1,721,225 research outputs found
Neural substrates of visual and musical art: a book review of “Neuropsychology of Art: Neurologic, cognitive, and evolutionary perspectives” by Dahlia W. Zaidel Hove, UK: Psychology Press
No full text
Is visual creativity embodied? Thinking aloud while performing the creative mental synthesis task
Full text linkOver time, the view that creativity is embodied has emerged. In order to explore if visual creativity is supported by embodied mechanisms, the simulation approach was used as a framework of reference. The idea that visual creativity relies on mental representations that implement motor processes was faced. Participants were instructed to think aloud while carrying out the Creative Mental Synthesis Task, which allows to form pre-inventive structures and interpret them according to a specific category. Two independent judges scored verbal protocols in terms of the number of motor, spatial, and visual thoughts reported during the pre-inventive and inventive phases, and also evaluated the final objects according to originality and appropriateness. Originality was predicted positively by inventive motor thoughts and by pre-inventive spatial thoughts, but negatively by inventive spatial thoughts; appropriateness was only predicted by inventive visual thoughts. These results suggest that actions for future object utilization were simulated while interpreting pre-inventive structures, increasing originality of objects. In addition, spatial transformations are useful to construct the pre-inventive structures, but not to interpret them. Yet, thinking of the pictorial details of the object is also essential to classify it in a given category. Limitations and future research directions are discussed
IL SENSO DELL’ORIENTAMENTO: QUANTO C ONTA LA FAMILIARITÀ CON L’AMBIENTE?
No full textThe present study investigates the self-report sense of direction (SOD) considering
the different role of some internal factors (gender, cognitive style and familiarity
with the environment) by means of a new self-report questionnaire. Instruments
used until now have considered just gender and cognitive styles but never familiarity.
Here, following these considerations, we aimed to observe if familiarity can also influence
SOD. With this aim we asked at eighty college students to fill in a familiarity and
cognitive style questionnaire. Our results showed the importance to consider the three
factors when evaluating the individual’s SOD. Indeed, when people have a cognitive
style based on poor spatial ability (i.e., landmark) they will be able to represent the environment
like-map (i.e., survey corresponding to a cognitive style based on high spatial
ability) only when they are highly familiar with it. In conclusion, to have a real orienteering
individual profile and to individuate specific topographical orientation disorder
it is very useful to consider each individual internal factor
Psicologia per insegnare. Un percorso di formazione
No full textScritto in sinergia da autrici e autori specializzati nei processi dell’apprendimento e nella psicologia dello sviluppo e dell’educazione, Psicologia per insegnare si rivolge a chi aspira a diventare insegnante nella Scuola secondaria di primo o secondo grado. Espone le conoscenze di base sui processi cognitivi, emotivi e sociali di ragazze e ragazzi nella fase adolescenziale per poi passare alle tematiche psicosociali ricorrenti in questa fase di vita, alla psicologia dell’adolescente in relazione al contesto classe, al gruppo dei pari e agli adulti di riferimento. Al futuro insegnante vengono forniti strumenti teorici utili per una lettura del comportamento delle sue studentesse e dei suoi studenti, e per cogliere la richiesta sottostante di ascolto, aiuto, cambiamento, intervento, ma anche per intercettare i comportamenti a rischio e le situazioni di sopraffazione e disagio.
La prima parte del volume presenta le diverse concezioni dell’intelligenza (cap. 1), descrive la relazione tra emozioni e processi cognitivi (cap. 2), spiega il concetto di metacognizione (cap. 3), delinea la formazione dell’identità (cap. 4) e traccia gli aspetti caratteristici dello sviluppo delle competenze sociali (cap. 5). La seconda parte, centrata invece sul contesto scolastico, ne prende in esame i temi più classici: il successo scolastico (cap. 6), il fenomeno del bullismo e le dinamiche antisociali (cap. 7), le dinamiche dei gruppi (cap. 8), le modalità di comunicazione e di relazione (cap. 9), la sfida della scuola interculturale (cap. 10), le questioni relative alla didattica innovativa (cap. 11), e si conclude con una riflessione sulla professione del docente (cap. 12) e sulle trasformazioni che sta attraversando questo ruolo
Il senso dell’orientamento: Quanto conta la familiarità con l’ambiente?
No full textThe present study investigates the self-report sense of direction (SOD) considering the different role of some internal factors (gender, cognitive style and familiarity with the environment) by means of a new self-report questionnaire. Instruments used until now have considered just gender and cognitive styles but never familiarity. Here, following these considerations, we aimed to observe if familiarity can also influence SOD. With this aim we asked at eighty college students to fill in a familiarity and cognitive style questionnaire. Our results showed the importance to consider the three factors when evaluating the individual's SOD. Indeed, when people have a cognitive style based on poor spatial ability (i.e., landmark) they will be able to represent the environment like-map (i.e., survey corresponding to a cognitive style based on high spatial ability) only when they are highly familiar with it. In conclusion, to have a real orienteering individual profile and to individuate specific topographical orientation disorder it is very useful to consider each individual internal factor
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