1,721,008 research outputs found
Students’ well-being and attitudes towards inclusion
No full textThis pilot study aimed to explore the attitudes of children attending Italian primary schools towards the inclusion of peers with special needs to identify different inclusiveness profiles based on the characteristics of different types of special needs/disorders. Moreover, the study analysed the relationships among students’ attitudes, different dimensions of school well-being and academic results. Three profiles indicating different levels of inclusiveness among children were identified. The moderately inclusive group showed the worst attitude towards peers with behavioural problems and the best academic results. The most inclusive group showed the highest level of school well-being, particularly for the relationships with classmates and self-efficacy dimensions
Promuovere le funzioni esecutive alla Scuola dell’Infanzia con giochi carta matita di gruppo
No full textIntroduzione
Sono qui presentati due studi condotti al fine di (i) verificare l’efficacia di un intervento carta e matita “Le avventure di Chicco e Nanà” diretto a promuovere le funzioni esecutive (FE) in bambini di cinque anni condotto da un operatore esterno alla scuola dell’infanzia, (ii) verificare l’efficacia dello stesso intervento proposto dagli insegnanti di sezione in relazione alle FE e ai prerequisiti scolastici in ambito alfabetico e matematico. Con questi studi ci si è prefisso di fornire contributo alla letteratura sui training esecutivi e in particolare rispetto alla possibilità di osservare un trasferimento dei benefici in domini associati alle FE.
Metodo
Il campione del primo studio comprendeva 75 bambini tra i 62 e i 76 mesi (M=68,6; D.S.= 3,5; 53% femmine, suddivisi in gruppo sperimentale (n=32, M = 68.7; D.S. = 3.5; 47% femmine) e gruppo di controllo (n=43, M=68.6; D.S.=3.6; 58% femmine). Il campione del secondo studio includeva 126 bambini tra i 52 e i 78 mesi (M=65,4; D.S.=4,31; 44% femmine), suddivisi in gruppo sperimentale (n=69; M=64,9; D.S.=4,28%; 42% femmine) e in gruppo di controllo (n=57; M= 66,1; D.S.= 4,29; 47% femmine).
Procedura e materiali
In entrambi gli studi i bambini sono stati valutati prima e dopo il mese di intervento con una batteria per la valutazione delle FE e nel secondo studio anche con prove utili a valutare i prerequisiti scolastici. I compiti esecutivi includevano compiti inibitori, compiti di aggiornamento in memoria di lavoro e di memoria di lavoro. I prerequisiti sono stati valutati con prove tratte da batterie standardizzate e prove sperimentali. L’intervento comprendeva 12 attività da svolgere in piccolo gruppo per tre volte alla settimana nel corso di un mese.
Risultati
Nel primo studio il confronto tra il gruppo sperimentale e il gruppo di controllo con un’analisi della covarianza (punteggi al pre-test come covariate) ha rivelato un effetto significativo del gruppo sulle prestazioni post-test nella maggioranza dei compiti esecutivi. Nel secondo studio un’analisi a misure ripetute ha consentito di confermare l’efficacia dell’intervento. Inoltre, un’analisi della mediazione ha evidenziato come i benefici a livello dei prerequisiti fossero dovuti al miglioramento delle FE ottenuto grazie all’intervento.
Conclusioni
L’intervento carta e matita ha prodotto benefici a favore sia delle FE sia dei prerequisiti scolastici. Questi risultati sono discussi in relazione alle ultime rassegne e meta-analisi condotte sui training esecutivi
Beyond working memory: the role of executive functions in mathematical learning
No full textThe importance of working memory has been amply demonstrated in mathematical learning, whereas the specific contribution of executive functions, such as shifting and inhibition skills, is less clear in explaining individual differences and developmental change in mathematical cognition. We aim to present a set of studies that investigate how executive functions and working memory influence performance on diverse mathematical skills including number sense and arithmetic problem solving. Both cross-sectional and longitudinal designs were used with kindergarten and primary school age children. Results confirmed the greater importance of working memory compared to inhibition, nevertheless executive functions significantly contribute to mathematical learning, for example our results showed that inhibition and shifting (but not working memory) accounted for a critical phase of problem solving (i.e., devising a plan). Results are discussed in relation to the existing literature, with special attention to the theoretical and methodological issues regarding the developmental change of executive functions and their assessment across childhood
Plusdotazione e funzioni esecutive
No full textL'articolo è parte di una discussione sulle caratteristiche della plusdotazione. Nello specifico si discute la letteratura che mette in relazione le funzioni esecutive con la plusdotazione
Phonological development in children with different lexical skills
No full textThis study aims to evaluate phonological competences and their correlations with lexical abilities in 2-year-old Italian-speaking children. Eighty-eight children (46 females) aged 25–32 months participated in the study. From the total sample, three subgroups of children with different lexical skills were extracted to identify phonological characteristics of low, typical and precocious talkers. The results provide a description of the children’s production in terms of consonant and correct consonant inventories; simplified and unintelligible words; and simplification processes. The percentage of unintelligible productions and the number of correct consonants show greater correlations with lexical competence. Children with low vocabulary differ significantly from the other two groups in the percentage of unintelligible words and in consonant inventories. Children with advanced vocabulary show significantly less simplification processes than the other two groups. In addition to describing phonological characteristics in a large sample of young Italian children, this study allows us to identify potential phonological markers of late linguistic development
Effectiveness of an executive function training in italian preschool educational services and far transfer effects to pre-academic skills
