Thèses sur le sujet « M-PSI/04 »
Pour voir les autres types de publications sur ce sujet consultez le lien suivant : M-PSI/04.
Créez une référence correcte selon les styles APA, MLA, Chicago, Harvard et plusieurs autres
Consultez les 50 meilleures thèses pour votre recherche sur le sujet « M-PSI/04 ».
À côté de chaque source dans la liste de références il y a un bouton « Ajouter à la bibliographie ». Cliquez sur ce bouton, et nous générerons automatiquement la référence bibliographique pour la source choisie selon votre style de citation préféré : APA, MLA, Harvard, Vancouver, Chicago, etc.
Vous pouvez aussi télécharger le texte intégral de la publication scolaire au format pdf et consulter son résumé en ligne lorsque ces informations sont inclues dans les métadonnées.
Parcourez les thèses sur diverses disciplines et organisez correctement votre bibliographie.
1
Ozturk, Yagmur. « Parents of Children with Autism Spectrum Disorders : Well-being of Parents, and Emotional & ; Physiological Responses to Infant Crying ». Doctoral thesis, Università degli studi di Trento, 2015. https://hdl.handle.net/11572/369034.
Texte intégralRésumé :
Autism Spectrum Disorder (ASD) is characterized by difficulties in social communication and restricted, repetitive patterns of behavior and interests (American Psychiatric Association, 2013). These key characteristics of autism each create a number of difficulties for individuals with autism and also their parents. It is well established that parenting a child with ASD is stressful, impacting on mental health and overall quality of life (Baker-Ericzn, Brookman-Frazee, & Stahmer, 2005; Davis & Carter, 2008; Eisenhower, Baker, & Blacher, 2005; McStay, Dissanayake, Scheeren, Koot, & Begeer, 2013). However, there are some doubts or gaps in the literature of parenting children with ASD which we addressed in this thesis.
Two main goals of this thesis were: a) examining well-being of parents of children with ASD, b) focusing on the parents’ responses to cries of infants with ASD and typical development, considering two types of responses: emotional and physiological. Therefore, this thesis is composed of two parts. The first part in which we aimed to examine well-being of parents of children with ASD has been divided into two sections. The first one dealt with similarities and differences between mothers and fathers in terms of parenting stress, parental mental health and attitude (Chapter 2). Results indicated that mothers of children with ASD reported higher level of depression than fathers and considerable percentages of both mothers and fathers had scores above the clinical cut-points of stress showing that they experience clinically significant levels of parenting stress. Moreover, in terms of parental attitude, mothers engaged with their children in more social exchange than fathers do.
8
The final chapter in Part 1 (Chapter 3) evaluated whether maternal well-being and sense of competence are affected by the outcomes of children receiving intervention. The results suggested that child and family factors, including mothers’ age, were linked to maternal well-being. However treatment-related changes in children’s communication, and parenting satisfaction contributed to well-being above and beyond other factors. A mediation analysis indicated that mothers whose children make treatment gains in communication skills experience a reduction in their level of negative well-being as a consequence of increased parental sense of competence with regards to parenting satisfaction.
The second part of the thesis aimed to evaluate emotional and physiological responses of parents of children with ASD during infant crying. This part begins by laying out the theoretical dimensions of the research, and then proceeds as follows: a) the first experiment was concerned with the preparation and validation the cry episodes as unpleasant acoustic stimuli (Chapter 4); b) the second one examined emotional and physiological responses of non-parents adults while listening of infant crying (Chapter 5); c) the last experiment focused on parents of children with ASD and parents of typically developing children, examining their emotional and physiological responses during the listening of crying of children with ASD and of typically developing (TD) children (Chapter 6).
Findings from Chapter 4 indicated that all cry episodes, regardless of the types (e.g., cries of children with ASD or cries of typically developing children) were perceived as unpleasant by non-parents adults. The following study in Chapter 5 showed that cries of children with ASD (ASD cry) were reported more stressed, aroused and less pleasant compare to cries of typically developing children (TD cry) by non-parents adults; however, similar pattern was not seen in the physiological responses of listeners. Results
9
from the final experiment (Chapter 6) showed that parents of children with ASD and parents of TD children were not differentiated in their self-reports of stress, arousal and valence levels for ASD cry and TD cry. However, their physiological responses showed that parents of children with ASD have higher heart rate than parents of TD children during ASD cry and TD cry. Moreover, the analysis on the comparisons between ASD cry and TD cry suggested both parents perceived ASD cry more stressful, aroused and less pleasant, but physiological responses of parents of children with ASD did not show the differences between ASD cry and TD cry. The overall structure of the thesis takes the form of seven chapters, including a general introduction (Chapter 1). The importance of those findings for future theoretical and clinical work is considered in detail in the end of related chapters and in the general discussion chapter (Chapter 7).
