Caterina Artuso
Biographic Data
| ID | 5709941 |
|---|---|
| NAME | Caterina Artuso |
| GIVEN NAMES | Caterina |
| FAMILY NAME | Artuso |
| SIGNATURE | ARTUSO C |
| AFFILIATIONS | University of Genoa |
| ORCID | 0000-0001-6938-3693 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
How Memory Shapes Second-Language Vocabulary Acquisition in Primary School Learners
This longitudinal study investigates the interplay between memory systems and second-language (L2) vocabulary acquisition in primary school children (N = 82, second and third graders). While current models emphasize the phonological loop, the specific link between short- and long-term memory remains under-explored. Over a six-month period, we assessed short-term memory and long-term memory predictors of L2 growth. The results indicate that delaye…
The metalinguistic and metarepresentational attitude of early bilingual children
Aims and objectives: Definitional skill is the ability to define words using canonical formats. This skill requires lexical, morpho-syntactic, and pragmatic abilities, as well as metalinguistic attitude. Bilingualism has a crucial role in cognitive development, especially in promoting metareflective competencies. The relationship between bilingualism and definitional skills is a very under investigated topic. The aim of this study is to explore i…
Implicit Grammatical Gender Representation in Italian Children with Autism without Intellectual/Language Disorder
Grammatical language development in individuals with autism (without intellectual/language impairment) is mostly qualitatively comparable to language development in typically developing children of the same age. The majority of tasks used to study grammatical development require explicit performance (use of verbal language). Here, we administered an implicit categorization task (by biological sex) to understand which markers children use to impli…
Working Memory, Vocabulary Breadth and Depth in Reading Comprehension
In the current study, we investigated the role of vocabulary knowledge in the relation between working memory (WM) and reading comprehension, in a sample of 55 typically developing 8-year-old Italian children. The role of WM in comprehension is well-established, as both involve similar processes for successful task performance (i.e., active maintenance of relevant information, while inhibiting irrelevant material). Less investigated is the role o…
Implicit Representation of Grammatical Gender in Italian Children with Developmental Language Disorder
Children with Developmental Language Disorder (DLD) display impaired phonological and/or morpho-syntactic skills. To detect these impairments, it would be of value to devise tasks that assess specific markers of implicit linguistic competence. We administered a forced choice semantic categorization task developed in Italian (Belacchi and Cubelli in Journal of psycholinguistic research 41:295–310, 2012) for detecting the implicit use of grammatica…
The role of memory updating in shallow native and opaque second language learning
The current study investigates the relation between working memory updating and second language learning (L2) outcomes in typically-developing fourth grade children. Our primary aim was to replicate and extend previous findings on the relationship between updating and low-level reading skills, i.e. fluency. Our second objective was to examine possible updating transfer effects across languages, from the native language (L1) to L2 learning. The la…
Working Memory Updating
In the present study, we aimed to examine how specific objects are updated in working memory. We compared conditions in which contents or content-context bindings from working memory were both encoded and updated (Experiment 1). In addition, for bindings, we manipulated the memory load (i.e., number of contents) to maintain during updating. Results indicated that memory load did not specifically affect the process; rather, the content-context bin…
Binding and content updating in working memory tasks
Working memory updating can involve processing of either a specific memory content or a binding. So far, research has focused mainly on single contents as objects of updating, via recall accuracy measures. Here, we have addressed more direct measurement of the updating process (i.e., response times), assessing individually the role of single contents, as well as bindings. To this end, we compared two updating tasks from separate research traditio…
Working Memory, Vocabulary Breadth and Depth in Reading Comprehension
In the current study, we investigated the role of vocabulary knowledge in the relation between working memory (WM) and reading comprehension, in a sample of 55 typically developing 8-year-old Italian children. The role of WM in comprehension is well-established, as both involve similar processes for successful task performance (i.e., active maintenance of relevant information, while inhibiting irrelevant material). Less investigated is the role o…
Binding and content updating in working memory tasks
Working memory updating can involve processing of either a specific memory content or a binding. So far, research has focused mainly on single contents as objects of updating, via recall accuracy measures. Here, we have addressed more direct measurement of the updating process (i.e., response times), assessing individually the role of single contents, as well as bindings. To this end, we compared two updating tasks from separate research traditio…
The role of memory updating in shallow native and opaque second language learning
The current study investigates the relation between working memory updating and second language learning (L2) outcomes in typically-developing fourth grade children. Our primary aim was to replicate and extend previous findings on the relationship between updating and low-level reading skills, i.e. fluency. Our second objective was to examine possible updating transfer effects across languages, from the native language (L1) to L2 learning. The la…
Working Memory Updating
In the present study, we aimed to examine how specific objects are updated in working memory. We compared conditions in which contents or content-context bindings from working memory were both encoded and updated (Experiment 1). In addition, for bindings, we manipulated the memory load (i.e., number of contents) to maintain during updating. Results indicated that memory load did not specifically affect the process; rather, the content-context bin…
Implicit Representation of Grammatical Gender in Italian Children with Developmental Language Disorder
Children with Developmental Language Disorder (DLD) display impaired phonological and/or morpho-syntactic skills. To detect these impairments, it would be of value to devise tasks that assess specific markers of implicit linguistic competence. We administered a forced choice semantic categorization task developed in Italian (Belacchi and Cubelli in Journal of psycholinguistic research 41:295–310, 2012) for detecting the implicit use of grammatica…
Working Memory, Vocabulary Breadth and Depth in Reading Comprehension
In the current study, we investigated the role of vocabulary knowledge in the relation between working memory (WM) and reading comprehension, in a sample of 55 typically developing 8-year-old Italian children. The role of WM in comprehension is well-established, as both involve similar processes for successful task performance (i.e., active maintenance of relevant information, while inhibiting irrelevant material). Less investigated is the role o…
Implicit Grammatical Gender Representation in Italian Children with Autism without Intellectual/Language Disorder
Grammatical language development in individuals with autism (without intellectual/language impairment) is mostly qualitatively comparable to language development in typically developing children of the same age. The majority of tasks used to study grammatical development require explicit performance (use of verbal language). Here, we administered an implicit categorization task (by biological sex) to understand which markers children use to impli…
The metalinguistic and metarepresentational attitude of early bilingual children
Aims and objectives: Definitional skill is the ability to define words using canonical formats. This skill requires lexical, morpho-syntactic, and pragmatic abilities, as well as metalinguistic attitude. Bilingualism has a crucial role in cognitive development, especially in promoting metareflective competencies. The relationship between bilingualism and definitional skills is a very under investigated topic. The aim of this study is to explore i…
How Memory Shapes Second-Language Vocabulary Acquisition in Primary School Learners
This longitudinal study investigates the interplay between memory systems and second-language (L2) vocabulary acquisition in primary school children (N = 82, second and third graders). While current models emphasize the phonological loop, the specific link between short- and long-term memory remains under-explored. Over a six-month period, we assessed short-term memory and long-term memory predictors of L2 growth. The results indicate that delaye…
Psychology (7 works) · Cognition (5 works) · Cognitive psychology (5 works) · Computer Science (5 works) · Linguistics (5 works) · Reading and Literacy Development (5 works) · Language Development and Disorders (4 works) · Working memory (4 works) · Developmental psychology (3 works) · Neurobiology of Language and Bilingualism (3 works)