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Mirandola Chiara

Docente
Settore scientifico disciplinare
M-PSI/01
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c.mirandola@iuline.it
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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.

Università degli Studi di Padova
Behavioral and neural correlates of recollection training in typically developing children and children with learning disabilities. What impact on education?
Università degli Studi di Padova
False memories in children with typical development and with disabilities

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 psicologiche delle risorse umane, delle organizzazioni e delle imprese
Insegnamento: Psicologia della Personalità e delle differenze Individuali
Ruolo: Docente
Anno Accademico: 2022/2023; 2024/2025; 2025/2026
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; 2024/2025; 2025/2026
CFU: 12
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: 2025/2026; 2024/2025; 2022/2023
CFU: 6