MASON, LUCIA
 Distribuzione geografica
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Continente #
NA - Nord America 12.282
AS - Asia 7.612
EU - Europa 7.506
SA - Sud America 1.418
AF - Africa 1.235
OC - Oceania 151
Continente sconosciuto - Info sul continente non disponibili 59
Totale 30.263
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Nazione #
US - Stati Uniti d'America 11.566
IT - Italia 4.080
SG - Singapore 2.399
CN - Cina 1.226
HK - Hong Kong 953
VN - Vietnam 912
BR - Brasile 795
FR - Francia 534
DE - Germania 454
FI - Finlandia 257
IN - India 231
PL - Polonia 227
NL - Olanda 184
BD - Bangladesh 183
GB - Regno Unito 182
UA - Ucraina 176
TR - Turchia 149
AR - Argentina 139
RU - Federazione Russa 130
SE - Svezia 119
IQ - Iraq 117
ID - Indonesia 115
PH - Filippine 100
PK - Pakistan 96
ES - Italia 95
CA - Canada 90
ZA - Sudafrica 86
CO - Colombia 80
JP - Giappone 80
CH - Svizzera 78
SA - Arabia Saudita 78
GR - Grecia 77
EC - Ecuador 76
MX - Messico 76
IE - Irlanda 73
CL - Cile 70
VE - Venezuela 66
TW - Taiwan 64
UZ - Uzbekistan 61
AL - Albania 57
AT - Austria 57
DZ - Algeria 57
AU - Australia 53
KR - Corea 53
KE - Kenya 50
EG - Egitto 49
TH - Thailandia 49
MY - Malesia 48
LB - Libano 47
JO - Giordania 46
AE - Emirati Arabi Uniti 45
MA - Marocco 45
PE - Perù 44
RS - Serbia 44
PS - Palestinian Territory 43
BE - Belgio 42
JM - Giamaica 42
LV - Lettonia 42
NO - Norvegia 42
PY - Paraguay 42
UY - Uruguay 42
AO - Angola 40
IR - Iran 40
CY - Cipro 39
TT - Trinidad e Tobago 39
HN - Honduras 38
TN - Tunisia 38
AZ - Azerbaigian 37
CR - Costa Rica 37
NP - Nepal 37
BG - Bulgaria 36
CZ - Repubblica Ceca 36
DO - Repubblica Dominicana 36
CI - Costa d'Avorio 35
KG - Kirghizistan 35
LU - Lussemburgo 35
CM - Camerun 34
CV - Capo Verde 34
HR - Croazia 34
HU - Ungheria 34
MN - Mongolia 34
NC - Nuova Caledonia 34
BB - Barbados 33
BY - Bielorussia 33
ET - Etiopia 33
KZ - Kazakistan 33
MD - Moldavia 33
BJ - Benin 32
GT - Guatemala 32
MU - Mauritius 32
NI - Nicaragua 32
PT - Portogallo 32
SI - Slovenia 32
DK - Danimarca 31
GF - Guiana Francese 31
BA - Bosnia-Erzegovina 30
CW - ???statistics.table.value.countryCode.CW??? 30
MR - Mauritania 30
MZ - Mozambico 30
PA - Panama 30
Totale 28.844
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Città #
Singapore 1.458
Ashburn 1.443
Fairfield 1.287
San Jose 1.077
Woodbridge 877
Hong Kong 834
Houston 661
Ann Arbor 550
Jacksonville 546
Seattle 520
Wilmington 443
Cambridge 427
Chandler 392
Rome 339
Milan 332
Ho Chi Minh City 282
Santa Clara 254
Boardman 238
Princeton 227
Hanoi 223
Padova 215
Bytom 178
Beijing 165
Lauterbourg 159
Naples 155
Los Angeles 139
Medford 123
San Diego 122
Council Bluffs 117
Helsinki 94
Bologna 92
New York 92
Florence 88
Nanjing 80
Des Moines 71
Guangzhou 70
Turin 70
São Paulo 67
Bari 66
Palermo 60
Dublin 59
Tashkent 55
Chicago 54
Da Nang 51
Frankfurt am Main 51
Munich 49
Baghdad 46
Amman 44
Catania 43
Verona 42
Nairobi 40
London 39
Rio de Janeiro 39
Roxbury 38
Vienna 38
Riga 36
Istanbul 35
Johannesburg 35
Nanchang 35
Buffalo 34
Luanda 34
Quito 34
Abidjan 33
Ulan Bator 33
Athens 32
Managua 32
Noumea 32
Riyadh 32
Turku 32
Genoa 31
Lima 31
Padua 31
Baku 30
Cotonou 30
Hefei 30
San José 30
Tokyo 30
Brescia 29
Kingston 29
Orem 29
Pescara 29
Praia 29
Bishkek 28
Dakar 28
Montevideo 28
Panama City 28
Addis Ababa 27
Bridgetown 27
Castries 27
Jeddah 27
Tirana 27
Amsterdam 26
Brasília 26
Cagliari 26
Haiphong 26
Lusaka 26
Nouakchott 26
Shenyang 26
Tianjin 26
Treviso 26
Totale 16.659
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Nome #
Psicologia dell'apprendimento e dell'istruzione 2.059
Psicologia dell'apprendimento e dell'istruzione (seconda edizione) 739
La discussione in classe tra argomentazione e riflessione metacognitiva 370
Credenze epistemologiche degli studenti e risultato scolastico. Uno studio esplorativo 323
Psychological Benefits of Attending Forest School for Preschool Children: a Systematic Review 313
Integrative Processing of Verbal and Graphical Information During Re-reading Predicts Learning from Illustrated Text: An Eye-Movement Study 297
Dynamic psychophysiological correlates of a learning from text episode in relation to reading goals 281
Going beyond children’s single-text comprehension: the role of word reading, working memory, comprehension monitoring and source use in 4th graders’ multiple-document comprehension. 275
Enjoyment, anxiety and boredom, and their control-value antecedents as predictors of reading comprehension 250
Highlighting and highlighted information in text comprehension and learning from digital reading 248
The interplay of reading-related emotions and updating in reading comprehension performance 243
Bridging neuroscience and education: A two-way path is possible 240
