MARIALUISA MARTELLI

FIRST SEMESTER:

PERCEPTUAL AND COGNITIVE PROCESSING

Lecture in presence will be in Room X

Online at the following link: meet.google.com/vvj-kpgc-wvj

SECOND SEMESTER:

PASYCHOLOGY AND FASHION

Weekly meetings:

Tuesday 13:00-15:00 room A SARAS

Tuesday 15:00-17:00 room A SARAS

Link online meetings:

meet.google.com/chp-qjma-kwd

PSICOLOGIA GENERALE:

Orario e giorno di lezione dipende dalla settimana (Lunedì e/o Giovedì) Aula F.

Il link per le lezioni online verrà fornito via email agli iscritti al corso.

Marialuisa Martelli
Curriculum Vitae
Place, Rome
Date, 12/01/2025

Part II – Education and titles

Type Year Institution Notes (Degree, Experience)

Part III – Appointments

IIIA – Academic Appointments

Start End Institution Position

IIIB – Other Appointments

Start End Institution Position

Part IIIB- Academic roles

Starting from 2016 and for 6 years I’ve been a Member of the research commette of the Psychology Department. With the recognition of eccellence of the Department I’ve been working on the infrastrutture acquisitions (policy on spaces and instruments for the Department),

Part IV – Teaching experience

Year Institution Lecture/Course

Part IVB - PhD Program

Member of the teaching board of the “Dottorato in Neuroscienze del Comportamento”.
Teaching classes in the PhD program on the psychophysical tools and methodology to Measure thresholds,

During my carrier I’ve had the opportunity to collaborate with three doctoral Students: Francesca Strappini, Silvia Primativo and Marica Mauti. Pubblications can be seen in the list below.

Part IVC- Organizational role in Teaching and Academic roles

My organizational role in the didactic activity started in 2015 when I received the consensus to coordinate the English curriculum (c) of the course in “Neuroscienze cognitive e riabilitazione psicologica”, after evaluation of enrollment and achievements the Department decided to propose a new independent international program that I’ve been challenged to promote and deliver, The program is fully active now. From 2017 until the end of my appointment as Coordinator of the LM in Cognitive neurosciece I’ve been a Member of the Didactic committee of the Department.

In these years I’ve been active in Sapienza program on the European network CIVIS HUB health, we proposed several webinars and joint master some of which have been accepted and funded. I’m not part of the program since late 2022.

Since 2022 I’m the Director of the Master program in “Disturbi dell’apprendimento e dello sviluppo cognitivo”.

I Believe that as for my contribute in Sapienza I’ve been selected by the Rectrice to spend 50% (ART. 6, COMMA 11, 30.12.2010, n. 240) of my time in Tor Vergata in order to help activating a new CdL in Psychology slrictly linked with the public offer in Lazio that should have joinly been expanded. In the last two years due to the limited people assigned to the project (amministratives and accademics) I’ve coordinated the revision of the new CdL according to the regulation n. 654 del 5-7 2022 , I’ve been active as Member of the Team Qualità and representative RAM, I also coordinated and offered (1CFU) the 4 CFU of UAFP training mandatory (2023/2024) for the second year Students (n. 1560) at the University of Tor Vergata. I declined my collaboration in April 2024, still active until October 2024.

Part V - Third mission (out reach dissemination activity for non accademic audience)

As consultant of the Global Partnership for Education of the World Bank, Washington DC, USA, I’ve been asked to contribute in writing the guidelines for teaching to read in low-income Countries based on what is known about cognitive development. Together with Helen Abadzi (senior specialisti for education of the World Bank) we also implemented the guidelines (perceptual and lexical limitations) printing first grade books in some of the native west African languages (Mandinka, Wolof, Fula).
Marinelli, Martelli, Praphamontripong, Zoccolotti, Abadzi, 2013. Visual and Linguistic Factors in Literacy Acquisition : Instructional Implications for Beginning Readers in Low-income Countries. Global Partnership for Education (GPE) working paper series on learning;no. 2. World Bank, Washington, DC. © World Bank. https://openknowledge.worldbank.org/handle/10986/16244

In 2013 as consultant of the Global Partnership for Education of the World Bank, I’ve been invited to tour 6 schools in the Banjul discrict together with Dr, Abadzi, The Gambia, Africa. The main scope of the mission was to instruct and evaluate the teaching strategies, attending classes, interacting with teachers to provide guidelines and interviewing students. In one class per school the guidelines had been implemented, teaching to read in the local language first, instead of English that is not the main spoken language of the children. The Reading assessment I performed (internal world Bank document) indicated a large effect of Language with higher Reading speed and Visual span in children attending the local Language classes.

