136 research outputs found
Design, implementation and evaluation of SELEDE. A collection of serious games for training sequence learning skills in deaf children.
No full textAbout half of the deaf children using a cochlear implant show poorer language performance than their hearing peers when they enter primary school. Some studies suggest that these problems could be explained by a domain-general deficit in processing sequences of stimuli. Although these problems are widely recognized among the major causes of the spoken and written language delay in children with cochlear implants, a training specific for these learning abilities needs to be further developed. In this paper, we discuss the design, development and preliminary User Experience (UX) evaluation of a digital tool aimed at filling this gap: SELEDE (SEquence LEarning for DEaf children). We followed a co-design approach, involving all interested stakeholders (children, researchers, developers, therapists) throughout the process
Implicit Learning and Deafness: from the Assessment to the Design and Implementation of a Serious Game-based Training for Deaf Children with Cochlear Implants
No full textExperiencing auditory deprivation during early childhood affects adversely children’s ability to process and acquire spoken languages. Deaf and hard-of-hearing children are therefore at risk of language delays. If compared with typically hearing peers, deaf children with cochlear implants are reported having poorer outcomes in spoken language and literacy, and that has been associated with deficient verbal working memory skills (Burkholder & Pisoni, 2003; Geers, 2003; Harris, et al., 2013; Pisoni & Cleary, 2003). Despite the ongoing investigation of the factors influencing speech, language, and literacy, large individual differences in language outcomes that are typically found in deaf children following cochlear implantation (Pisoni et al., 1999), and a considerable amount of this variability remains unexplained (Geers, 2002, 2006). A recent hypothesis suggests that it might be partially explained by deficits in implicit learning processes (Conway et al., 2009). Implicit learning is a domain-general ability to learn patterns of recurrent information without intention to learn, or awareness of the learning process. It was first described by Reber (1989) as an evolutionary precursor to explicit learning that happens incidentally, without intention, and in a manner that is opaque to explanation. It allows the implicit detection and elaboration of distributional statistical regularities that are recurring in inbound information. It plays a crucial role during the early stages of language development (Saffran & Kirkham, 2018; Romberg & Saffran, 2010), and is considered a fundamental mechanism for human development and everyday life (Abrahamse, 2012). According to the “auditory scaffolding hypothesis”, a lack of auditory stimulation at an early age, could affect language development directly due to the poor exposition to spoken language, and indirectly, adversely affecting implicit learning of linguistic regularities and therefore language development (Conway et al., 2009). This hypothesis is controversial and widely debated. In this thesis work, we investigated this hypothesis using two different paradigms: the artificial grammar learning and the simple reaction times. Our studies involved orally educated profoundly deaf children with cochlear implants between the age of 5 and 11 years old. These studies are described in the first part of the thesis. Their aim is to contribute to the lively discussion about cognitive processes behind language acquisition in deaf children with cochlear implants. Also, based on these findings, we aim to develop a serious-game-based training that could potentially boost the basic cognitive processes that are deficient in this population, hopefully maximizing the language learning potential of hard-of-hearing children and deaf children with cochlear implants. The design, the implementation and the cycles of user experience assessment of “SELEDE” (a SErious game for training sequence LEarning in DEaf children) are described in the second part of the thesis. Proposing a training as a serious game captivates the children’s interest, and contributing to the success of the training. SELEDE was developed in collaboration with Fondazione Bruno Kessler (Trento). It comprises three mini-games in which auditory and visual sequences are used to train implicit and explicit sequence learning processes. The games were implemented using a co-design approach in which psychologists, computer scientists, audiologists, and speech and language therapists were involved. The design process resulted in the development of a game prototype that has been subjected to two cycles of evaluation of the user experience. To the best of our knowledge, this might be the first known attempt for developing a training tool that integrates implicit and explicit learning processes. SELEDE could represent an innovative starting point for new interventions addressed to all those children who are showing difficulties in processing temporally and sequentially distributed pieces of information (e.g. language).Una deprivazione uditiva precoce, durante la prima infanzia, influisce negativamente sulla capacità dei bambini di elaborare ed acquisire il linguaggio parlato. I bambini con problemi di udito o sordi rischiano quindi di sviluppare in ritardo o in modo deficitario le abilità linguistiche. Se confrontati con i loro coetanei udenti, i bambini sordi con impianto cocleare ottengono risultati peggiori nelle prove di linguaggio orale e scritto, e questo è stato associato ad una minore efficienza della memoria di lavoro verbale (Burkholder & Pisoni, 2003; Geers, 2003; Harris, et al., 2013; Pisoni & Cleary, 2003). Nonostante l'indagine dei fattori che influenzano lo sviluppo delle abilità di linguaggio