Gebäude PEG, 5. OG, Raum 010
60629 Frankfurt am Main
Since 2019 PhD Student in the Department of Psychology and Sport Sciences of the
Goethe University of Frankfurt, Germany.
Research Project: Emotion regulation and executive functions in the
personal narratives of maltreated children
Supervisor: Prof. Tilmann Habermas
2015 Master’s Degree in Clinical and Health Psychology at the University of
Dissertation title: Developing Narrative Competences in Children:
Linguistic Tools and Search of Causes.
Supervisors: Prof. Andrea Smorti (University of Florence) and
Prof. Edy Veneziano (Descartes University – Paris V)
2017- 2019 Junior research Fellow, Department of Educational Science and Psychology,
University of Florence, Italy.
Project title: CAB (La Città ai Bambini) – Children’s narrative and Theory of Mind.
Scientific Director: Prof. Andrea Smorti
2016 Junior research fellow in the Department of Educational Science and Psychology of
the University of Florence, Italy.
Project title: The verification of different narrative conditions for memories of a staged
event: analysis of quantitative data and personal narratives.
Scientific Director: Prof. Andrea Smorti.
2015-2016 Research Traineeship in the Institut of Psychology of the Descartes University of
Project title: Children’s narratives and executive functions
Supervisor: Prof. Edy Veneziano
2016-2018 Teaching Assistant in the following courses:
- Childhood, Adolescence and Adulthood Psychology, School of Psychology, University of Florence, Italy
- Exercises in Developmental and Educational Psychology, School of Psychology, University of Florence, Italy
Elmi, B.*, Bartoli, E.*, & Smorti, A. (in press). Autobiographical memory and autobiographical narrative of a staged event: The influence of the listener. Applied Cognitive Psychology, DOI: 10.1002/acp.3540.
Bartoli, E., & Smorti, A. (2018). Facing the Language-Memory Problem in the Study of Autobiographical Memory. Integrative Psychological and Behavioral Science, 1-23.
Bartoli, E., Veneziano, E. & Smorti, A. (2016). Coherence and mental reference in french-speaking children’s narratives: Comparing the effects of two intervention procedures. RIPLA Rivista Italiana di Psicolinguistica Applicata, 16(1), 69-91.