Barbara Carretti
Datos Biográficos
| ID | 2746779 |
|---|---|
| NOMBRE | Barbara Carretti |
| NOMBRES | Barbara |
| APELLIDO | Carretti |
| FIRMA | CARRETTI B |
| AFILIACIONES | University of Padua |
| ORCID | 0000-0001-5147-7544 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 20 |
| TOTAL DE CITAS | 14 |
| TOTAL COMO AUTOR | 20 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2007 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
Social, Emotional, and Behavioral Skills of Students With Specific Learning Disabilities
Social, emotional, and behavioral (SEB) skills have been found to predict academic and non-academic outcomes; however, students with specific learning disabilities (SLDs) may show weaker SEB profiles and SEB may not translate into better grades for this population of students. In 5,075 high school students, including 243 reporting an SLD diagnosis, we compared social engagement, self-management, innovation, emotional resilience, and cooperation s…
University Students With Specific Learning Disabilities
Understanding the role of individual factors associated with positive academic outcomes is fundamental to providing effective support for students with specific learning disabilities (SLDs) throughout their academic careers. The present study aimed to investigate group differences between students with and without SLDs and to examine the relationships between study-related factors, social, emotional, and behavioral (SEB) skills, and student outco…
“Should you really chat while reading?” effects of on-screen multitasking and text disfluency on integrated understanding
Students' multitasking during lectures or academic assignments is a common activity that may have negative effects on performance. It is therefore relevant to investigate under what conditions such negative effects can be reduced. The current study brought together two separate lines of research to examine the effects of on-screen multitasking and text disfluency. Multitasking required students to read and respond to social media messages during …
Ready for What's Next? The Associations Between Social, Emotional, and Behavioral Skills and Career Adaptability in High School Students
INTRODUCTION: Transitioning from school to higher education or work is a pivotal moment in a student's life, requiring life-changing decisions. During this period, students who have acquired a wide range of Social, Emotional, and Behavioral (SEB) skills may feel more confident regarding their capacity to adapt positively to future challenges and difficulties. Our study aimed to test whether five SEB skills domains (self-management, innovation, so…
Adolescent road safety
Our results extend previous findings, showing that ADHD puts adolescent pedestrians at greater risk in the road context, despite manifesting also potential positive behaviors
Integrating Executive Function Activities Into a Computerized Cognitive Training to Enhance Reading Comprehension in Primary Students
It is acknowledged the need for interventions to improve reading comprehension and its cognitive underpinnings, such as executive functions. The present study implemented a computerized cognitive training for enhancing reading comprehension in primary school children through EF activities embedded in text comprehension exercises. 263 third and fourth graders were involved in this study and randomly divided into experimental ( n = 156, M age = 9.0…
Highlighting and highlighted information in text comprehension and learning from digital reading
The Italian Behavioral, Emotional, and Social Skills Inventory (Bessi-I)
The importance of social, emotional, and behavioral (SEB) skills is recognized worldwide, but their measurement has always been a challenge. The BESSI measures 32 SEB skills, divided into five domains (social engagement, cooperation, self-management, emotional resilience, and innovation), but its validity must be expanded to new languages and contexts. Across two studies (N1 = 990, N2= 824) we developed the Italian version of the BESSI, provided …
Academic Achievement and Satisfaction Among University Students With Specific Learning Disabilities
Understanding the individual qualities sustaining students with and without specific learning disabilities (SLDs) is key to supporting their academic achievement and well-being. In this study, we investigated the differences between students with and without SLDs in terms of intraindividual factors (soft skills and study-related factors), academic and nonacademic outcomes (achievement, academic and life satisfaction), and the relationships betwee…
EEG correlates of developmental dyslexia
Dyslexia is one of the most studied learning disorders. Despite this, its biological basis and main causes are still not fully understood. Electroencephalography (EEG) could be a powerful tool in identifying the underlying mechanisms, but knowledge of the EEG correlates of developmental dyslexia (DD) remains elusive. We aimed to systematically review the evidence on EEG correlates of DD and establish their quality. In July 2021, we carried out an…
Auditory and visual mental imagery in musicians and non-musicians
Mental imagery plays an important role in various contexts of life, involving cognitive resources such as memory, learning, spatial representation, and reasoning. The vividness of mental images depends on different factors, including personal expertise in a certain field. For instance, musicians have been found to possess better auditory imagery abilities than non-musicians for both musical and non-musical sounds. Only a few studies have tried to…
