MASON, LUCIA
 Distribuzione geografica
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Continente #
NA - Nord America 10.008
EU - Europa 6.575
AS - Asia 4.661
SA - Sud America 1.139
AF - Africa 1.122
OC - Oceania 146
Continente sconosciuto - Info sul continente non disponibili 59
Totale 23.710
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Nazione #
US - Stati Uniti d'America 9.362
IT - Italia 3.621
SG - Singapore 1.678
CN - Cina 692
HK - Hong Kong 675
BR - Brasile 648
DE - Germania 420
VN - Vietnam 314
FR - Francia 289
FI - Finlandia 242
PL - Polonia 223
UA - Ucraina 168
NL - Olanda 154
GB - Regno Unito 145
RU - Federazione Russa 120
SE - Svezia 115
AR - Argentina 103
TR - Turchia 86
ID - Indonesia 79
GR - Grecia 73
CH - Svizzera 71
IE - Irlanda 71
MX - Messico 68
ES - Italia 66
IN - India 64
PH - Filippine 60
EC - Ecuador 58
JP - Giappone 58
ZA - Sudafrica 58
CA - Canada 57
CO - Colombia 55
CL - Cile 54
AT - Austria 53
TW - Taiwan 52
DZ - Algeria 51
AL - Albania 50
VE - Venezuela 49
AU - Australia 48
KR - Corea 44
IQ - Iraq 42
LV - Lettonia 41
AE - Emirati Arabi Uniti 40
LB - Libano 40
TH - Thailandia 40
UZ - Uzbekistan 40
CY - Cipro 39
NO - Norvegia 39
PK - Pakistan 39
PY - Paraguay 39
RS - Serbia 39
SA - Arabia Saudita 39
TT - Trinidad e Tobago 39
UY - Uruguay 39
AO - Angola 38
BE - Belgio 38
JO - Giordania 37
PE - Perù 37
HN - Honduras 36
IR - Iran 36
AZ - Azerbaigian 35
BG - Bulgaria 35
CZ - Repubblica Ceca 35
EG - Egitto 35
KE - Kenya 35
LU - Lussemburgo 35
CI - Costa d'Avorio 34
CM - Camerun 34
CR - Costa Rica 34
CV - Capo Verde 34
MN - Mongolia 34
NC - Nuova Caledonia 34
BB - Barbados 33
HU - Ungheria 33
MA - Marocco 33
HR - Croazia 32
JM - Giamaica 32
KG - Kirghizistan 32
MD - Moldavia 32
MY - Malesia 32
BJ - Benin 31
BY - Bielorussia 31
DO - Repubblica Dominicana 31
NI - Nicaragua 31
PS - Palestinian Territory 31
SI - Slovenia 31
BA - Bosnia-Erzegovina 30
CW - ???statistics.table.value.countryCode.CW??? 30
DK - Danimarca 30
GF - Guiana Francese 30
MR - Mauritania 30
MU - Mauritius 30
PR - Porto Rico 30
BZ - Belize 29
GT - Guatemala 29
ML - Mali 29
NZ - Nuova Zelanda 29
PT - Portogallo 29
GE - Georgia 28
KZ - Kazakistan 28
ME - Montenegro 28
Totale 22.369
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Città #
Fairfield 1.287
Ashburn 946
Singapore 883
Woodbridge 877
Houston 659
Hong Kong 639
Ann Arbor 550
Jacksonville 543
Seattle 520
Wilmington 443
Cambridge 427
Chandler 392
Milan 307
Rome 303
Boardman 235
Santa Clara 233
Princeton 227
Padova 215
Bytom 178
Beijing 150
Medford 123
Naples 123
San Diego 122
Ho Chi Minh City 102
Bologna 84
Helsinki 81
Nanjing 80
Florence 78
Des Moines 69
Hanoi 67
Los Angeles 65
Bari 59
Dublin 58
Palermo 58
Turin 58
São Paulo 53
Council Bluffs 52
Munich 49
Guangzhou 47
Chicago 46
New York 46
Catania 41
Frankfurt am Main 40
Roxbury 38
Verona 38
Amman 35
Nanchang 35
Riga 35
Tashkent 35
Vienna 35
Ulan Bator 33
Abidjan 32
Athens 32
Luanda 32
Noumea 32
London 31
Managua 31
Turku 31
Baku 29
Cotonou 29
Hefei 29
Praia 29
Rio de Janeiro 29
Dakar 28
Nairobi 28
Quito 28
San José 28
Bridgetown 27
Genoa 27
Panama City 27
Bishkek 26
Castries 26
Lima 26
Lusaka 26
Montevideo 26
Nouakchott 26
Shenyang 26
Treviso 26
Antananarivo 25
Brescia 25
Perugia 25
Vientiane 25
Accra 24
Bamako 24
Cagliari 24
Harare 24
Havana 24
Hebei 24
Nassau 24
Tirana 24
Willemstad 24
Buffalo 23
Cayenne 23
Norwalk 23
Pescara 23
Phnom Penh 23
Brasília 22
Istanbul 22
Johannesburg 22
Kigali 22
Totale 13.185
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Nome #
Psicologia dell'apprendimento e dell'istruzione 1.816
Psicologia dell'apprendimento e dell'istruzione (seconda edizione) 656
La discussione in classe tra argomentazione e riflessione metacognitiva 342
Credenze epistemologiche degli studenti e risultato scolastico. Uno studio esplorativo 289
Integrative Processing of Verbal and Graphical Information During Re-reading Predicts Learning from Illustrated Text: An Eye-Movement Study 257
Dynamic psychophysiological correlates of a learning from text episode in relation to reading goals 235
Psychological Benefits of Attending Forest School for Preschool Children: a Systematic Review 221
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. 218
Analogy, metaconceptual awareness, and conceptual change. A classroom study 199
Situating and relating epistemological beliefs into metacognition: studies on beliefs about knowledge and knowing 199
The interplay of reading-related emotions and updating in reading comprehension performance 199
