1,720,999 research outputs found
Neuropsychological benefits of a narrative cognitive training program for people living with dementia: A pilot study
No full textMany areas in the cortex are active during reading of narrative material, and these activations in the brain produce significant changes in connectivity. Following previous results showing cognitive benefits in memory domains of a narrative training program in nursing home patients living with dementia, the aim of the present study was to perform a more in depth investigation of the effects of this training on memory domains and other cognitive areas.
METHODS: An experimental group of eight patients underwent auditory narrative training of 60 hours. At the beginning and end of the training, subjects were tested with a neuropsychological battery to quantify any improvements in individual performance.
RESULTS: The results showed a statistically significant improvement in the list learning task (immediate memory) and list learning recognition for single tasks, and a statistically significant improvement in overall cognitive area scores for immediate and delayed memory.
CONCLUSION: Results replicate and expand our previous findings, indicating that this type of intervention can increase performance on memory-related test
Aging population and the current account of the Third Age
No full textSince the second half of the twentieth century, following the conclusion of the process of demographic transition, which involved the most advanced countries, there has been a lengthening of life expectancy, due to the improvement of social conditions and health and hygiene. By analyzing the changes that have occurred in the last three decades1, it is possible today to resume and confrm the need to put at the center of policy the theme of aging in modern society, challenge launched in 1982 in Vienna by the United Nations at the First World Assembly on Ageing.
The comparison of the age structure of the population from the years 2005 to 2050 shows a signifcant reduction of the central age groups, while the elderly population will occupy a considerable percentage of the Italian population. This evolution of the aging of the population has signifcant implications in the programming policy of social welfare and also assumed a social dimension in the aspects related to the perception of the condition of the elderly (Burgalassi, 1985). It is therefore evident that aging is a "problem" not only of individuals but that affects the lives of everyone, including the architecture of social, cultural and religious whole society. The progressive aging of the population is, without doubt, one of the challenges that society must facing in this new century. Before highlighting the benefts offered by intergenerational relationships should mention briefy that the current era reserve to the "third age". The prevalent family model until after World War II is that of the patriarchal family. In this framework the older man plays a predominant role. Being elderly gave, in fact, respect and even the right to broadcast in a uni-directional way knowledge, practices and behavioral value orientations to younger (Pati, 2010). Compared to the way of life of the past century where Elder held an important function of link between the generation of the present and those of the past by acting as example and incentive for the child, the situation is completely reversed. Today the importance of transmission is dominated by the exaltation of the innovations that eventually overwhelm the image of the elderly, fewer holders of knowledge and, consequently, more and more at risk of social and cultural marginalization. (Galimberti, 2009; Rossi, 2012; Frabboni, Pinto Minerva, 2013). Within this perspective adulthood, especially the elderly, require a redefnition of identity pedagogically speaking, that highlights the prospect of "educability" and enhances skills (Bélanger, Federighi, 2000), trying to remove the traditional stereotype of the elderly as socially useless because now unproductive. It seems, in fact, that the elderly have to demonstrate that they are still capable of doing something, not to be a burden on society. Although defned as “lucky generation” (Vegetti Finzi, 2008, p. 49), because most long-lived thanks to advances in medicine and health care, and on average richer, having benefted from the "economic miracle" of the sixties, they now often live alone, marginalized and in the absence of the love of family. Certainly They live longer, but it is neither proven nor established that they live more peacefully, more appropriately looked after and respected and understood. Marginalization provokes strong inner feelings (such as the sense of liabilities), and questions related to the search for meaning in this last stretch of the journey of life to deal with often with great diffculty. According to the philosopher Natoli this situation is precisely a result of inter-generational communication diffculties: "One of the most tragic reasons of loss of quality in contemporary life was the break between old and young; the continuity of the experience was stopped and then everyone has to start all over again. The old, not knowing to whom to communicate their wealth of experience, wither; while young people do not grow or grow poorly, because they have no experience with which to compare " (Natoli, 2006, p. 41)
Effetti di lettura
No full textDovendo individuare un elemento riassuntivo, con i dati di cui disponiamo oggi, è possibile stabilire, senza forzature, una stretta correlazione tra lettura dei libri e incremento della qualità della vita e del benessere complessivo della persona e delle comunità. Nelle aree (o nelle persone) presso le quali la lettura dei libri è maggiormente praticata è più diffusa anche la lettura di giornali, si va più spesso al cinema o a teatro, si ascolta più musica, si frequentano di più i musei. In tali condizioni si riscontra un tasso di reddito più elevato, una società più coesa, maggiori capacità di innovazione e sviluppo, un incremento di attenzione alla legalità, una diminuzione della criminalità, della corruzione nonché della discriminazione nei confronti delle donne. I benefici apportati dalla lettura sono diversi e numerosi: la lettura è un “antidoto” alla manipolazione narrativa altrui (della pubblicità, della politica) è una difesa dal “pensiero unico” (che costituisce il “seme” del pregiudizio), è uno strumento di costruzione e ricostruzione del Sé, e della propria vita, incrementa le competenze utili alla gestione del proprio futuro, potenzia le capacità di comprensione di se stessi e degli altri, rinforza la capacità di immaginazione.
