PUBLICATIONS
2019
[44] Provazza, S., Adams, A.-M., Giofrè, D., & Roberts, D. J. (2019). Double trouble – visual and phonological impairments in English dyslexic readers. Frontiers in Psychology, https://doi.org/10.3389/fpsyg.2019.02725 (SJR Q1 in Psychology Miscellaneous)
[43] Provazza, S., Giofrè, D., Adams, A.-M., & Roberts, D. J. (2019). The clock counts – Length effects in English dyslexic readers. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.02495 (SJR Q1 in Psychology Miscellaneous)
[42] Donolato, E., Giofrè, D., & Mammarella, I. C. (2019). Working memory, negative affect and personal assets: How do they relate to mathematics and reading literacy? PLOS ONE, 14(6), e0218921. https://doi.org/10.1371/journal.pone.0218921 (SJR Q1 in Medicine)
[41] Giofrè, D., Pastore, M., Cornoldi, C., & Toffalini, E. (2019). Lumpers vs. splitters: Intelligence in children with specific learning disorders. Intelligence, 76, 101380. https://doi.org/10.1016/j.intell.2019.101380 (SJR Q1 in Developmental and in Experimental Psychology)
[40] Giofrè, D., Toffalini, E., Provazza, S., Calcagnì, A., Altoè, G., & Roberts, D. J. (2019). Are children with developmental dyslexia all the same? A cluster analysis with more than 300 cases. Dyslexia, 25, 284–295. https://doi.org/10.1002/dys.1629 (SJR Q1 in Education)
[39] Giofrè, D., Provazza, S., Angione, D., Cini, A., Menazza, C., Oppi, F., & Cornoldi, C. (2019). The intellectual profile of children with autism spectrum disorders may be underestimated: A comparison between two different batteries in an Italian sample. Research in Developmental Disabilities, 90, 72–79. https://doi.org/10.1016/j.ridd.2019.04.009 (SJR Q1 in Clinical Psychology)
2018
[38] Hamilton, C. J., Mammarella, I. C., & Giofrè, D. (2018). Autistic-like traits in children are associated with enhanced performance in a qualitative visual working memory task. Autism Research, 11(11), 1494–1499. https://doi.org/10.1002/aur.2028 (SJR Q1 in Neurology, IF = 3.77)
[37] Giofrè, D., Donolato, E., & Mammarella, I. C. (2018). The differential role of verbal and visuospatial working memory in mathematics and reading. Trends in Neuroscience and Education, 12, 1-6. https://doi.org/10.1016/j.tine.2018.07.001 (SJR Q1 in Education)
[36] Bizzaro, M., Giofrè, D., Girelli, L., & Cornoldi, C. (2018). Arithmetic, working memory, and visuospatial imagery abilities in children with poor geometric learning. Learning and Individual Differences, 62, 79–88. https://doi.org/10.1016/j.lindif.2018.01.013 (SJR Q1 in Education, IF=1.7)
[35] Mammarella, I. C., Caviola, S., Giofrè, D., & Szűcs, D. (2018). The underlying structure of visuospatial working memory in children with mathematical learning disability. British Journal of Developmental Psychology, 36, 220-235. https://doi.org/10.1111/bjdp.12202 (SJR Q1 in Developmental and Educational Psychology, IF=1.7).
[34] Mammarella, I. C., Donolato, E., Caviola, S., & Giofrè, D. (2018). Anxiety profiles and protective factors: A latent profile analysis in children. Personality and Individual Differences, 124, 201–208. https://doi.org/10.1016/j.paid.2017.12.017 (SJR Q1 in Psychology Miscellaneous, IF=2.0)
2017
[33] Giofrè, D., Borella, E., & Mammarella, I. C. (2017). The relationship between intelligence, working memory, academic self-esteem, and academic achievement. Journal of Cognitive Psychology, 29(6), 731–747. https://doi.org/10.1080/20445911.2017.1310110 (SJR Q2 in Experimental and Cognitive Psychology)
[32] Giofrè, D., Cumming, G., Fresc, L., Boedker, I., Tressoldi, P., (2017). The influence of journal submission guidelines on authors’ reporting of statistics and use of open research practices. PLOS ONE, 12(4), e0175583. https://doi.org/10.1371/journal.pone.0175583 (SJR Q1 in Medicine, IF=2.8)
[31] Toffalini, E., Giofrè, D., & Cornoldi, C. (2017). Pros and Cons of Using Intelligence Batteries for the Study of Clinical Populations: A Response to Beaujean (2017). Clinical Psychological Science, 5, 878–879. https://doi.org/10.1177/2167702617720716 (SJR Q1 in Clinical Psychology)
[30] Mammarella, I. C., Caviola, S., Giofrè, D., & Borella, E. (2017). Separating math from anxiety: The role of inhibitory mechanisms. Applied Neuropsychology: Child, 7, 342-353. https://doi.org/10.1080/21622965.2017.1341836 (SJR Q2 in Developmental and Educational Psychology, IF=1.2).
