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LA DOGA NON E' LA MOGLIE DEL DOGE: PROPOSTA DI UN MODELLO DI SVILUPPO DELLA COMPETENZA DEFINITORIA
No full textTwenty subjects for each of the following age levels: 5;4 – 7;11 – 9;10 – 13;4
– 20;4 were submitted to a definition task using the italian version of the Stanford-Binet
(L – M Form) Vocabulary Scale. The aim of the study was to identify the main
trends in the development of definitional skills, assuming that both appropriate contents
and correct and complete linguistic forms do contribute to make good definitions.
These two kinds of components, however, are analyzed separately, and the acquisition
of more and more complex morpho-syntactic structure is considered the basic process
which characterizes the shift from natural to metalinguistic definitions. While the
former simply describe objects, events, properties, etc. referred to by the definiendum,
the latter establish an equivalence/substitution relationship between the definiendum
and the definiens. Five levels of definitional skills were identified, from Level I (Non
Verbal or No Responses) to Level V. At this higher level, complex periphrases express
the correct meanings of the stimulus word in terms of both superordinate or other abstract
terms (genus proximum) and discriminating predicates (differentia specifica). As
for the intermediate levels, Level II is characterized by the use of single words as a response
to the stimulus word; Level III, by the production of incomplete syntactic structures;
Level IV, is characterized by syntactically complete, selfsufficient utterances and
by the systematic use of the copula but not yet by discriminating contents. Data show a
decline of Level I, II and III responses, an increase of Level IV and of Level V responses,
as a function of age
LO SVILUPPO DELLA COMPETENZA DEFINITORIA IN SOGGETTI INSUFFICIENTI MENTALI E NORMODOTATI
No full textTwenty subjects for each of the following groups: Normal, Down, and Mentally
Handicapped subjects (Non Down) of the same Mental Age (M = 6;6) were submitted to a definition
task, using the italian version of the Stanford-Binet (L – M Form) Vocabulary Scale. A developmental
model was used based on five levels of performance, from Level I (Non Verbal or No Responses)
to Level V characterized by definitions in which both content and form are correct –
mainly of the: «a ... x ... is a ... y ... that ...» type. According to this model, what leads subjects
from the lowest to the highest level of definitional skill is not only their increasing conceptual
knowledge but mainly their growing capacity to use syntactically correct and complex sentences
to express that knowledge. Level II is characterized by the use of single words as definens; Level
III, by the production of longer but syntactically incomplete structures; Level IV, by complete, i.e.
selfsustaining utterances. According to the hypothesis: a) mentally handicapped subjects are expected
to perform as the normal ones with the same mental age: b) given the young age of the
subjects of the present study, a high amount of Level I and a low amount of Level IV and V responses
are predicted; c) the intermediate levels (II and III) are expected to obtain the highest frequency
of responses; d) mentally handicapped subjects, particularly the Down group, are expected
to prefer the use of utterances requiring the simplest morphosyntactic structures.
Data confirm the hypothesis; furthermore, they show a correlation between the definitional
performance of both the mentally impaired groups and their I.Q., Mental Age and even Chronological
Age
Valutare la competenza definitoria. La Scala Co.De. in ambito clinico e nello sviluppo tipico
No full textL’abilità di definire le parole costituisce un’acquisizione fondamentale per la
costruzione dell’intersoggettività, nella misura in cui rende possibile la condivisione
interpersonale delle rappresentazioni mentali.
