Pubblicazioni

Pubblicazioni In Riviste Peer Reviewed

          Cerni, T. & Job, R. (2023). Spelling processing during handwriting and typing and the role of reading and visual-motor skills when typing is less practiced than handwriting. Reading and Writing, https://doi.org/10.1007/s11145-023-10418-2

          Lunardon, M., Cerni, T. & Rumiati, R.I. (2022). Numeracy gender gap in STEM higher education: the role of neuroticism and math anxiety. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.856405

          Cerni, T. & Job, R. (2022). The interaction of central and peripheral processes in typing and handwriting: a direct comparison. Journal of Experimental Psychology: Human Perception and Performance, 48(6), 563-581. https://doi.org/10.1037/xhp0001006

          Bassetti, B., Cerni, T. & Masterson, J. (2022). The efficacy of grapheme-phoneme correspondence instruction in reducing the effect of orthographic forms on second language phonology. Applied Psycholinguistics, 43(3), 683-705. https://doi.org/10.1017/S014271642200008X

          Bassetti, B., Masterson, J., Cerni, T. & Mairano, P. (2021). Orthographic forms affect speech perception in a second language: Consonant and vowel length in L2 English. Journal of Experimental Psychology: Human Perception and Performance, 47(12), 1583-1603. https://doi.org/10.1037/xhp0000949

          Cerni, T., Di Benedetto, A., & Rumiati, R.I. (2021). The contribution of personality and intelligence toward cognitive competences in higher education. Frontiers in Psychology.12:621990. https://doi.org/10.3389/fpsyg.2021.621990

          Bassetti, B., Mairano, P., Masterson, J. & Cerni, T. (2020). Effects of orthographic forms on L2 speech production and phonological awareness, with consideration of speaker-level predictors. Language Learning, 70 (4), 1218-1256. https://doi.org/10.1111/lang.12423

          Cerni, T., Bassetti, B., & Masterson, J. (2019). Effects of orthographic forms on the acquisition of novel spoken words in a second language. Frontiers in Communication, 4, 31. https://doi.org/10.3389/fcomm.2019.00031

          Bassetti, B., Sokolović-Perović, M., Mairano, P., & Cerni, T. (2018). Orthography-Induced Length Contrasts in the Second Language Phonological Systems of L2 Speakers of English: Evidence from Minimal Pairs. Language and speech, 61(4), 577-598. https://doi.org/10.1177/0023830918780141

          Mairano, P., Bassetti, B., Sokolović-Perović, M., & Cerni, T. (2018). Effects of L1 orthography and L1 phonology on L2 English pronunciation. Revue française de linguistique appliquée, 23(1), 45-57. https://doi.org/10.3917/rfla.231.0045

          Cerni, T., Velay, J-L., Vaugoyeau, M., Alario, F-X. & Longcamp, M. (2016). Motor expertise for typing impacts lexical decision performance. Trends in Neuroscience and Education,5(3), 130-138. https://doi.org/10.1016/j.tine.2016.07.007

          Cerni, T., Longcamp, M., & Job, R. (2016). Two thumbs and one index. A comparison of manual coordination in touch typing and mobile typing. Acta Psychologica, 167, 16-23. 10.1016/j.actpsy.2016.03.007

Capitoli Di Libro e Pubblicazioni In Proceedings

          Cerni, T. & Perinelli, E. (2023). Il concetto di sé scolastico. In: Gentile M. & Pisanu F. Insegnare Educando. Promuovere a scuola le risorse psicosociali di chi apprende: modelli, strategie, attività, p. 65-75, MILANO:UTET Università, ISBN: 978-88-6008-861-1.

          Cerni, T. (2022). Scrivere nell’era digitale: un contributo alla ricerca psicolinguistica tra penne e tastiere. In: Coppola, M.M., Cubelli, R., Dellantonio S., Mulatti, C. & Treccani, B. La psicologia fa ricerca, didattica e innovazione: scritti in onore di Remo Job, p., Trento: Università degli Studi di Trento, ISBN 978-88-8443-988-8. http://dx.doi.org/10.15168/11572_356981

          Lunardon, M., Cerni, T., & Rumiati, R.I. (2021). Cognitive and non-cognitive factors influencing the numeracy gender gap in higher education, in Proceedings of the 2nd International Conference of the Journal Scuola Democratica “Reinventing Education”, VOL. 2, Learning with New Technologies, Equality and Inclusion, pp. 1033-1043.

          Cerni, T., & Job, R. (2015). Assistive technologies for reading disabilities: opportunities for developing countries. Proceeding of the International Conference on Applications of ergonomics in developing countries: reality and perspectives, Algiers, October 26-27.

          Cerni, T., & Job, R. (2013). Technology and Cognition: Does the Device We Use Constrain the Way We Retrieve Word Meanings? In T. Yoshida, G. Kou, A. Skowron, J. Cao, H. Hacid, & N. Zhong (Eds.), Active Media Technology. 9th International Conference, AMT 2013, Maebashi, Japan, October 29-31, 2013, Proceedings, Vol. 8210, pp. 251-257. Lecture Notes in Computer Science, Springer International Publishing Switzerland. https://doi.org/10.1007/978-3-319-02750-0_26

          Cerni, T., & Job, R. (2012). Cognitive-Educational Constraints for Socially-Relevant MALL Technologies. 2012 IEEE/WIC/ACM Proceeding of the International Conferences on Web Intelligence and Intelligent Agent Technology (WIIAT), Macau, December 4-7, 2012, IEEE Transactions, Vol.3, pp. 316-320. 10.1109/WI-IAT.2012.117

          Job, R., & Cerni, T. (2012). Ergonomics: Possible Roles in Helping Literacy Acquisition in Developing Countries. In H. Boudrifa (Ed.), Proceeding of the International Conference on Ergonomics and its role in the prevention and the development in the developing countries, Algiers, April 29-30, Journal of Prevention and Ergonomics, Vol.2, N.5, 2012.