[29] Donolato, E., Giofrè, D., & Mammarella, I. C. (2017). Differences in verbal and visuospatial forward and backward order recall: A review of the literature. Frontiers in Psychology, 8, 663. https://doi.org/10.3389/fpsyg.2017.00663 (SJR Q1 in Multidisciplinary Psychology, IF=2.5)
[28] Giofrè, D., Toffalini, E., Altoè, G., & Cornoldi, C. (2017). Intelligence measures as diagnostic tools for children with specific learning disabilities. Intelligence, 61, 140-145. https://doi.org/10.1016/j.intell.2017.01.014 (SJR Q1 in Developmental and in Experimental Psychology, IF=3.2)
[27] Giofrè, D., Toffalini, E., & Provazza, S. (2017). Are the WISC-IV Italian norms similar to the UK norms? A comparison between the two standardizations. Psicologia Clinica Dello Sviluppo, 143–154. https://doi.org/10.1449/86189 (SJR Q4 in Multidisciplinary Psychology)
[26] Giofrè, D., Carretti, B., & Belacchi, C. (2017). How semantic organisation influences primary school children’s working memory. Journal of Cognitive Psychology, 29, 327–336. https://doi.org/10.1080/20445911.2016.1270950 (SJR Q1 in Arts and Humanities, IF = 1.89)
[25] Toffalini, E., Giofrè, D., & Cornoldi, C. (2017). Strengths and weaknesses in the intellectual profile of different subtypes of specific learning disorder. Clinical Psychological Science, 5, 402-409. https://doi.org/10.1177/2167702616672038 (SJR Q1 in Clinical Psychology)
2016
[24] Giofrè, D., Stoppa, E., Ferioli, P., Pezzuti, L., & Cornoldi, C. (2016). Forward and backward digit span difficulties in children with specific learning disorder. Journal of Clinical and Experimental Neuropsychology, 38, 478–486. https://doi.org/10.1080/13803395.2015.1125454 (SJR Q1 in Clinical Psychology, IF=2.1)
[23] Provazza, S., Nocera, A., & Giofrè, D.. (2016). Cognitive assessment with the Leiter-3: A single case study. Psicologia Clinica Dello Sviluppo, 1, 141–148. https://doi.org/10.1449/83135 (SJR Q4 in Multidisciplinary Psychology)
2015
[22] Giofrè, D., & Belacchi, C. (2015). The Raven coloured matrices in children from three to five years old. Psicologia Clinica dello Sviluppo, 1, 145‑154. https://doi.org/10.1449/79743 (SJR Q4 in Multidisciplinary Psychology)
[21] Giofrè, D., & Cornoldi, C. (2015). The structure of intelligence in children with specific learning disabilities is different as compared to typically development ones. Intelligence, 52, 36-43. https://doi.org/10.1016/j.intell.2015.07.002 (SJR Q1 in Developmental and in Experimental Psychology, IF=3.2)
[20] Giofrè, D., Cornoldi, C., & Schoemaker, M. M. (2015). The MOQ-T as a screening tool for the Developmental Coordination Disorder. Psicologia Clinica Dello Sviluppo, 19, 499–510. https://doi.org/10.1449/81778 (SJR Q4 in Multidisciplinary Psychology)
[19] Tressoldi, P. E., & Giofrè, D. (2015). The pervasive avoidance of prospective statistical power: major consequences and practical solutions. Frontiers in Psychology, 6, 726. https://doi.org/10.3389/fpsyg.2015.00726 (SJR Q1 in Multidisciplinary Psychology, IF=2.8)
2014
[18] Giofrè, D., & Mammarella, I. C. (2014). The relationship between working memory and intelligence in children: Is the scoring procedure important? Intelligence, 46, 300–310. https://doi.org/10.1016/j.intell.2014.08.001 (SJR Q1 in Developmental and in Experimental Psychology, IF=3.2)
[17] Giofrè, D., Mammarella, I. C., & Cornoldi, C., (2014). The relationship between geometry, working memory and intelligence in children. Journal of Experimental Child Psychology, 123, 112–128. https://doi.org/10.1016/j.jecp.2014.01.002 (SJR Q1 in Developmental and In Experimental Psychology, IF=2.6)
[16] Cornoldi, C., & Giofrè, D. (2014). The Crucial Role of Working Memory in Intellectual Functioning. European Psychologist, 19(4), 260–268. https://doi.org/10.1027/1016-9040/a000183 (SJR Q2 in Multidisciplinary Psychology, IF = 1.2)
[15] Cornoldi, C., Giofrè, D., Orsini, A., & Pezzuti, L. (2014). Differences in the intellectual profile of children with intellectual vs. learning disability. Research in Developmental Disabilities, 35(9), 2224–2230. https://doi.org/10.1016/j.ridd.2014.05.013 (SJR Q1 in Clinical Psychology, IF=2.7)