Il volume presenta la nuova versione di uno strumento di valutazione della competenza
definitoria (Scala Co.De.) dall’età prescolare all’età adulta. Attraverso le evidenze
di numerose ricerche si mostra come la competenza definitoria implichi un
atteggiamento conoscitivo riflesso, astratto e decentrato sul mondo esterno ed interno,
ovvero una consapevolezza di tipo meta-cognitivo e meta-linguistico che integra
diversi tipi di capacità cognitive e comunicativo-relazionali. In particolare, sulla base
di uno studio di standardizzazione della Scala Co.De. sulla popolazione italiana, si
forniscono norme psicometriche per diverse fasce di età. Tali valori normativi costituiscono
un utile punto di riferimento per la valutazione delle prestazioni di individui
sia con sviluppo tipico che nell’ambito clinico, ovvero in presenza di deficit
cognitivi, difficoltà di apprendimento, difficoltà socio-relazionali e anche sindromi
psichiatriche.
Il volume, per la sua rilevanza teorica e applicativa, si rivolge agli studenti di diversi
percorsi universitari, ma anche a molteplici categorie di professionisti: psicologi,
psico-pedagogisti, logopedisti e insegnanti
Competenza definitoria e metalinguistica in bambini con Difficoltà di Apprendimento
No full textThe aim of the study was to analize definitional skills and metalinguistic acquisition in children with learning disabilities. Participants were 13 children with learning disabilities (mean age 9.2 years) and 13 typically devloping children (mean age 8.4 years). A definitional task presenting 24 terms (nouns, verbs and adjectives, either concrete or abstract) and a task examining 6 differents aspects of metalinguistic awareness were used. Results show a better performance on definitional task and on two components of metalinguistic awareness (syntactic awareness and literacy) in typically developing children. The rle of morpho-syntactic competence and metalinguistic abilities of the groups is discussed
IL LOCK BOX DI GOODMAN: UNO STRUMENTO PER LA VALUTAZIONE DELL'APPROCCIO COGNITIVO A SITUAZIONI PROBLEMICHE NUOVE IN BAMBINI IN ETA' PRESCOLARE
No full textThe role of type of sentence in the Listening Span Test: Descriptive vs categorical sentences
No full textSemantic representation and Verbal Working Memory: the impact of schematic knowledge on word recall in children at different age levels
No full textThe aim of the present study was to examine factors that could influence whether recall performance in a Verbal Working Memory task (Listening Span Test) would benefit from the schematic knowledge of the long-term semantic memory. More specifically, we investigated whether children would benefit from sentence simply reporting typical properties of objects or when the sentences were stereotypical knowledge structures of everyday routine events of general goals.
A total of 120 children, aged 6.5 to 13.3, and 30 additional adults participated in the study. Sentences presenting concrete items in their typical organized contexts (Scripted) were compared with sentences simply describing them (Descriptive), and were balanced in True and False statements. The results show that words recall is better in Scripted than in Descriptive sen- tences at every age level and in True vs. False statements. Scripted sentences also give rise to more intrusions.
The specific contribution of this study lies in its focus on the ecological validity of this kind of semantic organization, which appears to support Working Memory processes even from early phases of development
Relazione tra bullismo, empatia ed autoefficacia percepita in un campione di adolescenti
No full textIl presente studio ha indagato le relazioni tra coinvolgimento in episodi di bullismo mediante l’assunzione di differenti ruoli, la responsività empatica e l’autoefficacia percepita in un campione di ragazzi di scuola media. I risultati hanno mostrato una relazione negativa tra l’assunzione di comportamenti di prepotenza (scale pro-bullismo) e il livello di responsività empatica dei ragazzi, soprattutto nella componente più “emotiva” (empathic concern). Al contrario, questa dimensione è risultata positivamente correlata con la tendenza ad assumere comportamenti di aiuto nei confronti delle vittime (scala difensore). Per quanto riguarda la seconda dimensione, sono emerse delle relazioni negative tra i ruoli pro-bullismo e diverse componenti dell’autoefficacia percepita, sia rispetto al successo scolastico che alle relazioni con gli altri (autoefficacia regolatoria ed autoefficacia nel soddisfare le aspettative altrui). Al contrario i ruoli di Difensore ed Esterno correlano positivamente con quasi tutte le dimensioni dell’autoefficacia percepita
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