Besides knowledge: A cross-sectional study on the relations between epistemic beliefs, achievement goals, self-beliefs, and achievement in science. 198
Bridging neuroscience and education: A two-way path is possible 196
Do fourth graders integrate text and picture in processing and learning from an illustrated science text? Evidence from Eye-Movement Patterns 194
Enjoyment, anxiety and boredom, and their control-value antecedents as predictors of reading comprehension 194
Short-Term Exposure to Nature and Benefits for Students’ Cognitive Performance: a Review 193
An analysis of children\'s construction of new knowledge through their use of reasoning and arguing in classroom discussions 189
Prediction of students' argumentation skills about controversial topics by epistemological understanding 186
Cognitive and metacognitive aspects in conceptual change by analogy 185
Epistemic beliefs in action: Spontaneous reflections about knowledge and knowing during online information searching and their influence on learning 185
The Role of Inhibition in Conceptual Learning from Refutation and Standard Expository Texts 185
Webpage reading: Psychophysiological correlates of emotional arousal and regulation predict multiple-text comprehension 183
An eye-tracking study of learning from science text with concrete and abstract illustrations. 182
Self-regulation of mathematical knowledge and skills 172
Media, computer, società e scuola. Orientamenti per la didattica in prospettiva multimediale e cognitivista 169
Analogical reasoning in restructuring scientific knowledge 168
Attentional Bias for Academic Stressors and Classroom Climate Predict Adolescents’ Grades and Socioemotional Functioning 167
Textual and graphical refutations: Effects on conceptual change learning 165
Introduction: Bridging the Cognitive and Sociocultural Approaches in Research on Conceptual Change: Is it Feasible? 165
Epistemic evaluation and comprehension of web-source information on controversial science-related topics: Effects of a short-term instructional intervention 163
Epistemic metacognition in context: evaluating and learning online information. 163
Internet source evaluation: The role of implicit associations and psychophysiological self-regulation 163
Reconsidering conceptual change. Issues in theory and practice 162
Fostering understanding by structural alignment as a route to analogical learning 162
Effects of Beliefs about Meaning Construction and Task Instructions on Interpretation of Narrative Text. 161
School-related stress and cognitive performance: A mood-induction study 160
Searching the Web to learn about a controversial topic: are students epistemically active? 160
Advanced theory of mind uniquely contributes to children's multiple-text comprehension 159
Concettualizzazione e insegnamento 158
Writing as a learning tool. An introduction 158
Role of epistemological understanding and interest in interpreting a controversy and in topic-specific belief change 158
Effetti della struttura del testo e dell'interesse sul cambiamento concettuale. 157
Reading information about a scientific phenomenon on webpages varying for reliability: An eye-movement analysis 157
Using eye-tracking technology as an indirect instruction tool to improve text and picture processing and learning 157
An eye-movement analysis of the refutation effect in reading science text 157
Conceptual change induced by instruction: a complex interplay of multiple factors 156
Uncovering the effect of text structure in learning from a science text: An eye-tracking study 155
Enhancing students' mathematical beliefs: An intervention study 154
Epistemological understanding in different judgment domains: Relationships with gender, grade level, and curriculum 154
Changing knowledge and beliefs 154
Distinguishing between knowledge and beliefs. Students epistemic criteria for differentiating. 153
Discussing the greenhouse effect. Children's collaborative discourse-reasoning and conceptual change 152
Effects of Psychophysiological Reactivity to a School-Related Stressor and Temperament on Early Adolescents’ Academic Performance 152
Eye-Movement Modeling of Integrative Reading of an Illustrated Text: Effects on Processing and Learning 149
Effects of perceived school well-being and negative emotionality on students' attentional bias for academic stressors 149
Simplifying informational text structure for struggling readers 149
Complementary methods for assessing online processing of multiple sources 149
Prior knowledge, text coherence, and interest: How they interact in learning from instructional texts 147