Shallow or deep? The impact of orthographic depth on visual processing impairments in developmental dyslexia
The extent to which impaired visual and phonological mechanisms may contribute to the manifestation of developmental dyslexia across orthographies of varying depth has yet to be fully established. By adopting a cross-linguistic approach, the current study aimed to explore the nature of visual and phonological processing in developmental dyslexic readers of shallow (Italian) and deep (English) orthographies, and specifically the characterisation o…
Structure of working memory in children from 3 to 8 years old
Several models of working memory (WM) have been proposed in the literature. Most of the research on the architecture of WM is based on adults or older children, but less is known about younger children. In this study, we tested various models of WM on a sample of 739 Italian children, ranging in age from 3 to 8 years, primarily of European heritage and from medium to medium-high socioeconomic background. Participants were assessed with 12 WM task…
Learning From Refutation and Standard Expository Science Texts
Inhibition is thought to help suppress interference from misconceptions in science learning. Using a pre-, post-, and delayed posttest design, we examined the influence on learning from science texts of three inhibitory-related functions—prepotent response inhibition, resistance to distractor interference, and resistance to proactive interference. Children in the fourth and fifth grades (N = 110) read two texts, one about energy and one about the…
Text reading speed in a language with a shallow orthography benefits less from comprehension as reading ability matures
Background Reading can be assessed using different materials, including non‐words and texts. Unlike reading words or non‐words, reading a text may be supported by reading comprehension, and the extent of this support could change with the amount of schooling. Aim The present study aimed to examine how reading decoding in a shallow orthography like Italian changed with years of schooling, depending on the type of material and the contribution of n…
Improving problem solving in primary school students
BackgroundDespite doubts voiced on their efficacy, a series of studies has been carried out on the capacity of training programmes to improve academic and reasoning skills by focusing on underlying cognitive abilities and working memory in particular. No systematic efforts have been made, however, to test training programmes that involve both general and specific underlying abilities. If effective, these programmes could help to increase students…
Benefits of training visuospatial working memory in young–old and old–old
The purpose of the present study was to test the efficacy of a visuospatial working memory (WM) training in terms of its transfer effects and maintenance effects, in the young-old and old-old. Forty young-old and 40 old-old adults took part in the study. Twenty participants in each age group received training with a visuospatial WM task, whereas the others served as active controls and completed alternative activities. Training benefits were exam…
Improving reading comprehension in reading and listening settings
BackgroundMetacognition and working memory (WM) have been found associated with success in reading comprehension, but no studies have examined their combined effect on the training of reading comprehension. Another open question concerns the role of listening comprehension: In particular, it is not clear whether training to improve reading comprehension must necessarily be based on processing written material or whether, as suggested in a recent …
Role of working memory in explaining the performance of individuals with specific reading comprehension difficulties
Which factors influence number updating in working memory? The effects of size distance and suppression
Updating information in working memory is a critical process which makes possible to have available, at every moment, the information most relevant for mind operations. However, the specific mechanisms underlying the updating process have rarely been analysed. This paper examines the importance of two of the mechanisms implicated in a numerical updating task: item comparison and item substitution. The item comparison mechanism was studied by mani…
Improving reading comprehension in reading and listening settings
BackgroundMetacognition and working memory (WM) have been found associated with success in reading comprehension, but no studies have examined their combined effect on the training of reading comprehension. Another open question concerns the role of listening comprehension: In particular, it is not clear whether training to improve reading comprehension must necessarily be based on processing written material or whether, as suggested in a recent …
Learning From Refutation and Standard Expository Science Texts
Inhibition is thought to help suppress interference from misconceptions in science learning. Using a pre-, post-, and delayed posttest design, we examined the influence on learning from science texts of three inhibitory-related functions—prepotent response inhibition, resistance to distractor interference, and resistance to proactive interference. Children in the fourth and fifth grades (N = 110) read two texts, one about energy and one about the…
Improving problem solving in primary school students
