105 research outputs found
Convergent Evaluation of Working Memory and Arithmetic Ability in a Child with Autism Spectrum Disorder without Intellectual Impairment
No full textStudies focusing on a joint evaluation of both Working Memory (WM) and Math Ability (MA) in autism are far from abundant in literature, possibly due to inadequate methodological approaches and reported inconsistencies between results obtained in each separate field of research, resulting in contradictory conclusions. The specific aim of this case report is therefore evaluating and integrating results on these two cognitive abilities in a child with autism spectrum disorder without intellectual impairment. Our data on an autistic 10-year-old child (M.N.) show that the levels of functional (active vs. passive), rather than structural (phonological vs. visual), data manipulation are quite relevant in the way the child scored differently in the various tasks. Furthermore, M.N. generally displayed average to good ability levels in math calculation, except for oral multiplication, and division activities. By way of conclusion, data are discussed in terms of strengths and weaknesses in relation to special learning trajectories in education and the relevant achievements
Supplemental Material - Fostering emotional intelligence in preadolescence: Effects of a pilot training on emotions, coping and psychological well-being
No full textSupplemental Material for Fostering emotional intelligence in preadolescence: Effects of a pilot training on emotions, coping and psychological well-being by Marina Pauletto, Michele Grassi, Sandra Pellizzoni, Barbara Penolazzi in Clinical Child Psychology and Psychiatry</p
La via conservativa dell’omeostasi affettiva: dalla sicurezza alla depressione. In: CLARICI, A. (2011) Teoria e ricerca in psicoanalisi. Commentario di Psicoanalisi Contemporanea per lo studente di Psicologia e di Medicina.
No full textQuesto testo è inteso prevalentemente per lo studente universitario che voglia conoscere gli sviluppi della psicoanalisi contemporanea.
Freud distingueva ciò che è possibile trasmettere in ambito universitario alla psicoanalisi cioè informare, da ciò che non è possibile, cioè formare, almeno non attraverso lezioni frontali. All’Università è possibile informare su la psicoanalisi ma non formare in psicoanalisi. Questo libro vuole essere un contributo affinché lo studente possa almeno apprendere qualcosa “circa la psicoanalisi”, come auspicato da Freud. L’Autore si attiene principalmente al pensiero neofreudiano, rifacendosi in particolare al lavoro clinico e teorico di Joseph Sandler, uno psicoanalista allievo di Anna Freud, che ha grandemente contribuito ad avvicinare il modello psicoanalitico strutturale con la teoria delle relazioni oggettuali. Joseph Sandler (insieme alla moglie Anne-Marie) è stato uno dei principali artefici della cosiddetta quiet revolution, che (senza il “narcisismo delle piccole differenze”, e senza l’enfasi magniloquente così diffusa tra gli autori psicoanalitici), ha portato la psicoanalisi verso una psicologica clinica dei sentimenti e dell’adattamento intrapsichico. Il progetto di questo “commentario” è di fornire un quadro descrittivo, sulla base di questo modello psicoanalitico, dei principali funzionamenti della mente e di come questi processi si intreccino
per strutturare l’identità personale
Beliefs and moral valence affect intentionality attribution: The case of side-effects.
No full textDo moral appraisals shape judgments of intentionality? A traditional view is that individuals first evaluate whether an action has been carried out intentionally. Then they use this evaluation as input for their moral judgments. Recent studies, however, have shown that individuals’ moral appraisals can also influence their intentionality attributions. They attribute intentionality to the negative side effect of a given action, but not to the positive side effect of the same action. In three experiments, we show that this asymmetry is a robust effect that critically depends on the agent’s beliefs. The asymmetry is reduced when agents are described as not knowing that their action can bring about side effects, and is eliminated when they are deemed to hold a false belief about the consequences of their actions. These results suggest that both evaluative and epistemic considerations are used in intentionality attribution
Foreknowledge, caring, and the side-effect effect in young children.
