Laura Sparaci
Biographic Data
| ID | 5522797 |
|---|---|
| NAME | Laura Sparaci |
| GIVEN NAMES | Laura |
| FAMILY NAME | Sparaci |
| SIGNATURE | SPARACI L |
| AFFILIATIONS | National Research Council (CNR) of Italy, Institute of Cognitive Sciences and Technologies (ISTC), Rome, Italy |
| ORCID | 0000-0003-1199-4525 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Handwriting legibility in primary school
Screen-based assessments of handwriting may ask children to write directly on a screen to measure grapho-motor parameters (such as letter size, line alignment, etc.) characterizing legibility of their handwritten texts. These tools have been recently considered as valid alternatives to paper-based assessments, often perceived as time consuming and over reliant on subjective coder judgements. But use of screen-based tools to assess handwriting leg…
A Kaleidoscope of play
Play is a frequent and relevant activity during childhood, and developmental psychologists agree that it offers a unique window on development. Play, however, remains a fuzzy concept, and difficulties persist in its definition, often leading to obstacles in building and comparing experimental studies. This may be due to widespread tendencies to define play by referring to non-observable inner states, to consider playing something that occurs in t…
Deconstructing language development
Karadöller and colleagues propose an interesting analysis of multimodality in spoken and signed language acquisition. In this commentary, we aim to extend the authors’ approach and abandon speech-centred and brainbound perspectives. By considering multimodality as a collage of multiple skills, in which abilities are acquired and exploited with new purposes, we will avoid integrating gestures and signs into pre-existent speech-centred models. This…
A developmental study on children’s capacity to ascribe goals and intentions to others
The capacity to ascribe goals and intentions to others is a fundamental step in child cognitive development. The aim of the present study was to assess the age at which these capabilities are acquired in typically developing children. Two experiments were carried out. In the first experiment, 4 groups of children (age range = 3 years 2 months-7 years 11 months) were shown pictures representing hand-object interactions and asked what the individua…
Emotions in action through the looking glass 1
The paper aims at highlighting how our primary understanding of others’ actions is rooted in the mirror mechanism. To this end, the anatomical architecture of the mirror neuron system for action will be outlined as well as its role in grasping goals and intentions in others’ motor behaviour. One further step through the looking glass of social cognition will be referring to the ubiquitous emotional colouring of actions and considering its links w…
Emotions in action through the looking glass 1
The paper aims at highlighting how our primary understanding of others’ actions is rooted in the mirror mechanism. To this end, the anatomical architecture of the mirror neuron system for action will be outlined as well as its role in grasping goals and intentions in others’ motor behaviour. One further step through the looking glass of social cognition will be referring to the ubiquitous emotional colouring of actions and considering its links w…
Emotions in action through the looking glass 1
The paper aims at highlighting how our primary understanding of others’ actions is rooted in the mirror mechanism. To this end, the anatomical architecture of the mirror neuron system for action will be outlined as well as its role in grasping goals and intentions in others’ motor behaviour. One further step through the looking glass of social cognition will be referring to the ubiquitous emotional colouring of actions and considering its links w…
A developmental study on children’s capacity to ascribe goals and intentions to others
The capacity to ascribe goals and intentions to others is a fundamental step in child cognitive development. The aim of the present study was to assess the age at which these capabilities are acquired in typically developing children. Two experiments were carried out. In the first experiment, 4 groups of children (age range = 3 years 2 months-7 years 11 months) were shown pictures representing hand-object interactions and asked what the individua…
A Kaleidoscope of play
Play is a frequent and relevant activity during childhood, and developmental psychologists agree that it offers a unique window on development. Play, however, remains a fuzzy concept, and difficulties persist in its definition, often leading to obstacles in building and comparing experimental studies. This may be due to widespread tendencies to define play by referring to non-observable inner states, to consider playing something that occurs in t…
Deconstructing language development
Karadöller and colleagues propose an interesting analysis of multimodality in spoken and signed language acquisition. In this commentary, we aim to extend the authors’ approach and abandon speech-centred and brainbound perspectives. By considering multimodality as a collage of multiple skills, in which abilities are acquired and exploited with new purposes, we will avoid integrating gestures and signs into pre-existent speech-centred models. This…
Handwriting legibility in primary school
Screen-based assessments of handwriting may ask children to write directly on a screen to measure grapho-motor parameters (such as letter size, line alignment, etc.) characterizing legibility of their handwritten texts. These tools have been recently considered as valid alternatives to paper-based assessments, often perceived as time consuming and over reliant on subjective coder judgements. But use of screen-based tools to assess handwriting leg…
Child and Animal Learning Development (4 works) · Psychology (4 works) · Action Observation and Synchronization (3 works) · Cognitive psychology (3 works) · Autism Spectrum Disorder Research (2 works) · Cognition (2 works) · Cognitive science (2 works) · Computer Science (2 works) · Developmental psychology (2 works) · Epistemology (2 works)