Personale docente

Lucia Mason

Professore ordinario

M-PSI/04

Indirizzo: VIA VENEZIA, 8 - PADOVA . . .

Telefono: 0498276562

Fax: 0498276547

E-mail: lucia.mason@unipd.it

  • Il Martedi' dalle 13:30 alle 15:30
    presso Dipartimento di Psicologia dello Sviluppo e della Socializzazione, secondo piano

Full Professor of Developmental and Educational Psychology

Outgoing Editor-in-Chief, Learning and Instruction (Elsevier).

Editorial Board Member:
Cognition and Instruction
Contemporary Educational Psychology
Journal of Educational Psychology
Instructional Science
Metacognition and Learning
Education Research Review

Professional Associations Member:
Italian Association of Psychology (AIP).
European Association for Research on Learning and Instruction (EARLI)
American Educational Research Association (AERA).
American Psychology Association (APA), Division 15.

Download Curriculum_Mason.pdf

Last Publications

Journal Articles (peer-reviewed)

Mason, L., Pluchino, Mason, L., Pluchino, P., & Tornatora, M. C. (2016). Using eye-tracking technology as an indirect instruction tool to improve text and picture processing and learning. British Journal of Educational Technology, 47.

Mason, L., Tornatora, M. C., & Pluchino, P. (2015). Integrative processing of verbal and graphical information during re-reading predicts learning from illustrated text: an eye-movement study. Reading and Writing. doi:10.1007/s11145-015-9552-5

Mason, L., Pluchino, P., & Tornatora, M. C. (2015). Eye-movement modeling of text and picture integration during reading: effects on processing and learning. Contemporary Educational Psychology, 41, 172-187. doi:10.1016/j.cedpsych.2015.01.004

Scrimin, S., Mason, L., & Moscardino, U. (2014). School-related stress and cognitive performance: A mood-induction study. Contemporary Educational Psychology, 39, 358-369. Doi: 10.1016/j.cedpsych.2014.09.0020361-476X

Mason, L., & Tornatora, M. C. (2014). Analogical encoding with and without instructions for case comparison of scientific phenomena. Educational Psychology.
doi: 10.1080/01443410.2014.953038

Mason, L., Pluchino, P., & Ariasi, N. (2014). Reading information about a scientific phenomenon on webpages varying for reliability: An eye-movement analysis. Educational Research & Development, 62(6), 663-685. doi:10.1007/s11423-014-9356-3

Ariasi, N., & Mason, L. (2014). From covert processes to overt outcomes of refutation text reading: The interplay of science text structure and working memory through eye fixations International Journal of Science and Mathematics Education, 12(3), 493-523. doi:10.1007/s10763-013-9494-9

Mason, L., Junyent A. A., Tornatora, M. C. (2014). Epistemic evaluation and comprehension of web-source information on controversial science-related topics: Effects of a short-term instructional intervention. Computers & Education, 76, 143-157. doi:10.1016/j.compedu.2014.03.016

Mason, L. Lowe, R., & Tornatora, M. C. (2013). Self-generated drawings for supporting comprehension of a complex animation. Contemporary Educational Psychology, 38(3), 211-224.

Mason, L., Pluchino, P., & Tornatora, M. C. (2013). Effects of picture labeling on illustrated science text processing and learning: Evidence from eye movements. Reading Research Quarterly, 48(2), 199-214.

Mason, L., Tornatora, M. C., & Pluchino, P. (2013). Do fourth graders integrate text and picture in processing and learning from an illustrated science text? Evidence from Eye-Movement Patterns. Computers & Education, 60(1), 95-109.

Mason, L., Boscolo, P., Tornatora, M. C., & Ronconi, L. (2013). Besides knowledge: A cross-sectional study on the relations between epistemic beliefs, achievement goals, self-beliefs, and achievement in science. Instructional Science, 41(1), 49-79.

Mason, L., Pluchino, P., & Tornatora, M. C., & Ariasi, N. (2013). An eye-tracking study of learning from science text with concrete and abstract illustrations. Journal of Experimental Education, 81(3), 356-384.

Ariasi, N., & Mason, L. (2011). Uncovering the effect of text structure in learning from a science text: An eye-tracking study. Instructional Science, 39(5), 581-601.

Mason, L., & Ariasi, N., & Boldrin, A. (2011). Epistemic beliefs in practice: Spontaneous reflections about knowledge and knowing during online information searching and their influence on learning. Learning and Instruction, 21(1), 137-151.

Download Pubblicazioni_Mason.pdf

Le aree di ricerca si riferiscono alla PSICOLOGIA APPLICATA ALL'ISTRUZIONE

1. Emozioni a scuola e loro influenza sulla prestazione cognitiva.
2. Processi di comprensione di materiali verbali e grafici, su cui si basa gran parte dell’apprendimento scolastico. Viene utilizzata la metodologia della registrazione dei movimenti oculari durante la lettura di testi e l’osservazione di figure, diagrammi e grafici. Si esaminano processi e prodotti dell'apprendimento concettuale.
3. Lettura e apprendimento in ambienti digitali: ricerca, valutazione epistemica delle fonti e comprensione di informazioni in Internet per lo svolgimento di compiti scolastici.
4. Ragionamento analogico nei processi di concettualizzazione in domini scientifici.
5. Fattori motivazionali sottostanti all’apprendimento scolastico.
6. Credenze epistemiche degli studenti e loro influenza sui processi di comprensione e ragionamento.

