1,720,966 research outputs found
Relationship between accuracy and speed in the Raven’s coloured progressive matrices test: Normative data for Italian children aged 5-6 years
Full text linkThe Raven’s Coloured Matrices (CPM) is one of the most used tests for assessing fluid intelligence in children. Although the speed factor is considered important for the measurement of this construct, normative data for speed are not available for the CPM test, and the speed contribution on the test performance is not known in the literature. To help fill these gaps, we provide the CPM Accuracy and Speed norms, and data on the relationship between the two measures, concerning a sample of 468 Italian children aged 5-6 years. A negative correlation emerged between accuracy and speed for the Ab and B Sets of the test, which include the most complex problems. The association in Set B (the most difficult) between a decrease in accuracy and an increase in speed suggests the prevalence of random responses, advising the exclusion of this Set from the computation of the total score in the considered ages. Comparisons between three groups of children (inaccurate and fast; inaccurate and slow; accurate and slow) indicate that the poor accuracy of fast children may be due to an impulsive approach to the task. This pattern of results calls into question the practice of evaluating the test performance taking into account only the accuracy factor
Improving the ability to write persuasive texts in a boy with autism spectrum disorder: outcomes of an intervention
Full text linkIn this paper, we describe an intervention implemented to assist a 13.2-year-old boy with Autism Spectrum Disorder, G, without intellectual disability, aimed at improving his ability to compose persuasive texts. There was an initial assessment (baseline), an intermediate assessment after two weeks, a six-session intervention phase, and a post-intervention assessment. Our intervention applied two procedures. The first aimed at enhancing general composition abilities in terms of picking (P) ideas, organizing (O) notes, and writing (W) them down (POW), while the second specified the steps to write a persuasive text addressing a possible reader: a topic sentence (T), reasons (R), an explanation (E) for the reasons and the end of the sentence (E) (TREE). These procedures were termed POW + TREE. To analyze G’s texts, three types of measures were used by two raters at baseline, intermediate and post-test time: a) the presence of the TREE components; b) the quality of the reasons and explanations for the reasons; c) the number of mental state terms. All these measures showed relevant quantitative improvements, as well as qualitative changes. In addition, when G’s performance at the end of the intervention was compared to that of typically developing controls, no statistical difference appeared. The results are discussed in light of the potentialities offered by the type of intervention described here
UTILIZZABILITA' DELLE MATRICI DI RAVEN-FORMA COLORE (CPM47)PER LA VALUTAZIONE DELLE CAPACITA' COGNITIVE DI SOGGETTI ANZIANI
No full textIl senso dell'orientamento. Costruzione e attendibilità di una scala di autovalutazione
No full textEffetti del tempo di studio sulla rappresentazione mentale di informazioni spaziali acquisite tramite testo
No full textSpatial models derived from verbal descriptions of fictitious environments: The influence of study time and individual differences in visuo-spatial ability
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Case report. Theory of mind and figurative language in a child with agenesis of the ccrpus callosum
No full textIn this case report, we studied Theory of Mind (ToM) and figurative language
comprehension in a 7.2-year-old child, conventionally named RJ, with isolated and
complete agenesis of the corpus callosum (ACC), a rare malformation due to the
absence of the corpus callosum, the major tract connecting the two brain hemispheres.
To study ToM, which is the capability to infer the other’s mental states, we used
the classical false belief tasks, and to study figurative language, i.e., those linguistic
usages involving non-literal meanings, we used tasks assessing metaphor and idiom
comprehension. RJ’s intellectual level and his phonological, lexical, and grammatical
abilities were all adequate. In both the ToM false belief tasks and novel sensory metaphor
comprehension, RJ showed a delay of 3 years and a significant gap compared to a
typically developing control group, while in idioms, his performance was at the border of
average. These outcomes suggest that RJ has a specific pragmatic difficulty in all tasks
where he must interpret the other’s communicative intention, as in ToM tasks and novel
sensory metaphor comprehension. The outcomes also open up interesting insights into
the relationships between ToM and figurative language in children with isolated and
complete ACC
Difficoltà di apprendimento della lingua scritta: problemi metodologici nella validazione di prove predittive
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