Paola Bonifacci
Datos Biográficos
| ID | 2748014 |
|---|---|
| NOMBRE | Paola Bonifacci |
| NOMBRES | Paola |
| APELLIDO | Bonifacci |
| FIRMA | BONIFACCI P |
| AFILIACIONES | University of Bologna |
| ORCID | 0000-0002-9831-8687 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 26 |
| TOTAL DE CITAS | 16 |
| TOTAL COMO AUTOR | 26 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2016 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 3 |
Exploring the cognitive interplay between multilingualism, inhibitory control and mind wandering
This study examined whether self-assessed multilingual proficiency and use of additional languages predict individual differences in inhibitory control (IC) and mind wandering (MW) among UK university students. Sixty-five participants completed a Go/No-Go task measuring response inhibition and the BMW-3 questionnaire, which assessed unintentional, intentional and meta-awareness dimensions of MW. Multilingualism was operationalised using a continu…
Differential effects of sociolinguistic background, nonverbal reasoning, and phonological WM skills on heritage bilingual children’s L1 and L2 competencies
The study examined the effects of sociolinguistic background, nonverbal reasoning, and phonological working memory (WM) on heritage language (L1) and second language (L2) skills in Heritage Bilingual (HB) children attending preschool, considering relationships between L1 and L2 abilities. A total of 108 HB children completed vocabulary, morphosyntactic, nonverbal reasoning, and phonological WM tasks in both L1 and Italian (L2). Sociolinguistic ba…
Teachers’ classroom practices supporting multilingual students and the perceived impact of inclusion
Medium Matters? Comprehension and Lexical Processing in Digital and Printed Narrative Texts in Good and Poor Comprehenders
The present study examined differences in reading comprehension performance between good and poor comprehenders, across paper-based and computer-based formats. The sample consisted of 197 students (Mage = 10.9, SDage = 1.22), categorized into three groups based on their reading comprehension proficiency: good (n = 73), average (n = 90), and poor (n = 33). Using a pseudo-randomized within-subjects design, participants read two texts and completed …
A longitudinal study of math skills in heritage bilingual children
Social and child-driven factors and actors influencing family language policy and heritage language maintenance
This paper reports findings from a study on multilingual families aimed at targeting three main research questions: (Q1) Which social factors and actors potentially influencing family language policy (FLP) recur in parents’ discourses? (Q2) Do direct encouragements and indirect ideological pressures not to use heritage language (HL) relate to parents’ domestic language use and HL perceived value? (Q3) Do children’s language preferences–as reporte…
The simple view of reading in monolingual and language‐minority bilingual children learning to read in French or Italian
Background We investigated how the language of schooling (French vs. Italian) and linguistic status [monolinguals vs. language‐minority bilingual children (LMBC)] interact with the main dimensions of the simple view of reading (SVR), namely, decoding (D) and listening comprehension (LC). Method We examined 265 children [French: n = 113; Italian: n = 152; monolinguals: n = 149; LMBC: n = 116; mean age in months: 116.91 ( SD = 9.41), range of age i…
Spelling and writing skills in minority-language bilingual children exposed to a transparent orthography
Many studies have explored how Language-Minority Bilingual Children (LMBC) read and comprehend, while the way they learn to spell and write has received less attention. This study aimed to assess a comprehensive profile of spelling and writing skills in LMBC, comparing performances of 4th and 5th grade bilingual (n = 74) and monolingual (n = 131) children in word and nonword reading and multilevel spelling and writing tasks (word, nonword and pas…
Parents’ and Children’s Emotional Well-Being and Language Beliefs in Heritage Bilingual Families
The present study aimed to examine how parents’ psychological characteristics and positive beliefs about multilingualism predict children’s emotional well-being in 51 multilingual families with an immigrant background. Parents were interviewed to assess their beliefs about multilingualism and completed a battery of questionnaires assessing depression, anxiety, psychological distress, parental competence, quality of life, and acculturative stress.…
Home Learning Environment and Screen Time Differentially Mediate the Relationship Between Socioeconomic Status and Preschoolers’ Learning and Behavioural Profiles
Environmental variables related to the home context, including home literacy and numeracy, screen exposure and Socioeconomic Status (SES) are potential risks or protective factors for children's academic achievements and behaviour. The present multi-informant study aims to contribute to this issue by investigating SES's direct and indirect relationships in early learning (i.e., literacy, numeracy, and cognitive) and behavioural skills within a la…
How Parents' Perceived Value of the Heritage Language Predicts Their Children's Skills
The growing field of family language policies (FLPs), defined as overt and explicit planning in relation to language use among family members, has garnered increasing interest. FLPs influence child-caretaker interactions and are closely linked to child language development and acquisition. This study investigates the impact of FLPs on children's proficiency in their heritage language (HL). Employing a multi-method approach, we conducted semi-stru…
A Multi-Informant Approach Testing an Expanded Home Numeracy Mode
