Publicaţii – Laboratorul de Psihologia Dezvoltarii

In press

Visu-Petra, L., Jurje, O., Ciornei, O., & Visu-Petra, G. (in press). Can you keep a secret? Introducing the RT-based Concealed Information Test to children. Psychology, Crime & Law.

2015

Varga, M., Visu-Petra, G., Miclea, M., & Visu-Petra, L. (2015). The “Good Cop, Bad Cop” Effect in the RT-Based Concealed Information Test: Exploring the Effect of Emotional Expressions Displayed by a Virtual Investigator. PLoS ONE, 10(2), e0116087. DOI:10.1371/journal.pone.0116087

Buta, M., Leva, D. S., & Visu-Petra, L. (2015). Who Is the Tattletale? Linking Individual Differences in Socioemotional Competence and Anxiety to Tattling Behavior and Attitudes in Young Children. Early Education and Development, 0: 1-21. DOI: 10.1080/10409289.2015.1000717

Cheie, L., Veraksa, A., Zinchenko, Y., Gorovaya, A., & Visu-Petra, L. (2015). A cross-cultural investigation of inhibitory control, generative fluency, and anxiety symptoms in Romanian and Russian preschoolers. Child Neuropsychology, 21(2), 121-149. doi:10.1080/09297049.2013.879111

2014

Visu-Petra, L., Stanciu, O., Benga, O., Miclea, M., & Cheie, L. (2014). Longitudinal and concurrent links between memory span, anxiety symptoms, and subsequent executive functioning in young children. Frontiers in Psychology, 5: 443. doi: 10.3389/fpsyg.2014.00443

Mocan, O., Stanciu, O., & Visu-Petra, L. (2014). Relating individual differences in internalizing symptoms to emotional attention set-shifting in children. Anxiety, stress and coping, 27(5):509-26. doi:10.1080/10615806.2014.888419

Cheie, L., Miclea, M., & Visu-Petra, L. (2014). What was I supposed to do? Effects of individual differences in age and anxiety on preschoolers’ prospective memory. International Journal of Behavioral Development, 38(1), 1-10. DOI: 10.1177/0165025413506132

Visu-Petra, G., Miclea, M., Buş, I., & Visu-Petra, L. (2014). Detecting concealed information: The role of individual differences in executive functions and social desirability. Psychology, Crime & Law, 20(1), 1-7. DOI: 10.1080/ 1068316X.2012.736509

Visu-Petra, G., Jurje, O., Opre, A., Miclea, M. & Visu-Petra, L. (2014). Which came first, the truth or the lie? Effects of order and habituation in the reaction time-based concealed information test. Cognition, Brain, Behaviour, An Interdisciplinary Journal, 18(4), 283-297.

Kallay, E. & Visu-Petra, L. (2014). Indicators of cognitive and emotional functioning in first-year master students in conference interpreting. Cognition, Brain, Behaviour. An Interdisciplinary Journal, 18(3), 209-228.

Visu-Petra, L., Jurje, O., & Fizesan, C. (2014). Deceptive Behavior in Young Children Confronted with Physical Evidence of their Transgressions: Links with Executive Functioning and Internalizing or Externalizing Symptoms. Procedia – Social and Behavioural Sciences, 140, 599-604. DOI: 10.1016/j.sbspro.2014.04.477

Buta, M., Ciornei, O, Fizeșan, C., Jurje, O., & Visu-Petra, L. (2014). Anxiety symptoms in primary school-age children: Relation with emotion understanding competences. In Moore, K., Buchwald, P., & Howard, S. (Eds) Stress and Anxiety: Applications to Health and Well-Being, Work Stressors, and Assessment. Berlin: Logos Verlag

Mone, I., Benga, O., & Ionescu, T. (2014). Grounding development in culture: How to study the influence of culture on development. Studia UBB Psychol.-Paed., LIX, 2, 63-82.

Ionescu, T., & Vasc, D. (2014). Embodied cognition: Challenges for psychology and education. Procedia – Social and Behavioral Sciences, 128, 275-280.

Ionescu, T. (2014). Copiii altfel: Trasee specifice de dezvoltare cognitivă. O analiză critică. (Children who are different: Cognitive development trajectories. A critical analysis). Presa Universitară Clujeană, Cluj-Napoca.