Following the previous experiences Dr, Abadzi and I tried to assess the slow Reading speed acquisition in Arabic language. Issues here are partially similar in that children learn to read in a language that they don’t speak (classic Arab). This project has been funded by the Quatar foundation, and results have been presented to the teachers at the world summit in Quatar, 2014.
Abadzi, H., Martelli, M., Primativo S (2014) Explorations of Creativity. A review for educators and policy making. WISE matters series n. 2, Qatar Foundation.
Abadzi, H. & Martelli, M. (2014). Efficient Reading for Arab Students: Implications from Neurocognitive Research. Paper presented at the World Summit of Innovation in Education (WISE), November 5, 2014, Doha, Qatar,

In 2014 I’ve been invited by the ONG Alfa-beto (https://cealfabeto.com.br/ ) in Belo Horizonte, Brazil, to give a one day seminar to school teachers on learning to read.

In 2014 in conclusion of the project financed by the ‘Ente Cassa di Risparmio di Firenze’ I organized an event open to teachers and parents presenting the assessment guidelines and phenomenologies of the Learning disabilities.

From 2020 to 2022 I’ve offered webinars (not remunerated) at CaffeScienza (https://www.youtube.com/user/caffescienza) on Visual psychophysic for high school students that maybe interested in enrolling in a CdL in Optometry.

From 2017 to 2019 I’ve offered workshop with high school students on yearly basis (30 Hours) in the system “percorso competenze trasversali orientamento (PCTO)” sponsorized by the Psycholgy department.

In 2021 I’ve contributed with a chapter to the “Teleriabilitazione nei disturbi di apprendimento Il volume di Erickson “Teleriabilitazione nei disturbi di apprendimento” tailored for practitioners
https://www.anastasis.it/riabilitazione/ridinet-libro-erickson-teleriabi...

Since 2024 I’m cotrubuting to the project PNRR NextGen providing orientaton information and tests to high school student for future Studies,

Since July 2024 I’m a Member of the Clinical Center for Learning Disabilities at the Psychology Department of Sapienza.

Part VI - Society memberberships, Awards and Honors

Year Title

Part VI - Funding Information as PI in the last 10 years

2014
Qatar Foundation
WISE (World Innovation Summit for Education)
Marialuisa Martelli (PI)
Project title “customized research review on creativity for policy advice”.

2013-2014
Bank Foundation ‘Ente Cassa di Risparmio di Firenze’
Marialuisa Martelli (PI)
Project title “Reading acquisition deficits: a research-intervention on learning disabilities’ (n. 2013.0892)

2015
C26H15CZX4, Project ‘Ateneo
Marialuisa Martelli (PI)
Project title "Testing different treatments for developmental dyslexia: an eye movement study".

2017-2021
NIH
PI Prof, Denis Pelli; unit Rome Marialuisa Martelli Project Title: Studying crowding as a window into object recognition and development and health of visual cortex

2018
Project ‘Ateneo
Marialuisa Martelli (PI)
Project Title: “Visual deficits in stroke patients: the back of the brain”

2022-2024
PRIN 2022S9ZMAY_003
Marialuisa Martelli (unit PI)
Project title: PARALLEL SEMANTIC READING OF MULTIPLE WORDS DURING THE LIFE-SPAN

Part VIB- project submitted for funding

“Digital Interventions for Cross-Linguistic Reading Advancement” SNF Starting Grant for Angela Pasqualotto (Martelli Roman Unit PI)

“EduDys. Development and evaluation of an efficient multicomponent home dyslexia intervention to alleviate developmental dyslexia in French and Italian” (Unit PI)

“A TRADEOFF BETWEEN VISUAL AND AUDITORY RECOGNITION” NIH to be resubmitted with revisions by October 2024.

