Personale docente

Lucia Mason

Professore ordinario


Indirizzo: VIA VENEZIA, 8 - PADOVA . . .

Telefono: 0498276562


  • Il Martedi' dalle 13:30 alle 15:30
    presso Dipartimento di Psicologia dello Sviluppo e della Socializzazione, secondo piano, tel.: 049 8276562

Full Professor of Developmental and Educational Psychology

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

Editorial Board Member:
Contemporary Educational Psychology
Journal of Educational Psychology
Metacognition and Learning
Educational Research Review
Review of Educational Research

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

Journal Articles (see pdf)

Mason, L., Scrimin, S., Tornatora, M. C., Zaccoletti, S., & Goetz, T. (2018). Webpage reading: Psychophysiological correlates of emotional arousal and regulation predict multiple-text comprehension. Computers in Human Behavior. Advance online publication. doi: 10.1016/j.chb.2018.05.020

Scrimin, S., Moscardino, U., & Mason, L. (2018). First graders’ allocation of attentional resources in an emotional stroop task: The role of heart period variability and classroom climate. British Journal of Educational Psychology

Mason, L., Scrimin, S., Tornatora, M. C., Suitner, C., & Moè, A. (2018). Internet source evaluation: The role of implicit associations and psychophysiological self-regulation. Computers & Education, 119, 59-75.

Mason, L., Zaccoletti, S., Carretti, B., Scrimin, S., & Diakidoy, I. A. (2018). The role of inhibition in conceptual learning from refutation and standard expository texts. International Journal of Science and Mathematics Education.

Mason, L., Baldi, R., Di Ronco, S., Scrimin, S., Danielson, R. W., & Sinatra, G. M. (2017). Refutation text and graphics: Effects on conceptual change learning. Contemporary Educational Psychology, 49, 275-288.

Mason, L., Scrimin, S., Tornatora, M. C., & Zaccoletti, S. (2017). Emotional reactivity and comprehension of multiple online texts. Learning and Individual Differences, 58, 10-21.

Scrimin, S., Patron, E., Florit, E., Palomba, D., & Mason, L. (2017). The role of cardiac vagal tone and inhibitory control in pre-schoolers’ listening comprehension. Developmental Psychobiology,59, 970-975.

Ariasi, N., Hyönä, J., Kaakinen, J., & Mason, L. (2017). An eye-movement analysis of the refutation effect in reading science text. Journal of Computer Assisted Learning, 33(3),202-221.

Mason, L., & Tornatora, M. C. (2016). Analogical encoding with and without instructions for case comparison of scientific phenomena. Educational Psychology, 36(2),391-412.

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(6), 1083-1095.

Scrimin, S., & Mason, L. (2015). Does mood influence text processing and comprehension? Evidence from an eye-movement study. British Journal of Educational Psychology, 85(3), 387-406.

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, 28, 851-872.

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.

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.

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.

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. Cambiamento concettuale e inibizione.
3. Cambiamento concettuale e apprendimento multimediale.
4. Funzioni esecutive e rendimento scolastico.
5. Processi di comprensione di materiali verbali e grafici. Viene utilizzata la metodologia della registrazione dei movimenti oculari durante la lettura di testi e l’osservazione di figure, diagrammi e grafici.
6. Lettura e apprendimento in ambienti digitali: ricerca e comprensione di informazioni in Internet.
7. Valutazione dell'attendibilità di fonti in Internet.
8. Fattori motivazionali sottostanti all’apprendimento scolastico.
9. Ragionamento analogico nei processi di concettualizzazione in domini scientifici.
10. Credenze epistemiche degli studenti e loro influenza sui processi di comprensione e ragionamento.

EdPsy-Lab - Laboratorio di Psicologia dell'Educazione:

Collaborano alle ricerche:
- dott.ssa Elena Florit
- dott.ssa Sonia Zaccoletti

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

- Emozioni a scuola e loro influenza sulla prestazione cognitiva
- Funzioni esecutive e rendimento scolastico
- 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)
- Motivazione all’apprendimento scolastico
- Ricerca, valutazione e comprensione di informazioni controverse in Internet
- Navigazione nel Web e valutazione epistemica delle fonti di informazioni
- Ragionamento analogico nella comprensione concettuale in domini scientifici
- Credenze epistemiche e loro influenza sull'apprendimento scolastico

*** Possibilità di tirocinio interno

dott.ssa Elena Florit
dott.ssa Sonia Zaccoletti


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)?