orale e dell’alfabetizzazione sia in costante evoluzione, gli studi che si occupano di bambini sordi con l'impianto cocleare tipicamente osservano grandi differenze individuali nei risultati ottenuti nelle prove linguistiche (Pisoni et al., 1999), e non sono ancora stati in grado di spiegare una porzione notevole di questa variabilità (Geers, 2002, 2006). Una recente ipotesi suggerisce che questa potrebbe essere parzialmente spiegata da un deficit nei processi di apprendimento implicito (Conway et al., 2009). Per apprendimento implicito si intende la capacità di elaborare ed apprendere modelli di informazione statisticamente ricorrenti, senza volontà di imparare o consapevolezza del processo di apprendimento. L’apprendimento implicito è stato descritto per la prima volta da Reber (1989) come un precursore evolutivo dell'apprendimento esplicito che avviene incidentalmente, senza intenzione, e al di fuori della consapevolezza. Esso permette l'individuazione e l'elaborazione implicita della distribuzione delle regolarità statistiche che ricorrono nelle informazioni in entrata. Svolge un ruolo cruciale nelle prime fasi dello sviluppo del linguaggio (Saffran & Kirkham, 2018; Romberg & Saffran, 2010), ed è considerato un meccanismo fondamentale per lo sviluppo umano e per l’adattamento alla vita quotidiana (Abrahamse, 2012). Secondo la "auditory scaffolding hypothesis", la mancanza di stimolazione uditiva in età precoce potrebbe influenzare lo sviluppo linguistico sia in modo diretto, a causa della scarsa esposizione alla lingua parlata, sia indirettamente, influenzando negativamente l'apprendimento implicito delle regolarità linguistiche e quindi lo sviluppo del linguaggio (Conway et al., 2009). Questa ipotesi controversa è stata recentemente ampiamente dibattuta. In questo lavoro di tesi, abbiamo indagato questa ipotesi utilizzando due diversi paradigmi sperimentali di valutazione delle abilità di apprendimento implicito: un compito di apprendimento di grammatiche artificiali e un compito basato sui tempi di reazione semplici. I nostri studi, descritti nella prima parte della tesi, hanno coinvolto bambini sordi profondi con impianto/i cocleare/i tra i 5 e gli 11 anni di età, con l’obiettivo di contribuire alla vivace discussione sui processi cognitivi alla base dell'acquisizione del linguaggio nei bambini sordi con impianto cocleare. Le conoscenze ottenute grazie a questi studi servono un secondo obiettivo, di tipo applicativo. Ossia, la creazione di un serious game che possa servire come training per esercitare i processi cognitivi di apprendimento carenti in questa popolazione, massimizzando, si spera, il potenziale di apprendimento linguistico dei bambini con problemi di udito e sordi con impianto cocleare. I processi di design, implementazione, ed i cicli di valutazione della user experience di "SELEDE" (a SErious game for training sequence LEarning in DEaf children) sono descritti nella seconda parte della tesi. Proporre un training sotto forma di videogioco può contribuire a catturare l'interesse dei bambini e ad accrescere le possibilità di successo. SELEDE è stato sviluppato in collaborazione con la Fondazione Bruno Kessler (Trento). Si compone di tre mini-giochi in cui sequenze uditive e visive sono utilizzate per allenare i processi di apprendimento di sequenze impliciti ed espliciti. I giochi sono stati realizzati seguendo un approccio di co-design nel quale sono stati coinvolti psicologi, tecnici informatici, medici audiologi, e logopedisti. Il processo di progettazione ha portato allo sviluppo di un prototipo di gioco che è stato sottoposto a due cicli di valutazione della user experience. Questo potrebbe essere il primo tentativo presente in letteratura di sviluppare uno strumento di training che integri entrambi i processi di apprendimento: impliciti ed espliciti. SELEDE potrebbe rappresentare un punto di partenza innovativo per interventi innovativi rivolti a tutti quei bambini che mostrano difficoltà nell'elaborazione di informazioni distribuite in sequenze temporali (es. linguaggio)
Exposure of key marine species to sunscreens: Changing ecotoxicity as a possible indirect effect of global warming
No full textSunscreens can induce ecotoxicological effects and may cause significant impacts in the aquatic ecosystem. In spite of that, ecotoxicological responses of key marine species to sunscreens are scarcely studied in Mediterranean ecosystems, and literature data are lacking. Furthermore, changes in water salinity induced by global warming could significantly affect the ecotoxicological responses of marine species exposed to sunscreens. This research focuses on the evaluation of ecotoxicological responses of Phaeodactylum tricornutum (algae), Corophium orientalis (macroinvertebrate), and Paracentrotus lividus (echinoderms) exposed to sunscreens, which include both chemical- and physical-based. This study, also, analyzes the changes in ecotoxicological responses of the tested species linked to increase in salinity. Results showed that salinity stress significantly increases the toxicity of sunscreens on the tested marine species. Physical-based sunscreens resulted in more toxicity at higher salinity than chemical-based ones toward C. orientalis and P. tricornutum. This study evidenced that risk classifications of sunscreens recorded under standard salinity conditions could be significantly different from that recorded in the natural environment under salinity stress. The collection of a complete dataset on the ecotoxicological effects of sunscreens on marine species tested under salinity stress could be useful to correctly weigh risks for the marine environment under possible future ecological changing scenarios following the global changing driver
L’acquisizione della lettura e della scrittura e i problemi di apprendimento della lingua scritta
No full text-‐Come imparano i bambini a leggere le parole? E a scriverle?