The role of home numeracy activities in the development of numeracy skills is receiving growing interest, although some mixed results highlight the need to consider models that include different contextual variables. The present study was aimed at investigating, using a multi-method and multi-informant approach, how parents’ educational levels, parents’ numerical attitudes, home numeracy, and expectations toward their offspring’s numeracy attitud…
The relationship between mind wandering and reading comprehension
Mind wandering (MW), a shift of attention away from external tasks toward internally generated thoughts, has been frequently associated with costs in reading comprehension (RC), although with some contrasting results and many reported potential intervening factors. The aim of the meta-analysis was to evaluate the relationship between MW and RC, considering the role of participants’ and text’s characteristics, as well as methodological issues in t…
Text‐to‐speech applications to reduce mind wandering in students with dyslexia
Home activities and cognitive skills in relation to early literacy and numeracy
The aim of the present study was to test environmental and cognitive variables as possible cross-domain predictors of early literacy and numeracy skills. One hundred forty-eight preschool children (mean age = 64.36 months ± 3.33) were enrolled in the study. The battery included a home literacy and home numeracy questionnaire, measures and phonological and visuo-spatial working memory, tasks tapping response inhibition, and predictors of literacy …
Magnitude Comparisons, Number Knowledge and Calculation in VeryPreterm Children and Children With Specific Learning Disability
Difficulties in mathematics have been described in very preterm children, but their origins are not well understood and may differ from other populations with specific learning disability. Very preterm children, children with learning disability, and typically developing children were compared in mathematics skills, using standardized tools, experimental tasks, and eye-tracker measures. We assessed symbolic and nonsymbolic magnitude comparisons, …
Look back at text or rely on memory? Efficacy of reading comprehension strategies in good and poor oral comprehenders
Background Reading comprehension is a multifactorial process, but one of its features has been relatively under‐investigated: it is the strategy used when answering reading comprehension questions. In order to find the correct answer, children can either respond to questions about a text relying on their text memory or look back at the written text. This study analyses (i) which strategy, memory or look‐back is more frequently adopted in primary …
Rumination and Emotional Profile in Children with Specific Learning Disorders and Their Parents
Rumination, namely a cognitive process characterized by a repetitive thinking focused on negative feelings and thoughts, is a significant predictor for the onset of internalizing symptoms and has also been found to run in families. Rumination has never been studied in children with specific learning disorders (SLD), a population that, due to its condition, might encounter more difficulties in daily life and is at risk of increased psychological d…
The Mind in the Machine
Parenting Stress and Broader Phenotype in Parents of Children with Attention Deficit Hyperactivity Disorder, Dyslexia or Typical Development
In the present study parenting stress and the broader phenotype are investigated in two highly common developmental disorders, namely Attention Deficit Hyperactivity Disorder (ADHD) and specific reading impairment (dyslexia). Within a total sample of 130 parents, 27 were parents of children with ADHD (P-ADHD), 38 were parents of children with a diagnosis of dyslexia (P-DYS) and the other 65 participants were parents of children with typical devel…
Mind wandering, together with test anxiety and self-efficacy, predicts student's academic self-concept but not reading comprehension skills
BackgroundMind wandering (MW) has commonly been linked to bad scholastic performance; however, such association has rarely been investigated in the classroom. Moreover, in examining such association, motivational variables have been largely ignored.AimWe aimed at examining the associations between the dispositional tendency to engage in MW and a series of reading comprehension skills and measures of academic self-concept above and beyond the role…
In few words
The aim of this study was to compare linguistic and narrative skills of monolingual and bilingual preschoolers and to estimate linguistic predictors of the macro-structural level of narratives. A battery of linguistic measures in Italian was administered to sixty-four Monolinguals and sixty-four Early Bilinguals; it included Vocabulary, Phonological Awareness, Morphosyntactic Comprehension, Phonological Memory, Letter Knowledge, and Story Sequenc…
Emotional processes in human-robot interaction during brief cognitive testing
Verbal and Nonverbal Anticipatory Mechanisms in Bilinguals
Theoretical models of comprehension skills tested through a comprehension assessment battery for primary school children
In this study, two alternative theoretical models were compared, in order to analyze which of them best explains primary school children’s text comprehension skills. The first one was based on the distinction between two types of answers requested by the comprehension test: local or global. The second model involved texts’ input modality: written or oral. For this purpose, a new instrument that assesses listening and reading comprehension skills …
Emotional processes in human-robot interaction during brief cognitive testing
Verbal and Nonverbal Anticipatory Mechanisms in Bilinguals
How Parents' Perceived Value of the Heritage Language Predicts Their Children's Skills
