PUBLICATIONS
2023
[77] Giofrè, D., Toffalini, E., Esposito, L., & Cornoldi, C. (2023). Gender differences at the WISC in a large group of Italian children with ADHD. Journal of Intelligence, 11(9), 178. https://doi.org/10.3390/jintelligence11090178 (SJR Q1 in Education)
[76] Ikeda, Y., Kita, Y., Oi, Y., Okuzumi, H., Lanfranchi, S., Pulina, F., ... Giofrè, D. (2023). The Structure of Working Memory and Its Relationship with Intelligence in Japanese Children. Journal of Intelligence, 11(8), 167. https://doi.org/10.3390/jintelligence11080167 (SJR Q1 in Education)
[75] Pietschnig, J., Oberleiter, S., Toffalini, E., & Giofrè, D. (2023). Reliability of the g factor over time in Italian INVALSI data (2010-2022): What can achievement-g tell us about the Flynn effect? Personality and Individual Differences, 214, 112345. https://doi.org/10.1016/j.paid.2023.112345 (SJR Q1 in Psychology Miscellaneous)
[74] Semeraro, C., Giofrè, D., Coppola, G., Verri, V., Bottalico, M., Cassibba, R., Taurino, A. (2023). The role of maladaptive personality traits on psychological stress the mediating effects of COVID-19-related worries and emotional dysregulation. Personality and Individual Differences, 112270. https://doi.org/10.1016/j.paid.2023.112270 (SJR Q1 in Psychology Miscellaneous)
[73] Cornoldi, C., Giofrè, D. & Toffalini, E. (2023). Cognitive characteristics of intellectually gifted children with a diagnosis of ADHD. Intelligence, 97, 101736. https://doi.org/10.1016/j.intell.2023.101736 (SJR Q1 in Developmental and in Experimental Psychology)
[72] Simmons, F. R., Soto-Calvo, E., Adams, A.-M., Francis, H. N., Patel, H., & Giofrè, D. (2023). Examining associations between preschool home literacy experiences, language, cognition and early word reading: Evidence from a longitudinal study. Early Education and Development, 34, 152-180. https://doi.org/10.1080/10409289.2021.2003623 (SJR Q1 in Education).
[71] Tonizzi, I., & Giofrè, D. (2023). Inhibition: theoretical and psychometric issues. Inhibition: theoretical and psychometric issues. Giornale Italiano di Psicologia, 1, 191-196. (SJR Q4 in Multidisciplinary Psychology) https://doi.org/10.1421/106934
2022
[70] Giofrè, D., Boedker, I., Cumming, G., Rivella, C., & Tressoldi, P. (2022). The influence of journal submission guidelines on authors’ reporting of statistics and use of open research practices: five years later. Behavior Research Method https://doi.org/10.3758/s13428-022-01993-3 (SJR Q1 in Experimental and Cognitive Psychology)
[69] Giofrè, D., Allen, K., Toffalini, E., & Caviola, S. (2022). The impasse on gender differences in intelligence: A meta-analysis on WISC batteries. Educational Psychology Review https://doi.org/10.1007/s10648-022-09705-1 (SJR Q1 Developmental and Educational Psychology)
[68] Toffalini, E., Girardi, P., Giofrè, D., & Altoè, G. (2022). Entia Non Sunt Multiplicanda … Shall I look for clusters in my cognitive data?. PLoS ONE, 17(6), e0269584. https://doi.org/10.1371/journal.pone.0269584 (SJR Q1 in Medicine)
[67] Carretti, B., Giofrè, D., Toffalini, E., Pastore, M., Cornoldi, C. & Lanfranchi, S. (2022). The structure of working memory in children from 3 to 8 years old. Developmental Psychology, 58(9), 1687-1701. https://doi.org/10.1037/dev0001385 (SJR Q1 Developmental and Educational Psychology).
[66] Giofrè, D., Allen, K., Toffalini, E., Mammarella, I. C., & Caviola, S. (2022). Decoding gender differences: Intellectual profiles of children with specific learning disabilities. Intelligence, 90, 101615 https://doi.org/10.1016/j.intell.2021.101615 (SJR Q1 in Developmental and in Experimental Psychology).
