Sara Mascheretti
Biographic Data
| ID | 5009798 |
|---|---|
| NAME | Sara Mascheretti |
| GIVEN NAMES | Sara |
| FAMILY NAME | Mascheretti |
| SIGNATURE | MASCHERETTI S |
| AFFILIATIONS | University of Pavia |
| ORCID | 0000-0002-0060-3261 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Children’s Theory of Mind and Academic Achievement
Children’s theory of mind (ToM) is critical for academic success, yet its associations with reading comprehension and mathematics remain unclear. This pre-registered meta-analysis synthesizes findings from 53 studies, including 12,347 participants aged 2.5 – 17 years. Results revealed a significant overall association between ToM and academic achievement ( r = .32), which: (i) did not differ across domains (i.e., reading, mathematics, general ach…
The Associations Between Temperament and Learning
Flickering lenses enhance reading performance through placebo effect
Individual differences in theory of mind and children’s advanced scientific reasoning in elementary school
Recently, there has been an increased interest in the associations between theory of mind (ToM), the ability to infer others’ mental states, and academic functioning in middle childhood including scientific reasoning. This study follows this trend and addresses two gaps in the literature. First, it examines whether individual differences in ToM primarily relate to children’s acquisition of advanced scientific reasoning or also help them overcome …
The mediation role of reading-related endophenotypes in the gene-to-reading pathway
Although individual differences in reading-related skills are largely influenced by genetic variation, the molecular basis of the heritability of this phenotype is far from understood. Functional single-nucleotide polymorphisms spanning reading-candidate genes and genome-wide significant top hits were identified. By using a multiple-predictor/multiple-mediator framework, we investigated whether relationships between functional genetic variants (D…
Long-Lasting Effects of Changes in Daily Routine during the Pandemic-Related Lockdown on Preschoolers’ Language and Emotional–Behavioral Development
The quantity and quality of environmental stimuli and contexts are crucial for children's development. Following the outbreak of SARS-CoV-2 (COVID-19), restrictive measures have been implemented, constraining children's social lives and changing their daily routines. To date, there is a lack of research assessing the long-lasting impacts that these changes have had on children's language and emotional-behavioral development. In a large sample of …
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Long-Lasting Effects of Changes in Daily Routine during the Pandemic-Related Lockdown on Preschoolers’ Language and Emotional–Behavioral Development
The quantity and quality of environmental stimuli and contexts are crucial for children's development. Following the outbreak of SARS-CoV-2 (COVID-19), restrictive measures have been implemented, constraining children's social lives and changing their daily routines. To date, there is a lack of research assessing the long-lasting impacts that these changes have had on children's language and emotional-behavioral development. In a large sample of …
Flickering lenses enhance reading performance through placebo effect
Individual differences in theory of mind and children’s advanced scientific reasoning in elementary school
Recently, there has been an increased interest in the associations between theory of mind (ToM), the ability to infer others’ mental states, and academic functioning in middle childhood including scientific reasoning. This study follows this trend and addresses two gaps in the literature. First, it examines whether individual differences in ToM primarily relate to children’s acquisition of advanced scientific reasoning or also help them overcome …
The mediation role of reading-related endophenotypes in the gene-to-reading pathway
Although individual differences in reading-related skills are largely influenced by genetic variation, the molecular basis of the heritability of this phenotype is far from understood. Functional single-nucleotide polymorphisms spanning reading-candidate genes and genome-wide significant top hits were identified. By using a multiple-predictor/multiple-mediator framework, we investigated whether relationships between functional genetic variants (D…
Children’s Theory of Mind and Academic Achievement
Children’s theory of mind (ToM) is critical for academic success, yet its associations with reading comprehension and mathematics remain unclear. This pre-registered meta-analysis synthesizes findings from 53 studies, including 12,347 participants aged 2.5 – 17 years. Results revealed a significant overall association between ToM and academic achievement ( r = .32), which: (i) did not differ across domains (i.e., reading, mathematics, general ach…
The Associations Between Temperament and Learning
Psychology (4 works) · Developmental psychology (3 works) · Cognition (2 works) · Cognitive psychology (2 works) · Linguistics (2 works) · Medicine (2 works) · Philosophy (2 works) · Biochemical Analysis and Sensing Techniques (1 work) · Child and Adolescent Psychosocial and Emotional Development (1 work) · Child and Animal Learning Development (1 work)