Articoli scientifici in ordine alfabetico
Dicataldo, R., Florit, E., & Roch, M. (2020). Fostering broad oral language skills in preschoolers from low SES background. International Journal of Environmental Research and Public Health, 17(12), 4495. https://doi.org/10.3390/ijerph17124495
Dicataldo, R., Leo, I., & Roch, M. (2023). L’utilizzo di gesti complessi come supporto per l’acquisizione di parole nuove durante attività di lettura ad alta voce. Studio pilota con bambini dai 3 ai 5 anni. Effetti di Lettura. | DOI: 10.7347/EdL-01-2023-03
Dicataldo, R., Rowe, M. L., & Roch, M. (2022). “Let’s Read Together”: A Parent-Focused Intervention on Dialogic Book Reading to Improve Early Language and Literacy Skills in Preschool Children. Children, 9(8), 1149. https://doi.org/10.3390/children9081149
Fazzolari, D., Dicataldo, R., Corazza, F., & Roch, M. (2023). Parent Training sulla Lettura Dialogica in età prescolare. Presentazione del percorso Leggiamo Insieme. Psicologia Clinica dello Sviluppo, 1-17. (doi: 10.1449/108245 https://doi.org)
Franco, F., Suttora, C., Spinelli, M., Kozar, I., & Fasolo, M. (2021). Singing to infants matters: Early singing interactions affect musical preferences and facilitate vocabulary building. Journal of Child Language, 1-26. https://doi.org/10.1017/S0305000921000167
Giancola, M., Palmiero, M., & D’Amico, S. (2023). The green adolescent: The joint contribution of personality and divergent thinking in shaping pro-environmental behaviours. Journal of Cleaner Production, 417, 138083. https://doi.org/10.1016/j.jclepro.2023.138083
Giancola, M., Palmiero, M., Bocchi, A., Piccardi, L., Nori, R., & D’Amico, S. (2022). Divergent Thinking and Jumping to Conclusion: Empirical evidences in Italian Schoolers. Cognitive Processing. DOI: 10.1007/s10339-022-01104-2
Giancola, M., Palmiero, M., Pino, M.C., Sannino, M., & D’Amico, S. (2024). How do children “think outside the box?”. Fluid Intelligence and Divergent Thinking: A Moderated Mediation Study of Field Dependent-Independent Cognitive Style and Gender. Children, 11(4), 89. DOI: 10.3390/children11010089
Giancola, M., Pino, M.C., Riccio, V., Piccardi, L., & D’Amico, S. (2023). Preschoolers' Perceptual Analogical Reasoning and Map Reading: A Preliminary Study on the Mediating Effect of Spatial Language. Children, 10(4), 630. doi: 10.3390/children10040630
Guarini, A., Sansavini, A., Suttora, C., Bortolotti, S., Fort, M., Iorio, D., Monfardini, C., & Bigoni, M. (2022). Mindful parenting intervention MinUTo app for parents of preschool children: Study protocol of a randomised controlled trial. International Journal of Environmental Research and Public Health, 19(13), 7564. https://doi.org/10.3390/ijerph19137564
Martín-Pozuelo, N., Carballo-Costa, L., Solís-García, Graduate M., Giancola, M., Piccardi, L., De las Cuevas-Terán, I., & Robles-García, V. (2024). Measuring spatial navigation during locomotion in children: a systematic review. Heliyon, 10(13), E33817. doi: 10.1016/j.heliyon.2024.e33817
Peretti, S., Caruso, F., Pino, M.C., Giancola, M., D’Amico, S., & Di Mascio, T. (2024). The CrazySquare project for music learning in Italian school-age pre-adolescents: integrating technology into educational practice. Journal of Computers in Education. doi:10.1007/s40692-024-00320-3
Peretti, S., Kubiatko, M., Caruso, F., Di Mascio, T., Giancola, M., D’Amico, S., & Pino, M.C. (2024). #InstaMind: teachers’ beliefs on educational technology to promote seamless technology integration in early education. Frontiers in Education, 9, 1399807. doi: 10.3389/feduc.2024.1399807
Rinaldi, S., Caselli, M.C., Cofelice, V., D’Amico, S., De Cagno, A.G., Corte, G.D., Di Martino, M.V., Di Costanzo, B., Levorato, M.C., Penge, R., Rossetto, T., Sansavini, A., Vecchi, S., & Zoccolotti, P. (2021). Efficacy of the treatment of developmental language disorder: A systematic review. Brain Sciences, 11. doi: 10.3390/brainsci11030407
Sansavini, A., Favilla, M.E., Guasti, M.T., Marini, A., Millepiedi, S., Di Martino, M.V., Vecchi, S., Battajon, N., Bertolo, L., Capirci, O., Carretti, B., Colatei, M.P., Frioni, C., Marotta, L., Massa, S., Michelazzo, L., Pecini, C., Piazzalunga, S., Pieretti, M., Rinaldi, P., Salvadorini, R., Termine, C., Zuccarini, M., D’Amico, S., De Cagno, A.G., Levorato, M.C., Rossetto, T., & Lorusso, M.L. (2021). Developmental language disorder: Early predictors, age for the diagnosis, and diagnostic tools. A scoping review. Brain Sciences, 11. doi: 10.3390/brainsci11050654
Sansavini, A., Guarini, A., & Zuccarini, M. (2019). Low Rates of Pointing in 18-Month-Olds at Risk for Autism Spectrum Disorder and Extremely Preterm Infants: A Common Index of Language Delay? Frontiers in Psychology, 10, 2131, 1-12. https://doi.org/10.3389/fpsyg.2019.02131
Suttora, C., Zuccarini, M., Aceti, A., Corvaglia, L., Guarini, A., & Sansavini, A. (2021). The Effects of a Parent-Implemented Language Intervention on Late-Talkers’ Expressive Skills: The Mediational Role of Parental Speech Contingency and Dialogic Reading Abilities. Frontiers in Psychology, 12, 1-14. https://doi.org/10.3389/fpsyg.2021.723366
Verganti, C., Suttora, C., Zuccarini, M., Aceti, A., Corvaglia, L., Bello, A., Caselli, M.C., Guarini, A., & Sansavini, A. (2024). Lexical skills and gesture use: A comparison between expressive and receptive/expressive late talkers. Research in Developmental Disabilities, 148, 104711. https://doi.org/10.1016/j.ridd.2024.104711
Zuccarini, M., Guarini, A., Gibertoni, D., Suttora, C., Aceti, A., Corvaglia, L., Bello, A., Caselli, M.C., & Sansavini, A. (2023). Describing communication profiles of low-risk preterm and full-term late talkers. Journal of Communication Disorders, 104, 106336, 1-18. doi: 10.1016/j.jcomdis.2023.106336