MASON LUCIA

Contacts
E-mail
6924879e8ba1ad858bf10215f2c4c2f5
bring this page
with you
Structure Department of Developmental Psychology and Socialisation
Telephone 0498276562
Qualification Professore ordinario
Scientific sector M-PSI/04 - PSYCHOLOGY OF DEVELOPMENT AND PSYCHOLOGY OF EDUCATION
University telephone book  Show
 

Notice and additional information


Il ricevimento di martedì 3 settembre avrà luogo dalle ore 13 alle ore 15.

Il ricevimento di martedì 24 settembre NON avrà luogo per partecipazione al convegno nazionale AIP a Napoli.

Office hours
Tuesday from 13:30 to 15:30 Dipartimento di Psicologia dello Sviluppo e della Socializzazione, secondo piano, tel.: 049 8276562
(updated on 13/01/2019 23:10)

Proposals for thesis
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

Collaboratrici:
dott.ssa Elena Florit
dott.ssa Sonia Zaccoletti


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

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

Editorial Board Member:
Contemporary Educational Psychology
Journal of Educational Psychology
Metacognition and Learning
Educational Research Review
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.

Lecturer's Curriculum (PDF): 6924879E8BA1AD858BF10215F2C4C2F5.pdf

Research areas
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 contribute to text processing and comprehension?
Mood induction methodologies and measurement of peripheral physiological reactions.

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. Conceptual change and inhibition

What happens to misconceptions once scientific conceptions have been learned and conceptual change has occurred? Does the executive function of inhibition play a role in knowledge restructuring in the domain of science?

4. 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.

5. "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?

6. 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)?

Publications
Journal Articles (see pdf)

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. Advance online publication. doi: 10.1016/j.chb.2018.05.020

Scrimin, S., Moscardino, U., & Mason, L. (2018). First graders’ allocation of attentional resources in an emotional stroop task: The role of heart period variability and classroom climate. British Journal of Educational Psychology

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.

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.

Mason, L., Baldi, R., Di Ronco, S., Scrimin, S., Danielson, R. W., & Sinatra, G. M. (2017). Refutation text and graphics: Effects on conceptual change learning. Contemporary Educational Psychology, 49, 275-288.

Mason, L., Scrimin, S., Tornatora, M. C., & Zaccoletti, S. (2017). Emotional reactivity and comprehension of multiple online texts. Learning and Individual Differences, 58, 10-21.

Scrimin, S., Patron, E., Florit, E., Palomba, D., & Mason, L. (2017). The role of cardiac vagal tone and inhibitory control in pre-schoolers’ listening comprehension. Developmental Psychobiology,59, 970-975.

Ariasi, N., Hyönä, J., Kaakinen, J., & Mason, L. (2017). An eye-movement analysis of the refutation effect in reading science text. Journal of Computer Assisted Learning, 33(3),202-221.

Mason, L., & Tornatora, M. C. (2016). Analogical encoding with and without instructions for case comparison of scientific phenomena. Educational Psychology, 36(2),391-412.

Mason, L., Pluchino, P., & Tornatora, M. C. (2016). Using eye-tracking technology as an indirect instruction tool to improve text and picture processing and learning. British Journal of Educational Technology, 47(6), 1083-1095.

Scrimin, S., & Mason, L. (2015). Does mood influence text processing and comprehension? Evidence from an eye-movement study. British Journal of Educational Psychology, 85(3), 387-406.

Mason, L., Tornatora, M. C., & Pluchino, P. (2015). Integrative processing of verbal and graphical information during re-reading predicts learning from illustrated text: an eye-movement study. Reading and Writing, 28, 851-872.

Mason, L., Pluchino, P., & Tornatora, M. C. (2015). Eye-movement modeling of text and picture integration during reading: effects on processing and learning. Contemporary Educational Psychology, 41, 172-187.

Mason, L., Junyent A. A., Tornatora, M. C. (2014). Epistemic evaluation and comprehension of web-source information on controversial science-related topics: Effects of a short-term instructional intervention. Computers & Education, 76, 143-157.

Mason, L., Pluchino, P., & Tornatora, M. C. (2013). Effects of picture labeling on illustrated science text processing and learning: Evidence from eye movements. Reading Research Quarterly, 48(2), 199-214.

Mason, L., Tornatora, M. C., & Pluchino, P. (2013). Do fourth graders integrate text and picture in processing and learning from an illustrated science text? Evidence from Eye-Movement Patterns. Computers & Education, 60(1), 95-109.

Lecturer's Publications (PDF): 6924879E8BA1AD858BF10215F2C4C2F5.pdf

List of taught course units in A.Y. 2019/20
Degree course code (?) Degree course track Course unit code Course unit name Credits Year Period Lang. Teacher in charge
PS2295 COMMON PSO2043395 9 2nd Year (2019/20) First
semester
ITA LUCIA MASON
IA1870 COMMON SUP6074537 9 5th Year (2019/20) Second
semester
ITA LUCIA MASON
PS1090 COMMON PSN1031195 9 1st Year (2019/20) Second
semester
ITA LUCIA MASON