Personale docente

Lucia Mason

Professore ordinario

M-PSI/04

Indirizzo: VIA VENEZIA, 8 - PADOVA . . .

Telefono: 0498276562

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, tel.: 049 8276562
    Essendo in congedo nell'anno accademico 2020-2021, il RICEVIMENTO SI SVOLGERA' via SKYPE, ZOOM o TELEFONO previo invio di una mail con il proprio contatto.

Full Professor of Developmental and Educational Psychology

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

Editorial Board Member:
Educational Research Review
Contemporary Educational Psychology
Journal of Educational Psychology
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., Borella, E., Diakidoy, I. A., Butterfuss, R., Kendeou, P., & Carretti, B. (2020). Learning from refutation and standard expository science texts: the contribution of inhibitory functions in relation to text type. Discourse Processes, 57(10), 921-939. doi:10.1080/0163853X.2020.1826248

Mason, L., & Zaccoletti, S. (2020). Inhibition and conceptual learning in science: A review of studies. Educational Psychology Review. Advance online publication. doi:10.1007/s10648-020-09529-x

Zaccoletti, S., Altoè, G., & Mason, L. (2020). Enjoyment, anxiety and boredom, and their control-value antecedents as predictors of reading comprehension. Learning and Individual Differences. Advance online publication. doi:10.1016/j.lindif.2020.101869

Zaccoletti, S., Altoè, G., & Mason, L. (2020). The interplay of reading‐related emotions and updating in reading comprehension performance. British Journal of Educational Psychology, 90(3), 663‒682. doi:10.1111/bjep.12324

Mason, L., Zaccoletti, S., Scrimin, S., Tornatora, M. C., Florit, E., & Goetz, T. (2020). Reading with the eyes and under the skin: Comprehending conflicting digital texts. Journal of Computer Assisted Learning, 36, 89‒101. doi:10.1111/jcal.12399

Florit, E., Cain, K., & Mason, L. (2020). Going beyond children’s single-text comprehension: the role of fundamental and higher–level skills in 4th graders’ multiple-document comprehension. British Journal of Educational Psychology, 90(2), 449‒472. 10.1111/bjep.12288

Tarchi, C., & Mason, L. (2020). Effects of critical thinking on multiple-document comprehension. European Journal of Psychology of Education, 35(2), 289‒313. doi:10.1007/s10212-019-00426-8

Florit, E., De Carli, P., Giunti, G., & Mason, L. (2019). Advanced theory of mind uniquely contributes to children’s multiple-text comprehension. Journal of Experimental Child Psychology, 189, Advance online publication. doi:10.1016/j.jecp.2019.104708

Scrimin, S., Moscardino, U., Finos, L., & Mason, L. (2019). Effects of psychophysiological reactivity to a school-related stressor and temperament on early adolescents’ academic performance. Journal of Early Adolescence, 39, 904-931. doi:10.1177/0272431618797008
Scrimin, S., Patron, E., Lanfranchi, S., Palomba, D., & Mason, L. (2019). Profiles of vagal withdrawal to challenging interactions: Links with preschoolers’ conceptual shifting ability. Developmental Psychobiology, 61, 116-124. doi:10.1002/dev.21787

Mason, L. (2018). Multiplicity in the digital era: Processing and learning from multiple sources
and modalities of instructional presentations. Learning and Instruction, 57, 66-81. doi:10.1016/j.learninstruc.2018.03.004

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, 87, 217−326. doi:10.1016/j.chb.2018.05.020

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. doi:10.1016/j.compedu.2017.12.009

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, 17, 483-501. doi:10.1007/s10763-017-9874-7

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. Comprensione della lettura su carta e dispositivo digitale.
5. Funzioni esecutive e rendimento scolastico.
6. 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. Viene utilizzato anche l'Eye Movement Modeling Example (EMME).
7. Lettura e apprendimento in ambienti digitali: ricerca e comprensione di informazioni in Internet.
8. Valutazione dell'attendibilità di fonti in Internet.
9. Fattori motivazionali sottostanti all’apprendimento scolastico.
10. 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/

Collabora alla ricerca:
- dott.ssa Angelica Ronconi (tirocinante post-lauream)





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


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)?


Care studentesse e cari studenti,

sono in congedo per dedicarmi ad esclusiva attività di ricerca scientifica dall'1-10-2020 al 30-09-2021.

Il RICEVIMENTO di laureande e laureandi continuerà a svogersi via SKYPE, ZOOM, o TELEFONO su appuntamento tramite email.

Un saluto cordiale
Lucia Mason