286 research outputs found
La prova CO-TT di updating di memoria di lavoro. Dati normativi e confronto fra la prestazione di bambini con sviluppo tipico e con problemi di comprensione del testo
No full textThe ability to update the content of working memory is a critical process to understand the role that working memory has in different aspects of cognition.
The objective of the research is to propose normative data on the updating test included in the CO-TT battery (Carretti, Cornoldi, Caldarola and Tencati, 2013), for primary school and secondary school.
The results show a linear increase in performance across the classes considered, more pronounced for primary schools than for secondary schools. The analysis of the relationship between text comprehension and updating also shows that poor readers remember fewer words and commit a greater proportion of intrusions than good readers
Evoluzione di alcune delle abilità implicate nella comprensione del testo in studenti dalla terza elementare alla prima media.
No full textThe paper examines the evolution of 10 specific reading comprehension abilities. We tested 782 students from third to sixth grade which performed
10 tests that explore the sub-skills individuated by De Beni, Cornoldi, Carretti and Meneghetti (2003). The results of this research showed that there are different pattern of abilities’ evolution: some abilities have a linear
increase across the four grades, whereas some others have a rapid increase from fourth and fifth grade. This set of tests is the performance level scale of a training program for the improvement of reading comprehension
La relazione fra lettura strumentale, comprensione da ascolto e comprensione del testo in studenti italiani.
No full textFrontiers Research Topic: “Improving working memory in learning and intellectual disabilities”
No full textThe Increase in Colored ProgressiveMatrices Test Performance in IndividualsWith Down Syndrome: A Qualitative andQuantitative Review
No full textIt is well known that a normal population improves its IQ test scores by about 3 points
per decade. This is called the Flynn effect and has been explained in different and
sometimes contrasting ways. Few and ambiguous data are available on any Flynn
effect in individuals with an atypical development, such as those with intellectual
disabilities: some studies report evidence of the Flynn effect, whereas others do not.
The main objective of the present study was to analyze the performance of individuals
with Down syndrome (DS) compared with a sample of typically developing (TD)
children in the Colored Progressive Matrices (CPM) test, which measures abstract
reasoning and is commonly used to estimate IQ, to see whether a Flynn effect is
present. Our results suggest that the Flynn effect in the DS population depends on
the individual’s age
Intrusioni in un compito di memoria di lavoro: E' solo un effetto categoria?
No full textNella prova di memoria di lavoro proposta da De Beni, Palladino, Pazzaglia
e Cornoldi (1998) il termine intrusione si riferisce a informazioni erroneamente inserite nel ricordo finale. Il numero di intrusioni è considerato solitamente come misura dell’efficienza del processo di controllo in memoria di lavoro, in quanto alcune ricerche hanno mostrato che soggetti con scarsa memoria di lavoro producono un maggior numero di intrusioni e in particolare intrusioni di parole maggiormente attivate. Nel test di span, le parole maggiormente attivate sono però anche parole appartenenti ad una stessa categoria. Introducendo nel test come controllo parole appartenenti ad una seconda categoria, abbiamo voluto valutare in che misura il maggior numero di intrusioni delle parole maggiormente elaborate, prodotto in questo tipo di compito, sia dovuto al fatto che queste sono più accessibili perché appartengono ad una ben specificata categoria
The effect of configuration on VSWM performance of Down syndrome individuals.
No full textBackground Recent studies have demonstrated that
individuals with Down syndrome (DS) present both
central and verbal working memory deficits compared
with controls matched for mental age,
whereas evidence on visuospatial working memory
(VSWM) has remained ambiguous.The present
paper uses a battery of VSWM tasks to test the
hypothesis that individuals with DS can also
encounter specific difficulties in VSWM.
Method Four tasks were administered to 34 children
and adolescents with DS and 34 controls
matched for verbal mental age. In two of these
tasks, participants had to remember a series of locations
sequentially presented on a matrix (spatialsequential
WM); in another two, they had to
remember locations simultaneously presented
(spatial-simultaneous WM).
Results and Conclusions Results showed that individuals
with DS are poorer than controls in the
spatial-simultaneous tasks, but not in the spatialsequential
tasks.These findings were not due to a
difference in speed of visuospatial processing. In fact, when performances of the two groups in
VSWM were compared using speed measures as
covariates, differences between groups remained. It
is suggested that the simultaneous VSWM deficit of
individuals with DS could be due to the request for
processing more than one item at a time
Editorial: Improving working memory in learning and intellectual disabilities
No full textThe last forty years of research have demonstrated that working memory (WM) is a key concept for understanding higher-order cognition. To give an example, WM is involved in reading comprehension, problem solving and reasoning, but also in a number of everyday life activities. It has a clear role in the case of atypical development too. For instance, numerous studies have shown an impairment in WM in individuals with learning disabilities (LD) or intellectual disabilities (ID); and several researchers have hypothesized that this can be linked to their difficulties in learning, cognition and everyday life. The latest challenge in the field concerns the trainability of WM. If it is a construct central to our understanding of cognition in typical and atypical development, then specific intervention to sustain WM performance might also promote changes in cognitive processes associated with WM. The idea that WM can be modified is debated, however, partly because of the theoretical implications of this view, and partly due to the generally contradictory results obtained so far. In fact, most studies converge in demonstrating specific effects of WM training, i.e. improvements in the trained tasks, but few transfer effects to allied cognitive processes are generally reported. It is worth noting that any maintenance effects (when investigated) are even more meagre. In addition, a number of methodological concerns have been raised in relation to the use of: 1. single tasks to assess the effects of a training program; 2. WM tasks differing from those used in the training to assess the effects of WM training; and 3. passive control groups. These and other crucial issues have so far prevented any conclusions from being drawn on the efficacy of WM training. Bearing in mind that the opportunity to train WM could have a huge impact in the educational and clinical settings, it seems fundamentally important to shed more light on the limits and potential of this line of research. The aim of the research discussed here is to generate new evidence on the feasibility of training WM in individuals with LD and ID. There are several questions that could be raised in this field. For a start, can WM be trained in this population? Are there some aspects of WM that can be trained more easily than others? Can a WM training reduce the impact of LD and ID on learning outcomes, and on everyday living? What kind of training program is best suited to the promotion of such changes
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