No full textIn this study we examine the effectiveness and far transfer effects of a training that was found to be effective in promoting Executive Function (EF) in a sample of 5-year-old children (Traverso et al., 2015). By contrast with Traverso et al. (2015), the intervention was administered by regular teachers to verify its ecological validity. Far transfer was assessed by evaluating the training effects on pre-academic skills. 126 children attending the last year of Italian preschool educational services took part in the study (mainly 5-year-old children). Pre-and post-test assessments were conducted using a large EF and pre-academic skill task battery. The results indicate that the experimental group outperformed the control group in an interference suppression composite score. Moreover, significant far transfer effects to pre-academic skills in literacy domain were found. In addition, we found that the improvement in the pre academic skills (in both literacy and math domains) was mediated by the improvement in the interference suppression score. The results suggest the possibility that this intervention, which may be easily implemented in the context of educational services, can promote EF during the preschool period before entry to primary school
Sustained attention and inhibitory control: age and sex related difference in children and adolescents using a CPT with distracting events
No full textIntroduction The study investigates age and sex-related differences in sustained attention and inhibitory control in a sample of children and adolescents using a continuous performance test with distractor events. In addition, the impact of distractors on sustained attention and inhibitory control is explored.Methods The study included 479 individuals aged 6-17 years and analyzed four indices, namely omission, timing, impulsivity, and hyperactivity.Results Results revealed that both sustained attention and hyperactivity show age-related changes into adolescence, whereas impulsivity shows age-related changes only in the 6-12 age range, with no differences observed from 13 to 17. Sex differences emerged in inhibitory control: impulsivity remained consistently lower in females than in males across the entire 6-17 age range. In contrast, sex differences in hyperactivity were no longer evident by age 17. Overall, combined distractors have the greatest negative impact on performance, followed by visual and auditory distractors. However, in adolescents, lower distractors impact emerged, together with a positive impact of the auditory ones.Discussion These findings provide helpful insight on sustained attention an inhibitory control development, showing different trajectories for impulsivity and hyperactivity. In addition, insight on the role of distractors in determining the performances emerged
Preschool Executive Function Profiles: Implications for Math Achievement in Grades 1 and 3
No full textThis longitudinal study aimed to identify specific executive function (EF) profiles in 5-year-old children and to examine the association between these profiles and later math achievement. Six EF measures were administered to 175 children who were then tested in Grades 1 and 3 on math tasks. Using a cluster analysis, four EF profiles were identified: an optimal EF profile, a typical EF profile, a weak working memory (WM)-shifting profile, and a general EF deficit profile. These groups performed differently in math. In particular, the group with a weak WM-shifting profile, whose performance was equivalent to that of the group with a typical EF profile in arithmetic facts and in math problems in Grade 1, showed difficulties similar to the group, with general EF deficits in Grade 3. The association of minor difficulties in WM at preschool ages with later math achievement and the implications for educational practices are discussed
Prosocial Behavior: The Role of Theory of Mind and Executive Functions
No full textThis study aimed to investigate the role of theory of mind (ToM) and both cool and hot executive function (EF) in accounting for prosocial behavior. Typically developing children of 3 to 6 years of age (N = 183) were assessed on a battery of EF and ToM tasks, while parents and teachers completed a questionnaire examining the children’s prosocial behavior in everyday situations. Structural equation modeling was used to investigate the EF constructs and then to examine within the same model the relation among EF (both cool and hot), ToM, and prosocial behavior (teacher form), while controlling for age. The results showed that cool EF task performance was directly related to prosocial behavior, whereas neither ToM nor hot EF task performance was related to prosocial behavior. Nevertheless, both ToM and hot EF task performance were related to cool EF task performance. Interestingly, hot EF task performances were not significantly related to each other or to ToM
Executive function following pediatric stroke. A systematic review
No full textObjective: Pediatric strokes are rare events that can lead to neuropsychological impairment or disability. While motor deficits are relatively easy to identify and investigate, cognitive outcomes after stroke are more complex to define. Many studies have focused on global cognitive outcomes, while only a few recent studies have focused on specific cognitive processes. The aims of the present review were to provide an overview of the effects of pediatric strokes on executive function and to investigate the relations between executive functioning and clinical factors. Method: Studies concerning executive functioning after pediatric stroke were identified using PsycInfo, PsycArticles and PubMed. A total of 142 studies were identified, and 22 met the inclusion criteria. Results: The review of the 22 studies included clearly indicates that childhood and perinatal strokes can affect executive function, and in particular inhibition. In contrast, the results concerning clinical factors related to EF outcomes are inconsistent. Discussion: Our results highlight the importance to assess EF following pediatric stroke. Early identification of difficulties in EF is crucial to provide adequate training to the children and to prevent the development of other correlated difficulties, such as behavioral problems or learning difficulties. Methodological issues regarding the heterogeneity of samples and measurement difficulties limit the conclusions that can be made about the clinical predictors of the outcomes. Studies are needed to better understand this aspect and to develop adequate EF interventions for children following stroke
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