1,720,980 research outputs found
Il concetto di sé scolastico
No full textIl concetto di sé scolastico è importante per i risultati degli studenti. La ricerca ha dimostrato che influisce sul rendimento scolastico, sugli atteggiamenti nei confronti della classe, sul posizionamento nei test standardizzati. Gli studi hanno dimostrato la causalità tra bassi livelli di concetto di sé e percorsi scolastici più competitivi, ma pochi di questi sono riusciti a produrre risultati significativamente generalizzabili. Gli studi sul concetto di sé richiamano la storia del piccolo pesce pagliaccio Nemo che si addentra in mare aperto e viene catturato da un subacqueo: spinto dalla curiosità si ritrovò improvvisamente immerso in un grande acquario pieno di creature interessanti (ma decisamente intimidatorie!)
Learning by writing: The influence of handwriting and typing on novel word learning in typically developing readers and readers with dyslexia
No full textBackground: Writing-based spelling is crucial for acquiring written word knowledge, contributing to form lexical representations that integrate motor information. Modern educational settings incorporate multiple modalities, with typing increasingly complementing handwriting. However, evidence on their relative effectiveness in supporting orthographic and semantic learning, particularly when these processes are impaired, remains limited. Aims: This study examines the impact of the two writing modalities on the learning of orthographic and semantic information in typically developing (TD) children and those with developmental dyslexia (DD). Sample: Eighteen Italian middle school students with DD and eighteen age-matched TD readers participated. Methods: Participants learned a set of nonwords, varying in transcription regularity, paired with images, either through typing or handwriting. Their spelling and nonword-image association skills were then tested. Recorded metrics included accuracy, writing duration during learning and spelling tasks, and reaction time in the nonword-image mapping task. Results: TD children benefited from both writing modalities during learning. Crucially, the DD group showed better spelling and nonword-image association performance when learning occurred through typing. Accuracy in retrieving orthographic and semantic information was not significantly affected by the time spent handwriting or typing during learning. Performance differences based on transcription complexity provided insights into the extent to which children internalized lexical representations. Conclusions: Both writing modalities can support orthographic and semantic learning, but the complex graphomotor demands of handwriting may hinder novel word acquisition in dyslexic individuals. Incorporating typing into educational strategies could alleviate the cognitive load associated with handwriting and enhance word retention for these students
Physiological correlates of math ability in higher education
No full textBackground: Physiological responses offer a promising avenue for investigating emotional states associated with task performance. Yet, studies examining the physiological correlates of mathematical performance remain limited and conflicting.
Method: Here we investigated the relationship between math ability and three measures of physiological arousal (salivary cortisol, skin conductance, and heart rate variability) among 130 university students. We aimed to determine whether these associations varied across different levels of trait math anxiety and neuroticism.
Results: Results reveal that enhanced math ability was linked to an increase in cortisol overall and to either increase or decrease in skin conductance in students with low neuroticism depending on their field of study. Furthermore, distinct profiles of math anxiety, neuroticism, and physiological response emerged, displaying different math ability. No modulation by math anxiety and gender was found.
Conclusions: These findings emphasise the importance of incorporating neuroticism and students’ field of study for a comprehensive interpretation of physiological arousal in relation to math ability
Promuovere a scuola le competenze non-cognitive: Risorse per la ricerca, la formazione e la consulenza [Promoting non-cognitive skills in school: Resources for research, training and counseling]
No full textThe paper presents three projects carried out to promote students’ non-cognitive skills. The first two, were addressed to secondary school students and teachers. The focus was on personality, psychological capital, motivation to learn, and self-concept. The third project was addressed to primary school teachers. This last project focused on the relationship between classroom assessment, learning outcomes and non-cognitive factors. The first project was carried out over three years and provided the theoretical and methodological foundations of the two subsequent projects, realized during one school year. The scope of the paper is to discuss the main results and essential theoretical and methodological elements that have characterized each initiative. Despite the differences, the three projects share several common elements.Il contributo presenta tre progetti mediante i quali promuovere le competenze non-cognitive degli studenti. I primi due sono stati rivolti agli alunni e ai docenti di scuola secondaria di primo e secondo grado e hanno avuto come focus le seguenti dimensioni: personalità, capitale psicologico, motivazione ad apprendere, concetto di sé. Il terzo progetto è stato rivolto ai docenti di scuola primaria. Il primo progetto è stato realizzato nell’arco di un triennio, ha avuto molteplici articolazioni, di fatto ha posto le basi teoriche, metodologiche e di contenuto dei due progetti successivi. Questi ultimi sono stati realizzati, invece, nell’arco di singoli anni scolastici. Nonostante tali differenze, le tre iniziative condividono un nucleo di elementi comuni. Lo scopo dell’articolo è discutere gli esiti, gli elementi comuni e le differenze che hanno caratterizzato ciascuna iniziativa
Tra psicolinguistica e educazione
