SPATARO, PIETRO

SPATARO, PIETRO  

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A longitudinal examination of early communicative development: Evidence from a parent-report questionnaire 2011 Longobardi, Emiddia; ROSSI ARNAUD, Clelia Matilde; Spataro, Pietro
A TEST OF THE DISTINCTION BETWEEN IDENTIFICATION AND PRODUCTION PRIMING IN THE LEXICAL DECISION TASK 2009 Spataro, Pietro; ROSSI ARNAUD, Clelia Matilde; Mulligan, N. W.
Are belief-based justifications associated with metalinguistic awareness? A cross-sectional study in school-age children 2017 Spataro, Pietro; Rossi-arnaud, Clelia; Longobardi, Emiddia
Attention and Implicit Memory The Role of the Activation of Multiple Representations 2011 Spataro, Pietro; W., Mulligan Neil; ROSSI ARNAUD, Clelia Matilde
Attentional Load and Word-Fragment Completion: A Failure to Find a Dissociation Between Explicit and Implicit Memory 2007 Spataro, Pietro; ROSSI ARNAUD, Clelia Matilde; Mari, Jessica
Children's acquisition of nouns and verbs in Italian. Contrasting the roles of frequency and positional salience in maternal language 2015 Longobardi, Emiddia; ROSSI ARNAUD, Clelia Matilde; Spataro, Pietro; Diane L., Putnick; Marc H., Bornstein
Collaboration in implicit memory. Evidence from word-fragment completion and category exemplar generation 2017 ROSSI ARNAUD, Clelia Matilde; Cestari, Vincenzo; REZENDE SILVA MARQUES, Valeria; BECHI GABRIELLI, Giulia; Spataro, Pietro
Comparing fictional, personal, and hypothetical narratives in primary school: story grammar and mental state language 2014 Longobardi, Emiddia; Spataro, Pietro; Marialuisa, Renna; ROSSI ARNAUD, Clelia Matilde
Conoscenza esplicita della teoria della mente in età scolare: relazioni con le abilità metalinguistiche, e sociali. 2012 Longobardi, Emiddia; Renna, Marialuisa; Spataro, Pietro
Direct and indirect associations of empathy, theory of mind, and language with prosocial behavior: gender differences in primary school children 2019 Longobardi, E.; Spataro, P.; Rossi-Arnaud, C.
Divided attention can enhance early-phase memory encoding. The attentional boost effect and study trial duration 2015 Mulligan, Neil W; Spataro, Pietro
Divided Attention Can Enhance Memory Encoding: The Attentional Boost Effect in Implicit Memory 2013 Spataro, Pietro; Neil W., Mulligan; ROSSI ARNAUD, Clelia Matilde
Divided attention enhances explicit but not implicit conceptual memory. An item-specific account of the attentional boost effect 2017 Spataro, Pietro; Mulligan, N. W.; BECHI GABRIELLI, Giulia; ROSSI ARNAUD, Clelia Matilde
Divided attention enhances the recognition of emotional stimuli. Evidence from the attentional boost effect 2018 Rossi-Arnaud, Clelia; Spataro, Pietro; Costanzi, Marco; Saraulli, Daniele; Cestari, Vincenzo
Do early noun and verb production predict later verb and noun production? Theoretical implications 2017 Longobardi, Emiddia; Spataro, Pietro; Diane L., Putnick; Marc H., Bornstein
Does pointing facilitate the recall of serial positions in visuospatial working memory? 2015 Spataro, Pietro; REZENDE SILVA MARQUES, Valeria; Longobardi, Emiddia; ROSSI ARNAUD, Clelia Matilde
Effects of Age-of-Acquisition in the Word-Fragment Completion Task Evidence for an Orthographic Locus in Implicit Memory 2012 Spataro, Pietro; Neil W., Mulligan; Longobardi, Emiddia; ROSSI ARNAUD, Clelia Matilde
EFFECTS OF DIVIDED ATTENTION IN THE WORD-FRAGMENT COMPLETION TASK WITH UNIQUE AND MULTIPLE SOLUTIONS 2008 Spataro, Pietro; ROSSI ARNAUD, Clelia Matilde; Paola, Pazzano
Effects of divided attention in the word-fragment completion task with unique and multiple solutions 2010 Spataro, Pietro; Neil, Mulligan; ROSSI ARNAUD, Clelia Matilde
Effects of pair collaboration and word-frequency in recognition memory: A study with the remember-know procedure 2011 ROSSI ARNAUD, Clelia Matilde; Pieroni, Laura; Spataro, Pietro; Cestari, Vincenzo