Part VII – Research Activities

VIIA – Personal statement

“Researchers in psychology can be distinguished in two main groups, the ones that read this book and the ones that didn’t” (Prof. Horace Barlow, personal communication, New York 2001) and silently I took the book form his hands (Green and Swets 1996 Signal detection theory).
I’m trained in visual psychophysics and neuropsychology. In my lab we investigate the cognitive mechanisms involved in expert automatized tasks. We record behavioural measures, such as reaction times and thresholds, during objects and words recognition tasks, while measuring eye movement’s parameters. Based on the psychophysical evidences, we try to understand the core of the deficits in diverse populations. The underling research interest focuses on the possibility to account for the population variability drawing from to the current available models. In this vein I’ve been working with elderly individuals, vascular brain damaged patients, patients with traumatic brain injury, as well as with developmental populations with learning disabilities. The core junction is the understanding of the processing slowness. I believe the novelty in the approach is the combination of across-fields knowledge. We are filling the gaps and in doing so we have explained some important conditions, such as neglect dyslexia, with findings that point to focussed rehabilitation protocols.
VIIB Current research interests
Object recognition: Basic visual mechanisms involved in objects and faces recognition. Psychophysical and computational modeling studies.
Reading: Models of reading acquisition across languages; studies involve psychophysical modeling and eye movement studies of reading.
Developmental dyslexia: Perceptual integration as a factor in determining slow reading in developmental dyslexia: studies involve mathematical modeling of psychophysical measures.
Acquired dyslexia: The role of eye movements and perceptual limitation in vascular patients with an acquired reading deficit.
Perceptual, motor and attentiona components in decision-making: Modeling the slowing of information processing in Alzheimer, TBI and neglect patientts patients by psychophysical measures.

VIIC Collaborations:

Old and new principal collaborations also evident in the pubblication section and are listed below. All of them share similar goals and contributions. In general I would like to understand the role of perceoptual and mid-level cognition in guiding the execution of complex tasks in normal and disbled populations. The general key is to combine psychophysic with matematical modeling of individual difference to predict behaviour while veryfing the neural correlates.

- Dr. Francesca Strappini (francesca.strappini@weizmann.ac.il) Neurobiology Department, Weizmann Institute of Science, Rehovot, Israel.

- Prof. Denis G Pelli (denis.pelli@nyu.edu) - Department of Psychology and Center for Neural Science, New York University, New York, NY, USA .

- Prof. Enrico Di Pace (enrico.dipce@uniroma1.it) - Dpartment of Psychology Universiti of Rome La Sapienza.

- Prof. Matteo Candidi (matteo.candidi@uniroma1.it) - Department of Psychology Universiti of Rome La Sapienza.

- Prof. Najib Majaj (najib.majaj@nyu.edu) Center for Neural Science, New York University, New York, NY, USA.

- Prof. Pierluigi Zoccolotti (pierluigi.zoccolottti@uniroma1.it) - Department of Psychology Universiti of Rome La Sapienza.

- Prof. Randi Starrfelt (Randi.Starrfelt@psy.ku.dk) - Depertment of Psychology, University of Copenhagen, DK.

- Prof. Robert Daini (roberta.daini@unimib.it) - Diprtimento di Psicologia, Università Milano-Bicocca.

- Prof. Sarah J. Waugh (Sarah.Waugh@anglia.ac.uk) - Anglia Vision Research, Department of Vision and
Hearing Sciences, Anglia Ruskin University, Cambridge, UK.

- Prof. Sebastian J. Crutch (s.crutch@ucl.ac.uk) - Dementia Research Centre, Institute of Neurology, University College London, London, UK.

- Prof. Silvia Primativo (s.primativo@lumsa.it) Diprtimento di Psicologia, LUMS, Roma.

Prof. Valeria Marinelli (chiaravaleria.marinelli@unisalento.it) - Dipartimento di Medicina Clinica e Sperimentale, Università di Foggia,

Prof. Irene Altarelli (irene.altarelli@u-paris.fr), Université Paris Cité LaPsyDÉ, - UMR CNRS 8240, La Sorbonne, France

VIID Research supervisions
During the vision lab development I’ve supervised several MA students and few Sapienza PhD students: Dr. Francesca Strappini that has had positions abroad with Prof. Corbetta in US and later with Prof. Malack in Israel; Prof. Silvia Primativo now Associate Professor at LUMSA Rome, and last Dr. Marika Mauti now post-doc with Prof, Moreno Coco.