2013

Visu-Petra, G., Varga, M., Miclea, M., & Visu-Petra, L. (2013). When interference helps: increasing executive load to facilitate deception detection in the concealed information test. Frontiers in Psychology, 4: 146. DOI: 10.3389/fpsyg.2013.00146

Visu-Petra, L., Miclea, M., & Visu-Petra, G. (2013). Individual differences in anxiety and executive functioning: A multidimensional view. International Journal of Psychology, 48(4), 1-11. DOI: 10.1080/ 00207594.2012.656132

Visu-Petra, L., Cheie, L., & Mocan, O. (2013). Executive functioning in high-trait anxious children: A cognitive vulnerability factor? In Moore, K., Kaniasty, K., & Buchwald, P. (Eds.) Stress and Anxiety. Application to Economic Hardship, Occupational Demands and Developmental Challenges (in press). Berlin: Logos.

Visu-Petra, L., Cheie, L., & Miu, A. C. (2013). Working Memory and Anxiety: Exploring the Interplay of Individual Differences across Development. In Alloway, T. P. & Alloway, R. G. (Eds) Working Memory: The New Intelligence (pp. 187-216). Frontiers in Cognitive Psychology series; Series Editors: Nelson Cowan and David Balota, New-York: Psychology Press.

Vasc, D., & Ionescu, T. (2013). Embodying cognition: Gestures and their role in the development of thinking. Cognition, Brain, Behavior. An Interdisciplinary Journal, XVII, 149-169.

2012

Ionescu, T. (2012). Exploring the nature of cognitive flexibility. New Ideas in Psychology, 30, 190-200.

Visu‐Petra, G., Miclea, M., & Visu‐Petra, L. (2012). Reaction Time‐based Detection of Concealed Information in Relation to Individual Differences in Executive Functioning. Applied Cognitive Psychology, 26(3), 342-351. DOI: 10.1002/acp.1827

Cheie, L. & Visu-Petra, L. (2012). Relating individual differences in trait-anxiety to memory functioning in young children: An investigation with task-irrelevant emotional stimuli. Journal of Individual Differences, 33(2), 109-118. DOI: 10.1027/1614-0001/a000079

Cheie, L., Visu-Petra, L., & Miclea, M. (2012). Trait-anxiety, visual search and memory for facial identities in preschoolers: An investigation using task-irrelevant emotional information. Procedia – Social and Behavioural Sciences, 33, 622–626. DOI: 10.1016/j.sbspro.2012.01.196.

Visu-Petra, L., Cheie, L., Benga, O., & Miclea, M. (2012). The structure of executıve functıons ın preschoolers: an ınvestıgatıon usıng the NEPSY Battery. Procedia – Social and Behavioural Sciences, 33, 627–631. DOI: 10.1016/j.sbspro.2012.01.197.

Visu-Petra, L. & Cheie, L. (2012) Dezvoltarea memoriei de lucru. Exerciții pentru preșcolari și școlari. [Working memory development. Activities for preschoolers and school-age children]. Romanian Association of Cognitive Science Publishing House, Cluj-Napoca.

2011

Maouene, J.,& Ionescu, T. (2011). Editorial: Embodiment and Development. Cognition, Brain, Behavior. An Interdisciplinary Journal, XV, 403-408.

Geangu, E., Benga, O., Stahl, D., & Striano, T. (2011). Individual differences in infants’ emotional resonance to a peer in distress. Self-other awareness and emotion regulation. Social Development, 3, 450–470.

Ionescu, T. (2011). Abordarea “embodied cognition” şi studiul dezvoltării cognitive. Revista de Psihologie, 57, 326-339.

Visu-Petra, L., Cheie, L., Benga, O., Alloway, T. P. (2011). Effects of trait anxiety on memory storage and updating in young children. International Journal of Behavioral Development, 35, 38–47.

2010

Benga, O., Ţincaş, I. & Visu-Petra, L. (2010). Investigating the structure of anxiety symptoms among Romanian preschoolers using the Spence Preschool Anxiety Scales. Cognition, Brain, Behavior. An Interdisciplinary Journal, 14, 159-182.

Geangu, E., Benga, O., Stahl, D., & Striano, T. (2010). Contagious crying beyond the first days of life. Infant Behavior and Development, 33, 279-88.

Pitică, I., Susa, G., Benga, O. (2010). The effects of attentional training on attentional allocation to positive and negative stimuli in school-aged children: An explorative single case investigation. Cognition, Brain, Behavior. An Interdisciplinary Journal, 1, 63-78.

Visu-Petra, L., Ţincaş, I., Cheie, L., & Benga, O. (2010). Anxiety and visual-spatial memory updating in young children: An investigation using emotional facial expressions. Cognition & Emotion, Special issue on “Emotional states, attention, and working memory”, edited by N. Derakshan, M.W. Eysenck, 24, 223-240.

