Demis Basso
Dados Biográficos
| ID | 3655056 |
|---|---|
| NOME | Demis Basso |
| PRENOMES | Demis |
| SOBRENOME | Basso |
| ASSINATURA | BASSO D |
| AFILIAÇÕES | Cognitive and Educational Sciences (CES) Lab Faculty of Education Free University of Bolzano‐Bozen Bressanone‐Brixen Italy |
| ORCID | 0000-0002-4595-3513 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 4 |
| TOTAL DE CITAÇÕES | 1 |
| TOTAL COMO AUTOR | 4 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2023 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
Pathways for learning arithmetic
Learning is a multifaceted process that continues across the lifespan, with variation in how different types of knowledge are acquired and retained. One distinction exists between the cognitive skills learned through memory-based associations and those learned through rule-based (strategy) execution. While both forms are central to arithmetic acquisition, little is known about their dynamics in adulthood and their cognitive underpinnings. Address…
Arithmetic Proficiency Across Adulthood
Arithmetic competence is crucial for navigating modern society and maintaining independence. It relies on domain-general and domain-specific cognitive skills, as well as subjective factors. Given its importance, understanding how these factors shape adult arithmetic proficiency is essential. This study investigated demographic, cognitive, and subjective influences on various arithmetic skills throughout adulthood, including both younger and older…
From the lab to the classroom
BACKGROUND: Laboratory-based studies have shown that children's ability to remember intentions (i.e., prospective memory; PM) can be improved by asking them to imagine performing the PM task beforehand (i.e., episodic future thinking; EFT) or to predict their PM performance. Moreover, combining the two strategies resulted in an additional improvement in children's PM performance. However, the effectiveness of these encoding strategies on real-lif…
"Teacher, forgive me, I forgot to do it!" The impact of children's prospective memory on teachers' evaluation of academic performance
BackgroundAccording to Munsat (1965, The concept of memory. University of Michigan), a person who makes frequent prospective memory (PM) errors is considered as having a flawed character rather than a bad memory. Given that PM completes its development only in young adulthood, this bias might occur not only within social relationships but also in school. However, little is known about the impact of this bias on academic performance.AimsThis study…
"Teacher, forgive me, I forgot to do it!" The impact of children's prospective memory on teachers' evaluation of academic performance
BackgroundAccording to Munsat (1965, The concept of memory. University of Michigan), a person who makes frequent prospective memory (PM) errors is considered as having a flawed character rather than a bad memory. Given that PM completes its development only in young adulthood, this bias might occur not only within social relationships but also in school. However, little is known about the impact of this bias on academic performance.AimsThis study…
"Teacher, forgive me, I forgot to do it!" The impact of children's prospective memory on teachers' evaluation of academic performance
BackgroundAccording to Munsat (1965, The concept of memory. University of Michigan), a person who makes frequent prospective memory (PM) errors is considered as having a flawed character rather than a bad memory. Given that PM completes its development only in young adulthood, this bias might occur not only within social relationships but also in school. However, little is known about the impact of this bias on academic performance.AimsThis study…
From the lab to the classroom
BACKGROUND: Laboratory-based studies have shown that children's ability to remember intentions (i.e., prospective memory; PM) can be improved by asking them to imagine performing the PM task beforehand (i.e., episodic future thinking; EFT) or to predict their PM performance. Moreover, combining the two strategies resulted in an additional improvement in children's PM performance. However, the effectiveness of these encoding strategies on real-lif…
Arithmetic Proficiency Across Adulthood
Arithmetic competence is crucial for navigating modern society and maintaining independence. It relies on domain-general and domain-specific cognitive skills, as well as subjective factors. Given its importance, understanding how these factors shape adult arithmetic proficiency is essential. This study investigated demographic, cognitive, and subjective influences on various arithmetic skills throughout adulthood, including both younger and older…
Pathways for learning arithmetic
Learning is a multifaceted process that continues across the lifespan, with variation in how different types of knowledge are acquired and retained. One distinction exists between the cognitive skills learned through memory-based associations and those learned through rule-based (strategy) execution. While both forms are central to arithmetic acquisition, little is known about their dynamics in adulthood and their cognitive underpinnings. Address…
Cognition (4 obras) · Developmental psychology (3 obras) · Psychology (3 obras) · Cognitive and developmental aspects of mathematical skills (2 obras) · Cognitive Functions and Memory (2 obras) · Prospective memory (2 obras) · Psychiatry (2 obras) · Associative learning (1 obras) · Associative property (1 obras) · Childhood memory (1 obras)