Tobia Valentina Ricercatore a tempo determinatoPsicologiaM-PSI/04

Biografia

Pubblicazioni

English version

Biografia

Titoli di studio

  1. Diploma di Liceo linguistico.
  2. Laurea in Psicologia Scolastica e dell’Educazione, Università Milano-Bicocca
  3. Dottorato di ricerca in “Psicologia sperimentale, linguistica e neuroscienze cognitive”, Università Milano-Bicocca.

Posizioni accademiche

Da marzo 2019 ad oggi: Ricercatore a tempo determinato in psicologia dello sviluppo (M-PSI/04), Facoltà di Psicologia, Università Vita-Salute San Raffaele.

2015-2019. Assegno di ricerca (M-PSI/04: psicologia dello sviluppo e psicologia dell’educazione) sul progetto: “Intervento prescolare sui bambini a rischio di difficoltà di apprendimento in matematica”; Università Milano-Bicocca.

Interessi di ricerca

– Processi di apprendimento e prerequisiti nello sviluppo tipico e atipico, con particolare focus sui Disturbi Specifici dell’Apprendimento

– Interazione tra processi cognitivi e processi socio-emotivi nel contesto scolastico

– Benessere scolastico

Pubblicazioni

Peer reviewed International Publications (orcid id: 0000-0001-8041-8113)

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  1. Guarini, A., Bonifacci, P., Tobia, V., Alessandroni, R., Faldella, G., & Sansavini, A. (2019). The profile of very preterm children on academic achievement. A cross-population comparison with children with specific learning disorders. Research in Developmental Disabilities87, 54-63. doi: 10.1016/j.ridd.2019.02.001

 

  1. Tobia, V., Greco, A., Steca, P., & Marzocchi, G. M. (2019). Children’s Wellbeing at School: A Multi-Dimensional and Multi-Informant Approach. Journal of Happiness Studies, 20(3), 841-861. doi: 1007/s10902-018-9974-2

 

  1. Tobia, V., & Marzocchi, G. M. (2018). The Strengths and Difficulties Questionnaire-Parents for Italian school-aged children: Psychometric properties and norms. Child Psychiatry & Human Development, 49(1), 1-8. doi: 1007/s10578-017-0723-2

 

  1. Tobia, V., Brigstocke S., Hulme, C., & Snowling, M. J. (2018). Developmental changes in the cognitive and educational profiles of children and adolescents with 22q11.2 deletion syndrome. Journal of Applied Research in Intellectual Disabilities, 31(1), e177-e181. doi: 10.1111/jar.12344.

 

  1. Tobia, V., Rinaldi, L., Marzocchi, G. M. (2018). Time processing impairments in preschoolers at risk of developing difficulties in mathematics. Developmental Science, 21(2), e12526. doi: 1111/desc.12526

 

  1. Bellocchi, S., Tobia, V., & Bonifacci, P. (2017). Predictors of reading and comprehension abilities in bilingual and monolingual children: A longitudinal study on a transparent language. Reading and Writing: An Interdisciplinary Journal, 30(6), 1311-1334doi: 1007/s11145-017-9725-5

 

  1. Bonifacci, P. & Tobia, V. (2017). The Simple View of Reading in bilingual language-minority children acquiring a highly transparent second language. Scientific Studies of Reading, 21(2), 109-119. doi: 1080/10888438.2016.1261869

 

  1. Tobia, V., Riva, P., & Caprin, C. (2017). Who are the children most vulnerable to social exclusion? The moderating role of self-esteem, popularity, and nonverbal intelligence on cognitive performance following social exclusion. Journal of Abnormal Child Psychology, 45(4), 789-801. doi: 10.1007/s10802-016-0191-3

 

  1. Tobia, V., Ciancaleoni, M., & Bonifacci, P. (2017). Theoretical models of comprehension skills tested through a comprehension assessment battery for children. Language Testing, 34(2), 223-239. doi: 10.1177/0265532215625705

 

  1. Bonifacci, P., Tobia, , Bernabini, L., & Marzocchi, G. M. (2016). Early literacy and numeracy skills in bilingual minority children: Toward a relative independence of linguistic and numerical processing. Frontiers in Psychology, 7, 1020.

 

  1. Tobia, V., Fasola, A., Lupieri, A., & Marzocchi, G. M. (2016). Numerical magnitude representation in children with mathematical difficulties with or without reading difficulties. Journal of Learning Disabilities, 49(2), 115-129.

 

  1. Bonifacci, P., & Tobia, V. (2016). Crossing barriers: Profiles of reading and comprehension skills in early and late bilinguals, poor comprehenders, reading impaired, and typically developing children. Learning and Individual Differences, 47, 17-26.