[65] Provazza, S., Carretti, B., Giofrè, D., Roberts, D. J., & Adams, A. M. (2022). Shallow or deep? The impact of orthographic depth on visual processing in developmental dyslexia. Annals of Dyslexia, 72(1), 171-196. (SJR Q1 in Education). https://doi.org/10.1007/s11881-021-00249-7
[64] Tonizzi, I., Repetto, C., Giofrè, D. & Usai, C. (2022). Interference suppression in autism spectrum disorders. A meta-analysis of studies using the Flanker test. Psicologia Clinica Dello Sviluppo, 3, 373-402 (SJR Q4 in Multidisciplinary Psychology). https://doi.org/10.1449/103811
[63] Muratori, P., Giofrè, D., Bertacchi, I., Levantini, V., Modena, A., & Mammarella, I. C. (2021). Testing the efficacy of coping power universal on behavioral problems and pre-academic skills in preschoolers. Early Childhood Education Journal, 50, 613–625. https://doi.org/10.1007/s10643-021-01179-0 (SJR Q2 in Education)
[62] Cornoldi, C., Giofrè, D., Mammarella, I. C., & Toffalini, E. (2022). Emotional response to testing in gifted and highly gifted children. Gifted Child Quarterly, 66(3), 208–219. https://doi.org/10.1177/00169862211042901 (SJR Q1 in Education & Developmental and Educational Psychology)
[61] Tonizzi, I., Giofrè, D., & Usai, M. C. (2022). Inhibitory control in autism spectrum disorders: Meta-analyses on indirect and direct measures. Journal of Autism and Developmental Disorders, 52(11), 4949–4965. https://doi.org/10.1007/s10803-021-05353-6 (SJR Q1 Developmental and Educational Psychology)
[60] Caviola, S., Toffalini, E., Giofrè, D., Szűcs, D., & Mammarella, I. (2022). Math performance and academic anxiety forms, from sociodemographic to cognitive aspects: A meta-analysis on 906,311 participants. Educational Psychology Review, 34, 363–399. https://doi.org/10.1007/s10648-021-09618-5 (SJR Q1 Developmental and Educational Psychology)
2021
[59] Rivella, C., Cornoldi, C., Caviola, S., & Giofrè, D. (2021). Learning a new geometric concept: the role of working memory and of domain-specific abilities. British Journal of Educational Psychology, 91, 1537-1554. https://doi.org/10.1111/bjep.12434 (SJR Q1 in Education & Developmental and Educational Psychology)
[58] Toffalini, E., Giofrè, D., Pastore, M. Carretti, B., Fraccadori, F., & Szűcs, D. (2021). Dyslexia treatment studies: A systematic review and suggestions on testing treatment efficacy with small effects and small samples. Behavior Research Method, 53(5), 1954-1972. https://doi.org/10.3758/s13428-021-01549-x (SJR Q1 in Experimental and Cognitive Psychology)
[57] Adams, A.-M., Soto-Calvo, E., Francis, H. N., Patel, H., Giofrè, D., & Simmons, F. R. (2021). Characteristics of the preschool home literacy environment which predict writing skills at school. Reading and Writing, 34(9), 2203-2225. https://doi.org/10.1007/s11145-021-10133-w (SJR Q1 in Education)
[56] Allen, K., & Giofrè, D. (2021). A distinction between working memory components as unique predictors of mathematical components in 7-8 years old children. Educational Psychology, 41, 678–694. https://doi.org/10.1080/01443410.2020.1857702 (SJR Q1 in Education)
[55] Cardillo, R., Roeyers, H., Demurie, E., Giofrè, D., & Mammarella, I. C. (2021). Pragmatics of language in children and adolescents with autism spectrum disorder: Do theory of mind and executive functions have a mediating role?. Autism Research, 14, 932-945. https://doi.org/10.1002/aur.2423 (SJR Q1 in Neurology)
2020
[54] Giofrè, D., & Amoretti, G., (2021). Intelligence evaluation in individuals with typical and atypical development. Giornale Italiano di Psicologia, 3-4/2020, 789-793. https://doi.org/10.1421/100063 (SJR Q4 in Multidisciplinary Psychology)
[53] Grassi, M., Crotti, C., Giofrè, D., Boedker, I., & Toffalini, E. (2020). A glance toward the past reveals the path for the future: A direct replication of Raymond, Shapiro, and Arnell (1992), the attentional blink. Behavior Research Method, 53(2), 656-668. https://doi.org/10.3758/s13428-020-01457-6 (SJR Q1 in Experimental and Cognitive Psychology)
[52] Allen, K., Giofrè, D., Higgins, S., & Adams, J. (2020). Using working memory performance to predict mathematics performance 2 years on. Psychological Research, 85(5), 1986-1996. https://doi.org/10.1007/s00426-020-01382-5 (SJR Q1 in Developmental and Educational Psychology)
[51] Giofrè, D., Cornoldi, C., Martini, A., & Toffalini, E. (2020). A population level analysis of the gender gap in mathematics: Results on over 13 million children using the INVALSI dataset. Intelligence, 81, 101467. https://doi.org/10.1016/j.intell.2020.101467 (SJR Q1 in Developmental and in Experimental Psychology)
[50] Donolato, E., Toffalini, Giofrè, D., E., Caviola, S., & Mammarella, I. C. (2020). Going beyond mathematics anxiety in primary and middle school students: The role of ego-resiliency in mathematics? Mind, Brain and Education, 14, 255–266. https://doi.org/10.1111/mbe.12251 (SJR Q1 in Education)
[49] Soto-Calvo, E., Simmons, F. R., Adams, A.-M., Francis, H. N., Patel, H. & Giofrè, D.. (2020). Identifying the preschool home learning experiences that predict early number skills: Evidence from a longitudinal study. Early Childhood Research Quarterly, 53, 314-328. https://doi.org/10.1016/j.ecresq.2020.04.004 (SJR Q1 in Developmental and Educational Psychology)
[48] Allen, K., Giofrè, D., Higgins, S., & Adams, J. (2020). Working memory predictors of mathematics across the middle primary school years. British Journal of Educational Psychology, 90, 848–869. https://doi.org/10.1111/bjep.12339 (SJR Q1 in Developmental and Educational Psychology)
[47] Allen, K., Giofrè, D., Higgins, S., & Adams, J. (2020). Working memory predictors of written mathematics in 7- to 8-year-old children. Quarterly Journal of Experimental Psychology, 73(2), 239–248. https://doi.org/10.1177/1747021819871243 (SJR Q1 in Experimental and Cognitive Psychology)
[46] Semeraro, C., Giofrè, D., Coppola, G., Lucangeli, D., & Cassibba, R. (2020). The role of cognitive and non-cognitive factors on mathematic achievement: The importance of student-teacher relationship quality in middle school. PLOS ONE, 15(4), e0231381. https://doi.org/10.1371/journal.pone.0231381 (SJR Q1 in Medicine)
[45] Soto-Calvo, E., Simmons, F. R., Adams, A.-M., Francis, H. N., & Giofrè, D.. (2020). Pre-Schoolers’ Home Numeracy and Home Literacy Experiences and Their Relationships with Early Number Skills: Evidence from a UK Study. Early Education and Development, 31, 113–136. https://doi.org/10.1080/10409289.2019.1617012 (SJR Q1 in Education)
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)