1,721,180 research outputs found
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
Further evidence of poor comprehenders' difficulty with expressive writing: Exploring the role of inferences
Get PDFSeveral studies have demonstrated that children with poor reading comprehension abilities have weak expressive writing skills too. The aim of the present research was to establish whether poor comprehenders' low performance in expressive writing is mediated by the need to produce relevant inferences to construct the narrative. To do so, we compared two conditions: in one, the children's comprehension of the story relied partly on their ability to draw crucial causal inferences; in the other, all the information needed to follow the sequence of events was provided in pictures. Irrespective of the condition, poor comprehenders (aged 8-10 years) produced less effective written texts. Analyzing the use of connectives shed some light on the characteristics of the poor comprehenders' written narratives, which seemed to be less cohesive. The poor comprehenders tended to use more additive connectives than causal connectives, which is why their texts resembled a list of events with a description of each picture
Oral and written expression in children with reading comprehension difficulties,
No full textFrom literature it is known that children with reading comprehension difficulties have also problems in tasks requiring to tell a story in written or oral modality, in particular they present a low level of coherence of the productions.
None of the study, however, compared directly the performance of the two groups in the two modality (oral vs written), to understand whether modality affects poor comprehenders performance. With the aim of answering to this issue, we qualitatively and quantitatively compared the performance of good and poor comprehenders in oral and written expression narrative tasks.
Results showed differences between the two groups in most of the qualitative parameters, but in particular in text structure, where we found that poor comprehenders have a lower performance in the written expression task than in the oral one
Memoria di lavoro e comprensione del testo
No full textIl capitolo passa in rassegna gli studi che hanno approfondito la relazione fra memoria di lavoro e comprensione del testo
Ricordi falsi: Il ruolo del controllo delle informazioni irrilevanti in memoria di lavoro
No full textIl lavoro di Giuliana Mazzoni «Ricordi Falsi», analizzando i risultati
ottenuti nello studio dei falsi ricordi, prende in esame le classiche
spiegazioni di tale fenomeno a partire dal modello del source monitoring framework (Johnson, Hastroudi e Lindsay, 1993), alla Fuzzy-trace theory (Reyna e Brainerd, 1995) fino al modello metacognitivo di Mazzoni e Kirsch (2002). Nella prima parte dell’articolo, la breve rassegna dei dati ottenuti con il paradigma del misinformation effect (Loftus, Miller e Burns, 1978) evidenzia come, nel recupero dei ricordi legati ad un evento, la presentazione di un’informazione fuorviante interferisca in modo drammatico sul ricordo dei dettagli legati all’evento stesso, producendo quello che viene definito un falso ricordo. Mazzoni, Vannucci e Loftus (1998) hanno evidenziato che questo tipo di falso ricordo è influenzato dalle differenze individuali, contrariamente a quello che si osserva con il paradigma «DRM» (vedi Roediger e McDermott, 1995).
Queste riflessioni offrono una serie di spunti interessanti e possibili collegamenti con i più recenti studi sul funzionamento della memoria di lavoro e sul ruolo delle differenze individuali nei processi di controllo
The Working Memory of Musicians and Nonmusicians
Get PDFMusicians have superior performances compared to nonmusicians in many auditory perception tasks. This superiority extends to memory tasks such as the digit span. Literature suggests that the musicians' advantage unfolds along two axes: sensory modality (musicians perform better when the task is auditory) and task complexity (musicians tend to perform better in the forward and not-for example-backward digit span). In addition, it is unclear whether there are specific music abilities linked with improved performance in the digit span. Here, musicians and nonmusicians performed a digit span task that was presented aurally, visually, or audiovisually. The task was performed with or without a concurrent task (i.e., articulatory suppression) in order to explore the role of rehearsal strategies and also manipulate task complexity. Finally, music abilities of all participants were assessed using the Profile of Music Perception Skills (PROMS) test. Musicians had larger spans than nonmusicians regardless of the sensory modality and the concurrent task. In addition, the auditory and audiovisual spans (but not visual) were correlated with one subscale of the PROMS test. Findings suggest a general advantage of musicians over nonmusicians in verbal working memory tasks, with a possible role of sensory modality and task complexity
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