-‐Come sono rappresentate le parole scritte nella nostra mente?
-‐Perché scrivere in Inglese è più difficile che scrivere in Italiano?
-‐Cosa è la dislessia? E cosa sono la disortografia e la disgrafia?
-‐Come si comprende e produce un testo scritto?
-‐Perché sono importanti la lettura e la scrittura digitali
Il contributo degli studi sulla sordità al tema dell’apprendimento implicito
No full textStudies on language development in deaf children with cochlear implants typically show an extreme variability of the linguistic results obtained by this group. Recently, it has been hypothesized that this variability is a consequence of a deficit in domain-general processes of sequence learning. In this article, we discuss this hypothesis by presenting a review of studies that have explored the relationship between hearing loss, language deficits, and domain-general sequence learning deficits. Our review shows that the results of these studies are not always consistent. Possible explanations for the various findings present in the literature will be proposed and discussed. The contribution of deaf studies to the general investigation of the learning processes and to the rehabilitation practice will also be discussed
A methodology to plan periurban farmland areas: the case of the Plain of Lucca (Italy)
No full textThe study of effective planning models to rule the relationship between urban and rural areas, is a theme that already about two centuries ago, was faced in Europe to contain urban growth and to mantain fundamental spaces to ensure the survival of the population. A renewal approaches to planning could be the use of the Ecosystem Services theory. A planning that needs to utilise new concepts and tools able to build a sustainable relationship between consumption targets and carrying capacity of the resources in a territory. In particular, the paper focuses on the Plain of Lucca (Italy). It is proposed, therefore, a methodology to assist the planning process. A methodology developed with open source GIS using cadastral data, land-use data data on agricultural sector, and semi-structured interviews with local actors
Federico Fastelli, Epica dell’Ottobre. John Reed, la rivoluzione e il mito dei Dieci giorni che sconvolsero il mondo
No full textReview of Fedrico Fastelli, Epica dell'Ottobre. John Reed, la rivoluzione e il mito dei Dieci giorni che sconvolsero il mondo. Recensione a Epica dell'Ottobre. John Reed, la rivoluzione e il mito dei Dieci giorni che sconvolsero il mondo
Plastic levels in sediments closed to Cecina river estuary (Tuscany, Italy)
No full textThis study focuses on plastic distribution levels (shape, size, colour, type) in sediments from the coastal area of Cecina (Tuscany, Italy). Samples are collected in three sampling stations along six transect settled randomly along the shoreline and along the final tract of the Cecina river. Recorded plastic size ranges within 62.51–13,462 μm (average values 1591 ± 837 μm). Microplastics ( Fiber > Granule in each of the tested sampling site. Plastic litter levels recorded in study evidence low pollution compared to the existing literature supporting the occurrence of good environmental levels in Cecina coastline for the “Marine litter” descriptor
Plastic litter in sediments from the Croatian marine protected area of the natural park of TelašČica bay (Adriatic Sea)
No full textThis paper reports baseline levels of litter (macro, meso and microplastics) in sediments collected from different areas of the Croatian MPA of the Natural Park of Telaščica bay (Adriatic Sea, GSA n. 17). The distribution of total abundance according to size, for all analysed locations evidences that microplastics are the dominant fraction concerning item's numbers. In all analysed samples no macroplastics were found, while microplastics are 88.71% and mesoplastics are 11.29% of the total
A Spatial Integrated Database for the Enhancement of the Agricultural Custodianship Role (SIDECAR)—Some preliminary tests using Tuscany as a case-study Region
No full textAgriculture plays a fundamental role in the provision and regulation of Ecosystem Services. As a result, the loss of farmland or its mismanagement may consistently reduce community well-being. This problem is particularly felt in the Mediterranean area, where pedoclimatic conditions and high anthropic pressure on scarce resources are making rural systems more fragile. Policy is a very important driver in the promotion of sustainable agriculture and soil protection. However, it would appear that policy does not adequately address the scale and urgency of soil and environment protection issues. The complexity of factors that influence the role played by agriculture in territorial custodianship and Ecosystem service provision demands dynamic management tools, where information and territory are closely intertwined in providing adequate knowledge for intervention. This paper presents SIDECAR (Spatial Integrated Database for the Enhancement of the Agricultural Custodianship Role1), a decision support system (DSS) which aims to promote an integrated approach to planning, programming and design. SIDECAR is a database where several georeferenced data were merged and developed using a Geographic Information System (QGIS). It allows for the integration of spatialized information on land use, territorial biophysical characteristics, farm socio-economic characteristics, Common Agricultural Policy aid distribution, etc. SIDECAR has been tested in the Italian region of Tuscany where there is a high level of multifunctionality in agriculture and a great variety of contexts. Results show that the effectiveness of agricultural and spatial planning policies and their positive role for community well-being can be improved by considering: a) spatialized information; b) farm data used for forecasting agricultural trends at territorial level; c) the provision of ecosystem services by agriculture
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