1,721,014 research outputs found
The South-Tyrolean crossroads: between national and international migration flows [version 1; not peer reviewed]
No full textIL PARENTING E LO SVILUPPO DEL BAMBINO IN UN CONTESTO BILINGUE: MODELLI CULTURALI A CONFRONTO. STUDIO SU 138 MAMME ITALIANE E TEDESCHE DELL'ALTO ADIGE.
No full textCompito fondamentale dei genitori è quello di allevare i propri figli preparandoli a vivere nella società di cui faranno parte
(Bornstein, 1988), insegnando loro a rispondere in modo adeguato alle aspettative che la comunità di appartenenza manifesta
nei confronti di un individuo a diverse età. La letteratura mostra come esistano delle differenze nel tipo di competenze che gli
adulti di diverse culture richiedono ai loro figli di sviluppare, rispetto all’età in cui ci si attende che tali abilità si manifestino,
e infine rispetto agli standard di performance che si chiede ai bambini di raggiungere (Hess, Kashiwagi, Azuma, Price &
Dickson, 1980). I percorsi evolutivi che ciascuna cultura predispone per i propri figli costituiscono un progetto di sviluppo
che i genitori perseguono giorno dopo giorno attraverso un insieme organizzato di azioni, dotate di senso che veicolano al
bambino valori, aspettative e significati culturalmente orientati (Super & Harkness, 1999).
Obiettivi/ipotesi: Obiettivo di questa ricerca è quello di indagare le routine e le pratiche di allevamento adottate entro le
comunità culturali italiana e tedesca che vivono in Alto Adige. Le ipotesi che hanno guidato il nostro studio sono: a) che le
famiglie di etnia italiana e tedesca presentino delle differenze nelle routine quotidiane e nelle attività genitoriali che
presiedono al loro svolgimento che richiamano priorità evolutive differenti; b) che alle diverse pratiche adottate da ciascuna
comunità culturale corrispondano livelli di sviluppo dei comportamenti adattivi dei rispettivi bambini differenti
I corpi nel testo e l’indeterminazione della cultura. Un romanzo fiume di Manganelli come campo
No full textWhich Factors Influence Attentional Functions? Attention Assessed by KiTAP in 105 6-to-10-Year-Old Children
Full text linkThis research revealed the children with difficulties in attentional functions among healthy children attending primary school and aimed to identify the possible sociodemographic factors, such as the child’s age, gender, and school grade, that could influence attentive performance. The participants were 105 children aged 6–10 years (M age = 8.6; SD = 1.04), attending primary schools. Family economic condition was mostly at a medium level (63.5%), and parents most frequently had 13 years of schooling. The computerized test KiTAP was administered to children to assess their attentional functions. Results showed a higher frequency of omissions and false alarms and a reduced speed in alertness, go/no-go, and sustained attention tasks compared to Italian norms. Hierarchical regression analyses were run with school grade, gender, and current age as independent variables and mean reaction times (and standard deviation), number of omissions, and false alarms as dependent ones. The results showed that male gender and attending a lower grade impacted on lower attentional performance in several subtests. Girls showed the best performances in tests of distractibility and impulsive reaction tendencies, while higher school grade positively influenced divided and sustained attention. These results could be useful to identify children with major attentional difficulties, and some recommendations for future studies and the implementation of attention empowerment programmes are proposed
Filologia materiale e culture testuali per la letteratura italiana antica
Full text linkExcursus metodologico su recenti acquisizioni nella critica dei testi volgari delle Origini, con particolare attenzione alla materialità delle testimonianze, valutata tanto ai fini della costituzione del testo, quanto del relativo inquadramento storico-letterario
The complex relation between executive functions and language in preschoolers with developmental language disorders
Full text linkBackgrounds: The relationship between linguistic difficulties and cognitive impairments in children with developmental language disorders (DLDs) is receiving growing interest in international research. Executive functions (EF) appear to be weak in these children. The current investigation aims at exploring the relationship between difficulties in two components of EF (i.e., updating and inhibition) and the linguistic and narrative skills of 16 DLD preschoolers matched with 24 typically developing peers. Methods: Updating skills were tested by administering the forward and backward digit recall subtests of the Wechsler Scales, while children’s inhibition abilities were assessed by completion of Developmental Neuropsychological Assessment (NEPSY-II) inhibition tasks. Information on the linguistic skills of the participants was collected through a set of subtests included in the Batteria per la Valutazione del Linguaggio in bambini dai 4 ai 12 anni (Batteria per la Valutazione del Linguaggio; BVL_4-12), assessing articulatory and phonological discrimination skills, lexical production/comprehension, grammatical production/comprehension, and narrative production skills. Results: Findings revealed that DLD children performed significantly lower than their peers on both updating and inhibitory tasks. Linguistic difficulties were found in the DLD group on articulatory/phonological skills, grammatical production/comprehension, and lexical informativeness on narrative production. Measures of EF correlated with linguistic and narrative measures. Conclusion: The current study confirms a significant association between DLD’s performances on EF and displayed linguistic skills, suggesting the need to include the assessment of executive functions to target early intervention rehabilitation programs for children with DLDs
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