The growing field of family language policies (FLPs), defined as overt and explicit planning in relation to language use among family members, has garnered increasing interest. FLPs influence child-caretaker interactions and are closely linked to child language development and acquisition. This study investigates the impact of FLPs on children's proficiency in their heritage language (HL). Employing a multi-method approach, we conducted semi-stru…
The Mind in the Machine
Reading under the skin
Theoretical models of comprehension skills tested through a comprehension assessment battery for primary school children
In this study, two alternative theoretical models were compared, in order to analyze which of them best explains primary school children’s text comprehension skills. The first one was based on the distinction between two types of answers requested by the comprehension test: local or global. The second model involved texts’ input modality: written or oral. For this purpose, a new instrument that assesses listening and reading comprehension skills …
In few words
The aim of this study was to compare linguistic and narrative skills of monolingual and bilingual preschoolers and to estimate linguistic predictors of the macro-structural level of narratives. A battery of linguistic measures in Italian was administered to sixty-four Monolinguals and sixty-four Early Bilinguals; it included Vocabulary, Phonological Awareness, Morphosyntactic Comprehension, Phonological Memory, Letter Knowledge, and Story Sequenc…
Emotional processes in human-robot interaction during brief cognitive testing
Verbal and Nonverbal Anticipatory Mechanisms in Bilinguals
Parenting Stress and Broader Phenotype in Parents of Children with Attention Deficit Hyperactivity Disorder, Dyslexia or Typical Development
In the present study parenting stress and the broader phenotype are investigated in two highly common developmental disorders, namely Attention Deficit Hyperactivity Disorder (ADHD) and specific reading impairment (dyslexia). Within a total sample of 130 parents, 27 were parents of children with ADHD (P-ADHD), 38 were parents of children with a diagnosis of dyslexia (P-DYS) and the other 65 participants were parents of children with typical devel…
Mind wandering, together with test anxiety and self-efficacy, predicts student's academic self-concept but not reading comprehension skills
BackgroundMind wandering (MW) has commonly been linked to bad scholastic performance; however, such association has rarely been investigated in the classroom. Moreover, in examining such association, motivational variables have been largely ignored.AimWe aimed at examining the associations between the dispositional tendency to engage in MW and a series of reading comprehension skills and measures of academic self-concept above and beyond the role…
Look back at text or rely on memory? Efficacy of reading comprehension strategies in good and poor oral comprehenders
Background Reading comprehension is a multifactorial process, but one of its features has been relatively under‐investigated: it is the strategy used when answering reading comprehension questions. In order to find the correct answer, children can either respond to questions about a text relying on their text memory or look back at the written text. This study analyses (i) which strategy, memory or look‐back is more frequently adopted in primary …
Rumination and Emotional Profile in Children with Specific Learning Disorders and Their Parents
Rumination, namely a cognitive process characterized by a repetitive thinking focused on negative feelings and thoughts, is a significant predictor for the onset of internalizing symptoms and has also been found to run in families. Rumination has never been studied in children with specific learning disorders (SLD), a population that, due to its condition, might encounter more difficulties in daily life and is at risk of increased psychological d…
The Mind in the Machine
Magnitude Comparisons, Number Knowledge and Calculation in VeryPreterm Children and Children With Specific Learning Disability
Difficulties in mathematics have been described in very preterm children, but their origins are not well understood and may differ from other populations with specific learning disability. Very preterm children, children with learning disability, and typically developing children were compared in mathematics skills, using standardized tools, experimental tasks, and eye-tracker measures. We assessed symbolic and nonsymbolic magnitude comparisons, …
Text‐to‐speech applications to reduce mind wandering in students with dyslexia
Home activities and cognitive skills in relation to early literacy and numeracy
The aim of the present study was to test environmental and cognitive variables as possible cross-domain predictors of early literacy and numeracy skills. One hundred forty-eight preschool children (mean age = 64.36 months ± 3.33) were enrolled in the study. The battery included a home literacy and home numeracy questionnaire, measures and phonological and visuo-spatial working memory, tasks tapping response inhibition, and predictors of literacy …
A Multi-Informant Approach Testing an Expanded Home Numeracy Mode
The role of home numeracy activities in the development of numeracy skills is receiving growing interest, although some mixed results highlight the need to consider models that include different contextual variables. The present study was aimed at investigating, using a multi-method and multi-informant approach, how parents’ educational levels, parents’ numerical attitudes, home numeracy, and expectations toward their offspring’s numeracy attitud…
The relationship between mind wandering and reading comprehension
