Main research areas

Prospective memory, Perception, Attention, and their development

Prospective Memory is required when one have to remember to execute an action in a future moment. This process develops until the puberty age, so it is particularly of interest in the school ages. In our lab, we are seeking to evaluate how this process works, and how this information could be relevant for teachers to be known.

  • Cottini, M., & Meier, B. (2020). Prospective memory monitoring and aftereffects of deactivated intentions across the lifespan. Cognitive Development, 53, 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.
  • Cottini, M., Basso, D. & Palladino, P. (2018). The role of declarative and procedural metamemory on eventbased prospective memory in school-aged children. Journal of experimental child psychology, 166, 17-33.

Executive functions

Our research on Executive Functions (EF) is focused on several topics, mainly related to planning, attention and control. One of the main goals consists in developing a model of planning process. Moreover, mind-wandering is studied to determine the impact of cognitive styles, and to describe useful guidelines for teachears to manage it.

  • Basso, D., & Saracini, C. (2020). Differential involvement of left and right frontoparietal areas in visuospatial planning: A rTMS study. Neuropsychologia, 58, 107260.
  • Basso, D., Saracini, C., Palladino, P. & Cottini, M. (2019). Travelling salesperson in an immersive virtual environment: experimental evaluation of tracking system device. In: A. Luigini (Ed.), Proceedings of the 1st international and interdisciplinary conference on digital environments for education, arts and heritage (pp. 519-529). Springer international publishing.
  • Irrmischer, M., Poil, S. S., Mansvelder, H. D., Sangiuliano Intra, F. & Linkenkaer-Hansen, K. (2018). Strong long-range temporal correlations of beta/gamma oscillations are associated with poor sustained visual attention performance. European journal of neuroscience, 48(8), 2674-2683.

Wellbeing, Bullying and Cyberbullying

The aim of our study on wellbeing, mainly focusing on bullying and cyberbullying, is to further current knowledge of both risk factors and impact on healthy and problematic development in childhood and adolescence.

  • Guarini, A., Menin, D., Menaḅ, L. & Brighi, A. (2019). RPC teacher-based program for improving coping strategies to deal with cyberbullying. International journal of environmental research and public health, 16(6), 948.
  • Melotti, G., Pot́, S., Gianesini, G. & Brighi, A. (2018). Adolescents at risk of delinquency. The role of parental control, trust, and disclosure. Deviant behavior, 39(3), 347–362.

NUMERical cognition

In our investigations, we have seen that research in neuroscience is not driving teaching methods. The approaches in teaching mathematics are based on reliable pedagogical theories, but some kind of improvement could be suggested.

  • Tovazzi, A., Basso, D., & Saracini, C. (2019). Learning tools against developmental dyscalculia in primary school: A case study. In: L.G. Chova, A.L. Martinez, I.C., Torres (Eds.), 13th International Technology, Education And Development Conference (INTED 2019).Valencia: INTED Proceedings (p. 6755-6762).
  • Pross, A., & Basso, D. (2019). Shadow education in Italy and South Korea: Comparison of PISA data 2015 regarding private lessons in mathematics. In: L.G. Chova, A.L. Martinez, I.C., Torres (Eds.), 13th International Technology, Education And Development Conference (INTED 2019).Valencia: INTED Proceedings (p. 9459-9465).

Life-skills and Computational Thinking

The World Health Organization (WHO) has put forward the concept of Life-skills. We are willing to study how life-skills could be promoted, through two research lines: Peer-Tutoring among students, and didactics of Computational Thinking.

  • Moschella, M., & Basso, D. (2020). Computational Thinking, Spatial and Logical Skills. An investigation at primary school. Ricerche di Pedagogia e Didattica, 15(2), 69-89.
  • Imperio, A., Kleine Staarman, J., & Basso, D. (2020). Relevance of the socio-cultural perspective in the discussion about critical thinking. Ricerche di Pedagogia e Didattica, 15(1), 1-19.
  • Moschella, M. (2019). Observable computational thinking skills in primary school children: how and when teachers can discern abstraction, decomposition and use of algorithms. In: L.G. Chova, A.L. Martinez, I.C., Torres (Eds.), 13th International Technology, Education And Development Conference (INTED 2019).Valencia: INTED Proceedings (p. 6259-6267).
  • Basso, D., Fronza, I., Colombi, A. & Pahl, C. (2018). Improving assessment of computational thinking through a comprehensive framework. Proceedings of the 18th Koli calling international conference on computing education research, a15.
  • Colombi, A., Fronza, I., Pahl, C. & Basso, D. (2018). COCONATS: Combining computational thinking didactics and software engineering in K-12. Proceedings of the 19th annual SIG conference on information technology education, 162.

Miscellaneous

All other interests that are not included in the previous areas. For example, papers in collaboration with other research groups.

  • Tovazzi, A., Giovannini, S., & Basso, D. (2020). A new method for evaluating knowledge, beliefs and neuromyths about the mind and brain among Italian teachers. Mind, Brain and Education, 14(2), 187-198.
  • Luigini, A., Fanini, B., Basso, A., & Basso, D. (2020). Heritage education through serious games. A web-based proposal for primary schools to cope with distance learning. Vitruvio, 5(2), 93-105.
  • Luigini, A., Parricchi, M., Basso, A., & Basso, D. (2020). Immersive and participatory serious games for heritage education, applied to the cultural heritage of South Tyrol. IxD&A, 43, 47-69.
  • Borgianni, Y., Maccioni, L., &: Basso, D. (2019). Exploratory study on the perception of additively manufactured end-use products with specific questionnaires and eye-tracking. International Journal on Interactive Design and Manufacturing, 13, 743–759.
  • Maccioni, L., Borgianni, Y., & Basso, D. (2019). Value perception of green products: an exploratory study combining conscious answers and unconscious behavioral aspects. Sustainability, 11(5), 1226.

Granted projects

RIDE - Robotics for the Inclusive Development of Atypical and Typical Children (2019-1-HU01-KA201-061275)

Within this research project, we aim to develop and test a modular matrix which helps teachers and children through robotics, supporting the development of computational and cognitive skills in the children age range 6-14 years. Granted by the Erasmus+ program (September 2019-August 2022), 359,193 Euro (to unibz: 73,642 Euro)

Mind Wandering: cognitive characteristics and good practices

The first aim of this project is to investigate whether and how a stable dimension, such as cognitive style might affect and predict different types of MW experiences. The second aim of this project is to study how different learning environments at the university level may influence MW experience. Granted by the Central Research Committee, Free University of Bozen-Bolzano (November 2016-October 2019), 67,900 Euro

Resources available in the Laboratory

Tobii x60 Eye-tracking system

The portable eye-tracker, which could be easily used with children in their schools.

Shimmer 3, GSR system

To measure Galvanic Skin Resistence, an indicator of stress and arousal.

E-Prime 2

The most used experimental software in psychological laboratories, equipped with a module for easy communication with the Tobii eye-tracker.

Noldus, the Observer TX

A fundamental resource to gather and analyze observational data.

Other cognitive tasks

A series of tests and tasks are available to investigate cognitive processing: the Corsi block tapping test, the Tower of London, Bar-On EQ-i, FE-PS,...

Back to top

Copyright © 2018 Cognitive and Educational Sciences Lab. All Rights Reserved
Faculty of Education, Free University of Bozen-Bolzano - Viale Ratisbona, 16 - 39042 Bressanone-Brixen (BZ)