1,721,067 research outputs found
Reflecting a... “Bit”. What relationship between metacognition and ICT?
Full text linkAbstract
Using Information and Communication Technologies (ICT) in educational environments has become widespread in latest years. Since research underlined the important role played by metacognition and self-regulation abilities in fostering learning outcomes, the relationship between these aspects appears to be particularly worthy of investigation. In this review, we present 14 studies that have deepened the relationship between ICT, metacognitive skills and learning outcomes by identifying two main categories. Some articles investigated the effects of ICT environments combined with metacognitive aspects of learning outcomes, while others investigated the reciprocal relationship between ICT and metacognition. In general, from our review, the interaction between ICT and metacognition in producing better learning outcomes appears well established and the results highlight a bi-directional relationship between metacognition and ICT, but also allow to draw attention to gaps requiring further research
Il Mondo Degli Elli. Un viaggio nelle Funzioni Esecutive per capirle, provarle e accrescerle
No full textReflecting A... “Bit”. What Relationship Between Metacognition And ICT?
No full textUsing Information and Communication Technologies (ICT) in educational environments has become widespread in latest years. Since research underlined the important role played by metacognition and self-regulation abilities in fostering learning outcomes, the relationship between these aspects appears to be particularly worthy of investigation. In this review, we present 14 studies that have deepened the relationship between ICT, metacognitive skills and learning outcomes by identifying two main categories. Some articles investigated the effects of ICT environments combined with metacognitive aspects of learning outcomes, while others investigated the reciprocal relationship between ICT and metacognition. In general, from our review, the interaction between ICT and metacognition in producing better learning outcomes appears well established and the results highlight a bi-directional relationship between metacognition and ICT, but also allow to draw attention to gaps requiring further research
Integrating Executive Function Activities Into a Computerized Cognitive Training to Enhance Reading Comprehension in Primary Students
Full text linkIt is acknowledged the need for interventions to improve reading comprehension and its cognitive underpinnings, such as executive functions. The present study implemented a computerized cognitive training for enhancing reading comprehension in primary school children through EF activities embedded in text comprehension exercises. 263 third and fourth graders were involved in this study and randomly divided into experimental (n = 156, M-age = 9.06, SD = 0.62) and control (n = 107, M-age = 9.21, SD = 0.63) groups. All the children of the experimental group attended 9 training sessions, twice a week, for approximately 1 h and 30 min each within the school context during teaching hours. The intervention proposed several exercises requiring EF processes implicated in text comprehension (e.g., identifying incongruences in the text, ordering events) through a metacognitive approach. The intervention was as standardized as possible through digitalization of the activities and videotaped explanations and demonstrations. The intervention proved to be feasible and effective in enhancing processes relevant for reading comprehension, verbal updating working memory, and nonverbal reasoning, and individual differences in pre-test performances and EF predicted the gains obtained by the training. The study provides a good model of intervention on the cognitive control processes underpinning text comprehension in primary graders
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Factors affecting hemispheric specialization for language in children with congenital focal brain lesion
No full textSexual objectification: advancements and avenues for future research
No full textStarting from the formulation of Objectification Theory, research has widely investigated the causes and consequences of sexual objectification. In the current article, we discuss three issues that we think are central in the current literature and point to new research directions. First, we highlight the need to further investigate differences and similarities with dehumanization; second, we suggest future interventions to target men and promote different values from those imposed by hegemonic masculinity; third, we suggest going beyond the gender binary perspective adopted so far to include the experience of gender nonconforming individuals. Overall, despite the impressive amount of work done, more research is needed to better understand this process with the aim of finding ways to overcome its consequences
No Hard Feelings: The Role of Self-Objectification and Self-Dehumanization in Understanding Emotions and Mental States in Cisgender Heterosexual Women
No full textIn the current research, we investigated whether self-objectification (i.e., giving priority to physical appearance over other personal attributes) and self-dehumanization (i.e., the denial of one's humanity) are associated with an impaired ability to understand others’ emotions, as reflected in empathy (both affective and cognitive) and mental state understanding, as measured by theory of mind i.e., the ability to comprehend others’ mental and emotional states). Across three studies (Ntot = 750 Italian, heterosexual, cisgender women), we examined the relation between self-objectification with empathy (Studies 1a and 1b) and theory of mind (Study 2); additionally, we tested the mediating role of self-dehumanization. Results consistently showed that self-objectification was related to reduced empathy (both affective and cognitive) and diminished theory of mind. However, these latter associations were primarily indirect; that is, self-dehumanization represented the key psychological mechanism explaining the link between self-objectification and the recognition of others’ emotions and mental states. Findings underscore the need for continued understanding of how self-objectification and self-dehumanization may be associated with factors related to intraindividual and interpersonal consequences
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