Rossana De Beni
Biographic Data
| ID | 2749995 |
|---|---|
| NAME | Rossana De Beni |
| GIVEN NAMES | Rossana |
| FAMILY NAME | De Beni |
| SIGNATURE | DE BENI R |
| AFFILIATIONS | University of Padua |
| VERIFIED | No |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 10 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1985 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 2 |
The role of visuo‐spatial abilities in environment learning from maps and navigation over the adult lifespan
Visuo‐spatial abilities have an important role in environment learning. The aim of the present study was to explore whether these abilities relate to spatial recall after learning an environment from a map or a video, and irrespective of the learner's age (from youth to old age). The study involved 431 participants from 25 to 84 years old, who were assessed for their visuo‐spatial working memory, object‐based mental rotation, and perspective‐taki…
The orientation of young and older adults' mental representations of their home town with familiar and new landmarks
Familiarity with an environment produces refined mental representations in adults of all ages, but it is not clear whether these representations tend to have a north-up orientation and whether familiarity facilitates the learning of new spatial information, especially in ageing. Thirty-two young and 32 older adults studied a map of their home town that included familiar and new fictitious landmarks, then performed pointing tasks, some aligned wit…
The relevance of memory sensitivity for psychological well-being in aging
Environment learning using descriptions or navigation
This study examined age‐related differences between young and older adults in the involvement of verbal and visuo‐spatial components of working memory ( WM ) when paths are learned from verbal and visuo‐spatial inputs. A sample of 60 young adults (20–30 years old) and 58 older adults (60–75 years old) learned two paths from the person's point of view, one displayed in the form of a video showing the path, the other presenting the path in a verbal…
What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement.
The authors propose a theoretical model linking emotions, self-regulated learning, and motivation to academic achievement. This model was tested with 5,805 undergraduate students. They completed the Self-Regulated Learning, Emotions, and Motivation Computerized Battery (LEM–B) composed of 3 self-report questionnaires: the Self-Regulated Learning Questionnaire (LQ), the Emotions Questionnaire (EQ), and the Motivation Questionnaire (MQ). The findin…
Spatial abilities across the adult life span
The study investigates age-related effects across the adult life span on spatial abilities (testing subabilities based on a distinction between spatial visualization, mental rotation, and perspective taking) and spatial self-assessments. The sample consisted of 454 participants (223 women and 231 men) from 20 to 91 years of age. Results showed nonlinear age-related effects for spatial visualization and perspective taking but linear effects for me…
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…
Spatial mental representations derived from spatial descriptions
The aim of this research was to investigate how spatial self‐assessments and spatial cognitive abilities jointly influence the construction of mental representations derived from spatial descriptions. Two studies were conducted using the path models approach to test to what extent spatial self‐assessments (Study 1, 194 participants) and the combination of the latter with spatial abilities (Study 2, 206 participants) can be modelled to predict mem…
Working memory involvement in spatial text processing
The study investigates the relationships between working memory (WM), amount of learning, and strategies used in spatial description. WM involvement and strategies reported were assumed to change, depending on whether the text learning was extensive or limited. Two experiments were carried out using dual-task paradigm: participants listened to spatial text three times and concurrently one group performed a spatial concurrent task, one group a ver…
Role of working memory in explaining the performance of individuals with specific reading comprehension difficulties
Differences in vividness ratings of perceived and imagined patterns
The present research focuses on the different subjective experiences evoked by perceived and imagined matrices of letters of the alphabet. In three experiments adult subjects were asked to rate the vividness of a letter included in a matrix of letters which varied due to manipulations in colour, rotation and movement. Subjects were asked to observe (perceptual modality), draw and observe (drawing modality), retrieve (memory modality) or imagine (…
The development of economic notions
Some conditions for the occurrence of the bizarreness effect in free recall
Existing literature on bizarreness effects in verbal learning mainly focuses on the common assumption that bizarre images are easier to recall than common ones. In so doing, however, researchers have obtained more negative than positive results. Further, among the few investigations that found this effect three used the same procedure and the same material in which a bizarre relationship between subject and object was achieved by substituting hum…
Spatial abilities across the adult life span
The study investigates age-related effects across the adult life span on spatial abilities (testing subabilities based on a distinction between spatial visualization, mental rotation, and perspective taking) and spatial self-assessments. The sample consisted of 454 participants (223 women and 231 men) from 20 to 91 years of age. Results showed nonlinear age-related effects for spatial visualization and perspective taking but linear effects for me…