2009

Geangu, E. (2009). Empathy development – insights from early years. Introduction to the special issue. Cognition, Brain, Behavior. An Interdisciplinary Journal, 13, 363-366.

Kállay, É, Ţincaş, I., & Benga, O. (2009). Emotion regulation, mood states, and quality of mental life. Cognition, Brain, Behavior. An Interdisciplinary Journal, 13, 31-48.

Miu, A. C., & Visu-Petra, L. (2009). Anxiety disorders in children and adults: A cognitive, neurophysiological and genetic characterization. In R. Carlstedt (Ed.), Handbook of integrative clinical psychology, psychiatry and behavioral medicine: Perspectives, practices and research (pp. 309-351). New York: Springer.

Pitică, I., & Benga, O. (2009). Associative and causal relations berween attentional biases and anxiety: An analysis of theory and empirical findings. Cognition, Brain, Behavior. An Interdisciplinary Journal, 13, 299-311.

Susa, G., & Benga, O. (2009). Temperamental traits and attention to threat: A theoretical exploration of their joint contribution to childhood anxiety disorders. Cognition, Brain, Behavior. An Interdisciplinary Journal, 13, 299-311.

Visu-Petra, L., Miclea, M., Cheie, L., & Benga, O. (2009). Processing efficiency in preschoolers’ memory span: A longitudinal investigation of individual differences related to age and anxiety. Journal of Experimental Child Psychology , 103, 30-48.

2008

Geangu, E., (2008). “Notes on self awareness development in early infancy”. Cognition, Brain, Behavior. An Interdisciplinary Journal, 12, 103-113.

Ionescu. T. (2008). Copiii fac ordine! Categorizarea la vârsta preşcolară. Cluj-Napoca: Ed. ASCR.

Reid, V.M., & Geangu, E., (2008). Research methodology and social cognition. In T. Striano & V.M. Reid (eds.), Social cognition: Development, neuroscience and autism (pp. 17-34). Oxford: Blackwell.

Susa, G., Pitica, I., & Benga, O. (2008). High levels of trait anxiety and attentional biases in preschool and school-aged children. Cognition, Brain, Behaviour. An Interdisciplinary Journal, 12, 309-326.

Visu-Petra, L. (2008). The multidimensional development of executive functioning: A neuropsychological approach.Editura ASCR, Cluj-Napoca.

Visu-Petra, L., Cheie, L., & Benga, O. (2008). Short-term memory performance and metamemory judgments in preschool and early school-age children: A quantitative and qualitative analysis. Cognition, Brain, Behavior. An Interdisciplinary Journal, 12, 71-101.

2007

Boroş, S., Visu-Petra, L, & Cheie, L. (2007). A Q-Sort analysis investigating the social perception of a chronic disease: Between sympathy and stigma. Cognition, Brain, Behavior. An Interdisciplinary Journal, 11, 437-459.

Ciairano, S., Visu-Petra, L., & Settani, M. (2007). Executive inhibitory control and cooperative behavior during early school years: a follow-up study. Journal of Abnormal Child Psychology, 35, 335-345.

Ionescu, T. (2007). „I can put it there too!” – Flexible object categorization in preschool children and the factors that can act upon it. Cognition, Brain, Behavior. An Interdisciplinary Journal, 11, 809-829 (Special Issue on The Development of Categorization).

Ionescu, T., & Benga, O. (2007). Reconceptualizing early education on scientific grounds: School readiness in focus. Cognition, Brain, Behavior. An Interdisciplinary Journal, 11, 49-65.

Ionescu, T., & Goldstone, R. L. (2007). Editorial: The development of categorization. Cognition, Brain, Behavior. An Interdisciplinary Journal, 11, 629-633 (Special Issue on The Development of Categorization).

Ţincaş, I., Benga, O., & Miclea, M. (2007). Processing ambiguity: Developmental individual differences in reactivity and self-regulation. In M. Aniţei, M. Popa, C. L. Mincu & A. M. Pap (Eds.), Centenarul Psihologiei la Universitatea din Bucureşti, 26-29 octombrie 2006, Lucrările Conferinţei, partea I (pp. 501-508). Editura Universităţii din Bucureşti. ISBN 973737257-3

Ţincaş, I., Dragoş, R., Ionescu, T., & Benga, O. (2007). Attentional set-shifting in preschoolers: Anxiety-related response patterns. Cognition, Brain, Behavior. An Interdisciplinary Journal, 11, 553-570.

