Gisella Decarli

Personal Page of Gisella Decarli

Gisella Decarli

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Department of General Psychology
University of Padova
via Venezia 12/2
35131 Padova (Italy)

tel : +39 049 827 6149
e-mail: gisella.decarli (at)
office: room 038 (ground floor), Building Psico 2


Research Interests

My research focuses on the processes that underlie mathematical cognition in typically developing children and in children with a specific learning disability in maths (developmental dyscalculia). In particular, I’m interested in exploring the specific predictors of mathematical skills through regression models. Moreover, I’m interested in understanding the cognitive bases of dyscalculia, in exploring what role visual features plays in numerical perception and in defining the weight of numerical component when it’s in contrast with other dimensions.

Complementary to this topic, my research focuses on exploring the development of early numerical abilities and the role of these abilities in the acquisition of later mathematical skills. Specifically, my Ph.D. project aimed to make further progress in this field by investigating the inter-individual differences during the first years of life - using behavioral techniques - and by analyzing how these differences evolve throughout development.


Ph.D., Psychological Sciences and Education, University of Trento (2019)
Master’s Program in Learning Psychopathology, University of Padova (2014)
Laurea (M.Sc.), Developmental and Educational Psychology, University of Padova (2013)



  • Cornoldi, C., & Decarli, G. (2015). The effects of articulatory suppression on spelling errors in adolescents and young adults with dyslexia. In E. Ghidoni, G. Guaraldi & E. Genovese (Eds.) (pp. 69-80), Giovani adulti con DSA. Trento: Erickson. 
  • Decarli, G., Piazza, M., Franchin, L., & Surian, L. (under revision). Infants' use of motion cues in object individuation processes.
  • Decarli, G., Paris, E., Tencati, C., Nardelli, C., Vescovi, M., Surian, L. & Piazza, M. (under revision). Impaired large numerosity estimation and intact subitizing in developmental dyscalculia.