VIIE – Editorial and reviewing activities

Part VIII – Summary of Scientific Achievements

Product type Number Data Base Start End

Part IX– Selected Publications

Conforti, S., Martelli, M., Zoccolotti, P., & Marinelli, C. V. (2025). Reading from Single Versus Multiple Displays: A Cross-Sectional Developmental Comparison. Brain Sciences, 15(12), 1284,
Bandiera, V., Primativo, S., Daini, R., Martelli, M., & Arduino, L. S. (2025) The role of top- down and bottom-up factors in parafoveal reading. Frontiers in Cognition, 4, 1715617.
Marinelli, C. V., Nardacchione, G., Martelli, M., Tommasi, V., Turi, M., Angelelli, P., ... & Zoccolotti, P. (2025) Impaired Instance acquisition as a Cause of the Comorbidity of Learning Disorders in Young Adults. Frontiers in Behavioral Neuroscience, 19, 1560362.
Conforti, S., Marinelli, C. V., Zoccolotti, P., & Martelli, M. (2024). The metrics of reading speed: understanding developmental dyslexia. Scientific Reports, 14(1), 4109, PMID: 38374129 PMCID: PMC10876942 DOI: 10.1038/s41598-024-52330-x
Marinelli, C. V., Martelli, M., & Zoccolotti, P. (2024). Does the procedural deficit hypothesis of dyslexia account for the lack of automatization and the comorbidity among developmental disorders?. Cognitive Neuropsychology, 41(3-4), 93-112.
Schettino, M., Mauti, M., Parrillo, C., Ceccarelli, I., Giove, F., Napolitano, A., ... & Orsini, C. (2024). Resting-state brain activation patterns and network topology distinguish human sign and goal trackers. Translational Psychiatry, 14(1), 446.
Strappini, F., Couch, M., Carcione, A., & Martelli, M. (Eds.). (2024). Evidence for Reductionist or Anti-Reductionist Approaches of Mental Processing. Frontiers Media SA.
Zoccolotti, P., Carlucci, L., Martelli, M., & Marinelli, C. V. (2024). Con che occhiali guardiamo i numeri? Considerazioni sull’uso e l’interpretazione delle misure in psicologia. TOPIC-Temi di Psicologia dell'Ordine degli Psicologi della Campania, 3(2),
Gobbo, S., Pavia, J., Proietti, M., Primativo, S., Arduino, L. S., Martelli, M., ... & Daini, R. (2024). The left side of gestures: left perceptual bias for meaningless hand gestures recognition is independent from handedness. Current Psychology, 43(39), 31119-31130,
Mauti, M., Marinelli, C. V., O’Connor, R. J., Zoccolotti, P., & Martelli, M. (2023). Decision times in orthographic processing: A cross-linguistic study. Experimental Brain Research, 241(2), 585-599,
Marinelli, C. V., Martelli, M., Pizzicannella, E., & Zoccolotti, P. (2023). What do reading times tell us about the effect of orthographic regularity? Evidence from English and Italian readers. Психология человека в образовании, 5(3), 345-365,
Marinelli, C. V., Angelelli, P., & Martelli, M. (2023). E'tempo di cambiare: riflessioni sui paradigmi utili nello studio dei disturbi dell’apprendimento nella prospettiva RDoC. Ricerche di Psicologia, (2022/4),
Primativo, S., Rusich, D., Mauti, M., Martelli, M., & Arduino, L. S. (2022). Movimenti oculari durante la lettura di frasi anomale: il ruolo di variabili lessicali, semantiche e del tipo di compito. Giornale italiano di psicologia, 49(3), 573-594,
Morone, G., Ghanbari Ghooshchy, S., Pulcini, C., Spangu, E., Zoccolotti, P., Martelli, M., ... & Iosa, M. (2022). Motor imagery and sport performance: A systematic review on the PETTLEP model. Applied Sciences, 12(19), 9753,
Primativo, S., Rusich, D., Martelli, M., & Arduino, L. S. (2022). The timing of semantic processing in the parafovea: Evidence from a rapid parallel visual presentation study. Brain Sciences, 12(11), 1535,