BackgroundDespite doubts voiced on their efficacy, a series of studies has been carried out on the capacity of training programmes to improve academic and reasoning skills by focusing on underlying cognitive abilities and working memory in particular. No systematic efforts have been made, however, to test training programmes that involve both general and specific underlying abilities. If effective, these programmes could help to increase students…
Which factors influence number updating in working memory? The effects of size distance and suppression
Updating information in working memory is a critical process which makes possible to have available, at every moment, the information most relevant for mind operations. However, the specific mechanisms underlying the updating process have rarely been analysed. This paper examines the importance of two of the mechanisms implicated in a numerical updating task: item comparison and item substitution. The item comparison mechanism was studied by mani…
Benefits of training visuospatial working memory in young–old and old–old
The purpose of the present study was to test the efficacy of a visuospatial working memory (WM) training in terms of its transfer effects and maintenance effects, in the young-old and old-old. Forty young-old and 40 old-old adults took part in the study. Twenty participants in each age group received training with a visuospatial WM task, whereas the others served as active controls and completed alternative activities. Training benefits were exam…
Which factors influence number updating in working memory? The effects of size distance and suppression
Updating information in working memory is a critical process which makes possible to have available, at every moment, the information most relevant for mind operations. However, the specific mechanisms underlying the updating process have rarely been analysed. This paper examines the importance of two of the mechanisms implicated in a numerical updating task: item comparison and item substitution. The item comparison mechanism was studied by mani…
Role of working memory in explaining the performance of individuals with specific reading comprehension difficulties
Benefits of training visuospatial working memory in young–old and old–old
The purpose of the present study was to test the efficacy of a visuospatial working memory (WM) training in terms of its transfer effects and maintenance effects, in the young-old and old-old. Forty young-old and 40 old-old adults took part in the study. Twenty participants in each age group received training with a visuospatial WM task, whereas the others served as active controls and completed alternative activities. Training benefits were exam…
Improving reading comprehension in reading and listening settings
BackgroundMetacognition and working memory (WM) have been found associated with success in reading comprehension, but no studies have examined their combined effect on the training of reading comprehension. Another open question concerns the role of listening comprehension: In particular, it is not clear whether training to improve reading comprehension must necessarily be based on processing written material or whether, as suggested in a recent …
Improving problem solving in primary school students
BackgroundDespite doubts voiced on their efficacy, a series of studies has been carried out on the capacity of training programmes to improve academic and reasoning skills by focusing on underlying cognitive abilities and working memory in particular. No systematic efforts have been made, however, to test training programmes that involve both general and specific underlying abilities. If effective, these programmes could help to increase students…
Learning From Refutation and Standard Expository Science Texts
Inhibition is thought to help suppress interference from misconceptions in science learning. Using a pre-, post-, and delayed posttest design, we examined the influence on learning from science texts of three inhibitory-related functions—prepotent response inhibition, resistance to distractor interference, and resistance to proactive interference. Children in the fourth and fifth grades (N = 110) read two texts, one about energy and one about the…
Text reading speed in a language with a shallow orthography benefits less from comprehension as reading ability matures
Background Reading can be assessed using different materials, including non‐words and texts. Unlike reading words or non‐words, reading a text may be supported by reading comprehension, and the extent of this support could change with the amount of schooling. Aim The present study aimed to examine how reading decoding in a shallow orthography like Italian changed with years of schooling, depending on the type of material and the contribution of n…
Shallow or deep? The impact of orthographic depth on visual processing impairments in developmental dyslexia
The extent to which impaired visual and phonological mechanisms may contribute to the manifestation of developmental dyslexia across orthographies of varying depth has yet to be fully established. By adopting a cross-linguistic approach, the current study aimed to explore the nature of visual and phonological processing in developmental dyslexic readers of shallow (Italian) and deep (English) orthographies, and specifically the characterisation o…
Structure of working memory in children from 3 to 8 years old
Several models of working memory (WM) have been proposed in the literature. Most of the research on the architecture of WM is based on adults or older children, but less is known about younger children. In this study, we tested various models of WM on a sample of 739 Italian children, ranging in age from 3 to 8 years, primarily of European heritage and from medium to medium-high socioeconomic background. Participants were assessed with 12 WM task…
