1,721,046 research outputs found
Going abroad or staying home? Students’ motivation for, and educational aspects of, studying abroad programs
No full textSeveral studies have reported high level of satisfaction and significant cognitive growth by university students taking part in studying abroad programs (e.g. Wier-Jenssen, 2003, Frish, 1990), as well as a greater appreciation of cultural differences (Haloburdo & Thompson, 1998). Given that only a minority of students participates in such programs, it is important to assess that the results are not (wholly) attributable to some sort of self-filtering mechanism such that students that are more cognitively mature and more sensitive to cultural diversity are more keen to apply for such programs. We will present the results of a study in which we constructed two questionnaires, one for students who took part in a study abroad program and one for students who did not study abroad. The results show interesting differences but also similarities between the two groups of students, highlighting the role of both personal and educative factors
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
Il critical thinking e l'arte di ragionare bene
No full textIn questo lavoro si perseguono due finalità principali. In primo luogo si cercherà di mostrare come, per quanto sia importante, la psicologia del ragionamento da sola non possa bastare per istruire al corretto ragionare e come questa debba essere integrata da una disciplina diversa – il cosiddetto critical thinking – che costituisce uno strumento didattico importante per la formazione di individui capaci di ragionare bene. Si cercherà di fare chiarezza sul legame tra competenze e conoscenze che, a nostro avviso, il critical thinking dovrebbe essere in grado di promuovere e sull’importanza di questo insieme per l’apprendimento del ragionare bene. In secondo luogo ci si concentrerà sul buon ragionamento e sul problema di determinare cosa è effettivamente legittimo attendersi da persone capaci di esercitarlo. Meno ottimisticamente di quanto ipotizzato nella parte finale dell’articolo di Bucciarelli, si rileverà come un corretto ragionare non porti con sé necessariamente valori socialmente positivi da un punto di vista etico
Rethinking reappraisal: Insights from affective neuroscience
No full textKalisch et al. argue that appraisal and reappraisal are key mechanisms promoting resilience; however, experimental findings seem to contradict this simplistic view. We argue that a deeper look at affective neuroscience may provide complementary and stronger evidence on how emotional reactivity and emotion regulation may affect resilience
The segment-to-frame association in word reading: early effects of the interaction between segmental and suprasegmental information
No full textLa regolazione emozionale sociale e non sociale. Uno studio di morfometria cerebrale. (Social and non social emotion regulation: A brain morphometry study)
No full textIn questo studio, presentiamo i risultati di uno studio sulle differenze comportamentali e neurali relativi alla capacità di regolare emozioni sociali (RES) e non sociali (RENS). Ad oggi non sappiamo se la RES e la RENS siano sovrapponibili dal punto di vista psicologico e delle basi cerebrale, o se esse siano capacità indipendenti. Lo scopo dello studio è stato di testare queste ipotesi. Dallo studio è emerso che: 1) la RES e la RENS sono capacità tra loro indipendenti (mancata correlazione degli indici comportamentali); 2) e tramite una innovativa analisi di morfometria cerebrale (Morfometria basata sulla Sorgente), abbiamo dimostrato che la RES e la RENS hanno differenti basi neurali. Nella RES le principali strutture coinvolte riguardano un'ampia zona ventro-mediale prefrontale, la giunzione temporo-parietale, il giro fusiforme e la corteccia cingolata anteriore, mentre nella RENS si è evinto un coinvolgimento maggiore del giro superiore e medio frontale, e del giro temporale superiore
Anaphoric agreement violation: An ERP analysis of its interpretation
No full textIn the present study we analyzed the processing of grammatically anomalous sentences like “∗The famous dancerwerenervously preparingherself/themselvesto face the crowd. ”, which contains two anomalies, one early and one late. We investigated how processing of the later anomaly (at the pronoun ‘herself ’ or ‘themselves ’) was affected by the processing of the early anomaly (at ‘were ’). We considered two processing scenarios involving the first anomaly: (1) The representation of the subject–verb number agreement error at the first verb is coerced to match the verb, rendering ‘herself ’ anomalous; (2) The representation of the subject–verb agreement error is coerced to match the subject noun, rendering ‘themselves ’ anomalous. Our dependent measure was event-related scalp potentials (ERPs). When the pronoun disagreed with the verb (and agreed with the subject), a P600 was recorded, while the opposite condition elicited no reliable effect. Our data suggest that interpretation of reflexive pronouns involves the reactivation of multiple lexical items, verbs included
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