Barbara Arfé insegna PSICOLOGIA DELL'EDUCAZIONE e DIFFICOLTA' E DISTURBI DI APPRENDIMENTO presso il Dipartimento di Psicologia dello Sviluppo e della Socializzazione dell'Università di Padova. E’ responsabile del LABs (Laboratorio per gli Apprendimenti del Bambino con Sordità: https://www.dpss.unipd.it/labs/persone) e componente del Comitato Direttivo del Centro di Ricerca Interdipartimentale I-APPROVE: International Auditory Processing Project in Venice, dell'Università di Padova. La sua attività di ricerca concerne i processi di apprendimento in età scolare con riferimento a tre aree di interesse: ipoacusia infantile, scrittura e pensiero computazionale.

Attività internazionali:

Dal 2008 al 2018 è stata membro del Management Committee di due Azioni COST e responsabile scientifico per l’Università di Padova del Progetto Europeo TERENCE, FP7. Durante questo periodo è stata consulente dell’UNESCO per il progetto EGWA (Early Grade Writing Assess).

Dal 2020 Chair del Panel Scientifico per la Psicologia della FCT (Fundação para a Ciência e a Tecnologia- Portuguese public funding agency for R&D) for the Stimulus of Scientific Employment, Individual Support (CEECIND) - 3rd and 4th Edition.

Attualmente fa parte del comitato editoriale di Learning and Metacognition, Topics in Language Disorders.

Progetti di ricerca in corso:

-"What is in ba, be, bi, bo, bu, etc.? A cross-linguistic study of verbal learning and blending". PI (BIRD199955, Università di Padova), in collaborazione con University of Copenhagen.

-"Nuovi parametri di qualità ambientale per la scuola primaria: favorire l’apprendimento attraverso interventi sull’ambiente interno", PI (FSE grant, ID: 10258508, PROJECT CODE: 2105-0010-1463-2019).

-Progetto didattica innovativa (2020). Physics Laboratories in the Age COVID and Social Distancing (Partner di progetto)

Pubblicazioni recenti:

Fastelli A, Mento G, Marshall CR, Arfé B (2021) Implicit learning of non-verbal regularities by deaf children with cochlear implants: An investigation with a dynamic temporal prediction task. PLOS ONE 16(5): e0251050. https://doi.org/10.1371/journal.pone.0251050

Arfé, B., Zancato, T. (2021). Language-specific effects in response to spelling intervention in Italian and in English as an additional language. Journal of Learning Disabilities, https://doi.org/10.1177/00222194211001757

Arfé, B., Festa, F., Ronconi, L. et al. (2020). Oral sentence generation training to improve fifth and 10th graders’ writing. Reading and Writing. https://doi.org/10.1007/s11145-020-10114-5

Gomez, N., Fajardo, I., Ferrer, A., & Arfé, B. (2020). Time-course of grammatical processing in deaf readers: An eye-movement study. Journal of Deaf Studies and Deaf Education. doi.org/10.1093/deafed/enaa005

Arfé, B., Fastelli, A. (2020). The influence of explicit and implicit memory processes on the spoken-written language learning of children with CIs. In Marc Marschark and Harry Knoors (Eds.) The Oxford Handbook of Deaf Studies in Learning and Cognition.

Arfe, B., Corato, F., Pizzocaro, E., & Merella, A. (2020). The Effects of Script and Orthographic Complexity on the Handwriting and Spelling Performance of Children With Dyslexia. Journal of Learning Disabilities, 53(2), 96-108. doi:10.1177/0022219419892845

Arfe, B., Vardanega, T., & Ronconi, L. (2020). The effects of coding on children's planning and inhibition skills. Computers & Education, 148. doi:10.1016/j.compedu.2020.103807

Pubblicazioni recenti

Arfé, B., Zancato, T. (2021). Language-specific effects in response to spelling intervention in Italian and in English as an additional language. Journal of Learning Disabilities, https://doi.org/10.1177/00222194211001757

Navarrete E, Benavides-Varela S, Lorusso R, Arfè B. Cumulative semantic cost without successful naming. Memory & Cognition. doi: 10.3758/s13421-021-01172-3. Epub ahead of print.