La lettura viene solitamente incontrata nella primissima infanzia, nella relazione di cura e di prossimità (anche fisica) con un adulto significativo ed è dunque un’esperienza strettamente correlata con la motivazione e le competenze in questo campo delle figure genitoriali. Le prime esperienze “pubbliche” sono quelle vissute nella scuola dell’infanzia dove rivestono un ruolo fondamentale in quanto possono contribuire a moderare l’effetto di vantaggio o svantaggio costituito dalle differenti provenienze familiari: “offrire opportunità di lettura e racconto, nei primissimi percorsi di istruzione e cura, significa esercitare un’azione di democrazia, non farlo significa essere coscienti che si perpetueranno degli svantaggi” (Batini, 2011, pp. 20-21). Alcune ricerche mostrano come la quantità di tempo dedicata alla lettura nel contesto scolastico accresca il rendimento relativamente alle capacità di lettura e all’acquisizione di nuovi vocaboli (Anderson, Wilson & Fieding, 1988; Cunningham & Stanovich, 1998)
Aging population and the current account of the Third Age.
No full textSince the second half of the twentieth century, following the conclusion of the process of demographic transition, which involved the most advanced countries, there has been a lengthening of life expectancy, due to the improvement of social conditions and health and hygiene. By analyzing the changes that have occurred in the last three decades1, it is possible today to resume and confrm the need to put at the center of policy the theme of aging in modern society, challenge launched in 1982 in Vienna by the United Nations at the First World Assembly on Ageing.
The comparison of the age structure of the population from the years 2005 to 2050 shows a signifcant reduction of the central age groups, while the elderly population will occupy a considerable percentage of the Italian population. This evolution of the aging of the population has signifcant implications in the programming policy of social welfare and also assumed a social dimension in the aspects related to the perception of the condition of the elderly (Burgalassi, 1985). It is therefore evident that aging is a "problem" not only of individuals but that affects the lives of everyone, including the architecture of social, cultural and religious whole society. The progressive aging of the population is, without doubt, one of the challenges that society must facing in this new century. Before highlighting the benefts offered by intergenerational relationships should mention briefy that the current era reserve to the "third age". The prevalent family model until after World War II is that of the patriarchal family. In this framework the older man plays a predominant role. Being elderly gave, in fact, respect and even the right to broadcast in a uni-directional way knowledge, practices and behavioral value orientations to younger (Pati, 2010). Compared to the way of life of the past century where Elder held an important function of link between the generation of the present and those of the past by acting as example and incentive for the child, the situation is completely reversed. Today the importance of transmission is dominated by the exaltation of the innovations that eventually overwhelm the image of the elderly, fewer holders of knowledge and, consequently, more and more at risk of social and cultural marginalization. (Galimberti, 2009; Rossi, 2012; Frabboni, Pinto Minerva, 2013). Within this perspective adulthood, especially the elderly, require a redefnition of identity pedagogically speaking, that highlights the prospect of "educability" and enhances skills (Bélanger, Federighi, 2000), trying to remove the traditional stereotype of the elderly as socially useless because now unproductive. It seems, in fact, that the elderly have to demonstrate that they are still capable of doing something, not to be a burden on society. Although defned as “lucky generation” (Vegetti Finzi, 2008, p. 49), because most long-lived thanks to advances in medicine and health care, and on average richer, having benefted from the "economic miracle" of the sixties, they now often live alone, marginalized and in the absence of the love of family. Certainly They live longer, but it is neither proven nor established that they live more peacefully, more appropriately looked after and respected and understood. Marginalization provokes strong inner feelings (such as the sense of liabilities), and questions related to the search for meaning in this last stretch of the journey of life to deal with often with great diffculty. According to the philosopher Natoli this situation is precisely a result of inter-generational communication diffculties: "One of the most tragic reasons of loss of quality in contemporary life was the break between old and young; the continuity of the experience was stopped and then everyone has to start all over again. The old, not knowing to whom to communicate their wealth of experience, wither; while young people do not grow or grow poorly, because they have no experience with which to compare " (Natoli, 2006, p. 41)
Neuropsychological benefits of a narrative cognitive training program for people living with dementia: A pilot study
Full text linkMany areas in the cortex are active during reading of narrative material, and these activations in the brain produce significant changes in connectivity. Following previous results showing cognitive benefits in memory domains of a narrative training program in nursing home patients living with dementia, the aim of the present study was to perform a more in depth investigation of the effects of this training on memory domains and other cognitive areas.