Visu-Petra, L. & Benga, O. (Eds.) (2007). Developmental Cognitive Neuropsychology. Special issue of Cognition, Brain, Behavior. An Interdisciplinary Journal, 3.

Visu-Petra, L., Benga, O. & Miclea, M. (2007). Dimensions of attention and executive functioning in 5- to 12-years-old children: Neuropsychological assessment with the NEPSY battery. Cognition, Brain, Behavior. An Interdisciplinary Journal, 11, 539-553.

Visu-Petra, L., Benga, O., Ţincaş¸ I., & Miclea, M. (2007). Visual-spatial processing in children and adolescents with Down’s syndrome: A computerized assessment of memory skills. Journal of Intellectual Disability Research, Special issue on Down Syndrome edited by J. A. Burack and D. J. Weeks, 51(12), 942-952.

2006

Geangu, E., & Reid, V. M., (2006). “What can early social cognition teach us about social anxiety?”. Cognition, Brain, Behavior. An Interdisciplinary Journal, 10, 543-557.

Geangu, E., (2006). Argumente pentru studiul empatiei în primii ani de viaţă (Arguments for the study of empathy in infancy). Anuarul Institutului de Istorie “G. Bariţ” (The Annual Review of «George Barit» Institute of History), Series Humanistica, pp. 53-66, Academia Româna, Cluj-Napoca.

Ionescu, T. (2006). What we say and what they do: The influence of instructions on preschoolers’ flexible categorization. Cognition, Brain, Behavior. An Interdisciplinary Journal, 10, 367-378.

Ţincaş, I., Benga, O., & Fox, N. A. (2006). Temperamental predictors of anxiety disorders. Cognition, Brain, Behavior. An Interdisciplinary Journal, 10, 489-515.

Visu-Petra, L., Ciairano, S., Miclea, M. (2006). Neurocognitive correlates of child anxiety: A review of working memory research. Cognition, Brain, Behavior. An Interdisciplinary Journal, 4, 517-541.

2005

Benga, O., & Petra, L. (2005). Social cognition and executive functioning: A constructivist developmental approach. Cognition, Brain, Behavior. An Interdisciplinary Journal, 2, 301-317.

Benga, O., Petra, L., & Miu, A. C. (2005). Corelate electrofiziologice ale dezvoltării tipice şi atipice. Perspectiva neuroştiinţelor cognitive ale dezvoltării. In L. Zăgrean (Ed.), Neuroelectrofiziologie Clinică (pp. 381-418). Bucureşti: Editura Universitară “Carol Davila”.

Geangu E., (2005). Separarea de părinte de lungă durată în relaţie cu probleme de natură clinică şi subclincă la copiii de vârsta preşcolară (Long term separation in relation to clinical and sub-clinical aspects in preschool children). Anuarul Institutului de Istorie “G. Bariţ” (The Annual Review of «George Barit» Institute of History), Series Humanistica, 63-82.

Ionescu, T. (2005). Object categorization in the preschool years and its relation with cognitive inhibition. In B. G. Bara, L. Barsalou & M. Bucciarelli (Eds.), Proceedings of the CogSci 2005 – XXVII Annual Conference of the Cognitive Science Society (pp. 1024-1029). New Jersey: Lawrence Erlbaum Associates.

Ionescu, T. (2005). Organizarea cunoştinţelor în primii doi ani de viaţă. Cognition, Brain, Behavior. An Interdisciplinary Journal, 9, 97-105.

Petra, L., Benga, O. & Ţincaş, I. (2005). A dynamic approach to the co-construction of autobiographical memory: Insights from dyadic conversations about the past. In B. G. Bara, L. Barsalou & M. Bucciarelli (Eds.), Proceedings of the CogSci 2005 – XXVII Annual Conference of the Cognitive Science Society (pp. 1732-1738). New Jersey: Lawrence Erlbaum Associates.

Petra, L. (2005). Aspecte legate de funcţionare mnezică, atenţie şi funcţii executive rezultate din evaluarea neuropsihologică a copiilor cu epilepsie. Studii şi Cercetări din Domeniul Ştiinţelor Socio-Umane (Studies and Research in Social Scinces), 13, 109-117.

2004

Denham, S., Caal, S., Hamada Bassett, H., Benga, O., & Geangu, E. (2004). “Listening to parents: Cultural variations in the meaning of emotions and emotion socialization”, Cognition, Brain, Behavior. An Interdisciplinary Journal,8, 321-350.

Geangu E., (2004). Cognitive aspects of empathy. Studii şi Cercetări din Domeniul Ştiinţelor Socio-Umane (Studies and Research in Social Scinces), 12, Cluj-Napoca: Editura Argonaut.