Arfé, B., Festa, F., Ronconi, L., Spicciarelli, G. (2020). Oral sentence generation training to improve fifth and 10th graders’ writing. Reading and Writing, https://doi.org/10.1007/s11145-020-10114-5

Arfé, B., Vardanega, T., & Ronconi, L. (2020). The effects of coding on children's planning and inhibition skills. Computers & Education, 148. doi:10.1016/j.compedu.2020.103807

Arfé, B., Fastelli, A. (2020). The influence of explicit and implicit memory processes on the spoken-written language learning ofchildren with CIs. In M. Marschark and H. Knoors (Eds.), The Oxford Handbook of Deaf Studies in Learningand Cognition, Oxford University Press.

Gomez, N., Fajardo, I., Ferrer, A., & Arfé, B. (2020). Time-course of grammatical processing in deaf readers: An eye-movement study. Journal of Deaf Studies and Deaf Education. doi.org/10.1093/deafed/enaa005

Sullivan, S., Oakhill, J., Arfé, B., & Gomez, N. (2020). Reading comprehension: A comparison of hearing, deaf and hard-of-hearing children. In S. Easterbrooks and H. Dostal (Eds.), The Oxford Handbook of Literacy Studies. Oxford University Press

Arfé, B., & Danzak, R. (2020). The influence of first language spelling and response inhibition skills on English-as-an-additional-language spelling. Cognitive Development, 56. https://doi.org/10.1016/j.cogdev.2020.100952

Arfé, B., Vardanega. T., Montuori, C., & Lavanga, M. (2019). Coding in Primary Grades Boosts Children’s Executive Functions. Frontiers in Psychology, 10: 2713. doi: 10.3389/fpsyg.2019.02713

Mich, O., Fastelli, A., Armellini, E., & Arfé, B. (2019). Design, implementation and evaluation of SELEDE. A collection of serious games for training sequence learning skills in deaf children. CHItaly proceedings, ACM ISBN 978-1-4503-7190-2. doi.org/10.1145/3351995.3352048

Arfe, B., Corato, F., Pizzocaro, E., & Merella, A. (2019). The Effects of Script and Orthographic Complexity on the Handwriting and Spelling Performance of Children With Dyslexia. Journal of Learning Disabilities. doi:10.1177/0022219419892845

Dockrell, J., Connelly, V., Arfé, B (2019). Struggling writers In elementary school: capturing drivers of performance. Learning and Instruction, 60, 75-84. doi.org/10.1016/j.learninstruc.2018.11.009

Arfé, B., Cona, E., Merella, A. (2018) Implicit training of spelling skills in Italian children with dyslexia. Topics in Language disorders, 38, 299

Arfé, B., Montanaro, M., Mottura, E. , Scaltritti, M., Manara,R., Basso, G., Sainati, L., & Colombatti, R. (2018). Selective difficulties in lexical retrieval and nonverbal executive functioning in children with HbSS sickle cell disease. Journal of Pediatric Psychology. doi: 10.1093/jpepsy/jsy005

Arfé, B., Mason, L., Fajardo, I. (2018). Simplifying informational text structure for struggling readers. Reading and Writing, 31, 2191–2210. doi10.1007/s11145-017-9785-6.

Processi uditivi, memoria e apprendimento nel bambino con impianto cocleare
Difficoltà e disturbi dell'espressione scritta
Gli effetti cognitivi del pensiero computazionale

Processi uditivi, memoria e apprendimento nel bambino con ipoacusia
I disturbi della scrittura
L'apprendimento dello spelling in lingua inglese
Effetti del computational thinking sullo sviluppo cognitivo (in collaborazione con il Dipartimento di Matematica)