Unstructured Citation

Gainotti, G. (2014), “È utile che i bambini continuino a scrivere a mano?”, La Crusca per voi, 49, p. 4.

Unstructured Citation

Longcamp, M., Hlushchuk, Y., Hari, R. (2011), “What differs in Visual Recognition of Handwritten vs. Printed Letters? An fMRI Study”, Human Brain Mapping, Aug., 32 (8), pp. 1250-1259.

https://doi.org/10.1002/hbm.21105

Unstructured Citation

Sim, E.J., Helbig, H.B., Graf, M., Kiefer, M. (2015), “When Action Observation Facilitates Visual Perception: Activation in Visuo-Motor Areas Contributes to Object Recognition”, Cereb Cortex, 25 (9), pp. 2907-2918.

https://doi.org/10.1093/cercor/bhu087

Unstructured Citation

Vertecchi, B. (a cura di) (2016), I bambini e la scrittura, Milano: FrancoAngeli.

Unstructured Citation

Laufer, B., Paribakht, T.S. (1998), “The Relationship between Passive and Active Vocabularies: Effects of Language Learning Context”, Language Learning, 48 (3), pp. 365-391.

https://doi.org/10.1111/0023-8333.00046

Unstructured Citation

Mortara Garavelli B. (2003), Manuale di retorica. Milano: Bompiani.

Unstructured Citation

Serianni L., Della Valle V., Patota G. (2003), L’italiano parlato e scritto. Agenda salvascrittura. Milano: Paravia-Bruno Mondadori.

Unstructured Citation

Vertecchi, B. (a cura di) (2017), I bambini e la scrittura. L'esperimento Nulla dies sine linea. Milano: FrancoAngeli.

Unstructured Citation

Angelini, C. (2017), “Ricerche in corso: Prosegue il progetto Nulla dies sine linea”, Cadmo. Giornale italiano di Pedagogia sperimentale, 2, pp. 103-119.

Unstructured Citation

Agrusti, F. (2015), “Prime analisi lessicometriche sull'esperimento Nulla dies sine linea”, Cadmo. Giornale italiano di Pedagogia sperimentale, 2, pp. 13-40.

https://doi.org/10.3280/CAD2014-002003

Unstructured Citation

Abbott, R.D., Berninger, V.W. (1993), “Structural Equation Modeling of Relationships among Developmental Skills and Writing Skills in Primary and Intermediate-Grade Writers”, Journal of Educational Psychology, 85 (3), pp. 478-508.

https://doi.org/10.1037/0022-0663.85.3.478

Unstructured Citation

Bounds, G. (2010), “How Handwriting trains the Brain”, The Wall Street Journal, Oct, 5, https://www.wsj.com/articles/SB10001424052748704631504575531932754922518 (5/06/2017).

Unstructured Citation

Corcione, L., Iovine, A., Poce, A. (2013), “Contributi per la definizione di una tecnologia critica interdisciplinare, Cadmo. Giornale italiano di Pedagogia sperimentale, 1, pp. 41-62.

Unstructured Citation

Graham, S., Berninger, V.W., Abbott, R., Abbott, S., Whitaker, D. (1997), “Role of Mechanics in Composting of Elementary School Students: A New Methodological Approach”, Journal of Educational Psychology, 89 (1), pp. 170-182.

https://doi.org/10.1037/0022-0663.89.1.170

Unstructured Citation

James, K.H., Atwood, T.P. (2009), “The Role of Sensorimotor Learning in the Perception of Letter-like Forms: Tracking the Causes of Neural Specialization for Letters”, Cognitive Neuropsychology, 26 (1), pp. 91-110.

https://doi.org/10.1080/02643290802425914

Unstructured Citation

Kushki, A., Schwellnus, H., Ilyas, F., Chau, T. (2011), “Changes in Kinetics and Kinematics of Handwriting during Prolonged Writing Task in Children with and without Dysgraphia”, Research in Developmental Disabilities, 32, pp. 1058-1064.

https://doi.org/10.1016/j.ridd.2011.01.026

Unstructured Citation

Mueller, P.A., Oppenheimer, D.M. (2014), “The Pen is mightier than the Keyboard Advantages of Longhand over Laptop Note Taking”, Psychological Science, 25 (6), pp. 1159-1168.

https://doi.org/10.1177/0956797614524581

Unstructured Citation

Nardi, E. (2015), “Aspetti retorici nella scrittura dei bambini”, Cadmo. Giornale italiano di Pedagogia sperimentale, 2, pp. 41-56.

https://doi.org/10.3280/CAD2014-002004

Unstructured Citation

Overvelde, A., Hulstijn, W. (2011), “Handwriting Development in Grade 2 and Grade 3 Primary School Children with Normal, at Risk, or Dysgraphic Characteristics”, Research in Developmental Disabilities, 32, pp. 540-548.

https://doi.org/10.1016/j.ridd.2010.12.027

Unstructured Citation

Poce, A. (2012), Contributi per la definizione di una tecnologia critica. Milano: FrancoAngeli.

Unstructured Citation

Poce, A. (2014), “Tecnologia critica. Penna e tastiera: strumenti a confronto”, Cadmo. Giornale italiano di Pedagogia sperimentale, 2, pp. 118-122.

Unstructured Citation

Poce, A. (2014), Promoting Science. Studies for the Definition of a Canon. Milano: FrancoAngeli.

Unstructured Citation

Poce, A. (2015), Tecnologia critica, creatività e didattica della scienza. Milano: FrancoAngeli.

Unstructured Citation

Richards, T.L., Berninger, V.W., Stock, P., Altemeier, L., Trivedi, P., Maravilla, K. (2011), “Differences between Good and Poor Child Writers on fMRI Contrasts for Writing newly Taught and Highly Practiced Letter Forms”, Reading and Writing, 24, pp. 493-516.

https://doi.org/10.1007/s11145-009-9217-3

Unstructured Citation

Velay, J.L., Longcamp, M. (2005), “Clavier ou stylo: comment écrire”, Cerveau & Psycho, 11, pp. 3-7.

Unstructured Citation

Vertecchi, B. (2016), “Una linea per la ricerca: In intellectu et in sensu (Editoriale)” , Cadmo. Giornale italiano di Pedagogia sperimentale, 2, pp. 1-4.

https://doi.org/10.3280/CAD2015-002001

Unstructured Citation

Vertecchi, B. (2016), I bambini e la scrittura: l’esperimento Nulla dies sine linea. Milano: FrancoAngeli.

Unstructured Citation

Vertecchi, B., Poce, A., Agrusti, F., Re, M. (2017), “Pen or Keyboard. An Empirical Study on the Effects of Technology on Writing Skills, Cadmo. Giornale italiano di Pedagogia sperimentale, 2, pp. 33-44.