info@iuline.it / 055 0380900

Accreditata MUR con D.M. 02/12/2005
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Docenti, tutor e ricercatori

Chiara Mirandola è Professore Associato di Psicologia generale presso l’Università Telematica degli Studi IUL.

Psicologa, psicoterapeuta ad indirizzo cognitivo-costruttivista ed evolutivo, ha conseguito il Dottorato di ricerca nel 2011 presso l’Università degli Studi di Padova in Psicologia sperimentale. Presso la medesima Università è stata ricercatrice (RTDa) e docente a contratto per vari insegnamenti in corsi di laurea nazionali e internazionali. 

Presso l’Università Telematica degli Studi IUL è Delegato per le disabilità e i disturbi specifici dell’apprendimento (DSA).

I suoi principali interessi di ricerca includono la memoria e le distorsioni di memoria per eventi emotivi, il ruolo delle differenze individuali (ad es. tratti di personalità) nella capacità di ricordare e apprendere, la traiettoria evolutiva della memoria episodica in bambini a sviluppo tipico e atipico (ADHD, DSA, problematiche internalizzanti ed esternalizzanti), il ruolo delle abilità metacognitive nell’apprendimento.

E’ autrice di numerosi articoli su riviste peer-reviewed internazionali.

Articoli

 

  1. Mirandola, C., Lanciano, T., Battista, F., Otgaar, H., & Curci, A. (2023). Psychopathic personality traits are linked to reduced false memories for negative events. British Journal of Psychology, 114(1), 176-193. doi: 10.1111/bjop.12604
  2. Pelegrina, S., Mirandola, C., Linares, R., & Carretti, B. (2023) Recollection contributes to children’s reading comprehension: Using the process dissociation procedure in a working memory updating task. Journal of Experimental Child Psychology, 226, 105550. doi: 10.1016/j.jecp.2022.105550
  3. Cornoldi, C., & Mirandola, C. (2022). Falsi ricordi inferenziali: il ruolo della valenza emotiva e delle differenze individuali. Giornale Italiano di Psicologia, 1, 185-190.
  4. Mirandola, C., & Pazzaglia, F. (2021). Working memory beats age: Evidence of the influence of working memory on the production of children’s emotional false memories. Frontiers in Psychology, doi: 10.3389/fpsyg.2021.714498.
  5. Mirandola, C., Toffalini, E., Ferruzza, E., & Pazzaglia, F. (2020). The power of extraversion? Reduced false memories for positive events. Personality and Individual differences, 159:109861. doi: 1016/j.paid.2020.109861
  6. Toffalini, E., Mirandola, C., De Simone Irace, C., & Altoè, G. (2020). False memory for pictorial scripted material: the role of distinctiveness and negative emotion. Cognition and Emotion.doi: 10.1080/02699931.2020.1749034
  7. Toffalini, E., Mirandola, C., Altoè, G., & Borella, E. (2019). Inferential false memories for emotional events in older adults. British Journal of Psychology, 110, 686-706. doi: 10.1111/bjop.12371
  8. Solomon, M., Iosif, A. M., Krug, M. K., Nordahl, C. W., Adler, E. A., Mirandola, C., & Ghetti, S. (2019). Emotional false memory in autism spectrum disorder: More than spared. Journal of Abnormal Psychology, 128, 352-363. doi: 10.1037/abn0000418
  9. Mirandola, C., Ciriello, A., Gigli, M., & Cornoldi, C. (2018). Metacognitive monitoring of text comprehension: An investigation on postdictive judgments in typically developing children and children with reading comprehension difficulties. Frontiers in Psychology, doi: 10.3389/fpsyg.2018.02253.
  10. Mirandola, C., & Toffalini, E. (2018). What happened first? Working memory and negative emotion tell you better: Evidence from a temporal binding task. Cognition and Emotion, 32, 666-673. doi: 10.1080/02699931.2017.1319340
  11. Mirandola, C., Toffalini, E., Ciriello, A., & Cornoldi, C. (2017). Working memory affects false memory production for emotional events. Cognition and Emotion, 31, 33-46. doi: 10.1080/02699931.2015.1075379
  12. Mirandola, C., & Toffalini, E. (2016). Arousal – but not valence – reduces false memories at retrieval. PLoS ONE, 11(3): e0148716.
  13. Toffalini, E., Mirandola, C., Coli, T., & Cornoldi, C. (2015). High trait anxiety increases inferential false memories for negative (but not positive) emotional events. Personality and Individual Differences, 75, 201-204. doi: 10.1016/j.paid.2014.11.029
  14. Mirandola, C., Losito, N., Ghetti, S., & Cornoldi, C. (2014). Emotional false memories in children with learning disabilities. Research in Developmental Disabilities, 35, 261-268. doi: 10.1016/j.ridd.2013.11.004
  15. Mirandola, C., Toffalini, E., Grassano, M. Cornoldi, C., & Melinder, A. (2014). Inferential false memories of events: Negative consequences protect from distortions when the events are free from further elaboration. Memory, 22, 451-461. doi: 10.1080/09658211.2013.795976
  16. Re, A.M., Mirandola, C., Esposito, S.S., & Capodieci, A. (2014). Spelling errors in children with ADHD symptoms: The role of working memory. Research in Developmental Disabilities, 35, 2199-2204. doi: 10.1016/j.ridd.2014.05.010
  17. Toffalini, E., Mirandola, C., Drabik, M. J., Melinder, A., & Cornoldi, C. (2014). Emotional negative events do not protect against false memories in young adults with depressive-anxious personality traits. Personality and Individual Differences, 66, 14-18. doi: 10.1016/j.paid.2014.02.042
  18. Del Prete, F.*, Mirandola, C.*, Konishi, M., Cornoldi, C., & Ghetti, S. (2014). Paradoxical effects of warning in the production of children’s false memories. Journal of Cognition and Development, 15, 94-109. *Authors contributed equally to this work doi: 10.1080/15248372.2012.721036
  19. Mirandola, C., Ferruzza, E., Cornoldi, C., & Magnussen, S. (2013). Beliefs about memory among psychology students and their professors in psychodynamic clinical and experimental study programs. European Review of Applied Psychology, 63, 251-256. doi: 10.1016/j.erap.2013.07.004
  20. Mirandola, C., Paparella, G., Re, A., Ghetti, S., & Cornoldi, C. (2012). Children with ADHD symptoms are less susceptible to gap-filling errors than typically developing children. Learning and Individual Differences, 22, 896-900. doi: 10.1016/j.lindif.2012.05.008
  21. 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. doi: 10.1891/1945-8959.11.1.39
  22. Mirandola, C., Del Prete, F., Ghetti, S., & Cornoldi, C. (2011). Recollection but not familiarity differentiates memory for text in students with and without learning difficulties. Learning and Individual Differences, 21, 206-209. doi: 10.1016/j.lindif.2010.12.001
  23. Ghetti, S., Mirandola, C., Angelini, L., Cornoldi, C., & Ciaramelli, E. (2011). Development of subjective recollection: Understanding of and introspection on memory states. Child Development, 82, 1954-1969. doi: 10.1016/j.lindif.2010.12.001
  24. 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. doi: 10.2190/IC.31.1-2.f
  25. Latini Corazzini, L., Tinti, C., Schmidt, S., Mirandola, C., & Cornoldi, C. (2010). Developing spatial knowledge in the absence of vision: Allocentric and egocentric representations generated by blind people when supported by auditory cues. Psychologia Belgica, 50, 327-334. doi: 10.5334/pb-50-3-4-327

