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Analisi di alcune abilita metacognitive implicate nella comprensione del testo scritto: caratteristiche evolutive e relazione tra competenza metacognitiva e abilita di lettura
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Path Learning From Navigation in Aging: The Role of Cognitive Functioning and Wayfinding Inclinations
Full text linkAging coincides with a decline in navigation and wayfinding abilities, but it is unclear to
what extent factors relating to a given individual may contribute to mitigating this decline.
The present study aims to analyze how older adults’ objective cognitive functioning
and self-reported subjective wayfinding inclinations predict their navigation performance.
Sixty-four older adults were assessed on their general cognitive functioning (all scoring
from 22 to 30 on the Montreal Cognitive Assessment, MoCA), visuospatial working
memory (VSWM), and perspective-taking abilities. Their self-assessed wayfinding
inclinations (such as their sense of direction, pleasure in exploring places, and spatial
anxiety) were also examined. Then participants learned a path in an environment
from video navigation and performed a route repetition task (which maintained the
same egocentric perspective as the learning phase), and a sketch map task (which
involved switching from an egocentric perspective used in the learning phase to an
allocentric perspective). The results showed that positive wayfinding inclinations (in
terms of pleasure in exploring) related to participants’ route repetition accuracy, while
their general cognitive performance (MoCA scores) related to their sketch map drawing
accuracy. Individual factors such as cognitive functioning and wayfinding inclinations
relate differently to older people’s navigation performance, depending on the demands
of the tasks used to test their environment learning
I test per la scuola. La valutazione psicologica ed educativa degli apprendimenti scolastici
No full textSviluppo dello stile attributivo e relazione con le componenti metacognitive in bambini dai 4 ai 10 anni
No full textPresent research aimed at studying the development of the attributional style and its links with the metacognitive aspects in children between 4 to 10 years. One hundred and forty-three subjects were submitted an attributional and a metacognitive questionnaire. Results showed that the ability to recognize that effort is the more important cause of success and failure in learning, memory and non-scholastic tasks emerges at 8 years around and can be considered as a precursor of the development of metacognitive aspects
Mental representations derived from spatial descriptions: the influence of orientation specificity and visuospatial abilities
No full textThis study aimed to investigate the orientation
dependence effect and the role of visuospatial abilities in
mental representations derived from spatial descriptions.
The analysis focused on how the orientation effect and the
involvement of visuospatial abilities change when survey
and route descriptions are used, and the initial and main
orientation of an imaginary tour. In Experiment 1, 48
participants listened to survey or route descriptions in
which information was mainly north-oriented (matching
the initial heading and main direction of travel expressed
in the description). In Experiment 2, 40 participants lis-
tened to route descriptions in which the initial orientation
(north-oriented) was mismatched with the main direction
of travel (east-oriented). Participants performed pointing
task while facing north vs south (Exp. 1 and 2), and while
facing east vs west (Exp. 2), as well as a map drawing task
and several visuospatial measures. In both experiments, the
results showed that pointing was easier while facing north
than while facing south, and map drawings were arranged
with a north-up orientation (with no difference between
survey and route descriptions). In Experiment 2, pointing
while facing east was easier than in the other pointing
conditions. The results obtained with the visuospatial tasks
showed that perspective-taking (PT) skill was the main
predictor of the ability to imagine positions misaligned
with the direction expressed in the descriptions (i.e.
pointing while facing south in Experiment 1; pointing
while facing north, south or west in Experiment 2).
Overall, these findings indicate that mental representations
derived from spatial descriptions are specifically oriented and their orientation is influenced by the main direction of
travel and by the initial orientation. These mental repre-
sentations, and the adoption of counter-aligned imaginary
orientations, demand visuospatial skills and PT ability in
particular
Influenza della memoria di lavoro e delle abilita metacognitive e sintattiche nella difficolta specifica di comprensione della lettura.
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