Articolele autorului Laura-Alexandra Visu-Petra
Link la profilul stiintific al lui Laura-Alexandra Visu-Petra

Effects of anxiety on memory storage and updating in young children
Anxiety and visual-spatial memory updating in young children: An investigation using emotional facial expressions.

The present study investigated the relationship between anxiety and memory updating in a sample of high- and low-trait-anxious preschoolers (HA and LA, respectively). Updating of spatial locations was assessed with the original (non-emotional) Odd-One-Out task (Alloway, 2007), and with a new emotional version. Simple detection and memory updating of visual information was tested using a modified version of an adult affective memory task (Perlstein,

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The Multidimensional Development of Executive Functioning: A Neuropsychological Approach
Processing efficiency in preschoolers’ memory span: Individual differences related to age and anxiety

In self-paced auditory memory span tasks, the microanalysis of response timing measures represents a developmentally sensitive measure, providing insights into the development of distinct processing rates during recall performance. The current study first examined the effects of age and trait anxiety on span accuracy (effectiveness) and response timing (efficiency) measures from word and digit span performance in a preschool sample (N = 76, mean

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Visual-spatial processing in children and adolescents with Down’s syndrome: A computerized assessment of memory skills
A dynamic approach to the co-construction of autobiographical memory: Insights from dyadic conversations about the past.

Autobiographical memory can be conceived of as the personalized verbal narrative and imagistic structure that conveys a coherent personal history and contributes to the definition of the self. The purpose of the study is to apply a novel approach – inspired from the dynamic systems methodology – to the investigation of early autobiographical memory development. Ten mother-child dyads’ conversations about unique past events were recorded longitudinally

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Executive Inhibitory Control and Cooperative Behavior During Early School Years: A Follow-Up Study

Several links between aspects of executive functioning and the development of social competence have been established. The present study investigates the relation between executive inhibitory control and cooperative/non-cooperative behavior, in an ecological setting, and from a longitudinal perspective. Elementary school children (n=195) of three age groups (7, 9, 11 years, initially) were measured at two consecutive time points, at a one-year interval,

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