1,720,984 research outputs found
Symbolic and non-symbolic predictors of number line task in Italian kindergarteners
Full text linkThe number line estimation task (NLE) is often used as a predictor for broader measures of mathematical achievement. In spite of its popularity, it is still not clear whether the task is based on symbolic or non-symbolic numerical competence. In particular, there is only a very limited amount of studies investigating the relationship between NLE performance and symbolic vs. non-symbolic math skills in children who have not yet begun formal schooling. This study investigates the strength of the association between NLE performance and symbolic and non-symbolic tasks in young kindergarteners. Ninety two 5-year-old children completed the NLE task (range 0-100) and a battery of early numerical competence tests including symbolic-lexical tasks, symbolic semantic tasks, and non-symbolic semantic tasks. The relationship between symbolic and non-symbolic early numerical competence and NLE performance was analyzed using a regression model based on the Bayesian Information Criterion (BIC). Results show that only symbolic semantic tasks are significant predictors of NLE performance. These results suggest that symbolic numerical knowledge is involved in number line processing among young children, whilst non-symbolic knowledge is not. This finding brings new data to the debate on the relationship between non-symbolic numeral knowledge and symbolic number processing and supports the evidence of a primary role of symbolic number processing already in young kindergarteners
Phonological and lexical reading in Italian children with dyslexia
Full text linkIn this study we explore the development of phonological and lexical reading in dyslexic children. We tested a group of 14 Italian children who have been diagnosed with dyslexia and whose reading age is end of grade 1. We compared this group with a group of 70 typically developing children who have been tested for reading at the end of grade 1. For each dyslexic child we also selected a participant who was attending the same grade, was close in age, and showed typical reading development when tested with a narrative passage reading task (Cornoldi, Colpo, & Gruppo MT, 1981) for correctness and reading speed. Children in this group are "same grade controls." We used a reading task consisting of 40 three syllables words. A qualitative and quantitative method of coding children's naming allowed us to distinguish several components of their reading performance: the grapheme and word recognition, the size of orthographic units involved in the aloud orthography-phonology conversion, the reading process used to recognize words. The comparison of the dyslexic group with the reading age and the same grade control groups reveals different trends of delayed reading processes. Considering dyslexic children's chronological age, lexical reading is greatly delayed. Considering dyslexic children's reading age, the type of reading process that is more deeply delayed is phonological reading. The rate of fragmented phonological reading (i.e., a type of syllabized phonological reading) is much higher in dyslexic children compared to the reading age group, suggesting that some factors undermine the possibility of internalizing the orthography-phonology conversion and the blending processes
La comprensione del sarcasmo in età scolare: variabili di contesto, processi linguistici e abilità metarappresentative.
No full textNumerosi studi hanno mostrato il ruolo centrale delle variabili di contesto e delle abilità metarappresentative nella comprensione del sarcasmo in età scolare, mentre risulta meno studiata la relazione con le abilità linguistiche strutturali di base. In questo studio abbiamo indagato la relazione tra comprensione del sarcasmo, abilità metarappresentative e competenze linguistiche generali, sottoponendo un campione di 87 bambini con sviluppo tipico di prima, terza e quinta classe della scuola primaria a delle prove di comprensione del sarcasmo, ideate ad hoc per elicitare diverse situazioni di contesto comunicativo, prove di Teoria della Mente di I e II ordine e misure di abilità linguistiche generali. I risultati hanno indicato che la comprensione del sarcasmo è influenzata dalle variabili di contesto e correla con le abilità linguistiche e metarappresentative
LO SVILUPPO SEMANTICO IN BAMBINI PRESCOLARI CON DISTURBO SPECIFICO DEL LINGUAGGIO
No full textXXII Congresso Nazionale AIP Sezione Psicologia dello svilupp
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