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Umberto CastielloSilvia Guerra Plant psychology: At the roots of cognition pp. 683-708, DOI: 10.1421/100053 Details Cite
Cesare Cornoldi Theories of intelligence and approaches to the study of giftedness pp. 711-730, DOI: 10.1421/100054 Details Cite
Marianna Alesi Emotional and motivational profiles in the giftedness pp. 731-735, DOI: 10.1421/100055 Details Cite
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Federico Bianchi di CastelbiancoLaura Sartori The early identification of the functioning profile of gifted, high potential and talented individuals pp. 759-764, DOI: 10.1421/100059 Details Cite
Rosalinda CassibbaCristina Semeraro Teachers’ implicit theories and their impact on educational opportunities of gifted students pp. 765-770, DOI: 10.1421/100060 Details Cite
Roberto Cubelli The genius and the study of cognitive processes pp. 771-782, DOI: 10.1421/100061 Details Cite
Santo Di Nuovo Genius or «differently able»? Towards a psychological approach to giftedness pp. 783-788, DOI: 10.1421/100062 Details Cite
David GiofrèGuido Amoretti Intelligence evaluation in individuals with typical and atypical development pp. 789-793, DOI: 10.1421/100063 Details Cite
Margherita Lang Another side of the coin or the same one? pp. 801-805, DOI: 10.1421/100065 Details Cite
Fabio Lucidi Giftedness, gifted, high-performers: How much is difficult to define an ateoretical construct! pp. 807-811, DOI: 10.1421/100066 Details Cite
Gian Marco Marzocchi Intelligence and executive function: Complementary perspectives to analyze predictors of adaptive behavior pp. 813-816, DOI: 10.1421/100067 Details Cite
Paola PalladinoCaterina Artuso Genius and working memory: A relationship affected by age and context pp. 823-828, DOI: 10.1421/100069 Details Cite
Maria Chiara Passolunghi Are females gifted? Factors at the basis of the giftedness pp. 829-835, DOI: 10.1421/100070 Details Cite
Lina Pezzuti Intellectual giftedness, talent, and genius: Similarities and differences pp. 837-842, DOI: 10.1421/100071 Details Cite
Annamaria PorruSergio MelognoDaniela Lucangeli School of giftedness pp. 843-848, DOI: 10.1421/100072 Details Cite
Aristide SagginoSjoerd EbischMarco Tommasi The study of intelligence is no less interesting pp. 857-863, DOI: 10.1421/100074 Details Cite
Enrico Toffalini Exceptionality: A categorical or dimensional approach pp. 871-875, DOI: 10.1421/100076 Details Cite
Maria Carmen UsaiPaola Viterbori Giftedness and executive functions pp. 877-881, DOI: 10.1421/100077 Details Cite
Maria Assunta Zanetti Giftedness not only IQ: Between myth and reality pp. 889-896, DOI: 10.1421/100079 Details Cite
Nicolò Maria IannelloPasquale MussoAlida Lo CocoCristiano Inguglia The contribution of religion and spirituality on adolescents’ positive development. A systematic review of the literature pp. 907-938, DOI: 10.1421/100080 Details Cite
Ambra FastelliBarbara Arfè The contribution of deaf studies to the investigation of implicit learning pp. 939-959, DOI: 10.1421/100082 Details Cite
Letizia CasoNicola PalenaLavinia Pontigia Exploring verifiable details in Comparable Truth Baseline interviews pp. 963-977, DOI: 10.1421/100083 Details Cite
Elisa ScerratiLuisa LugliClaudia Scorolli When imagining the effects of an action generates spatial compatibility: An introductory study pp. 981-989, DOI: 10.1421/100084 Details Cite
Martina ArioliHermann BulfViola Macchi Cassia Space modulates abstract rule learning from visual sequences in the first year of life pp. 991-1000, DOI: 10.1421/100085 Details Cite
Giuseppe Vallar Introduction to Ennio De Renzi (1967), «Caratteristiche e problemi della neuropsicologia» pp. 1003-1025, DOI: 10.1421/100086 Details Cite
Ennio De Renzi Features and problems of neuropsychology pp. 1027-1044, DOI: 10.1421/100087 Details Cite
Santo Di Nuovo Evaluating the quality of persons, structures, teaching, research ... in search of a survival kit pp. 1055-1059, DOI: 10.1421/100089 Details Cite
Raffaella Ida Rumiati For an evaluation of teaching beyond the processes pp. 1061-1065, DOI: 10.1421/100090 Details Cite
Remo Job A general-to-specific quality assurance model for psychology pp. 1067-1070, DOI: 10.1421/100091 Details Cite
Lorenzo AvanziAmelia ManutiMonica MolinoGuendalina GraffignaDina Guglielmi Assessing processes and assessing products: The complexity of quality assessment in the academic context pp. 1071-1076, DOI: 10.1421/100092 Details Cite
Fabio Lucidi Self-evaluation, periodic evaluation and accreditation of learning processes or learning outcomes? pp. 1077-1081, DOI: 10.1421/100093 Details Cite
Terri Mannarini Quality evaluation: In between formal standards, business-like models, compliance and «merit» pp. 1083-1088, DOI: 10.1421/100094 Details Cite
Tomaso Vecchi Is the future of psychology open to discussion? pp. 1089-1094, DOI: 10.1421/100095 Details Cite
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