Schettino, M., Ceccarelli, I., Tarvainen, M., Martelli, M., Orsini, C., & Ottaviani, C. (2022). From skinner box to daily life: Sign-tracker phenotype co-segregates with impulsivity, compulsivity, and addiction tendencies in humans. Cognitive, Affective, & Behavioral Neuroscience, 22(6), 1358-1369,
Cuomo, G., Maglianella, V., Ghanbari Ghooshchy, S., Zoccolotti, P., Martelli, M., Paolucci, S., ... & Iosa, M. (2022). Motor imagery and gait control in Parkinson’s disease: Techniques and new perspectives in neurorehabilitation. Expert Review of Neurotherapeutics, 22(1), 43-51,
Rusich, D., Arduino, L. S., Mauti, M., Martelli, M., & Primativo, S. (2021). Evidence of Semantic Processing in Parafoveal Reading: A Rapid Parallel Visual Presentation (Rpvp) Study. Brain Sciences, 11(1), 28,
Marinelli, C. V., Angelelli, P., Martelli, M., Trenta, M., & Zoccolotti, P. (2021). Ability to Consolidate Instances as a Proxy for the Association Among Reading, Spelling, and Math Learning Skill. Frontiers in Psychology, 12, 761696,
Daini, R., Primativo, S., Albonico, A., Veronelli, L., Malaspina, M., Corbo, M., ... & Arduino, L. S. (2021). The Focal Attention Window Size Explains Letter Substitution Errors in Reading. Brain Sciences, 11(2), 247,
Strappini, F., Martelli, M., Cozzo, C., & Di Pace, E. (2020). Empirical Evidence for Intraspecific Multiple Realization?. Frontiers in Psychology, 11, 1676,
Moreau, Q., Parrotta, E., Era, V., Martelli, M. L., & Candidi, M. (2020). Role of the occipito-temporal Theta rhythm in hand visual identification. Journal of neurophysiology, 123(1), 167-177,
Facchin, A., Maffioletti, S., Martelli, M., & Daini, R. (2019). Different trajectories in the development of visual acuity with different levels of crowding: The Milan Eye Chart (MEC). Vision research, 156, 10-16,
Sand, K., Robotham, R. J., Martelli, M., & Starrfelt, R. (2018). Visual crowding in pure alexia and acquired prosopagnosia. Cognitive neuropsychology, 35(7), 361-370,
Albonico, A., Martelli, M., Bricolo, E., Frasson, E., & Daini, R. (2018). Focusing and orienting spatial attention differently modulate crowding in central and peripheral vision. Journal of vision, 18(3), 4-4,
Zeri, F., Calcatelli, P., Funaro, E., Martelli, M., & Naroo, S. A. (2018). How accurate is an LCD screen version of the Pelli–Robson test?. International ophthalmology, 38(4), 1473-1484,
Strappini, F., Pelli, D. G., Di Pace, E., & Martelli, M. (2017). Agnosic vision is like peripheral vision, which is limited by crowding. cortex, 89, 135-155,
Strappini, F., Galati, G., Martelli, M., Di Pace, E., & Pitzalis, S. (2017). Perceptual integration and attention in human extrastriate cortex. Scientific reports, 7(1), 1-15,
Albonico, A., Malaspina, M., Bricolo, E., Martelli, M., & Daini, R. (2016). Temporal dissociation between the focal and orientation components of spatial attention in central and peripheral vision. Acta Psychologica, 171, 85-92,
Primativo, S., Spinelli, D., Zoccolotti, P., De Luca, M., & Martelli, M. (2016). Perceptual and Cognitive Factors Imposing “Speed Limits” on Reading Rate: A Study with the Rapid Serial Visual Presentation. PloS one, 11(4), e0153786,
Pelli, D. G., Waugh, S. J., Martelli, M., Crutch, S. J., Primativo, S., & Yiltiz, H. (2016). A clinical test for visual crowding. F1000Research, 5:81,
Bricolo, E., Salvi, C., Martelli, M., Arduino, L. S., & Daini, R. (2015). The effects of crowding on eye movement patterns in reading. Acta psychologica, 160, 23-34,
Primativo, S., Arduino, L. S., De Luca, M., Daini, R., Toneatto C & Martelli, M. (2015) Impaired oculo-motor behaviour affects both reading and scene perception in neglect patients. Neuropsychologia, 70, 90-106.
