Giulio Cesare Zavattini Assessment: conoscere è trasformare pp. 7-13, DOI: 10.1421/101217 Details Cite
Roberto CubelliAnna Maria Giannini The Code practice for Italian Psychologists: updating the document to meet with the changing zeitgeist of the profession pp. 15-36, DOI: 10.1421/101218 Details Cite
Guido AlessandriFilippo AschieriAndrea BobbioRoberta DainiFiorenzo LaghiMassimo NucciLaura ParolinDaniela TraficanteAdriana Lis Teaching testing and psychological assessment. A first survey among Italian university faculty pp. 39-61, DOI: 10.1421/101219 Details Cite
Giulia Balboni The relevance of theories of test in teaching the psychological assessment tools pp. 63-67, DOI: 10.1421/101220 Details Cite
Manuela Berlingeri Guided by a utopia: Towards the creation of shared guidelines for the academic teaching of psychological assessment methods and tools pp. 69-74, DOI: 10.1421/101221 Details Cite
Laura Borgogni Assessment in organizations: Psychology for talent management pp. 81-86, DOI: 10.1421/101223 Details Cite
Rosalinda CassibbaGabrielle CoppolaPasquale Musso Teaching psychological assessment tools in the various University courses pp. 87-93, DOI: 10.1421/101224 Details Cite
Donatella CavannaSimone Charpentier Mora On the psychodiagnosis in clinical psychology and some suggestions to reflect about pp. 95-101, DOI: 10.1421/101225 Details Cite
Cesare Cornoldi Italian students in psychology are insufficiently prepared in the area of assessment pp. 103-107, DOI: 10.1421/101226 Details Cite
Claudio G. CorteseMonica MolinoChiara Ghislieri Teaching psychological assessment for organizational contexts: In search of good practices pp. 109-114, DOI: 10.1421/101227 Details Cite
Roberto Cubelli The missed target of the target article pp. 115-123, DOI: 10.1421/101228 Details Cite
Dina GuglielmiMarco Giovanni Mariani Which educational role for new technologies in the assessment area? Thoughts for the work and organizational psychology pp. 125-129, DOI: 10.1421/101229 Details Cite
Cesare Maffei Psychological assessment: From theory to process pp. 131-136, DOI: 10.1421/101230 Details Cite
Sara Mondini Neuropsychological assessment: Not only tests pp. 137-139, DOI: 10.1421/101231 Details Cite
Massimo SantinelloMichela LenziNatale Canale Community assessment: The teaching of assessment tools when the community is the object of analysis pp. 141-146, DOI: 10.1421/101232 Details Cite
Adriano Schimmenti An assessment for knowledge, and a knowledge for the assessment pp. 147-151, DOI: 10.1421/101233 Details Cite
Maria Grazia Strepparava Towards a common «core curriculum» on psychological assessment pp. 153-158, DOI: 10.1421/101234 Details Cite
Paola VenutiSimona De Falco Reasons to promote teaching of psychological assessment to university students pp. 159-161, DOI: 10.1421/101235 Details Cite
Alessandro Zennaro Teaching the psychological assessmente: Some proposals for an improvement at system level pp. 169-175, DOI: 10.1421/101237 Details Cite
Guido AlessandriFilippo AschieriAndrea BobbioRoberta DainiFiorenzo LaghiMassimo NucciLaura ParolinDaniela TraficanteAdriana Lis A reply to commentaries pp. 177-183, DOI: 10.1421/101238 Details Cite
Nicola De Pisapia Lucid dreaming: From phenomenology to the neurobiological research pp. 187-218, DOI: 10.1421/101239 Details Cite
Andrea BobbioEnrico Giora Experimental psychology in Padua after Benussi: The unfulfilled succession of Cesare Musatti (1927-1938) pp. 221-259, DOI: 10.1421/101240 Details Cite
Ilenia FalcinelliChiara FiniAnna M. Borghi Whashing your hands reduced your guilt: Evidence with an implicit semantic task pp. 263-271, DOI: 10.1421/101241 Details Cite
Ivano BisonAlba CivilleriFranco Fraccaroli Delay in university studies: The role of irrational procrastination and study skills pp. 273-283, DOI: 10.1421/101242 Details Cite
Antonella BrighiFiorenzo LaghiMaria Beatrice LigorioLuca MilaniBenedetta Emanuela PalladinoMaria Assunta Zanetti The evaluation of «quality» in psychology: A turbulent commentary on a much-needed manuscript pp. 287-295, DOI: 10.1421/101243 Details Cite
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