1,721,049 research outputs found
A task to assess grammatical gender representation in preschool Italian children
No full textThe aim of the current work is propose validation and standardization of the task devised by Belacchi and Cubelli (2012) to evaluate implicit grammatical gender representation in Italian preschool children, since no specific assessments are available.The assessment is composed by 64 photos of animals whose name has different formal indexes, representatives of Italian names' grammatical gender: referential (sexed exemplar); epicenes with different indexes (phonological-i.e., ending; syntactic-i.e., determiner; phonological + syntactic-i.e., ending + determiner). Norms have been obtained for specific age ranges (3 to 5 years) that allow to detect both typical and atypical language development
How taxonomic and thematic associations in semantic memory modulate recall in young through old-old adults.
No full textThe aim of the current study was to investigate how the taxonomic and thematic organization of semantic long-term memory affected the recall performance of adults and older participants on a complex semantic working memory (SWM) task. Taxonomic and thematic classification are the two main systems used to organize knowledge: taxonomic information is hierarchically structured and typically independent of space and time, whereas thematically-grouped concepts are horizontal and strictly context-dependent. Generally, thematic connections (more intuitive and experience-based) are formed earlier in development, while taxonomic links (more abstract and logic-based) are acquired later. We set out to explore whether this developmental pattern reverses with age, hypothesizing that the more complex form of memory organization (i.e., taxonomic) would play a lesser role in facilitating recall in the old, whereas thematic organization would be better preserved. Participants (aged 18 to 85 years) were asked to recall 60 words in sets of increasing span; the words were featured in lists organized to force a taxonomic association, a thematic association, or no semantic association. The results clearly showed that task accuracy varied more across age groups for taxonomically-linked items than for thematically-linked ones
SIMPOSIO: Costruzione delle abilità lessicali e morfosintattiche in bambini prescolari con sviluppo tipico e atipico: il ruolo dei fattori cognitivi e linguistici
No full textRuolo della Memoria di Lavoro Semantico-Verbale (MLSV) nella comprensione del testo scritto in allievi di Scuola Primaria
No full textIl ruolo della Memoria di Lavoro Semantica (MLS) e di diversi tipi di Abilità Cognitive nella comprensione di testi in allievi con Disturbo Specifico di Apprendimento (DSA).
No full textParlare con i bambini. L'interazione comunicativa nello sviluppo normale e patologico
No full textIl libro approfondisce concetti critici che fondano lo sviluppo di capacità comunicative e la la costruzione dell’individualità attraverso l’intersoggettività. Nella relazione con figure di adulti significativi il bambino non solo apprende forme e contenuti convenzionali che consentono scambi comunicativi ma coopera alla produzione di rappresentazioni originali della realtà, in un processo in cui è fondamentale il contesto e l’interpretazione dell’intenzionalità reciproca. Nel libro si delinea il percorso di sviluppo delle itnerzioni fra adulto e bambino, con sviluppo tipico e atipico, con particolare riferimento all’autismo e alla sindrome di Down. Si evidenziano i legami fra cognizione e affettività e si approfondisce il ruolo dell’adulto nello sviluppo della rappresentazione del mondo esterno e dell’elaborazione concettuale e linguistica del mondo interno proprio e altrui, esaminando gli stili di comunicazione che caratterizzano la relazione e l’interazione psicoeducativa
Semantic memory and reading comprehension: The relationship through adulthood and aging
No full textLiterature shows a relationship between working memory and reading comprehension during lifespan and aging. In addition, a difference between genres of text was shown: the expository text affects the already limited cognitive resources of the older adults, whereas narrative text comprehension seems to be preserved. Undoubtedly, also semantic knowledge plays a key role in reading comprehension; though, and to our knowledge, there are no studies clearly showing the relation between semantic knowledge and reading comprehension in aging.
In the current study we administered to younger adults and older adults a semantic working memory task, two word-span tasks and two reading comprehension tests (narrative and expository genre) to investigate the role of semantic knowledge during comprehension.
In line with previous findings we found that younger adults used flexibly either taxonomic or thematic knowledge, whereas the older adults mainly used thematic knowledge (better preserved from age-related decline). Originally, we found that in younger adults, thematic knowledge accounted for narrative text comprehension, whereas backward span performance accounted for expository text comprehension. On the contrary, in older adults no specific predictors were found for narrative text comprehension, whereas both thematic knowledge and education level were significant predictors of expository text comprehension. Results were discussed in the light of the possible protective role of some factors such as education level and mostly, as an instance of cognitive reserve exemplified by use of thematic knowledge as a residual abilit
Lo sviluppo della competenza definitoria in soggetti con deficit cognitivi e normodotati.
No full text
- …
