1,721,148 research outputs found
Finger counting habit and spatial-numerical association in children and adults
No full textSensory-motor experiences are known to build up concrete and abstract concepts during the lifespan. The present study aimed to test how finger counting habits (right-hand vs. left-hand starters) could influence the spatial-numerical representation in number-to-position (explicit) and digit-string bisection (implicit) tasks. The subjects were Italian primary school children (N= 184, from the first to the fifth year) and adults (N= 42). No general preference for right- or left-starting in the finger counting was found. In the explicit task, right- or left-starting did not affect performance. In the implicit task, the right-hand starters shifted from the left to the right space when bisecting small and large numbers respectively, while the left-hand starters shifted from the right to the left space with higher leftward bias for large numbers. The finger configuration in Italian children and adults influences the spatial-numerical representation, but only when implicit number processing is required by the task
L’approccio neurocostruttivista alla nascita pretermine
No full textIl presente capitolo introduce il lettore alla comprensione degli effetti della nascita pretermine sullo sviluppo alla luce dell’approccio neurocostruttivista, attraverso l’analisi dell’interazione tra i molteplici vincoli e le esperienze atipiche a cui i bambini nati pretermine sono esposti. Il capitolo descrive le traiettorie di sviluppo dei bambini nati pretermine, fornendo esempi di recenti ricerche che hanno analizzato la variabilità interindividuale, le relazioni tra domini e gli effetti a cascata nello sviluppo. La descrizione degli interventi proposti per la popolazione dei nati pretermine permette infine di riflettere sulla plasticità e sull’interazione tra fattori di rischio e di protezione nello sviluppo
Bambini invisibili ai tempi del Covid-19? La loro voce attraverso i racconti dei genitori.
No full textI bambini durante il lockdown, con la conseguente chiusura delle scuole e dei servizi educativi, sono stati in prima linea assieme alle loro famiglie nell’affrontare il nuovo modo di vivere che la pandemia ha imposto. I nostri bambini non sono stati quindi “invisibili” nell’affrontare questa pandemia, ma al contrario hanno combattuto con noi affrontando paure e preoccupazioni attraverso giochi, parole, narrazioni, musica e disegni. Il compito della comunità educante è quindi quello di rimanere unita nei prossimi mesi per continuare ad ascoltare e dare voce ai bambini, mettere in luce tutte le loro risorse, comunicare con loro e aiutarli nel comprendere il difficile momento che stiamo affrontando
Who Stands Up? Analyzing Students’ Drawings of the Ideal Bullying Defender
Full text linkWhile prior studies investigated predictors of defending behaviors, less is known about how students themselves view defenders. This study aimed to examine how students portray defenders through an ecological drawing task. We invited 122 Italian low secondary school students to draw themselves and their “ideal defender.” Drawings were analyzed for aspects such as defender gender, character type (peer, adult, or fantastical), behavior (oriented towards the victim or the bully), and relational dimensions with the drawing's creator (cohesion, distancing, similarity, and value), and examined for gender disparities. Chi-square tests and one-way Student's t-tests were conducted using R software. Most students illustrated defenders as peers and represented victim-supportive behaviors (e.g., embracing the protagonist). Female students depicted defenders mostly as same-gender peers, whereas male students often chose powerful or fantastical figures (p = .006). Relational analysis showed that female participants displayed higher cohesion (p = .045), more joint activities with the ideal defender (p = .035), and similarity in height (p = .012), whereas male students exhibited more distancing (p = .020). These results underscore the pivotal role of peer support in anti-bullying initiatives, suggesting that enhancing relational skills and cohesion among students can strengthen their collective responsibility toward each other
Il fenomeno del cyberbullismo: un percorso di lettura e filmografico
No full textA partire dagli anni 2000, la letteratura sul bullismo comincia ad affrontare il tema emergente del cyberbullismo.
La proliferazione di studi e di progetti in ambito nazionale e internazionale, comunque, non deve fare pensare che in letteratura esista un consenso unanime sulla definizione e sulle strategie di ricerca più idonee per indagare il fenomeno del cyberbullismo. Alcune tematiche si impongono alla nostra attenzione, sia per la loro rilevanza per la comprensione del fenomeno sia per il numero di ricercatori che, in tutto il mondo, cercano di esplorare ambiti e variabili connessi al cyberbullismo. Partendo da queste riflessioni, nei paragrafi successivi saranno discussi criticamente la definizione del fenomeno, la relazione tra bullismo tradizionale e cyberbullismo, le caratteristiche del cyberbullismo e i programmi di intervento, con particolare attenzione alla realtà italiana. La ricerca sul cyberbullismo è perennemente “in progress” per il rapido evolversi delle tecnologie di comunicazione elettronica: basti pensare a Facebook che compare sulla scena a partire dal 2006 o alla rapida evoluzione dei telefoni cellulari da dispositivi per la comunicazione a voce o via SMS a dispositivi integrati e connessi ad Internet. Le sfide sono quindi molteplici, e non potranno prescindere da una sempre più stretta integrazione tra la dimensione offline e online dell’esperienza umana
Predictors of Children’s Early Numeracy: Environmental Variables, Intergenerational Pathways, and Children’s Cognitive, Linguistic, and Non-symbolic Number Skills
Full text linkEarly numeracy skills in preschool years have been found to be related to a variety of
different factors, including Approximate Number System (ANS) skills, children’s cognitive
and linguistic skills, and environmental variables such as home numeracy activities.