Using eye movements to model the sequence of text–picture processing for multimedia comprehension 146
Self-generated drawings for supporting comprehension of a complex animation 145
Classroom Climate, Cardiac Vagal Tone, and Inhibitory Control: Links to Focused Attention in First Graders 144
Externalizing behaviors and learning from text in primary school students: The moderating role of mood 143
Writing to learn, writing to transfer 142
On warm conceptual change: The interplay of text, epistemological beliefs, and topic interest. 141
Beliefs about knowledge and revision of knowledge: On the importance of epistemic beliefs for intentional conceptual change in elementary and middle school students 141
Emotional reactivity and comprehension of multiple online texts. 138
The role of cardiac vagal tone and inhibitory control in pre-schoolers' listening comprehension 138
Introducing talk and writing for conceptual change: A classroom study. 136
Does mood influence text processing and comprehension? Evidence from an eye-movement study 135
Inhibition and Conceptual Learning in Science: a Review of Studies 135
Effects of reading medium on the processing, comprehension, and calibration of adolescent readers 134
Collaborative reasoning on self-generated analogies. Conceptual growth in understanding scientific phenomena 134
Individual Differences in Emotional Reactivity and Academic Achievement: A Psychophysiological Study 133
Physiological responses to a school task: The role of student–teacher relationships and students’ emotional appraisal 133
Multiplicity in the digital era: Processing and learning from multiple sources and modalities of instructional presentations 129
Highlighting and highlighted information in text comprehension and learning from digital reading 128
Effects of green and urban environment exposure during classroom breaks in a video-based setting 128
Effects of picture labeling on illustrated science text processing and learning: Evidence from eye movements 128
Epistemic Metacognition in the Context of Information Searching on the Web 127
Learning from text, video, or subtitles: A comparative analysis 126
Children’s Attentional Processes in Outdoor and Indoor Environments: The Role of Physiological Self-Regulation 125
First-graders’ allocation of attentional resources in an emotional Stroop task: The role of heart period variability and classroom climate 125
Role of anomalous data and epistemological beliefs in middle school students' theory change about two controversial topics 124
Psychological perspectives on measuring epistemic cognition 122
The process of change through persuasion: a commentary 121
Improving Text and Picture Integration during Reading through Eye-Movement Modeling 121
Sharing cognition to construct scientific knowledge in school context: The role of oral and written discourse. 120
Profiles of vagal withdrawal to challenging interactions: Links with preschoolers’ conceptual shifting ability 120
Beyond knowledge. Learner characteristics influencing conceptual change. 118
The role of emotional reactivity in the comprehension of online multiple texts 118
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 118
Analogical Encoding with and without Instructions for Case Comparison of Scientific Phenomena 116
Reading with the eyes and under the skin: Comprehending conflicting digital texts 116
Promoting Web-Source Evaluation and Comprehension of Conflicting Online Documents: Effects of Classroom Interventions 115
Beyond knowledge: Learner characteristics influencing conceptual change 115
Personal epistemologies and intentional conceptual change 114
Responses to anomalous data on controversial topics and theory change 114
Effects of negative emotional valence on readers' text processing and memory for text: an eye-tracking study 112
Valutare a scuola. Prodotti, processi, contesti dell'apprendimento. 112
Instructional practices for conceptual change in science domains 111
Totale 17.776
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Categoria #
all - tutte 66.202
article - articoli 45.873
book - libri 5.048
conference - conferenze 0
curatela - curatele 1.573
other - altro 0
patent - brevetti 0
selected - selezionate 0
volume - volumi 7.732
Totale 126.428
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Totale Lug Ago Sett Ott Nov Dic Gen Feb Mar Apr Mag Giu
2020/20211.282 0 0 0 0 0 125 86 184 247 303 232 105
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
2025/20267.407 476 1.270 1.984 2.095 1.290 292 0 0 0 0 0 0
Totale 23.871