No full textChildren and adults often judge that the side effects of the actions of an uncaring story agent have been intentional if the effects are harmful but not if these are beneficial, creating an asymmetrical “side-effect” effect. The authors report 3 experiments involving 4- and 5-year-olds (N ! 188) designed to clarify the role of foreknowledge and caring in judgments of intentionality. Many children showed the side-effect effect even if agents were explicitly described as lacking foreknowledge of the outcome. Similarly, when agents were described as possessing foreknowledge but their caring state was unspecified, children more often judged that the negative, compared with the positive, effects of agents’ actions were brought about intentionally.Regardlessofforeknowledge,childreninfrequentlyjudgedpositiveoutcomesasintentional when agent caring was unspecified, and they gave few attributions of intentionality when agents were described as having a false belief about the outcome. These results testify to the robustness of the side-effect effect and highlight the extent to which children’s intentionality judgments are asymmetrical. The findings suggest developmental continuity in the link between reasoning about morality and intentionality
Exploring the effect of cool and hot EFs training in four-year-old children
No full textExecutive Functions (EFs) are crucial top-down processes characterized by cool
and hot aspects, required for goal-directed behaviour. Only a few studies
evaluated and trained concurrently cool and hot EFs. Therefore, we promote
a training aiming to enhance both EFs components. A total of 91 children
attending the second year of kindergarten were involved. Forty-two children
attended the EFs training, while forty-nine children represented the active
control group. The training was proposed twice a week for three months. The
twenty sessions were divided as follows: 10 were focused on cool EFs, while the
last 10 were related to hot EFs. The children were evaluated before and after the
trainings with tasks including inhibition, working memory, delay of gratification,
and emotion regulation. The results indicate increased cool and hot EFs abilities
in children who attended the EFs training. Data are discussed in terms of
developmental implications and highlights the importance to promote training
focused also on hot EFs aspects
The relationship between different levels of autonomy, inhibition dimensions, and working memory in people with Down syndrome
No full textInhibition and Working Memory (WM) are crucial predictors of everyday life autonomies in people with Down Syndrome (DS). We aimed to investigate the possible relationship between different levels of autonomy, inhibitory sub-components and WM in people with DS. Twenty-two adolescents and adults with DS were enrolled in the study and were assessed with tasks tapping on response inhibition, interference suppression, and WM. With a questionnaire on levels of autonomy, educators evaluated the sample with DS. Considering levels of autonomy, we divided participants into two groups: one with lower levels of autonomy and one with medium-to-high levels of autonomy. Results showed differences between the two groups in WM tasks and both inhibitory dimensions. More specifically, interference suppression seems to have a major role in the acquisition of important, more structured aspects of autonomy such as shopping, behaviour on the road, communication, and reading-writing skills. On the other hand, response inhibition seems to be linked to crucial aspects of learning, such as reading and writing and handling a telephone. The results are discussed in terms of possible implementation in training in clinical and educational settings
Is Another Science Possible? And Can STS Say Anything About It?
No full textOriginating from the opening plenary session of the 6th STS Italia Conference “Sociotechnical Environments” (Trento, 24-26 November 2016), devoted to the topic “Sociotechnical Environments:
actors, technologies, geographies and new kinds of action”, the contribution is one of three articulating different relationships among actors, technologies and sociotechnical environments. Specifically, the paper addresses the issue of possibilities and conditions for an alternative science. Drawing from philosophical and STS literature the author inquires the (not) surprising convergences between critical STS literature and neo-liberal approaches, pointing to the concepts of materiality and materialism
The relation between cognitive and emotional factors and arithmetic problem-solving
No full textLiterature that investigates the factors underlying arithmetic problem-solving achievement extensively evaluates the cognitive components, such as Working Memory (WM) and Processing Speed, at the basis of this acquisition. Recently, studies have shown that also the emotional factors, such as Math Anxiety (MA), could play a crucial role in the resolution of arithmetic problem-solving even during the first years of formal education. In this study, we tested 145 fourth-grade students to evaluate the possible combined effect of cognitive (i.e., WM, Processing Speed) and emotional (i.e., Math Anxiety) factors in untimed arithmetical problem-solving achievement. Regression analysis showed that MA contributed significantly to explain arithmetic problem-solving achievement even after having accounted for the cognitive abilities (WM and Processing Speed). In addition, the comparison between high-MA and low-MA children showed that the former had decreased performance in arithmetical problem-solving and WM tasks. On the whole, data seemed to corroborate the findings concerning the crucial role of math anxiety on math achievement even in untimed math tasks. Findings are discussed in terms of math educational context and they underline the need to take into consideration also emotional factors‒ apart from the cognitive skills‒ when developing interventions on math achievement
MATHEMATICS ANXIETY AND WORKING MEMORY What is the relationship?
No full textMathematics is all around us. Mathematical competence is one of the most important abilities that a person needs to master in life both for professional
choices – especially for careers in science, technology and engineering ( Dougherty, 2003 ; Rivera-Batiz, 1992 ) – and for properly mastering everyday activities, (e.g., cooking, banking, shopping; Mazzocco, 2008 ) as well as personal wellbeing (e.g., Reyna & Brainerd, 2007 ; Reyna, Nelson, Han, & Dieckmann, 2009 ). Further, mathematical abilities not only affect the individual’s life but are also crucial for the entire society given their effects on economic opportunity and on meaningful participation in the community ( Moses & Cobb, 2001 ; Peterson, Woessmann, Hanushek, & Lastra-Anadòn, 2011). In fact, there is a correlation between the development of society and mathematics: the more complex a society is, the more it requires advanced mathematical abilities
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