 

  1. Tobia, , Bonifacci, P., & Marzocchi, G. M. (2016). Concurrent and longitudinal predictors of calculation skills in preschoolers. European Journal of Psychology of Education, 31(2), 155-174.

 

  1. Tobia, V., Bonifacci, P., Ottaviani, C., Borsato, T., & Marzocchi, G. M. (2016). Reading under the skin: Physiological activation during reading in children with dyslexia and typical readers. Annals of Dyslexia, 66, 171-186.

 

  1. Bonifacci, P., Storti, M., Tobia, V., & Suardi, A. (2016). Specific Learning Disabilities: A look inside children’s and parents’ psychological wellbeing and relationships. Journal of Learning Disabilities, 49(5), 532-545.

 

  1. Tobia, V., & Bonifacci, P. (2015). The Simple View of Reading in a transparent orthography: The stronger role of oral comprehension. Reading and Writing: An Interdisciplinary Journal, 28(7), 939-957.

 

  1. Tobia, V., & Marzocchi, G. M. (2014). Cognitive Profiles of Italian Children With Developmental Dyslexia. Reading Research Quarterly, 49(4), 437-452.

 

  1. Tobia, V., & Marzocchi, G.M. (2014). Predictors of reading fluency in Italian orthography: Evidence from a cross-sectional study of primary school students. Child neuropsychology, 20(4), 449-469.

 

  1. Tobia, V., Gabriele, M.A., & Marzocchi, G.M. (2013). The Italian version of the Strengths and Difficulties Questionnaire (SDQ) – Teacher: Psychometric properties. Journal of Psychoeducational Assessment, 31(5), 493-505.

 

Other international Publications

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  1. Sacchi, S., Tobia, V., & Imbriano, S. M. T. (2017). Close or distant? How classroom spatial organization affects children’s cognitive processes in primary school. Well-being in education systems – Conference Abstract book (pp 347-351). Florence, Italy: Hogrefe.

 

  1. Caprin, C., Tagini, A., Tobia, V., Paganoni, M., Benedan, L., & Messetti, M. (2016). Internalizing and externalizing symptoms in children who are rejected by peers. In 17th European Conference on Developmental Psychology Proceedings (pp. 29-33). Bologna, Italia: Medimond, Moduzzi Editore.

 

  1. Tobia, V., Varin, D., & Caprin, C. (2011). The relationship between theory of mind and social competence evaluated by peers. In 15th European Conference on Developmental Psychology Proceedings (pp. 475-479). Bologna, Italy: Medimond.

 

  1. Varin, D., Caprin, C., Tobia, V., & Morbe, M. (2011). Centre care based experience, social development and the comprehension of emotions. In 15th European Conference on Developmental Psychology Proceedings (pp. 481-484). Bologna, Italy: Medimond.

 

  1. Caprin, C., Tagini, A., Tobia, V., Ciaccia, D., & Mattavelli, S. (2011). To be refused by peers in childhood: anxiety and depression symptoms. In 15th European Conference on Developmental Psychology Proceedings (pp. 497-400). Bologna, Italy: Medimond.

Peer reviewed National Publications

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  1. Zanchi, P., Tobia, V., Dentella, L., Chessa, G., Vio, C., Pesenti, S., & Marzocchi, G. M. (in press). Allenare la lettura migliora lettura…e il benessere scolastico?/Reading trainings improve reading…what about school wellbeing?. Psicologia Clinica dello Sviluppo, 22(2), 351-372.

 

  1. Tobia, V., Gabriele, M. A., & Marzocchi, G. M. (2012). Lo Strengths and Difficulties Questionnaire (SDQ) nella scuola primaria: Il comportamento dei bambini Italiani valutato dai loro insegnanti/The Strengths and Difficulties Questionnaire (SDQ) in primary school: Italian children’s behavior evaluated by their teachers. Giornale di Psicologia dello Sviluppo, 101, 95-109.

 

  1. Tobia, V., & Marzocchi, G.M. (2011). Il benessere nei bambini con disturbi specifici dell’apprendimento e nei loro genitori: uno studio pilota con il Questionario sul Benessere Scolastico – versione per genitori/ Wellness of children with Specific Learning Disorders: a pilot study with the Questionnaire on the School Wellness – parents’ version. Ricerche di Psicologia, 21(4), 499-517.

 

Other national Publications

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  1. Marzocchi, G. M. & Tobia, V. (2019). Come migliorare il clima della classe/How to improve the climate in the classroom. Psicologia & Scuola, 4, 14-20.

 

  1. Fanutza, J., Tobia, V., & Marzocchi, G. M. (2017). Il benessere scolastico negli alunni tra 8 e 13 anni. Effetto dell’età e delle difficoltà di apprendimento/School wellbeing in students 8-13 years old. Effect of age and of learning difficulties. DdA – Difficoltà di Apprendimento e Didattica Inclusiva, 5(1), 109-121.

