1,721,046 research outputs found
Ethics in psychology: The new topics of online research
No full textIn these few lines will provide for reflection in response to what has emerged in the investigation of Molina and Pasini (2020) with respect to the practices and ethics training in psychological research. In particular, in this context, the reflection concerns the changes that occurred during the pandemic in terms of psychological ethics, with the advent and increase of online research as well as of the remote clinic. It is important to reflect and train future professionals on these issues and on the ethical aspects involved
Inhibition as a family of functions: The case of reading comprehension and reading comprehension difficulties
No full textComponents of reading comprehension and scholastic achievement
No full textThe aim of this study was to understand whether the reading comprehension process is better explained by a single or by
multiple factors. 184 students (9 to 13 years old) were presented with a recently devised battery of tests, that measure ten aspects of
reading comprehension. Structural equation modelling showed that a two factors model better accounts for the data compared to a
one or a three factors model. Results confirmed the hypothesis which distinguishes between ‘basic’ and ‘complex’ aspects of
reading comprehension. The second goal of the study was to analyze the relationship between the two-components model and
scholastic achievement. Our results highlighted that the more ‘complex’ aspects of reading comprehension, reflecting some
metacognitive knowledge and control processes, are the better predictors of scholastic achievement
Working memory and fluid intelligence: examining the relationship between several working memory tasks and the coloured progressive matrices
No full textThe role of working memory updating in Coloured Raven Matrices performance in typically developing children and individuals with mental retardation
No full textPath Learning in Individuals With Down Syndrome: The Floor Matrix Task and the Role of Individual Visuo-Spatial Measures
Full text linkEnvironment learning is essential in everyday life. In individuals with Down syndrome (DS), this skill has begun to be examined using virtual exploration. Previous studies showed that individuals with DS can learn and remember paths in terms of sequences of turns and straight stretches, albeit with some difficulty, and this learning is supported by their cognitive abilities. This study further investigates environment learning in the DS population, newly examining their ability to learn a path from actual movements, and to learn increasingly long paths, and how their performance relates to their visuo-spatial abilities and everyday spatial activities. A group of 30 individuals with DS and 30 typically-developing (TD) children matched for receptive vocabulary performed a 4 × 4 Floor Matrix task in a grid comprising 16 squares (total area 2.3 × 2.3 meters). The task involved repeating increasingly long sequences of steps by actually moving in the grid. The sequences were presented in two learning conditions, called Observation (when participants watched the experimenter’s moves), or Map (when they were shown a map reproducing the path). Several visuo-spatial measures were also administered. The results showed a clear difference between the two groups’ performance in the individual visuo-spatial measures. In the Floor Matrix task, after controlling for visuo-spatial reasoning ability, both groups benefited to the same degree from the Observation condition vis-à-vis the Map condition, and no group differences emerged. In the group with DS, visuo-spatial abilities were more predictive of performance in the Floor Matrix task in the Observation condition than in the Map condition. The same was true of the TD group, but this difference was much less clear-cut. The visuo-spatial working memory and visualization tasks were the strongest predictors of Floor Matrix task performance. Finally, the group with DS showed a significant relation between Floor Matrix task performance in the Observation condition and everyday spatial activity. These results enlarge on what we know about path learning in individuals with DS and its relation to their visuo-spatial abilities. These findings are discussed within the frame of spatial cognition and the atypical development domain
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
Social, emotional, and behavioral skills in students with or without specific learning disabilities
Full text linkSocial, emotional, and behavioral (SEB) skills are key factors for academic and non-academic outcomes, but no previous studies deepened SEB skills of students with specific learning disabilities (SLD). We used the Behavioral, Emotional, and Social Skills Inventory (BESSI) to systematically investigate i) differences in social engagement, self-management, innovation, emotional resilience, and cooperation skills and ii) the interaction effect between skills and group on academic achievement and life satisfaction. In a sample of 2965 students (1589 females, M = 15.5 years, SD = 2.0), 359 of whom reported a SLD, we found differences in self-management (d = −0.28), innovation (d = −0.25), and social engagement (d = −0.19) skills. Furthermore, higher SEB skills do not guarantee higher academic achievement in the SLD group, while their role is similar in the two groups for life satisfaction. Overall, students with SLD may benefit from interventions to improve knowledge and use of SEB skills
What happens to information to be suppressed in working memory tasks? Short and long term effects
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