Geangu E., (2004). Emotional development: The ability to experience emotions. Anuarul Institutului de Istorie «George Barit» din Cluj-Napoca (The Annual Review of «George Barit» Institute of History), Series Humanistica, 41-60.

Geangu E., (2004). Emotional development: Theoretical aspects. Cognition, Brain, Behavior. An Interdisciplinary Journal, 8, 301-320.

Ionescu, T. (2004). Categorizare şi inhibiţie cognitivă la copiii de vârsta preşcolară. Cognition, Brain, Behavior. An Interdisciplinary Journal, 8, 255-267.

Ionescu, T. (2004). Dezvoltare cognitivă: Categorizarea la copii. In G. Todea (Ed.), Conferinţa Internaţională de Psihologie Aplicată – Comunicări în extenso (pp. 166-177), Timişoara: Editura Eurobit.

Ionescu, T. (2004). Neural correlates of object categorization. Studia Universitatis Babes-Bolyai, seria Psychologia-Paedagogia, 1, 83-91.

Petra, L. (2004). O perspectivă critică asupra neuropsihologiei. Implicaţii şi aplicaţii pentru studiul dezvoltării atipice. Cognition, Brain, Behavior. An Interdisciplinary Journal, 8, 1-19.

Petra, L. (2004). The dynamic systems approach: theoretical and therapeutic implications for the study of atypical developmental trajectories. Cognition, Brain, Behavior. An Interdisciplinary Journal, 3/4, 381-397.

Petra, L., & Benga, O., (2004). Methodological controversies in the neuropsychological assessment of atypical development. Implications for the study of autism. Part I: The developmental neuropsychological assessment method: Flaws and assets. Studia Universitatis Babes-Bolyai, 1, 93-107.

Ţincaş, I. (2004). Autism and regularity detection: Explorations using an artificial neural network. Cognition, Brain, Behavior. An Interdisciplinary Journal, 8, 409-431.

2003

Geangu E., (2003). The development of knowledge about the mind. Anuarul Institutului de Istorie «George Barit» din Cluj-Napoca (The Annual Review of «George Barit» Institute of History), Series Humanistica, 111-134.

Geangu E.,(2003). The utility of developmental psychology for the cognitive sciences. Cognition, Brain, Behavior. An Interdisciplinary Journal (Special issue: Development – Learning and Categorization), 7, 21-30.

Ionescu, T. (2003). Dezvoltarea cognitivă: Modele teoretice. Cognition, Brain, Behavior. An Interdisciplinary Journal, 7, 1-20.

Petra, L., & Benga, O. (2003). Evaluarea neuropsihologică a copiilor cu epilepsie: Sugestii pentru un plan terapeutic individualizat. Revista Societăţii de Neurologie şi Psihiatrie pentru Copii şi Adolescenţi din România, 6, 70-79.

2002

Benga, O. (Editor), Boroş, S., Petra, L., Pop, M.,& Bogdan, R. (2002). Jocuri terapeutice. În „Colecţia: Pentru tine şi copilul tău”. Cluj-Napoca: Editura ASCR; şi (2004) ed. a II-a revizuită

Benga, O., & Petra, L. (2002). Integrating biological constraints and socialization: A developmental perspective upon autobiographical memory. Cognition, Brain, Behavior. An Interdisciplinary Journal, 6, 107-155.

Geangu E., (2002). Affirmation and negation: The case of preschool children. Cognition, Brain, Behavior. An Interdisciplinary Journal, 6, 253-282.

2001

Bivolaru, A., & Ionescu, D. (2001). Modele ale dezvoltării cognitive: Specificitatea dezvoltării. Revista de Psihologie Aplicată, 3, 19-36.

Ionescu, T. (2001). Flexibility of categorization in 2-5 years old children. Cognition, Brain, Behavior. An Interdisciplinary Journal, 5, 235-263.

Ionescu, T. (2001). Categorizarea obiectelor la copiii de 3-5 ani – pe baza de trasaturi sau pe baza de exemplare? Cognition, Brain, Behavior. An Interdisciplinary Journal,5, 385-403.

2000 and earlier

Geangu E., (2000). Facial imitation as predictor of autism, Parallaxis, May.

Ionescu, D. (1998). Identitatea de gen şi asumarea rolurilor sociale specifice genurilor. Parallaxis, 1, 5-11.

Ionescu, D. (1999). Teorii explicative privind dezvoltarea cognitivă. Reprezentarea cunoştinţelor la copii. Parallaxis, 3, 21-26.