Foto del docente

Paola Bonifacci

Professoressa associata

Dipartimento di Psicologia "Renzo Canestrari"

Settore scientifico disciplinare: M-PSI/01 PSICOLOGIA GENERALE

Pubblicazioni

Bonifacci, P., Baraldi, S., Codeluppi, F. , Affranti, A., Peri, B., Compétences numériques et de calcul chez les bilingues séquentiels: une étude longitudinale, «ANAE», 2022, 379, pp. 455 - 462 [articolo]

Bonifacci, Paola; Trambagioli, Nicole; Bernabini, Luca; Tobia, Valentina, Home activities and cognitive skills in relation to early literacy and numeracy: testing a multifactorial model in preschoolers, «EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION», 2022, 37, pp. 681 - 705 [articolo]

Bonifacci, Paola; Ferrara, Ida Carmen; Pedrinazzi, Jessica; Terracina, Francesco; Palladino, Paola, Literacy Acquisition Trajectories in Bilingual Language Minority Children and Monolingual Peers with Similar or Different SES: A Three-Year Longitudinal Study, «BRAIN SCIENCES», 2022, 12, pp. 1 - 14 [articolo]

Affranti, A., Tobia, V., Bellocchi, S., Bonifacci, P., Spelling and writing skills in minority-language bilingual children exposed to a transparent orthography: multilevel profiles and concurrent predictors, «INTERNATIONAL JOURNAL OF BILINGUAL EDUCATION AND BILINGUALISM», 2022, In press, pp. 1 - 32 [articolo]

Bonifacci P.; Colombini E.; Marzocchi M.; Tobia V.; Desideri L., Text-to-speech applications to reduce mind wandering in students with dyslexia, «JOURNAL OF COMPUTER ASSISTED LEARNING», 2022, 38, pp. 440 - 454 [articolo]

Bonifacci, Paola; Viroli, Cinzia; Vassura, Chiara; Colombini, Elisa; Desideri, Lorenzo, The relationship between mind wandering and reading comprehension: A meta-analysis, «PSYCHONOMIC BULLETIN & REVIEW», 2022, in press, pp. in press - in press [articolo]

Bonifacci P.; Compiani D.; Affranti A.; Peri B., Home Literacy and Numeracy Interact and Mediate the Relationship Between Socio-Economic Status and Early Linguistic and Numeracy Skills in Preschoolers, «FRONTIERS IN PSYCHOLOGY», 2021, 12, Article number: 662265, pp. 1 - 16 [articolo]Open Access

Bernabini, Luca; Tobia, Valentina; Bonifacci, Paola, Intergenerational Features of Math Skills: Symbolic and Non-Symbolic Magnitude Comparison and Written Calculation in Mothers and Children, «JOURNAL OF COGNITION AND DEVELOPMENT», 2021, 22, pp. 149 - 167 [articolo]

Guarini A.; Tobia V.; Bonifacci P.; Faldella G.; Sansavini A., Magnitude Comparisons, Number Knowledge and Calculation in VeryPreterm Children and Children With Specific Learning Disability: A Cross-Population Study Using Eye-Tracking, «JOURNAL OF LEARNING DISABILITIES», 2021, 54, Article number: 0022219420950651, pp. 83 - 96 [articolo]Open Access

Tobia V.; Bonifacci P.; Marzocchi G.M., Symbolic versus non-symbolic training for improving early numeracy in preschoolers at risk of developing difficulties in mathematics, «RESEARCH IN DEVELOPMENTAL DISABILITIES», 2021, 111, Article number: 103893, pp. 1 - 12 [articolo]

Desideri L.; Bonifacci P.; Croati G.; Dalena A.; Gesualdo M.; Molinario G.; Gherardini A.; Cesario L.; Ottaviani C., The Mind in the Machine: Mind Perception Modulates Gaze Aversion During Child–Robot Interaction, «INTERNATIONAL JOURNAL OF SOCIAL ROBOTICS», 2021, 13, pp. 599 - 614 [articolo]

Bernabini, Luca; Bonifacci, Paola; de Jong, Peter F., The Relationship of Reading Abilities With the Underlying Cognitive Skills of Math: A Dimensional Approach, «FRONTIERS IN PSYCHOLOGY», 2021, 12:577488, Article number: 12:577488, pp. 1 - 12 [articolo]

Bonifacci, Paola; Lombardo, Giuseppina; Pedrinazzi, Jessica; Terracina, Francesco; Palladino, Paola, Literacy Skills in Bilinguals and Monolinguals with Different SES, «READING & WRITING QUARTERLY», 2020, 36, pp. 243 - 259 [articolo]

Tobia V.; Bonifacci P., Look back at text or rely on memory? Efficacy of reading comprehension strategies in good and poor oral comprehenders, «JOURNAL OF RESEARCH IN READING», 2020, 43, pp. 536 - 555 [articolo]

Bernabini, Luca; Tobia, Valentina; Guarini, Annalisa; Bonifacci, Paola, Predictors of Children’s Early Numeracy: Environmental Variables, Intergenerational Pathways, and Children’s Cognitive, Linguistic, and Non-symbolic Number Skills, «FRONTIERS IN PSYCHOLOGY», 2020, 11, Article number: 505065, pp. 1 - 15 [articolo]Open Access