Martelli, M., De Luca, M., Lami, L., Pizzoli, C., Pontillo, M., Spinelli, D., & Zoccolotti, P. (2014). Bridging the gap between different measures of the reading speed deficit in developmental dyslexia. Experimental brain research, 232(1), 237-252,
Abadzi, H., Martelli, M., Primativo S (2014) Explorations of Creativity. A review for educators and policy making. WISE matters series n. 2, Qatar Foundation,
Abadzi, H. & Martelli, M. (2014). Efficient Reading for Arab Students: Implications from Neurocognitive Research. Paper presented at the World Summit of Innovation in Education (WISE), November 5, 2014, Doha, Qatar,
Marinelli CV, Horne JK, McGeown SP, Zoccolotti P and Martelli M (2014) Does the mean adequately represent reading performance? Evidence from a cross-linguistic study. Front. Psychol. 5:903. doi: 10.3389/fpsyg.2014.00903
Cappa, A., Ciccarelli, N., Baldonero, E., Martelli, M., & Silveri, M. C. (2014). Posterior AD-Type Pathology: Cognitive Subtypes Emerging from a Cluster Analysis. Behavioural Neurology, 2014,
Primativo, S., Arduino, L. S., De Luca, M., Daini, R., & Martelli, M. (2013). Neglect dyslexia: A matter of “good looking”. Neuropsychologia. DOI: 10.1016/j.neuropsychologia.2013.07.002.
Puopolo, C., Martelli, M., & Zoccolotti, P. (2013). Role of sensory modality and motor planning in the slowing of patients with traumatic brain injury: A meta-analysis. Neuroscience & Biobehavioral Reviews. DOI: 10.1016/j.neubiorev.2013.08.013.
Daini, R., Albonico, A., Malaspina, M., Martelli, M., Primativo, S., & Arduino, L. S. (2013). Dissociation in optokinetic stimulation sensitivity between omission and substitution reading errors in neglect dyslexia. Frontiers in Human Neuroscience, 7, 581. DOI: 10.3389/fnhum.2013.00581.
Marinelli, Martelli, Praphamontripong, Zoccolotti, Abadzi, 2013. Visual and Linguistic Factors in Literacy Acquisition : Instructional Implications for Beginning Readers in Low-income Countries. Global Partnership for Education (GPE) working paper series on learning;no. 2. World Bank, Washington, DC. © World Bank. https://openknowledge.worldbank.org/handle/10986/16244
Martelli, M. Burani, C., Zoccolotti, P. (2012). Visual perceptual limitations on letter position uncertainty in reading. Behavioral and Brain Sciences, vol. 35, p. 294-295, ISSN: 0140-525X, doi: 10.1017/S0140525X12000222
Gallace, A., Martelli, M. & Daini, R. (2012). Inconstancy and Inconsistency of Visual Illusory Phenomena? The Case of the Poggendorff Figure. Psychology, 3, 257-264. doi: 10.4236/psych.2012.33036,
Martelli, M., Barban, F., Zoccolotti, P., and Silveri, M.C., (2012). Slowing of information processing may depend upon execution (not cognitive) components in Alzheimer’s disease. Cognitive and Behavioural Neurology, 25, 175–185,
Martelli M, Zeri F (2012). Dall’immagine retinica all’elaborazione dell’informazione visiva: il concetto di soglia, la sensibilità al contrasto e l’integrazione di caratteristiche.. In: Zeri F, Calossi A, Fossetti A, Rossetti A. Ottica visuale. p. 315-362, Roma:SEU, ISBN: 9788865150771
Marinelli, C.V., Martelli, M., Praphamontripong P., Zoccolotti, P., Abadzi H (2011) Visual and linguistic factors in literacy acquisition: Instructional Implications For Beginning Readers in Low-Income Countries. Washington, DC: World Bank, Global Partnership for Education Working Paper Series on Learning no. 2, pp. 1-166,
