Forscher*innen mit Zeitvertrag | Entwicklungspsychologie

Milvia Cottini

Milvia.Cottini@unibz.it

+39 0472 014296

Fakultät für Bildungswissenschaften
Regensburger Allee 16
39042
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Dienstag, 10:00 - 12:00
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Forschungsschwerpunkte

Psychologie und Förderung des psychischen Wohlbefindens in Bildungskontexten
Kognitive Entwicklung im Vorschul- und Schulalter mit Schwerpunkt auf: Prospektives Gedächtnis, Arbeitsgedächtnis, Metakognition, Exekutive Funktionen, Zweisprachigkeit.

Publikationen

• Cottini, M., Basso, D., & Palladino, P. (2018). The role of declarative and procedural metamemory in event-based prospective memory in school-aged children. Journal of Experimental Child Psychology, 166, 17–33. https://doi.org/10.1016/j.jecp.2017.08.002

• Cottini, M. (2023). Improving children’s ability to remember intentions: A literature review on strategies to improve prospective memory during childhood. Psychological Research. https://doi.org/10.1007/s00426-023-01834-8

Cottini, M., Basso, D., & Palladino, P. (2021). Improving Prospective Memory in School-Aged Children: Effects of Future Thinking and Performance Predictions. Journal of Experimental Child Psychology, 204, 105065. https://doi.org/10.1016/j.jecp.2020.105065

Cottini, M., Basso, D., Pieri, A., & Palladino, P. (2021). Metacognitive Monitoring and Control in Children’s Prospective Memory. Journal of Cognition and Development, 22(4), 619-639. https://doi.org/10.1080/15248372.2021.1916500

Cottini, M. & Meier, B. (2020). Prospective memory monitoring and aftereffects of deactivated intentions across the lifespan. Cognitive Development, 53. https://doi.org/10.1016/j.cogdev.2019.100844

Cottini, M., Basso, D., Saracini, C., & Palladino, P. (2019). Performance Predictions and Postdictions in Prospective Memory of School-aged Children. Journal of Experimental Child Psychology, 179, 38–55. https://doi.org/10.1016/j.jecp.2018.10.008

Cottini, M., Pieroni, L., Spataro, P., Devescovi, A., Longobardi, E., & Rossi-Arnaud, C. (2015). Feature binding and the processing of global–local shapes in bilingual and monolingual children. Memory & Cognition, 43(3), 441–452. https://doi.org/10.3758/s13421-014-0467-1

Palladino, P., Muzzì, R., Niccolai, E., Cottini, M., Peconio, G., Doronzo, F., Toto, G. A., & Limone, P. (2022). A Project to Promote English Learning in Primary School: “An English Island®” E-learning Platform. In: Limone, P., Di Fuccio, R., Toto, G.A. (eds) Psychology, Learning, Technology. PLT

Basso, D., Corradini, G., & Cottini, M. (2022). "Teacher, forgive me, I forgot to do it!" The impact of children’s prospective memory and social skills on teachers’ evaluations of academic performance. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12537

Meier, B. & Cottini, M. (2022). After-effects of responding to activated and deactivated prospective memory target events differ depending on processing overlaps. Journal of Experimental Psychology: Learning, Memory, and Cognition. https://doi.org/10.1037/xlm0001154