The present study aimed to analyze the differential role of environmental variables,
intergenerational patterns, children’s cognitive and linguistic skills, and their ANS in
supporting early math skills. The sample included 64 children in their last year of
kindergarten and one parent of each child. Children were administered a battery of
cognitive and linguistic tasks, and a non-symbolic comparison task as a measure of
ANS. Parents were administered similar tasks assessing cognitive skills, math skills, and
ANS skills (estimation and non-symbolic comparison), together with a questionnaire on
home numeracy. Results showed that home numeracy predicted children’s early math
skills better than a number of parent and child variables. Considering children’s skills,
their ability in the non-symbolic magnitude comparison task was the strongest predictor
of early math skills. Results reinforce the importance of the role of home numeracy
activities and children’s ANS skills above that of parents’ math skills
Cyberbullying among Italian students: an explorative study of bullying through new technologies and its psychological impact.
No full textCYBERBULLYING AMONG ITALIAN STUDENTS: AN EXPLORATIVE STUDY OF BULLYING THROUGH NEW TECHNOLOGIES AND ITS PSYCHOLOGICAL IMPACT.
Genta M. Luisa, Brighi Antonella, Guarini Annalisa
Department of Psychology, University of Bologna, Italy
Cyberbullying is a repeated intentional attack through Internet and or other electronic technologies (Patchin e Hinduja, 2006).
Although Internet is a widely used tool for promoting socialization among young adolescents, in economically advanced countries is reported a remarkable use of it as an offending and aggressive tool. Through the net many adolescents receive threats, embarrassing video are shared in order to humiliate someone, isolation or open attacks toward some members are also reported. Our research aims at investigating the peculiar feature of cyberbullying in the Italian context, comparing it with traditional physical or relational “face-to-face”bullying, since the new media such as the electronic messages and videos create new environment where the acquired knowledge on bullying must be considered from a different perspective. A particular issue to be explored are the psychological correlates of the bullying action on the victims: very few researches explore, in fact, the possible effects of a de-syncronized relationship between the bully and the victim, and the peculiar context where the bully does not receive any direct emotional feedback from his victim, as it happens in the cyberg context.
Our research will report data from schools in central Italy (N=500), concerning the distribution of traditional and cyberbullying through a questionnaire-based methodology. In particular, we’ll focus on the different perceived psychological effects of the two forms of bullying, with an emphasis on those students which describe theirselves as victims. Also the relationship between psychological effects and personality dimensions such as loneliness and self-esteem will be explored and discussed
Psychological wellbeing and the use of the internet in adolescence
No full textRather than seeing information and communication technologies as dangerous for young people's mental health, we propose the adoption of a more articulated vision of risk pathways. The two relational experiences offered by the online and the offline dimensions should not be considered as dichotomous but as integrated. The online and offline environments represent social worlds placed along a continuum that requires a restructuring and reorganization of relations, nested in a complex system
What roles matter? An explorative study on bullying and cyberbullying by using the eye‐tracker
Full text linkBackground: Bullying and cyberbullying are serious public health concerns that involve more roles beyond the bully and the victim (pro-bullies, defenders, bystanders). However, students often perceive the phenomena as dyadic.Aim: The purpose was to examine students' perceptions of different roles when observing bullying and cyberbullying scenes combining implicit (attention by using the eye-tracker) and explicit (verbal reports) measures.Sample: We included 50 Italian students (aged 10-11).Methods: Students watched 12 drawings of different types of bullying and cyberbullying while their gaze was tracked, and subsequently described each drawing verbally. We ran repeated measure ANOVAs to compare attentional indexes (fixation count, visit count and total fixation duration) in observing roles and Cochran's Q test to evaluate differences in the verbal identification of roles.Results: Overall, the victim and bully were the most observed and identified roles in every type of bullying and cyberbullying scenario. Concerning the other roles, a discrepancy was observed between the implicit and explicit measures since although it was greatly identified, the pro-bully received less attention, and while the bystander received great attention, it was mentioned less. Finally, the defender was more observed and identified in physical bullying and cyberbullying.Conclusions: Our study points out for the first time the dyadic perception of the phenomena among adolescents using implicit and explicit measures and sheds light on differences among the roles in different forms of bullying. Further research including the eye-tracker would be worthwhile given the possibility of exploring the phenomena from different perspectives
Eye-Movements in a Text Reading Task: A Comparison of Preterm Children, Children with Dyslexia and Typical Readers
No full textPreterm birth is associated with weaknesses in reading skills that are usually less severe than those of children with dyslexia. To understand the characteristics of reading processes in preterm children, we adopted a cross-population and multi-modal approach comparing eye movements in reading tasks among three groups: children with preterm birth, children with a diagnosis of dyslexia, and children with typical development. The study involved 78 participants (10.5 years). Eye movements (number and duration of fixations, amplitude and number of saccades, number of regressions) were recorded during the silent reading of two texts; cognitive and reading standardized tasks were also administered. Children with dyslexia had more fixations and more frequent and smaller saccades compared to the preterm group and children with typical development. They also showed more regressions compared to the control group. Preterm children showed shorter fixations compared to the other groups. Cognitive and reading standardized tasks confirmed severe delays in reading in children with dyslexia and some weaknesses in text reading speed and comprehension in preterm children. These results are discussed with reference to candidate mechanisms that underlie reading processes in preterm children and considering possible implications for research
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