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Paola Palladino

Professore Associato
Sede:
Sezione di Psicologia piazza Botta 11 Pavia
Telefono0382-986128
Fax0382/986132
E-mailpaola.palladino@unipv.it
Orari di ricevimentoRiceve su appuntamento
InsegnamentiPsicologia dell’intelligenza Psicologia dell’apprendimento e della memoria Psychology of learning disabilities

ATTIVITA’ DI RICERCA

Working memory Updating and Binding The aim of this research is to investigate via a phonological/lexical updating task how different associations (less or more frequent) are updated in working memory. We used a task devised for adults and then adapted to children; at both ages, it was demonstrated that long-term associations modulate the updating process. On the one hand, strong associations are dismantled and updated with greater difficulty (longer RTs), and on the other hand, that strong associations are activated more easily (shorter RTs). We investigated also in atypical groups, such as children with Developmental Dyslexia the effects of phonological disruption during updating, a mechanism that is overall preserved but at more fine-grained manipulation reveals specific impairments. Working memory updating for social stimuli: faces Updating is a crucial function responsible of working memory integrity, allowing relevant information active and inhibiting irrelevant one. Updating has been studied mainly with verbal stimuli, less with faces, stimuli with high adaptive value and social meaning. Our aim is to compare an updating process with no socially relevant material (i.e., letters) and with socially relevant material (i.e., human faces, where in particular the combination between facial expression and gaze direction was manipulated). In both tasks we would collect response times (RTs) at different steps of an updating task (i.e., encode maintain and update goal-relevant information). Literacy and semantics in Bilingual minority language children The socio-political conditions of the most recent years have increased migrations: millions of migrants live outside their country of birth. All these people are faced with the task of acquiring a language that is different from the one spoken at home and all children attending school develop also literacy skills in a second language. These children might be defined as bilingual children, within a broad conception of bilingualism that refers to the use and need of two or more languages in everyday life (Grosjean, 1992). However, the majority of children of migrant families speak a minority language at home, and often families have a low socio-economic status (SES) and they may therefore be distinguished from simultaneous bilinguals growing up in bilingual families. Many studies compared language minority bilingual children reading development to monolingual peers control group, showing that the two groups typically are similar (for a review, see August & Shanahan, 2006). However, the great majority of studies have been cross-sectional in nature, and although they have shed light on literacy skills at a single point in time, they have failed to provide insight into the process of literacy development over time and semantics has been mainly neglected Therefore a project to examine and also to follow longitudinally the literacy learning and semantic memory of a large sample of bilingual minority language students is in progress. Prospective memory and metacognition The ability to remember executing previously planned intentions, that is, prospective memory (PM) has shown to improve noticeably during childhood. Recent studies have suggested that metacognition might play a significant role in the development of PM. However, still little is known about metacognitive processes in PM development, especially from the preschool- to the school-age period when important cognitive changes seem to occur. This research project aims to investigate age-related changes in metacognitive monitoring and control in PM.
CurriculumPalladino Paola CV e pubblicazioni