 

  1. Tobia, V., & Marzocchi, G. M. (2015). Il benessere scolastico nella scuola primaria e secondaria di I grado: Una ricerca su bambini con sviluppo tipico e con Bisogni Educativi Speciali/School wellbeing in primary and middle school: A study of children with typical development and with special needs. Difficoltà di Apprendimento e Didattica Inclusiva, 3(2),
  2. Tobia, V., Gabriele, M. A., & Marzocchi, G. M. (2011). Norme italiane dello Strengths and Difficulties Questionnaire (SDQ): Il comportamento dei bambini italiani valutato dai loro insegnanti/Italian norms of Strengths and Difficulties Questionnaire (SDQ): Italian children’s behavior evaluated by their teachers. Disturbi di Attenzione e Iperattività, 6(2), 15-22.

 

Books

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  1. Tobia, V., Bonifacci, P., & Marzocchi, G. M. (2018). Senso del Numero: Prerequisiti. SNUP/ Number Sense: Prerequisites. SNUP. Florence, Italy: Hogrefe Editore.
  2. Bonifacci, P., & Tobia, V. (Eds.) (2017). Apprendere nella scuola dell’infanzia. Lo sviluppo dei prerequisiti/Learning in the infant school. Development of prerequisites. Rome, Italy: Carocci Editore.
  3. Tobia, V., & Marzocchi, G. M. (2015). QBS 8-13. Questionari per la valutazione del benessere scolastico e identificazione dei fattori di rischio/QBS 8-13. Questionnaires for the evaluation of school wellness and the identification of risk factors. Trento, Italy: Erickson.
  4. Bonifacci, P., Tobia, V., Lami, L., & Snowling, M. J. (2014). ALCE – Assessment di Lettura e Comprensione per l’Età Evolutiva/Assessment of Reading and Comprehension in Developmental age. Florence, Italy: Hogrefe Editore.

 

Chapters in Books

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  1. Tobia, V., & Bonifacci, P. (2017). Lettura, apprendimento e DSA/ Reading, learning and SLD. In S. Maffioletti, & A. Facchin (Eds.), La Visione nell’Apprendimento del Bambino: Indicazioni, Prassi e Trattamenti/Vision in children’s learning: Directions, practices and treatments. Milan, Italy: Franco Angeli.

 

  1. Tobia, V., & Bernabini, L. (2017). Prerequisiti dell’abilità matematica/Prerequisites of mathematical ability. In P. Bonifacci, & V. Tobia (Eds.), Apprendere nella scuola dell’infanzia. Lo sviluppo dei prerequisiti/Learning in the infant school. Development of prerequisites. Rome, Italy: Carocci Editore.

 

  1. Bonifacci, P., Signore, S. & Tobia, V. (2017). Prerequisiti della comprensione del testo/Prerequisites of reading comprehension. In P. Bonifacci, & V. Tobia (Eds.), Apprendere nella scuola dell’infanzia. Lo sviluppo dei prerequisiti/Learning in the infant school. Development of prerequisites. Rome, Italy: Carocci Editore.

 

  1. Bonifacci, P., & Tobia, V. (2017). Introduzione/Introduction. In P. Bonifacci, & V. Tobia (Eds.), Apprendere nella scuola dell’infanzia. Lo sviluppo dei prerequisiti/Learning in the infant school. Development of prerequisites. Rome, Italy: Carocci Editore.

English version

Education

  1. High school diploma in foreign languages.
  2. Master’s Degree in School and Educational Psychology, University of Milano-Bicocca.

 

  1. Ph.D. in “Experimental Psychology, Linguistics and Cognitive Neuroscience”, University of Milano-Bicocca.

 

Academic positions

March 2019 – present: Assistant professor in Developmental Psychology (M-PSI/04), Faculty of Psychology, Vita-Salute San Raffaele University.

2015-2019. Post-doc research fellow (M-PSI/04: developmental psychology and psychology of education) with the project: “Intervention with preschoolers at risk of developing difficulties in mathematics”; University of Milano-Bicocca.

 

Research interests

– Learning processes and learning prerequisites in typical and atypical development, with a focus on Specific Learning Disorders

– Interactions between cognitive and socio-emotional processes in the school context

– School wellbeing

Il titolare del presente curriculum vitae, pubblicato online sul portale www.unisr.it, è garante in via esclusiva della correttezza e della veridicità dei dati e delle informazioni in esso riportate e del loro eventuale e puntuale aggiornamento. Egli è dunque il diretto ed unico responsabile dei contenuti indicati nei propri curricula.