Lucertini M, De Angelis C, Martelli M., Zolesi V, Tomao E (2011). Subjective visual vertical in erect/supine subjects and under microgravity: effects of lower body negative pressure. EUROPEAN ARCHIVES OF OTO-RHINO-LARYNGOLOGY, vol. 268; p. 1067-1075, ISSN: 0937-4477, doi: 10.1007/s00405-011-1493-2
Martelli M., Arduino L, Daini R (2011). Two different mechanisms for omission and substitution errors in neglect dyslexia. Neurocase, vol. 17; p. 122-132, ISSN: 1355-4794
Spinelli D, Brizzolara D, De Luca M, Gasperini F, Martelli M, Zoccolotti P. (2010). Subtypes of developmental dyslexia in transparent orthographies: A comment on Lachmann and Van Leeuwen (2008). Cognitive Neuropsychology. 29:1-7,
Zoccolotti, De Luca, Di Filippo, Judica and Martelli (2009) Reading development in an orthographically regular language: effects of length, frequency, lexicality and global processing ability. Reading & Writing, 22, 1053-1079. DOI 10.1007/s11145-008-9144-8,
Martelli, M., Di Filippo, G., Spinelli, D., & Zoccolotti, P. (2009). Crowding, reading, and developmental dyslexia. Journal of Vision, 9(4): 14, 1-18.
Fabio V., Formisano R., Iannuzzi C, Incoccia C., Martelli M., Zoccolotti P (2009). Il rallentamento di risposta nei pazienti con trauma cranico è selettivo per specifici stadi di elaborazione?. Giornale Italiano di Psicologia, vol. 4; p. 941-948,
Martelli M., De Luca M, Zoccolotti P. (2008). Commento editoriale. La misura del tempo può rivelarsi di maggiore agilità nella valutazione clinica della lettura rispetto alla misura della velocità. Dislessia. vol. 5 (2), pp. 5-8 ISSN: 1724-9767,
Zoccolotti, P. e Martelli, M. “Percezione (in psicologia)", in Enciclopedia Filosofica (a cura di V. Melchiorre) Milano: Bompiani, 2006, vol. 9, pp. 8496-8503,
Zoccolotti, P. e Martelli, M. "Sensazione, (aspetto psicologico)", in Enciclopedia Filosofica (a cura di V. Melchiorre) Milano: Bompiani, 2006, vol. 11, pp.10468-10469,
Zoccolotti, P. e Martelli, M. " Sensibilità ", in Enciclopedia Filosofica (a cura di V. Melchiorre) Milano: Bompiani, 2006, vol. 11, pp. 10470-10471,
Zoccolotti, P. e Martelli, M. " Soglia ", in Enciclopedia Filosofica (a cura di V. Melchiorre) Milano: Bompiani, 2006, vol. 11, pp. 10839-10840,
Zoccolotti, P. e Martelli, M. " Stimolo ", in Enciclopedia Filosofica (a cura di V. Melchiorre) Milano: Bompiani, 2006, vol. 11, pp. 11099-11100,
Martelli, M., Majaj, N.J., and Pelli, D.G. (2005). Are faces processed like words? A diagnostic test for recognition by parts Journal of Vision, vol. 5(1), pp. 58-70,
Spinelli, D., De Luca, M., Di Filippo, G., Mancini, M., Martelli, M. Zoccolotti, P. (2005). Length effect in word naming in reading: role of reading experience and reading deficit in italian readers. Developmental Neuropsychology, vol. 27(2), pp. 217-235,
Berger, T. D., Martelli, M., & Pelli, D. G. (2003). Flicker flutter: Is an illusory event as good as the real thing?. Journal of Vision, 3(6), 406-412,
Martelli, M., Silla, S., Majaj, N., & Pelli, D. G. (2003) Complexity impairs efficiency in the periphery. Journal of Vision, 3(9), 505,
Martelli, M., Majaj, N., and Pelli, D. G. (2002) Words and faces: eccentricity distinguishes two context effects. Journal of Vision, 2(7), 608
Spinelli, D., Antonucci, G., Martelli, M., Zoccolotti, P., (2001), Large errors in the perception of verticality are generated by luminance borders (integrated across space) not by subjective borders. Perception, 30, 177-184,
Martelli, M. De Luca, M., Falcinelli, G., Gatti, C., Spinelli, D., Zoccolotti, P., (2000) Pattern of visual recovery after long term deprivation in human,. M.L. Investigative Ophthalmology & Visual Science, 41(4), 93,
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