Situating and relating epistemological beliefs into metacognition: studies on beliefs about knowledge and knowing 235
Short-Term Exposure to Nature and Benefits for Students’ Cognitive Performance: a Review 235
Advanced theory of mind uniquely contributes to children's multiple-text comprehension 233
Besides knowledge: A cross-sectional study on the relations between epistemic beliefs, achievement goals, self-beliefs, and achievement in science. 231
Analogy, metaconceptual awareness, and conceptual change. A classroom study 229
Webpage reading: Psychophysiological correlates of emotional arousal and regulation predict multiple-text comprehension 226
Do fourth graders integrate text and picture in processing and learning from an illustrated science text? Evidence from Eye-Movement Patterns 225
Cognitive and metacognitive aspects in conceptual change by analogy 220
An eye-tracking study of learning from science text with concrete and abstract illustrations. 220
Prediction of students' argumentation skills about controversial topics by epistemological understanding 219
An analysis of children\'s construction of new knowledge through their use of reasoning and arguing in classroom discussions 218
Epistemic metacognition in context: evaluating and learning online information. 216
Media, computer, società e scuola. Orientamenti per la didattica in prospettiva multimediale e cognitivista 215
Epistemic beliefs in action: Spontaneous reflections about knowledge and knowing during online information searching and their influence on learning 213
The Role of Inhibition in Conceptual Learning from Refutation and Standard Expository Texts 212
Concettualizzazione e insegnamento 211
Internet source evaluation: The role of implicit associations and psychophysiological self-regulation 209
Attentional Bias for Academic Stressors and Classroom Climate Predict Adolescents’ Grades and Socioemotional Functioning 209
Children’s Attentional Processes in Outdoor and Indoor Environments: The Role of Physiological Self-Regulation 208
Effects of Psychophysiological Reactivity to a School-Related Stressor and Temperament on Early Adolescents’ Academic Performance 205
Physiological responses to a school task: The role of student–teacher relationships and students’ emotional appraisal 205
“Should you really chat while reading?” effects of on-screen multitasking and text disfluency on integrated understanding 204
Effetti della struttura del testo e dell'interesse sul cambiamento concettuale. 204
Self-regulation of mathematical knowledge and skills 203
Textual and graphical refutations: Effects on conceptual change learning 201
Simplifying informational text structure for struggling readers 200
Changing knowledge and beliefs 199
Searching the Web to learn about a controversial topic: are students epistemically active? 199
Writing as a learning tool. An introduction 198
Introduction: Bridging the Cognitive and Sociocultural Approaches in Research on Conceptual Change: Is it Feasible? 197
Writing to learn, writing to transfer 195
Fostering understanding by structural alignment as a route to analogical learning 193
Role of epistemological understanding and interest in interpreting a controversy and in topic-specific belief change 193
Analogical reasoning in restructuring scientific knowledge 193
Effects of negative emotional valence on readers' text processing and memory for text: an eye-tracking study 192
Effects of Beliefs about Meaning Construction and Task Instructions on Interpretation of Narrative Text. 191
Externalizing behaviors and learning from text in primary school students: The moderating role of mood 190
Emotional reactivity and comprehension of multiple online texts. 190
Reconsidering conceptual change. Issues in theory and practice 189
Enhancing students' mathematical beliefs: An intervention study 189
Complementary methods for assessing online processing of multiple sources 189
An eye-movement analysis of the refutation effect in reading science text 189
Effects of reading medium on the processing, comprehension, and calibration of adolescent readers 187
Reading information about a scientific phenomenon on webpages varying for reliability: An eye-movement analysis 187
Prior knowledge, text coherence, and interest: How they interact in learning from instructional texts 186
Eye-Movement Modeling of Integrative Reading of an Illustrated Text: Effects on Processing and Learning 185
Inhibition and Conceptual Learning in Science: a Review of Studies 184
School-related stress and cognitive performance: A mood-induction study 183
Distinguishing between knowledge and beliefs. Students epistemic criteria for differentiating. 182
Epistemic evaluation and comprehension of web-source information on controversial science-related topics: Effects of a short-term instructional intervention 182
