Lucia Mason

Full Professor of Developmental and Educational Psychology

University of Padova

Italy

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Lucia Mason is a Full Professor of Developmental and Educational Psychology at the University of Padova, Italy. Her research areas encompass the effects of environmental factors on learning, digital reading practices, and the cognitive processes involved in text comprehension. Recent publications explore topics such as the impact of green spaces on learning, the influence of on-screen distractions during reading, and the cognitive load experienced by adolescents when engaging with digital texts.

Articles (17)

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2025

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2022

Collaborators (11)

Manuela Lavelli

Full Professor in Developmental Psychology (from 10/01/2016)

University of Verona

ITALY

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Sara SCRIMIN

Associate Professor

University of Padova

ITALY

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Gianmarco Altoè

University of Padova

ITALY

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Francesca Pazzaglia

University of Padova

ITALY

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BARBARA ARFE'

Associate Professor

ITALY

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Angelica Ronconi

University of Padua

ITALY

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Ivar Bråten

University of Oslo

NORWAY

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Christian Tarchi

Associate Professor

University of Florence

ITALY

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Daniela Raccanello

University of Verona

ITALY

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Barbara Carretti

University of Padua

ITALY

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Enrico Sella

University of Padova

ITALY

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Lucia Mason

Research Interests

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Articles (17)

Effects of Digital Reading With On‐Screen Distractions: An Eye‐Tracking Study

Ink and pixels: Impact of highlighting and reading self-efficacy on adolescents' cognitive load, epistemic emotions, and text comprehension

“Should you really chat while reading?” effects of on-screen multitasking and text disfluency on integrated understanding

Effects of green and urban environment exposure during classroom breaks in a video-based setting

Multiple‐Text Comprehension and Evaluation: The Influence of Reading Goal, Belief Consistency, and Argument Type

Examining the learning benefits of school lessons in green spaces

Highlighting and highlighted information in text comprehension and learning from digital reading

Effects of negative emotional valence on readers’ text processing and memory for text: an eye-tracking study

Digital reading in beginner readers: Advantage or disadvantage for comprehension of narrative and informational linear texts?

Precursors of reading text comprehension from paper and screen in first graders: a longitudinal study

Reading with induced worry: The role of physiological self‐regulation and working memory updating in text comprehension

Psychological Benefits of Attending Forest School for Preschool Children: a Systematic Review

Do medium and Context Matter when learning from multiple complementary Digital texts and videos?

Children’s Attentional Processes in Outdoor and Indoor Environments: The Role of Physiological Self-Regulation

Lessons in a Green School Environment and in the Classroom: Effects on Students’ Cognitive Functioning and Affect

Effects of reading medium on the processing, comprehension, and calibration of adolescent readers

Short-Term Exposure to Nature and Benefits for Students’ Cognitive Performance: a Review

Collaborators (11)

Manuela Lavelli

Sara SCRIMIN

Gianmarco Altoè

Francesca Pazzaglia

BARBARA ARFE'

Angelica Ronconi

Ivar Bråten

Christian Tarchi

Daniela Raccanello

Barbara Carretti

Enrico Sella

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