No full textSe la psicolinguistica si occupa di elaborare modelli che cercano di spiegare il funzionamento della produzione e della comprensione linguistica sulla base delle evidenze sperimentali raccolte, essa allora potrebbe essere utile per elaborare tecniche di insegnamento della lingua che si riferiscano ai principi psicologici che caratterizzano l’apprendimento e l’uso della lingua stessa. D’altra parte la glottodidattica potrebbe portare un utile contributo alla verifica delle teorie psicolinguistiche valutando nel contesto d’apprendimento l’efficacia di differenti tecniche didattiche derivate da modelli psicolinguistici diversi, apportando così una prova indiretta della validità della teoria psicologica che aveva dato origine alla scelta didattica
Effects of orthographic forms on the acquisition of novel spoken words in a second language
Full text linkThe orthographic forms of words (spellings) can affect word production in speakers of second languages. This study tested whether presenting orthographic forms during L2 word learning can lead speakers to learn non-nativelike phonological forms of L2 words, as reflected in production and metalinguistic awareness. ItalianL1 learners of English as a Second Language (EnglishL2) were exposed to EnglishL2 novel spoken words (pseudowords) and real words in association with pictures either from auditory input only (Phonology group), or from both auditory and orthographic input (Phonology & Orthography group, both groups n = 24). Pseudowords and words were designed to obtain 30 semi-minimal pairs, each consisting of a word and a pseudoword that contained the same target consonant, spelled with one letter or with double letters. In Italian double consonant letters represents a long consonant, whereas the English language does not contrast short and long consonants. After the learning phase, participants performed a production task (picture naming), a metalinguistic awareness task (rhyme judgment) and a spelling task. Results showed that the Phonology & Orthography group produced the same consonant as longer in double-letter than in single-letter lexical items, while this was not the case for the Phonology group. The former group also rejected spoken rhymes that contained the same consonant spelled with a single letter in one word and double letters in the other, because they considered these as two different phonological categories. Finally, the Phonology & Orthography group learned more novel words than the Phonology group, showing that orthographic input results in more word learning, in line with previous findings from native speakers
Technology and Cognition: Does the Device We Use Constrain the Way We Retrieve Word Meanings?
No full textWe examined the possible implication of two different technological tools, the touch screen and the keyboard, on cross-modal interaction in writing. To do this, we revisit experiments (e.g. [1]) that investigated the recovery of spatial iconicity in semantic judgment and applied them in writing to dictation. In the present experiment participants had to type or to handwrite on a touchscreen, in the upper part or in the lower part of the screen, words whose referents are typically associated with the top or the bottom part of space. In this way congruent (e.g. cloud at the top of the screen) or incongruent (e.g. cloud at the bottom of the screen) conditions were created. The hypothesis was that incongruent conditions give rise to a delay in starting to write more pronounced for touch screen session than for the keyboard one. Results are discussed in terms of embodied cognition theory
Numeracy Gender Gap in STEM Higher Education: The Role of Neuroticism and Math Anxiety
Full text linkThe under-representation of women in Science, Technology, Engineering, and Mathematics (STEM) is ubiquitous and understanding the roots of this phenomenon is mandatory to guarantee social equality and economic growth. In the present study, we investigated the contribution of non-cognitive factors that usually show higher levels in females, such as math anxiety (MA) and neuroticism personality trait, to numeracy competence, a core component in STEM studies. A sample of STEM undergraduate students, balanced for gender (N(F) = N(M) = 70) and Intelligent Quotient (IQ), completed online self-report questionnaires and a numeracy cognitive assessment test. Results show that females scored lower in the numeracy test, and higher in the non-cognitive measures. Moreover, compared to males’, females’ numeracy scores were more strongly influenced by MA and neuroticism. We also tested whether MA association to numeracy is mediated by neuroticism, and whether this mediation is characterized by gender differences. While we failed to detect a significant mediation of neuroticism in the association between MA and numeracy overall, when gender was added as a moderator in this association, neuroticism turned out to be significant for females only. Our findings revealed that non-cognitive factors differently supported numeracy in females and males in STEM programs
Two thumbs and one index: A comparison of manual coordination in touch-typing and mobile-typing
No full textInternational audienceno abstrac
The efficacy of grapheme-phoneme correspondence instruction in reducing the effect of orthographic forms on second language phonology
Full text linkThe orthographic forms (spellings) of second language (L2) words and sounds affect the pronunciation and awareness of L2 sounds, even after lengthy naturalistic exposure. This study investigated whether instruction could reduce the effects of English orthographic forms on Italian native speakers’ pronunciation and awareness of L2 English sounds. Italians perceive, produce, and judge the same sound as a short sound if it is spelled with one letter and as a long sound if it is spelled with a digraph, due to L1 Italian grapheme-phoneme correspondence (GPC) rules whereby double consonant letters represent long consonants. Totally, 100 Italian learners of English were allocated to two conditions (final n = 88). The participants in the explicit GPC (EGPC) condition discovered English GPC rules relating to sound length through reflection, explicit teaching, and practice; the participants in the passive exposure condition practiced the same words as the EGPC participants, but with no mention of GPCs. Pre- and postintervention production (delayed word repetition) and phonological awareness (rhyme judgment) tasks revealed no positive effects of the instruction. GPC instruction appears to be ineffective in reducing orthographic effects on L2 phonology. Orthographic effects may be impervious to change, whether by naturalistic exposure or by instruction
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