METHODS: An experimental group of eight patients underwent auditory narrative training of 60 hours. At the beginning and end of the training, subjects were tested with a neuropsychological battery to quantify any improvements in individual performance.
RESULTS: The results showed a statistically significant improvement in the list learning task (immediate memory) and list learning recognition for single tasks, and a statistically significant improvement in overall cognitive area scores for immediate and delayed memory.
CONCLUSION: Results replicate and expand our previous findings, indicating that this type of intervention can increase performance on memory-related test
Uguali e diversi: un’indagine comparativa tra generazioni sulle attese e le percezioni relative alla genitorialità
No full textThis paper, following an analysis of the literature and taking some key concepts related to parenting, highlights the possible transmissive relationships on perception related to parenting style, through a qualitative research conducted in the Umbrian territories and Tuscany. The intent was to access, through semi-structured interview, to the prospect of the subject, accepting his point of view, his interpretations of the theme and perceptions regarding personal experience. The aim was to see if and how the perception of the “aggregate” parental style adopted by their primary caregivers, influence the reflection and perception level of the educational model that is adopted (in the case of couples already with children) or that is intended to take (in the case of those surveyed whom are not yet parents), towards their children. The research was aimed to highlight any differences arising in connection with such perception among those who already play the parental role and those not yet parents. Thus, is there a perception of intergenerational transmission of educational styles? How these perceptions influence the practices? The style of education experienced as children, will influence or is influencing the way of being a parent and the choice of parenting style
Effetti di lettura
No full textDovendo individuare un elemento riassuntivo, con i dati di cui disponiamo oggi, è possibile stabilire, senza forzature, una stretta correlazione tra lettura dei libri e incremento della qualità della vita e del benessere complessivo della persona e delle comunità. Nelle aree (o nelle persone) presso le quali la lettura dei libri è maggiormente praticata è più diffusa anche la lettura di giornali, si va più spesso al cinema o a teatro, si ascolta più musica, si frequentano di più i musei. In tali condizioni si riscontra un tasso di reddito più elevato, una società più coesa, maggiori capacità di innovazione e sviluppo, un incremento di attenzione alla legalità, una diminuzione della criminalità, della corruzione nonché della discriminazione nei confronti delle donne. I benefici apportati dalla lettura sono diversi e numerosi: la lettura è un “antidoto” alla manipolazione narrativa altrui (della pubblicità, della politica) è una difesa dal “pensiero unico” (che costituisce il “seme” del pregiudizio), è uno strumento di costruzione e ricostruzione del Sé, e della propria vita, incrementa le competenze utili alla gestione del proprio futuro, potenzia le capacità di comprensione di se stessi e degli altri, rinforza la capacità di immaginazione.