[14] Giofrè, D., Cornoldi, C., & Schoemaker, M. M. (2014). Identifying developmental coordination disorder: MOQ-T validity as a fast screening instrument based on teachers’ ratings and its relationship with praxic and visuospatial working memory deficits. Research in Developmental Disabilities, 35(12), 3518–3525. https://doi.org/10.1016/j.ridd.2014.08.032 (SJR Q1 in Clinical Psychology, IF=2.7)
[13] Mammarella, I. C., Giofrè, D., Caviola, S., Cornoldi, C., & Hamilton, C. (2014). Visuospatial working memory in children with autism: The effect of a semantic global organization. Research in Developmental Disabilities, 35(6), 1349–1356. https://doi.org/10.1016/j.ridd.2014.03.030 (SJR Q1 in Clinical Psychology, IF=2.7)
2013
[12] Giofrè, D., Mammarella, I. C., & Cornoldi, C. (2013). The structure of working memory and how it relates to intelligence in children. Intelligence, 41(5), 396–406. https://doi.org/10.1016/j.intell.2013.06.006 (SJR Q1 in Developmental and in Experimental Psychology, IF=3.2)
[11] Tressoldi, P. E., Giofrè, D., Sella, F., & Cumming, G. (2013). High Impact = High Statistical Standards? Not Necessarily So. (R. K. Hills, Ed.). PLoS ONE, 8(2), e56180. https://doi.org/10.1371/journal.pone.0056180 (SJR Q1 in Medicine, IF=3.5)
[10] Cornoldi, C., Orsini, A., Cianci, A., Giofrè, D., & Pezzuti, L. (2013). Intelligence and Working Memory control: New observations from the WISC-IV administration to Italian children. Learning and Individual Differences, 26, 9‑14. https://doi.org/10.1016/j.lindif.2013.04.005 (SJR Q1 in Education and Q2 in Developmental and Educ. Psych., IF=1.57)
[09] Cornoldi, C., Giofrè, D., & Martini A. (2013). Problems in deriving Italian regional differences in intelligence from 2009 PISA data. Intelligence, 41, 25‑33. https://doi.org/10.1016/j.intell.2012.10.004 (SJR Q1 in Developmental and in Experimental Psychology, IF=3.2)
[08] Giofrè, D., Mammarella, I.C., Ronconi, L., Cornoldi, C. (2013). Visuospatial working memory in intuitive geometry, and in academic achievement in geometry. Learning and Individual Differences, 23, 114‑122. https://doi.org/10.1016/j.lindif.2012.09.012 (SJR Q1 in Education and Q2 in Developmental and Educ. Psych., IF=1.57)
[07] Cornoldi, C., Giofrè, D., Calgaro, & G., Stupiggia, C (2013). Attentional WM is not necessarily specifically related with fluid intelligence: the case of smart children with ADHD symptoms. Psychological Research, 77, 508‑515. https://doi.org/10.1007/s00426-012-0446-8 (SJR Q1 in Developmental and Educ. Psych.; IF=2.5)
[06] Mammarella, I. C., Giofrè, D., Ferrara, R., & Cornoldi, C. (2013). Intuitive geometry and visuospatial working memory in children with non-verbal learning disabilities. Child Neuropsychology, 19, 235‑239. https://doi.org/10.1080/09297049.2011.640931 (SJR Q1 in Pediatric, IF=2.19)
2012
[05] Cornoldi, C., Drusi, S., Tencati, C., Giofrè, D., & Mirandola C. (2012). Problem solving and working memory updating difficulties in a group of poor comprehenders. Journal of Cognitive Education and Psychology, 11, 39‑44. https://doi.org/10.1891/1945-8959.11.1.39
2011
[04] Cornoldi, C., Ficili, P, Giofrè, D., Mammarella, I.C., & Mirandola, C. (2011). Imaginative representations of two- and three-dimensional matrices in children with nonverbal learning disabilities. Imagination Cognition and Personality, 31, 53‑62. https://doi.org/10.2190/IC.31.1-2.f
[03] Mammarella, I. C., & Giofrè, D. (2011). Intelligence and learning disabilites. Giornale Italiano di Psicologia, 2, 331‑336. https://doi.org/10.1421/35163 (SJR Q4 in Multidisciplinary Psychology)
2010
[02] Arnesano, D., & Giofrè, D. (2010). Low visuospatial abilities and symptoms of depression. Psicologia Clinica dello Sviluppo, 2, 527‑535. https://doi.org/10.1449/35344 (SJR Q4 in Multidisciplinary Psychology)
[01] Cornoldi, C., Belacchi, C., Giofrè, D., Martini, A., & Tressoldi, P. (2010) The mean Southern Italian children IQ is not particularly low: A reply to R. Lynn (2010). Intelligence, 38, 462‑470. https://doi.org/10.1016/j.intell.2010.06.003 (SJR Q1 in Developmental and in Experimental Psychology, IF=3.2)