Marco Zorzi

Other Appointments

Galilean School for Advanced Studies @UNIPD (Class Coordinator) 

Padova Neuroscience Center (Deputy Director)

IRCCS San Camillo Neurorehabilitation Hospital, Venice Lido (Head of Computational Neuroimaging Laboratory) 

Education
Ph.D., University of Trieste (1999)
Diploma in Cognitive Science, International School for Advanced Studies (SISSA-ISAS), Trieste (1996)
Laurea (M.Sc.), Experimental Psychology, University of Padova (1994)

Representative publications

Dolfi, S., Decarli, G., Lunardon, M., De Filippo De Grazia, M., Gerola, S., Lanfranchi, S., Cossu, G., Sella, F., Testolin, A., Zorzi, M. (2024). Weaker number sense accounts for impaired numerosity perception in dyscalculia: Behavioral and computational evidence. Developmental Science 27 (6), e13538.

Decarli, G., Sella, F., Lanfranchi, S., ...Cossu, G., Zorzi, M. (2023). Severe developmental dyscalculia is characterized by core deficits in both symbolic and nonsymbolic number sense. Psychological Science, 34(1), 8–21.

Pezzulo, G., Zorzi, M., Corbetta, M. (2021). The secret life of predictive brains: what’s spontaneous activity for? Trends in Cognitive Sciences, 25 (9), 730-743.

Ziegler, J.C., Perry, C., Zorzi, M. (2020). Learning to read and dyslexia: from theory to intervention through personalized computational models. Current Directions in Psychological Science, 0963721420915873.

Zorzi, M., & Testolin, A. (2018). An emergentist persepctive on the origin of number sense. Philosphical Transactions of the Royal Society of London  B, 373 (1740). 20170043. doi: 10.1098/rstb.2017.0043

Testolin, A., Stoianov, I., & Zorzi, M. (2017). Letter perception emerges from unsupervised learning and recycling of natural image features. Nature Human Behaviour, 1, 657–664. doi: 10.1038/s41562-017-0186-2

Cutini, S., Scarpa, F., Scatturin, P., Dell’Acqua, R. & Zorzi, M. (2012). Number-space interactions in the human parietal cortex: Enlightening the SNARC effect with functional Near-Infrared Spectroscopy. Cerebral Cortex.

Zorzi, M., Barbiero, C., Facoetti, A., Lonciari, I., Carrozzi, M., Montico, M., Bravar, L., et al. (2012). Extra-large letter spacing improves reading in dyslexia. Proceedings of the National Academy of Sciences of the United States of America, 109(28), 11455-9. doi:10.1073/pnas.1205566109.

Stoianov, I., & Zorzi, M. (2012). Emergence of a “visual number sense” in hierarchical generative models. Nature neuroscience, 15(2), 194-6. Nature Publishing Group. doi:10.1038/nn.2996.

Casarotti, M., Lisi, M., Umiltà, C., & Zorzi, M. (2012). Paying attention throgh eye movements: A computational investigation of the premotor theory of spatial attention. Journal of Cognitive Neuroscience, 14, 1519-1531.

Piazza, M., Facoetti, A., Trussardi, A. N., Berteletti, I., Conte, S., Lucangeli, D., Dehaene, S., & Zorzi, M. (2010). Developmental trajectory of number acuity reveals a severe impairment in developmental dyscalculia. Cognition, 116(1), 33-41. doi:10.1016/j.cognition.2010.03.012.

Perry, C., Ziegler, J.C., & Zorzi, M. (2007). Nested incremental modeling in the development of computational theories: The CDP+ model of reading aloud. Psychological Review, 114, 273-315.

Zorzi M., Priftis, K., & Umilta` C. (2002). Neglect disrupts the mental number line. Nature, 417,138-139.

Zorzi M., Houghton G., Butterworth B. (1998). Two routes or one in reading aloud? A connectionist dual-process model. Journal of Experimental Psychology: Human Perception and Performance, 24, 1131-1161.

Zorzi, M., Umilta`, C. (1995). A computational model of the Simon effect. Psychological Research, 58, 193-205.

Teaching

• Artificial Intelligence (BSc Psychology)

• Cognition and Computation (MSc Data Science)
• New Concepts in Cognitive Psychology (MSc Cognitive Neuroscience)

• CDP model of reading aloud
• List of publications on Google Scholar