The development of economic notions
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…
Some conditions for the occurrence of the bizarreness effect in free recall
Existing literature on bizarreness effects in verbal learning mainly focuses on the common assumption that bizarre images are easier to recall than common ones. In so doing, however, researchers have obtained more negative than positive results. Further, among the few investigations that found this effect three used the same procedure and the same material in which a bizarre relationship between subject and object was achieved by substituting hum…
Some conditions for the occurrence of the bizarreness effect in free recall
Existing literature on bizarreness effects in verbal learning mainly focuses on the common assumption that bizarre images are easier to recall than common ones. In so doing, however, researchers have obtained more negative than positive results. Further, among the few investigations that found this effect three used the same procedure and the same material in which a bizarre relationship between subject and object was achieved by substituting hum…
The development of economic notions
Differences in vividness ratings of perceived and imagined patterns
The present research focuses on the different subjective experiences evoked by perceived and imagined matrices of letters of the alphabet. In three experiments adult subjects were asked to rate the vividness of a letter included in a matrix of letters which varied due to manipulations in colour, rotation and movement. Subjects were asked to observe (perceptual modality), draw and observe (drawing modality), retrieve (memory modality) or imagine (…
Role of working memory in explaining the performance of individuals with specific reading comprehension difficulties
Working memory involvement in spatial text processing
The study investigates the relationships between working memory (WM), amount of learning, and strategies used in spatial description. WM involvement and strategies reported were assumed to change, depending on whether the text learning was extensive or limited. Two experiments were carried out using dual-task paradigm: participants listened to spatial text three times and concurrently one group performed a spatial concurrent task, one group a ver…
What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement.
The authors propose a theoretical model linking emotions, self-regulated learning, and motivation to academic achievement. This model was tested with 5,805 undergraduate students. They completed the Self-Regulated Learning, Emotions, and Motivation Computerized Battery (LEM–B) composed of 3 self-report questionnaires: the Self-Regulated Learning Questionnaire (LQ), the Emotions Questionnaire (EQ), and the Motivation Questionnaire (MQ). The findin…
Spatial abilities across the adult life span
The study investigates age-related effects across the adult life span on spatial abilities (testing subabilities based on a distinction between spatial visualization, mental rotation, and perspective taking) and spatial self-assessments. The sample consisted of 454 participants (223 women and 231 men) from 20 to 91 years of age. Results showed nonlinear age-related effects for spatial visualization and perspective taking but linear effects for me…
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…
Spatial mental representations derived from spatial descriptions
The aim of this research was to investigate how spatial self‐assessments and spatial cognitive abilities jointly influence the construction of mental representations derived from spatial descriptions. Two studies were conducted using the path models approach to test to what extent spatial self‐assessments (Study 1, 194 participants) and the combination of the latter with spatial abilities (Study 2, 206 participants) can be modelled to predict mem…
The relevance of memory sensitivity for psychological well-being in aging
Environment learning using descriptions or navigation
This study examined age‐related differences between young and older adults in the involvement of verbal and visuo‐spatial components of working memory ( WM ) when paths are learned from verbal and visuo‐spatial inputs. A sample of 60 young adults (20–30 years old) and 58 older adults (60–75 years old) learned two paths from the person's point of view, one displayed in the form of a video showing the path, the other presenting the path in a verbal…
The role of visuo‐spatial abilities in environment learning from maps and navigation over the adult lifespan
Visuo‐spatial abilities have an important role in environment learning. The aim of the present study was to explore whether these abilities relate to spatial recall after learning an environment from a map or a video, and irrespective of the learner's age (from youth to old age). The study involved 431 participants from 25 to 84 years old, who were assessed for their visuo‐spatial working memory, object‐based mental rotation, and perspective‐taki…
The orientation of young and older adults' mental representations of their home town with familiar and new landmarks
Familiarity with an environment produces refined mental representations in adults of all ages, but it is not clear whether these representations tend to have a north-up orientation and whether familiarity facilitates the learning of new spatial information, especially in ageing. Thirty-two young and 32 older adults studied a map of their home town that included familiar and new fictitious landmarks, then performed pointing tasks, some aligned wit…
Psychology (11 works) · Cognitive psychology (9 works) · Cognition (8 works) · Working memory (7 works) · Developmental psychology (6 works) · Spatial Cognition and Navigation (6 works) · Recall (5 works) · Spatial Ability (5 works) · Spatial memory (5 works) · Artificial Intelligence (4 works)