Using eye-tracking technology as an indirect instruction tool to improve text and picture processing and learning 182
Discussing the greenhouse effect. Children's collaborative discourse-reasoning and conceptual change 180
The role of emotional reactivity in the comprehension of online multiple texts 180
Learning from text, video, or subtitles: A comparative analysis 180
Uncovering the effect of text structure in learning from a science text: An eye-tracking study 179
Epistemological understanding in different judgment domains: Relationships with gender, grade level, and curriculum 177
Effects of perceived school well-being and negative emotionality on students' attentional bias for academic stressors 177
Beliefs about knowledge and revision of knowledge: On the importance of epistemic beliefs for intentional conceptual change in elementary and middle school students 176
Conceptual change induced by instruction: a complex interplay of multiple factors 176
Effects of green and urban environment exposure during classroom breaks in a video-based setting 175
Promoting Web-Source Evaluation and Comprehension of Conflicting Online Documents: Effects of Classroom Interventions 175
Using eye movements to model the sequence of text–picture processing for multimedia comprehension 173
Self-generated drawings for supporting comprehension of a complex animation 172
Classroom Climate, Cardiac Vagal Tone, and Inhibitory Control: Links to Focused Attention in First Graders 172
Individual Differences in Emotional Reactivity and Academic Achievement: A Psychophysiological Study 169
Psychological perspectives on measuring epistemic cognition 169
On warm conceptual change: The interplay of text, epistemological beliefs, and topic interest. 168
Collaborative reasoning on self-generated analogies. Conceptual growth in understanding scientific phenomena 165
Introducing talk and writing for conceptual change: A classroom study. 164
Epistemic Metacognition in the Context of Information Searching on the Web 164
The role of cardiac vagal tone and inhibitory control in pre-schoolers' listening comprehension 161
Effects of digital reading with on-screen distractions: An eye-tracking study 160
Multiplicity in the digital era: Processing and learning from multiple sources and modalities of instructional presentations 160
Lessons in a Green School Environment and in the Classroom: Effects on Students’ Cognitive Functioning and Affect 159
Control and value appraisals and online multiple‐text comprehension in primary school: The mediating role of boredom and the moderating role of word‐reading fluency 158
High school students beliefs about maths, mathematical problem solving and their achievement in maths: a cross-sectional study 157
Does mood influence text processing and comprehension? Evidence from an eye-movement study 157
READ-COGvid: A Database From Reading and Media Habits During COVID-19 Confinement in Spain and Italy 156
Reading with induced worry: the role of physiological self-regulation and working memory updating in text comprehension 156
Beyond knowledge. Learner characteristics influencing conceptual change. 155
Effects of picture labeling on illustrated science text processing and learning: Evidence from eye movements 154
Improving Text and Picture Integration during Reading through Eye-Movement Modeling 152
Beyond knowledge: Learner characteristics influencing conceptual change 151
Role of anomalous data and epistemological beliefs in middle school students' theory change about two controversial topics 150
Reading with the eyes and under the skin: Comprehending conflicting digital texts 150
Instructional practices for conceptual change in science domains 146
Effects of epistemological beliefs and learning text structure on conceptual change. 145
Ink and pixels: Impact of highlighting and reading self-efficacy on adolescents' cognitive load, epistemic emotions, and text comprehension 144
Totale 22.050
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Categoria #
all - tutte 78.876
article - articoli 54.283
book - libri 5.844
conference - conferenze 0
curatela - curatele 1.875
other - altro 0
patent - brevetti 0
selected - selezionate 0
volume - volumi 9.233
Totale 150.111
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Totale Lug Ago Sett Ott Nov Dic Gen Feb Mar Apr Mag Giu
2020/2021105 0 0 0 0 0 0 0 0 0 0 0 105
2021/20221.741 48 255 167 140 94 85 61 202 109 56 174 350
2022/20231.216 300 84 11 95 169 178 11 98 128 19 83 40
2023/20242.078 117 159 138 160 147 142 177 150 213 224 239 212
2024/20254.883 122 302 306 254 659 198 291 352 473 304 765 857
2025/202613.961 476 1.270 1.984 2.095 1.290 567 1.617 1.553 1.541 877 613 78
Totale 30.425