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Paola Perucchini

Scientific program committee

EDUCATION AND CAREER
Graduate degree in Psychology (University of Rome La Sapienza); Ph.D. in Social and Developmental Psychology (University of Rome “La Sapienza”). Researcher in Developmental Psychology (University Roma Tre). Currently Full Professor in Developmental and Educational Psychology (University Roma Tre).

PRESENT OFFICES
Coordinator of the Master Course in Primary Education at the Department of Educational Sciences, University Roma Tre. Treasurer in the Executive Committee of the Developmental and Educational Psychology Section in the Italian Psychological Association (AIP).

RESEARCH
Communicative e gestural development in infancy; social cognition development; social adjustment in preschool and primary school children; conceptual development and instruction in science education; parents and teachers belief on children development and education.

ACADEMIC ACTIVITY
Actually teaching Developmental and Education Psychology and Observational Methods in Developmental Psychology, degree in Primary Education, Univeristy Roma Tre and at the Ph.D. Course in Theory and Research in Educational and Social Science, University of Roma Tre.


MOST IMPORTANT ARTICLES AND PUBLICATIONS

  • Aureli T., Perucchini P. & Iverson J.M. (2013) “Motor acts and communicative gestures from 9 to 18 months of age in imperative and declarative context: tracing the origin and development of pointing”, Rivista di Psicolinguistica Applicata/Journal of Applied Psycholinguistic, Vol. XIII, Vol. 2, pp. 9-18;
  • Aureli T., Perucchini P. & Genco M., (2009) “Children’s understanding of communicative intentions in the middle of the second year of life”, Cognitive Development, Vol. 24, pp. 1-12;
  • Colonnesi C., Rieffe C., Koops W. & Perucchini P. (2008) “Precursors of a theory of mind. A longitudinal study”, British Journal of Development Psychology, Vol. 26, pp. 561–577;
  • Perucchini P. & Ronchi C. (2008) “Understanding of the earth and the sun: comparison among children and teachers and teachers’ expectation on primary pupils”, in: F. Labrell and G. Chasseigne (Eds.) “Aspects du développement conceptual et langagier”, Paris, France (pp. 87-114);
  • Camaioni L., Perucchini P., Bellagamba F. & Colonnesi C. (2004) “The role of declarative pointing in developing a theory of mind”, Infancy, Vol. 5, Issue 3, pp. 291-308.