 

 

Capitoli di libri

 

  1. Melinder, A., Mirandola, C., & Gilstrap, L. (2019). Emotion: Internal and external consequences for legal authorities. In R. Bull and I. Blandon-Gitlin (Eds.), International Handbook of Legal and Investigative Psychology. London: Routledge.
  2. Cornoldi, C., & Mirandola, C. (2014). Text processing failures in adolescents with learning difficulties. In A. Galmonte and R. Actis-Grosso, Different Psychological Perspectives on Cognitive Processes: Current Research Trends in Alps-Adria Region. Cambridge Scholar Publishing, Newcastle Upon Tyne.
  3. Pedron, M., Re, A. M., Mirandola, C., & Cornoldi, C. (2014). Improving expressive writing in learning disabled children: the effects of a training focused on revision. In B. Arfè, J. Dockrell, & V. Berninger (Eds.), Writing development and instruction in children with hearing, speech and oral language difficulties. Oxford University Press.

 

 

Traduzioni

 

  1. Mirandola, C. (2017). Traduzione in italiano di: Atkinson & Hilgard, Introduction to Psychology, 16° edition, Piccin Nuova Libraria S.p.A., Padova.
  2. Mirandola, C. (2015). Traduzione in italiano di: Shaffer & Kipp, Developmental Psychology: Childhood and Adolescence, Piccin Nuova Libraria S.p.A., Padova.
  3. Mirandola, C. (2011). Traduzione in italiano di: Atkinson & Hilgard, Introduction to Psychology, 15° edition, Piccin Nuova Libraria S.p.A., Padova.

 

Articoli under review

 

  1. Mirandola, C., Capodieci, A., & Carretti, B. (under review). “Is that right? How sure am I?” Monitoring text comprehension in 9- to 10-year-old children: the role of text genre and question type.
  2. Battista, F., Lanciano, T., Curci, A., Mirandola, C., & Otgaar, H. (under review). I Lie because I am Good to: Psychopathic Traits Do Not Influence the Effects of Fabrication on Memory.
CORSO DI LAUREA TRIENNALE

Scienze e tecniche dell’educazione e dei servizi per l’infanzia

Insegnamento: Fondamenti di psicologia dall’infanzia all’età adulta

Ruolo : Docente Anno accademico : 2022/2023 CFU : 6
CORSO DI LAUREA TRIENNALE

Scienze psicologiche delle risorse umane, delle organizzazioni e delle imprese

Insegnamento: Psicologia generale

Ruolo : Docente Anno accademico : 2022/2023;2023/2024 CFU : 12
CORSO DI LAUREA TRIENNALE

Scienze psicologiche delle risorse umane, delle organizzazioni e delle imprese

Insegnamento: Psicologia della Personalità e delle differenze Individuali

Ruolo : Docente Anno accademico : 2022/2023 CFU : 6