Mind wandering (MW), a shift of attention away from external tasks toward internally generated thoughts, has been frequently associated with costs in reading comprehension (RC), although with some contrasting results and many reported potential intervening factors. The aim of the meta-analysis was to evaluate the relationship between MW and RC, considering the role of participants’ and text’s characteristics, as well as methodological issues in t…
Spelling and writing skills in minority-language bilingual children exposed to a transparent orthography
Many studies have explored how Language-Minority Bilingual Children (LMBC) read and comprehend, while the way they learn to spell and write has received less attention. This study aimed to assess a comprehensive profile of spelling and writing skills in LMBC, comparing performances of 4th and 5th grade bilingual (n = 74) and monolingual (n = 131) children in word and nonword reading and multilevel spelling and writing tasks (word, nonword and pas…
Parents’ and Children’s Emotional Well-Being and Language Beliefs in Heritage Bilingual Families
The present study aimed to examine how parents’ psychological characteristics and positive beliefs about multilingualism predict children’s emotional well-being in 51 multilingual families with an immigrant background. Parents were interviewed to assess their beliefs about multilingualism and completed a battery of questionnaires assessing depression, anxiety, psychological distress, parental competence, quality of life, and acculturative stress.…
Home Learning Environment and Screen Time Differentially Mediate the Relationship Between Socioeconomic Status and Preschoolers’ Learning and Behavioural Profiles
Environmental variables related to the home context, including home literacy and numeracy, screen exposure and Socioeconomic Status (SES) are potential risks or protective factors for children's academic achievements and behaviour. The present multi-informant study aims to contribute to this issue by investigating SES's direct and indirect relationships in early learning (i.e., literacy, numeracy, and cognitive) and behavioural skills within a la…
How Parents' Perceived Value of the Heritage Language Predicts Their Children's Skills
The growing field of family language policies (FLPs), defined as overt and explicit planning in relation to language use among family members, has garnered increasing interest. FLPs influence child-caretaker interactions and are closely linked to child language development and acquisition. This study investigates the impact of FLPs on children's proficiency in their heritage language (HL). Employing a multi-method approach, we conducted semi-stru…
Medium Matters? Comprehension and Lexical Processing in Digital and Printed Narrative Texts in Good and Poor Comprehenders
The present study examined differences in reading comprehension performance between good and poor comprehenders, across paper-based and computer-based formats. The sample consisted of 197 students (Mage = 10.9, SDage = 1.22), categorized into three groups based on their reading comprehension proficiency: good (n = 73), average (n = 90), and poor (n = 33). Using a pseudo-randomized within-subjects design, participants read two texts and completed …
A longitudinal study of math skills in heritage bilingual children
Social and child-driven factors and actors influencing family language policy and heritage language maintenance
This paper reports findings from a study on multilingual families aimed at targeting three main research questions: (Q1) Which social factors and actors potentially influencing family language policy (FLP) recur in parents’ discourses? (Q2) Do direct encouragements and indirect ideological pressures not to use heritage language (HL) relate to parents’ domestic language use and HL perceived value? (Q3) Do children’s language preferences–as reporte…
The simple view of reading in monolingual and language‐minority bilingual children learning to read in French or Italian
Background We investigated how the language of schooling (French vs. Italian) and linguistic status [monolinguals vs. language‐minority bilingual children (LMBC)] interact with the main dimensions of the simple view of reading (SVR), namely, decoding (D) and listening comprehension (LC). Method We examined 265 children [French: n = 113; Italian: n = 152; monolinguals: n = 149; LMBC: n = 116; mean age in months: 116.91 ( SD = 9.41), range of age i…
Exploring the cognitive interplay between multilingualism, inhibitory control and mind wandering
This study examined whether self-assessed multilingual proficiency and use of additional languages predict individual differences in inhibitory control (IC) and mind wandering (MW) among UK university students. Sixty-five participants completed a Go/No-Go task measuring response inhibition and the BMW-3 questionnaire, which assessed unintentional, intentional and meta-awareness dimensions of MW. Multilingualism was operationalised using a continu…
Differential effects of sociolinguistic background, nonverbal reasoning, and phonological WM skills on heritage bilingual children’s L1 and L2 competencies
The study examined the effects of sociolinguistic background, nonverbal reasoning, and phonological working memory (WM) on heritage language (L1) and second language (L2) skills in Heritage Bilingual (HB) children attending preschool, considering relationships between L1 and L2 abilities. A total of 108 HB children completed vocabulary, morphosyntactic, nonverbal reasoning, and phonological WM tasks in both L1 and Italian (L2). Sociolinguistic ba…
Psychology (22 obras) · Developmental psychology (16 obras) · Cognition (13 obras) · Cognitive psychology (10 obras) · Linguistics (10 obras) · Reading and Literacy Development (10 obras) · Language Development and Disorders (8 obras) · Pedagogy (8 obras) · Comprehension (7 obras) · Reading comprehension (7 obras)