MASON LUCIA

Recapiti
6924879e8ba1ad858bf10215f2c4c2f5 Posta elettronica 6924879e8ba1ad858bf10215f2c4c2f5
Struttura Dipartimento di Psicologia dello Sviluppo e della Socializzazione
Telefono 0498276562
Qualifica Professore ordinario
Settore scientifico M-PSI/04 - PSICOLOGIA DELLO SVILUPPO E PSICOLOGIA DELL'EDUCAZIONE
Rubrica di Ateneo  Visualizza
 

Orario di ricevimento
Martedì dalle 13:30 alle 15:30 Dipartimento di Psicologia dello Sviluppo e della Socializzazione, secondo piano
(aggiornato il 25/02/2015 13:13)

Proposte di tesi
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)?

Curriculum Vitae
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.

Curriculum del docente in PDF: 6924879E8BA1AD858BF10215F2C4C2F5.pdf

Insegnamenti dell'AA 2017/18
Corso Curr. Codice Insegnamento CFU Anno Periodo Responsabile
IA1870 000ZZ SUP6074537 PSICOLOGIA DELL'APPRENDIMENTO MOTIVATO 9 V Secondo semestre LUCIA MASON
PS1090 000ZZ PSN1031195 PSICOLOGIA DELL'APPRENDIMENTO MOTIVATO 9 I Secondo semestre LUCIA MASON
PS2295 000ZZ PSO2043395 PSICOLOGIA DELL'EDUCAZIONE (Ult. numero di matricola dispari) 9 II Primo semestre LUCIA MASON