EdPsy-Lab - Laboratorio di Psicologia dell'Educazione: http://edpsy.psy.unipd.it/

Collaborano alle ricerche:
- dott.ssa Sara Scrimin
- dott.ssa Elena Florit


RESEARCH LINES WITH SOME OF THE SPECIFIC ISSUES PROPOSED FOR PHD STUDENTS:


1. The interply of cognition and emotion in learning tasks

a. Do affective states (emotion, mood) influence students' learning from text? In what ways? Is this influence mediate by individual differences?
b. Does emotional regulation predict academic performance after controlling for crucial cognitive characteritics?
c. Does physiological arousal as egagement at microlevel contributes to text processing and comprehension?
Mood induction methodologies and measurement of peripheral physiological reactions (i.e., heart rate variability and skin conductance).

2. Conceptual change through multimedia learning (learning from text and graphics)

Are refutation texts and refutation pictures equally effective in changing students' misconceptions
about science phenomena? Can refutation materials compensate for low levels of individual characteristics? Eye movements and physiological arousal are used to get process data.

3. Conceptual change and inhibition

What happens to misconceptions once scientific conceptions have been learned and conceptual change has occurred? Does inhibition play a role in knowledge restructuring in the domain of science?

4. Multiple-text comprehension

Students are often required to process and synthesize information from multiple texts, either printed or digital.

a. Are primary school students' sensitive to discrepancies among texts on the same topic?
b. Beyond the well-known cognitive and linguistic factors, do motivational variables, such as self-concept for reading and the value attributed to reading predict on-line processing and off-line comprehension and integration of multiple texts?
The methodology of eye tracking is used.

5. "Cool" and "hot" executive functions and academic achievement

Do both cool and hot executive functions contribute to academic achievement in students at different educational level? Do students' learning-related behavior problems and engagement mediate the relation between executive functions and achievement?

6. Eye-Movement Modeling Examples (EMME).

Is a perceptual tool, like the gaze replay of an expert, effective to model the execution of tasks that are far from perceptual, although they involve perception processes (e.g., reading complex texts)? Is EMME especially effective for some students (aptitude-treatment-interaction)?

APPRENDIMENTO SCOLASTICO (aspetti cognitivi, metacognitivi ed emotivo-motivazionali)

- Comprensione del testo espositivo, illustrato e non illustrato
- Comprensione di materiale grafico (es. figure, diagrammi e grafici)
- Metodologia dei movimenti oculari per lo studio dei processi cognitivi durante la lettura di testi
- Cambiamento concettuale (teorie ingenue e loro revisione tramite istruzione)
- Emozioni a scuola e loro influenza sulla prestazione cognitiva
- Ricerca, valutazione e comprensione di informazioni controverse in Internet
- Navigazione nel Web e valutazione epistemica delle fonti di informazioni
- Motivazione all’apprendimento scolastico
- Ragionamento analogico nella comprensione concettuale in domini scientifici
- Credenze epistemiche e loro influenza sull'apprendimento scolastico

*** Possibilità di tirocinio interno

Collaboratrici:
dott.ssa Sara Scrimin
dott.ssa Elena Florit


RESEARCH LINES WITH SOME OF THE SPECIFIC ISSUES PROPOSED FOR PHD STUDENTS:


1. The interply of cognition and emotion in learning tasks

a. Do affective states (emotion, mood) influence students' learning from text? In what ways? Is this influence mediate by individual differences?
b. Does emotional regulation predict academic performance after controlling for crucial cognitive characteritics?
c. Does physiological arousal as egagement at microlevel contributes to text processing and comprehension?
Mood induction methodologies and measurement of peripheral physiological reactions (i.e., heart rate variability and skin conductance).

2. Conceptual change through multimedia learning (learning from text and graphics)

Are refutation texts and refutation pictures equally effective in changing students' misconceptions
about science phenomena? Can refutation materials compensate for low levels of individual characteristics? Eye movements and physiological arousal are used to get process data.

3. Multiple-text comprehension

Students are often required to process and synthesize information from multiple texts, either printed or digital.

a. Are primary school students' sensitive to discrepancies among texts on the same topic?
b. Beyond the well-known cognitive and linguistic factors, do motivational variables, such as self-concept for reading and the value attributed to reading predict on-line processing and off-line comprehension and integration of multiple texts?
The methodology of eye tracking is used.

4. "Cool" and "hot" executive functions and academic achievement

Do both cool and hot executive functions contribute to academic achievement in students at different educational level? Do students' learning-related behavior problems and engagement mediate the relation between executive functions and achievement?

5. Eye-Movement Modeling Examples (EMME).

Is a perceptual tool, like the gaze replay of an expert, effective to model the execution of tasks that are far from perceptual, although they involve perception processes (e.g., reading complex texts)? Is EMME especially effective for some students (aptitude-treatment-interaction)?

IMPORTANTE

Il ricevimento di martedì 17 ottobre 2017 è spostato a mercoledì 18 (stesso orario) per poter partecipare a due riunioni come presidente del corso di studi M2.

Il ricevimento di martedì 24 ottobre 2017 è anticipato alle ore 12:15 per poter terminare prima dell'inizio (ore 14:30) della seduta di laurea a cui devo partecipare come presidente.