Self Regulation, Executive Function and Working Memory

• Development of executive functions and working memory
• Working memory, executive functions, and learning
• Working memory, executive functions, and emotional and behavioral regulation
• Development of interventions to promote regulation skills

Books: 

Viterbori, P., Re, A.M., Usai, M.C. (2024). L’autoregolazione in età prescolare. Una guida per sostenere lo sviluppo per educatori e insegnanti. Editore: Carocci. ISBN: 9788874669868.

Traverso, L., Morra, S., Panesi, S. (2024). Lo sviluppo cognitivo. In S. Caravita, L. Milani, D.Traficante, Psicologia dello sviluppo e dell'educazione. Bologna: Il Mulino. ISBN: 978-88-15-38975-6. 

Panesi, S., Ferlino, L. (2023). La Pecorella di ShareFUN: percorso scuola. Giochi analogici e digitali per promuovere le Funzioni Esecutive e la Memoria di Lavoro nei bambini della scuola dell'infanzia. Roma: CNR Edizioni. ISBN: 978-88-8080-598-4.  

Marzocchi, G., Pecini, C., Usai, M., & Viterbori, P. (2022). Le funzioni esecutive nei disturbi del neurosviluppo. Dalla valutazione all’intervento. Editore: Hogrefe. ISBN: 8898542852.

Usai, M.C., Traverso, L., Viterbori, P., De Franchis, V. (2012) Diamoci una regolata! Guida pratica per promuovere l’autoregolazione a casa e a scuola. Editore: Franco Angeli. ISBN: 9788856847710

Papers: 

•    Cravet E., Usai M.C. (2024). A Short Game-Based Intervention for Enhancing Executive Functions at School: a Pilot Study. Journal of Cognitive Enhancement, 8(3), 185–190. https://doi.org/10.1007/s41465-024-00301-5
•    Rivella, C., Bombonato, C., Pecini, C., Frascari, A., & Viterbori, P. (2024). Improving executive functions at school. Integrating metacognitive exercise in class and computerized training at home to ensure training intensity and generalization. A feasibility pilot study. British Journal of Educational Technology. https://doi.org/10.1111/bjet.13470
•    Gandolfi E., Traverso L., Usai M. C., Viterbori P. (2023), Lo sviluppo dell’inibizione: evidenze e interrogativi ancora aperti. Giornale italiano di psicologia, 1/2023, 111-136.  https://doi.org/10.1421/106925 
•    Gandolfi E., Traverso L., Usai M. C., Viterbori P. (2023), Lo sviluppo dell'inibizione: spunti di riflessione finali. Risposte ai commenti Giornale italiano di psicologia, 1/2023, 209-219. https://doi.org/10.1421/106937 
•    Usai, M.C. (2023). Inhibitory abilities in girls and boys: More similarities or differences? Journal of Neuroscience Research, 101(5), 689–703. https://doi.org/10.1002/jnr.25034 
•    Rivella C., Ruffini C., Bombonato C., Capodieci A., Frascari A., Marzocchi G.M., Mingozzi A., Pecini C., Traverso L., Usai M.C., Viterbori P. (2023). TeleFE: A New Tool for the Tele-Assessment of Executive Functions in Children. Applied Sciences, 13(3):1728. https://doi.org/10.3390/app13031728 
•    Panesi, S., Ferlino, L. (2023). A digital-analogical intervention program following a play-based approach for preschoolers: the effects on executive functions and ADHD symptoms in a pilot study. International Journal of Information and Education Technology, 13(4), pp. 604-613. https://doi.org/10.18178/ijiet.2023.13.4.1844 
•    Panesi, S., Bandettini, A., Traverso, L., Morra, S. (2022). On the relation between the development of working memory updating and working memory capacity in preschoolers. Journal of Intelligence, 10(1), 5. https://doi.org/10.3390/jintelligence10010005 
•    Panesi, S., Morra, S. (2022). The relation between drawing and language in preschoolers: the role of working memory and executive function, Cognitive Development, 61, 101142. https://doi.org/10.1016/j.cogdev.2021.101142 
•    Malagoli C., Chiorri C., Traverso L., Usai M.C. (2022), Inhibition and individual differences in behavior and emotional regulation in adolescence. Psychological Research, 86, 1132-1144. https://doi.org/10.1007/s00426-021-01565-8 
•    Panesi, S., Morra, S. (2021).  Executive function, language, and the toddler's discovery of representational drawing. Frontiers in Psychology, 12, 659569. https://doi.org/10.3389/fpsyg.2021.659569 
•    Morra, S., Gandolfi, E., Panesi, S., Prandelli, L. (2021). A Working Memory Span Task for Toddlers. Infant Behavior and Development, 61, 101550. https://doi.org/10.1016/j.infbeh.2021.101550 
•    Panesi, S., Morra, S. (2020). Executive Functions and Mental Attentional Capacity in Preschoolers. Journal of Cognition and Development, 21(1), pp. 72-91. https://doi.org/10.1080/15248372.2019.1685525 
•    Marzocchi, G.M., Usai, M.C., and Howard, S.J. (2020) Editorial: Training and Enhancing Executive Function. Front. Psychol. 11:2031. https://doi.org/10.3389/fpsyg.2020.02031  
•    Traverso, L., Viterbori, P., & Usai, M. C. (2020). Prosocial behavior: the role of theory of mind and executive functions. Journal of Cognition and Development, 21(5), 690-708. https://doi.org/10.1080/15248372.2020.1828425 
•    Traverso L., Viterbori P., Malagoli C., Usai M.C. (2020). Distinct inhibition dimensions differentially account for working memory performance in 5-year-old children. Cognitive Development, 5. https://doi.org/10.1016/j.cogdev.2020.100909 
•    Traverso L., Viterbori P., Usai M. C. (2019). Effectiveness of an executive function training in italian preschool educational services and far transfer effects to pre-academic skills. Frontiers in Psychology, vol. 10, p. 1-15, ISSN: 1664-1078. https://doi.org/10.3389/fpsyg.2019.02053 
•    Morra, S., Panesi, S., Traverso, L., Usai, M.C. (2018).  Which tasks measure what? Reflections on executive function development and a commentary on Podjarny, Kamawar, and Andrews (2017). Journal of Experimental Child Psychology, 167, pp. 246-258. https://doi.org/10.1016/j.jecp.2017.11.004 
•    Panesi, S., Morra, S. (2017). La Casetta Magica: Un nuovo strumento per indagare l’aggiornamento (updating) della memoria di lavoro in età prescolare. Psicologia Clinica dello Sviluppo, 3, pp. 443-462.  https://doi.org/10.1449/88502 
•    Traverso L., Viterbori P. and Usai M.C. (2015). Improving Executive Function in childhood: Evaluation of a training intervention for 5- year-old children. Front. Psychol. 6:525. https://doi.org/10.3389/fpsyg.2015.00525