I obtained my Master’s degree in Cognitive Neuroscience and Clinical Neuropsychology at the University of Padova in 2017. In the Insula Lab, since 2020 I have been pursuing my Ph.D. in the field of numerical cognition, with a focus on the non-cognitive correlates of numeracy among university students. My research explores how factors such as emotions and personality traits influence performance in numeracy tests. I investigate these relationships using both self-reports and physiological measures, including skin conductance, heart rate variability, and cortisol levels.

My interest in numerical cognition began during my Bachelor's studies. Since then, I have been involved in various research projects, particularly examining numerical training in children with both typical and atypical development. I have experience working with children in school settings as well as through individualized interventions and assessments.

In addition to my academic pursuits, I am a licensed psychologist and a member of the Board of Psychologists of Veneto (Italy). This dual expertise in psychology and cognitive science drives my passion for understanding the emotional and cognitive mechanisms that shape numerical abilities.

Link Google scholar:

https://scholar.google.it/citations?user=VpWV0rUAAAAJ&hl

Publications:

• Cipora, K., Lunardon, M., Masson, N., Georges, C., Nuerk, H.-C., & Artemenko, C. (2024). The AMATUS Dataset: Arithmetic Performance, Mathematics Anxiety and Attitudes in Primary School Teachers and University Students. Journal of Open Psychology Data, 12: 10, pp. 1–17. https://doi.org/10.5334/jopd.115
• 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, e13538. https://doi.org/10.1111/desc.13538
• Lanfranchi, S., Sella, F., Onnivello, S., Lunardon, M., & Zorzi, M. (2022). Number estimation in Down syndrome: Cognition or experience? Research in Developmental Disabilities, 131, 104363. https://doi.org/10.1016/j.ridd.2022.104363
• Lunardon, M., Cerni, T., & Rumiati, R.I. (2021). Cognitive and Non-Cognitive Factors Influencing the Numeracy Gender Gap in Higher Education, in Proceedings of the 2nd International Conference of the Journal Scuola Democratica “Reinventing Education”, VOL. 2, Learning with New Technologies, Equality and Inclusion, pp. 1037-1047
• Lunardon, M., Cerni, T., & Rumiati, R. I. (2022). Numeracy Gender Gap in STEM Higher Education: The Role of Neuroticism and Math Anxiety. Frontiers in Psychology, 13, 856405. https://doi.org/10.3389/fpsyg.2022.856405
• Lunardon, M., Cerni, T., & Rumiati, R. I. (2024). Field of study and gender modulation of the effect of personality and math anxiety on numeracy. The Journal of Psychology: Interdisciplinary and Applied. 1-29. https://doi.org/10.1080/00223980.2024.2352706
• Lunardon, M., Cerni, T., Zanon, M., & Rumiati, R. I. (2024). Physiological correlates of numeracy in higher education. PsyArXiv. https://doi.org/10.31234/osf.io/adnw9
• Lunardon, M., Decarli, G., Sella, F., Lanfranchi, S., Gerola, S., Cossu, G., & Zorzi, M. (2023). Low discriminative power of WISC cognitive profile in developmental dyscalculia. Research in Developmental Disabilities, 136, 104478. https://doi.org/10.1016/j.ridd.2023.104478
• Lunardon, M., Lucangeli, D., Zorzi, M., & Sella, F. (2023). Math computerized games in the classroom: a Number Line Training in Primary School Children. Progress in Brain Research, 276, 1-33. https://doi.org/10.1016/bs.pbr.2022.11.001
• Sella, F., Onnivello, S., Lunardon, M., Lanfranchi, S., & Zorzi, M. (2021). Training basic numerical skills in children with Down syndrome using the computerized game “The Number Race.” Scientific Reports, 11(1), 2087. https://doi.org/10.1038/s41598-020-78801-5