EEG correlates of developmental dyslexia
Dyslexia is one of the most studied learning disorders. Despite this, its biological basis and main causes are still not fully understood. Electroencephalography (EEG) could be a powerful tool in identifying the underlying mechanisms, but knowledge of the EEG correlates of developmental dyslexia (DD) remains elusive. We aimed to systematically review the evidence on EEG correlates of DD and establish their quality. In July 2021, we carried out an…
Auditory and visual mental imagery in musicians and non-musicians
Mental imagery plays an important role in various contexts of life, involving cognitive resources such as memory, learning, spatial representation, and reasoning. The vividness of mental images depends on different factors, including personal expertise in a certain field. For instance, musicians have been found to possess better auditory imagery abilities than non-musicians for both musical and non-musical sounds. Only a few studies have tried to…
Highlighting and highlighted information in text comprehension and learning from digital reading
The Italian Behavioral, Emotional, and Social Skills Inventory (Bessi-I)
The importance of social, emotional, and behavioral (SEB) skills is recognized worldwide, but their measurement has always been a challenge. The BESSI measures 32 SEB skills, divided into five domains (social engagement, cooperation, self-management, emotional resilience, and innovation), but its validity must be expanded to new languages and contexts. Across two studies (N1 = 990, N2= 824) we developed the Italian version of the BESSI, provided …
Academic Achievement and Satisfaction Among University Students With Specific Learning Disabilities
Understanding the individual qualities sustaining students with and without specific learning disabilities (SLDs) is key to supporting their academic achievement and well-being. In this study, we investigated the differences between students with and without SLDs in terms of intraindividual factors (soft skills and study-related factors), academic and nonacademic outcomes (achievement, academic and life satisfaction), and the relationships betwee…
“Should you really chat while reading?” effects of on-screen multitasking and text disfluency on integrated understanding
Students' multitasking during lectures or academic assignments is a common activity that may have negative effects on performance. It is therefore relevant to investigate under what conditions such negative effects can be reduced. The current study brought together two separate lines of research to examine the effects of on-screen multitasking and text disfluency. Multitasking required students to read and respond to social media messages during …
Ready for What's Next? The Associations Between Social, Emotional, and Behavioral Skills and Career Adaptability in High School Students
INTRODUCTION: Transitioning from school to higher education or work is a pivotal moment in a student's life, requiring life-changing decisions. During this period, students who have acquired a wide range of Social, Emotional, and Behavioral (SEB) skills may feel more confident regarding their capacity to adapt positively to future challenges and difficulties. Our study aimed to test whether five SEB skills domains (self-management, innovation, so…
Adolescent road safety
Our results extend previous findings, showing that ADHD puts adolescent pedestrians at greater risk in the road context, despite manifesting also potential positive behaviors
Integrating Executive Function Activities Into a Computerized Cognitive Training to Enhance Reading Comprehension in Primary Students
It is acknowledged the need for interventions to improve reading comprehension and its cognitive underpinnings, such as executive functions. The present study implemented a computerized cognitive training for enhancing reading comprehension in primary school children through EF activities embedded in text comprehension exercises. 263 third and fourth graders were involved in this study and randomly divided into experimental ( n = 156, M age = 9.0…
Social, Emotional, and Behavioral Skills of Students With Specific Learning Disabilities
Social, emotional, and behavioral (SEB) skills have been found to predict academic and non-academic outcomes; however, students with specific learning disabilities (SLDs) may show weaker SEB profiles and SEB may not translate into better grades for this population of students. In 5,075 high school students, including 243 reporting an SLD diagnosis, we compared social engagement, self-management, innovation, emotional resilience, and cooperation s…
University Students With Specific Learning Disabilities
Understanding the role of individual factors associated with positive academic outcomes is fundamental to providing effective support for students with specific learning disabilities (SLDs) throughout their academic careers. The present study aimed to investigate group differences between students with and without SLDs and to examine the relationships between study-related factors, social, emotional, and behavioral (SEB) skills, and student outco…
Psychology (15 obras) · Cognitive psychology (11 obras) · Cognition (9 obras) · Computer Science (7 obras) · Developmental psychology (7 obras) · Linguistics (7 obras) · Cognitive Abilities and Testing (5 obras) · Comprehension (5 obras) · Mathematics education (5 obras) · Reading and Literacy Development (5 obras)