working memory (WM) for the realization of an intended action (prospective memory, PM) has been debated in recent neuropsychological literature. The present study aimed to assess whether WM and PM share resources or are, alternatively, two distinct mechanisms. A verbal task was used, which manipulated the cognitive demand of both WM and...

The paper discusses the hypothesis suggesting that the impairment in working memory observed in children at risk of Learning Disabilities (LD) is referable to a lack of control of inhibitory processes. Two methods used to measure inhibitory processes are discussed. Activation of irrelevant items was considered both through errors in a working memor...

http://www.anae-revue.org/pages/anae-n-107-108---l-apprentissage-de-la-lecture-etat-des-connaissances-outils-et-technologies-d-accompagnement-3150472.html

The role of working memory (WM) for the realization of an intended action (prospective memory, PM) has been debated in recent neuropsychological literature. The present study aimed to assess whether WM and PM share resources or are, alternatively, two distinct mechanisms. A verbal task was used, which manipulated the cognitive demand of both WM and...

Updating tasks require participants to process a sequence of items, varying in length, and afterwards to remember only a fixed number of the elements of the sequence; the assumption being that participants actively update the to-be-recalled list as presentation progresses. However recent evidence has cast doubt on this assumption, and the present s...

The phonological processing and memory skills of 12- and 13-year-old Italian children with difficulty in learning English as a foreign language (foreign language learning difficulty, FLLD) were examined and compared with those of a control group matched for age and nonverbal intelligence. Three experiments were conducted. A dissociation between ver...

A group of seventh- and eighth-grade Italian students with low achievement (LA) in learning English as a foreign language (FL) was selected and compared to a group with high achievement (HA) in FL learning. The two groups were matched for age and nonverbal intelligence. Two experiments were conducted to examine the participants' verbal and nonverba...

The study aimed to test whether the impairment in a working memory task observed in children at risk of ADHD was due to a lack of control of interfering information being processed whilst carrying out the memory task. Two groups of children at risk of ADHD with or without a learning disability (reading impairment) were compared to a control group i...

The aim of the present study was to obtain reliable norms of a simplified version of the Listening Span Test for children from second to fifth grade. The test evaluates verbal working memory with a double task requiring to read and judge series of senteces and recall in serial order the last word of each sentence. A measure of verbal working memory...

It has been suggested that the ability to learn a foreign language is related to working memory. However, there is no clear evidence about which component of working memory may be involved.Two experiments investigated working memory problems in groups of seventh and eighth grade Italian children with difficulties in learning English as a second lan...

The study explored, from an individual differences point of view, what happens to information to be suppressed in a working-memory task at short and long term. In particular, it was examined whether control mechanisms of irrelevant information in working memory imply their complete elimination from working memory or just the modulation of their act...

Three experiments investigated how readers manage their mental representations during narrative comprehension. The first experiment investigated whether readers’ access to their mental representations of the main character in a narrative becomes enhanced (producing a “benefit”) when the character is rementioned; the first experiment also investigat...

The present research examines the decline in working memory updating through age. Two experiments compared groups of participants in different age ranges (young-old, 55-65 years, old, 66-75 years and old-old, more than 75 years and, in Experiment 2 only, young, 20-30 years). Memory updating tasks were administered, which required participants to re...

Working memory is a complex system assumed to encompass both storage and processing components. At the same time, several authors have suggested the existence of separate peripheral modality-specific subsystems, in particular a verbal and a visuo-spatial mechanism. In the present research, we explored the hypothesis that modality-specific mechanism...

The Corsi block tapping task has been widely used in the past 20 years to assess nonverbal/visuo-spatial abilities. However, there have been considerable inconsistencies in the administration and scoring of this measure and, from a theoretical point of view, little effort has been put to interpret this task from a more general model of cognitive fu...

Older adults appear to have problems in mental imagery which seem to influence memory, such as in the recall of concrete words. However, the effects of imagery instruction on old participants' memory are quite inconsistent (Richardson, 1980; Salthouse, 1992). Two experiments explored the effects of aging on the nature of mental images generated fro...

This research investigated reading comprehension in groups of younger-old (55-69 years) and older-old (70-90 years) Italian adults to determine age-related differences and explore their extent. The second aim of our research was to investigate the nature of individual age-related differences and their relation to working memory and metacognition. I...

In this study, we examine the relation between reading comprehension ability and success in working memory updating tasks. Groups of poor and good comprehenders, matched for logical reasoning ability, but different in reading comprehension ability, were administered various updating tasks in a series of experiments. In the first experiment, the par...

Borkowski and colleagues (Borkowski, Carr, Rellinger, & Pressley, 1990; Borkowski, Johnston, & Reid, 1986; Borkowski & Muthukrishna, 1992) proposed a model that relates behavioral patterns of children facing school tasks with strategic knowledge, self-monitoring, motivation, attributions, self-esteem, and affective responses. These researchers sugg...

The purpose of the present research was to investigate whether inefficient suppression mechanisms cause overload and interference in working memory and, consequently, influence reading comprehension. Two groups of children, matched for intelligence but differing in inferential comprehension ability, were compared on measures of short-term (passive...

The purpose of the present research was to investigate whether inefficient suppression mechanisms cause overload and interference in working memory and, consequently, influence reading comprehension. Two groups of children, matched for intelligence but differing in inferential comprehension ability, were compared on measures of short-term (passive...

Since 1977, Italy has largely eliminated special schools and special classes in favor of neighborhood school placements where students with disabilities are served primarily in general education classes. Overall class sizes are small and caseloads of special education teachers are very favorable (about two students with disabilities for each specia...

The present research is focused on a fine-grained analysis of memory decline with aging, and the role of suppression mechanisms in age-related memory decline. Three groups of participants (continuous age ranges; young-old: 55-65 years, old: 66-75 years, and old-old: more than 75 years) were administered Forward and Backward span test, and a Working...

This study tests the hypothesis that the ability to inhibit already processed and actually irrelevant information could influence performance in the listening span test (Daneman & Carpenter, 1980) and have a crucial role in reading comprehension. In two experiments, the listening span test and a new working memory test were given to two groups of y...

The study investigated the relationship between reflective or impulsive cognitive style, metacognitive functioning, and depression in young adolescents. Metacognitive functioning (metacognitive knowledge about reading and memory, monitoring of text comprehension) and self-reported depressive feelings were analyzed in a group of subjects who showed...