La lettura viene solitamente incontrata nella primissima infanzia, nella relazione di cura e di prossimità (anche fisica) con un adulto significativo ed è dunque un’esperienza strettamente correlata con la motivazione e le competenze in questo campo delle figure genitoriali. Le prime esperienze “pubbliche” sono quelle vissute nella scuola dell’infanzia dove rivestono un ruolo fondamentale in quanto possono contribuire a moderare l’effetto di vantaggio o svantaggio costituito dalle differenti provenienze familiari: “offrire opportunità di lettura e racconto, nei primissimi percorsi di istruzione e cura, significa esercitare un’azione di democrazia, non farlo significa essere coscienti che si perpetueranno degli svantaggi” (Batini, 2011, pp. 20-21). Alcune ricerche mostrano come la quantità di tempo dedicata alla lettura nel contesto scolastico accresca il rendimento relativamente alle capacità di lettura e all’acquisizione di nuovi vocaboli (Anderson, Wilson & Fieding, 1988; Cunningham & Stanovich, 1998)
Shared reading aloud fosters intelligence: Three cluster-randomized control trials in elementary and middle school
No full textStorytelling played a crucial role in human evolution. To this day, through stories humans gain declarative and procedural knowledge, and learn the skills that support learning itself. Research shows that reading stories to children enhances their reading and language skills. Does it also enhance their intelligence? To answer this question, we conducted three (N = 626, 254, 195) longitudinal, cluster-randomized control trials in Italian elementary and middle schools. Over a 4-month period, for half of the participants 1 h/day of standard, active language instructional activities were substituted with reading-aloud of stories by a teacher. Compared to those who kept doing language instructional activities, read-aloud condition children showed a stronger increase on two measures of intelligence focusing on knowing things and thinking skills. This result, which emerged in three independent trials conducted in different regions of Italy, suggests avenues for easily scalable interventions to improve children's intelligence
NEET: A Phenomenom Yet to Be Explored
No full textWho are the NEET? How much do we know about this? What do institutions and the media know about them? How different definitions could get to shared policies? This paper tries to provide an initial overview of the situation regarding the NEET, through an analysis of the emerging international literature on the subject. Different definitions across nations are analyzed in order to reflect on the cultural differences and economics-work policies, in order to then analyze more in deep the Italian situation. In Italy, the phenomenon is still little known in society and, often, not recognized by the acronym NEET, with the many variables that define it, despite statistics showing a rise in numbers (26 % of the total population for the age group considered)
Cosa rende la lettura ad alta voce una pratica di qualità? La testimonianza di insegnanti eccellenti
Full text linkThere are numerous studies in the literature documenting the effectiveness of reading aloud in the cognitive, linguistic and emotional development of children from a very early age. Reading in fact emerges as a fundamental tool for the development of literacy, comprehension skills, reading and wri-ting, competences that are of extreme relevance within the individual school career. The mediation of reading aloud also enables young children to approach stories at an early age, thus training their comprehension skills, accessing texts at a higher linguistic level than those they could access through independent reading, and being able to listen to texts that are more interesting and engaging for them. For these and many other aspects, the practice of reading aloud is at the centre of current studies, as it represents a fundamental intervention in the promotion of an individual's overall educational success, and for this reason, school contexts are configured as fundamental learning environments for all. Ho-wever, as much as reading aloud plays a relevant role in the development of the aforementioned compe-tences, less evident is the 'how' to achieve these results, in which way this practice can best be applied. This work stems from these considerations and pursues the objective of identifying the attentions held and actions carried out by teachers during reading aloud. Starting from the data acquired in the logbooks and the categorised evidence from 22 semi-structured interviews, in which the experiences related to the practice of reading aloud by primary and secondary school teachers were collected, the aim is to understand the aspects that make the practice of reading aloud of better quality.There are numerous studies in the literature documenting the effectiveness of reading aloud in the cognitive, linguistic and emotional development of children from a very early age. Reading in fact emerges as a fundamental tool for the development of literacy, comprehension skills, reading and wri-ting, competences that are of extreme relevance within the individual school career. The mediation of reading aloud also enables young children to approach stories at an early age, thus training their comprehension skills, accessing texts at a higher linguistic level than those they could access through independent reading, and being able to listen to texts that are more interesting and engaging for them. For these and many other aspects, the practice of reading aloud is at the centre of current studies, as it represents a fundamental intervention in the promotion of an individual's overall educational success, and for this reason, school contexts are configured as fundamental learning environments for all. Ho-wever, as much as reading aloud plays a relevant role in the development of the aforementioned compe-tences, less evident is the 'how' to achieve these results, in which way this practice can best be applied. This work stems from these considerations and pursues the objective of identifying the attentions held and actions carried out by teachers during reading aloud. Starting from the data acquired in the logbooks and the categorised evidence from 22 semi-structured interviews, in which the experiences related to the practice of reading aloud by primary and secondary school teachers were collected, the aim is to understand the aspects that make the practice of reading aloud of better quality
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