2
Serra, Mauro. « Maternal Relationship, Social Skills and Parental Behavior Through Neuroimaging Techniques and Behavioral Studies ». Doctoral thesis, Università degli studi di Trento, 2015. https://hdl.handle.net/11572/368001.
Texte intégralRésumé :
Mother child relationship is the first and the most important social relationship as it has implications on psychological and neural development of the individual. Here we investigated mother child relationship focusing on different aspects and using a combination of behavioural and neuroimaging techniques. In the first study we addressed the association between brain connectivity and interpersonal competences which are at the basis of every social interaction including the ones involved in mother-child relationship. Several studies suggests that higher White Matter (WM) integrity - an index of increased brain connectivity - , is associated with better cognition and behavioural performance. To test the hypothesis that higher WM integrity is associated with higher interpersonal competence we used Diffusion Tensor Imaging (DTI), a neuroimaging technique which allows to study in vivo the anatomy of boundless of axons conveying information in the brain. Then we correlated this information with a self-reported measure of interpersonal competences: the Adolescent Interpersonal Competence Questionnaire (AICQ). Results indicate that Interpersonal competence is associate with higher WM integrity in several major tracts of the right hemisphere, in specific the uncinate fasciculus, the cingulum, the forceps minor, the infero-fronto occipital fasciculus, the inferior longitudinal fasciculus, and the superior longitudinal fasciculus. These results provide the first direct analysis of the neuroanatomical basis of interpersonal competencies and young adult self-reported skills in social contexts. In the second work we used the same paradigm to test one of the main assumption of the attachment theory which states that social skills highly depends on the quality of attachment relationship. Results show higher integrity in four white matter association fibers in the left hemisphere: Uncinate Fasciculus, Cingulum, Superior Longitudinal Fasciculus and Inferior Fronto Occipital Fasciculus. This result supports the idea that the quality of the attachment relationship influences the emotional and social life of the individual from childhood to adulthood. Furthermore, the research represents an explorative approach to the study of mother-child relationship in healthy population, demonstrating the feasibility of using neuroimaging tools coupled with clinical investigations. Together those studies show that efficient structural connectivity is linked with secure attachment, improved social cognition and cognitive ability. Similarities and differences emerged in these studies will be discussed at the end of Chapter 3 in particular regarding left and right hemisphere specialization. In the second part of the thesis we switched the focus on parenting behaviour. Evidence from the literature suggest an association between Axonal Integrity measured with FA and functional connectivity measured with TMS in two region involved in preparing ad executing actions: premotor and motor cortex. Moreover neuroimaging reveals that infant cries activate parts of the premotor cortical system. In line with this evidence we linked parenting and brain functional connectivity conducting a study on motor cortex excitability in response of infant cries. We used event-related transcranial magnetic stimulation (TMS) to investigated the presence and the time course of modulation of motor cortex excitability in young adults who listened to infant cries. TMS was delivered from 0 to 250 ms from sound onset in six steps of 50 ms in 10 females and 10 males. Motor Evoked Potentials (MEPs) were recorded from the biceps brachii (BB) and interosseus dorsalis primus (ID1) muscles. Results indicate an excitatory modulation of MEPs at 100 ms from the onset of the infant cry specific to females and to the ID1 muscle. This modulation is considered as automatic response to natural cry as it was not present in response of control sounds and the effect is found at 100-ms latency which make this modulation not compatible with a voluntary reaction to the stimulus but suggests an automatic, bottom-up audiomotor association. These results indicate that the brains of adult females appear to be tuned to respond to infant cries with automatic motor excitation. This effect may reflect the greater and longstanding burden on females in caregiving infants. The second part of the thesis continue with a study addressing the natural condition in which baby cries arise when the parent is not attending for infant stimulation. In this study we investigated how infant crying, compared to control sounds, captures adults’ attentive resources. Participants were all nulliparous women and men, we investigated the effects of different sounds on cerebral activation of the default mode network (DMN) while listeners engaged in two different kind of tasks: one designed to activate the DMN ( self-referential decision task) and one designed to deactivate the DMN (syllabic counting tasks). We found a strong deactivation of DMN in woman during baby cry which suggest a shift of attention from self-referential thinking toward the baby cry stimuli. In men we found instead a weaker deactivation of DMN during woman cry while their attention was directed toward an external task and simultaneously a sudden woman crying arise. Gender differences found in our studies and in the literature will be discussed. In the third part of the thesis we investigated the ability to discriminate synchrony and asynchrony during interaction between mother and child with typical or atypical development. We tested two kind of population: in the first study we compared parents of children with Autism Spectrum Disorder (ASD) to parents of children with Typical Development (TD). In the second study we used the Autistic Quotient questionnaire to divide the sample in two groups according with their autistic traits. The relevance of this task is due to the extreme importance to promptly individuate cues of abnormal social behavior in those cases in which the child might shows deficit in the social development. We hypothesized that individual related with a child with ASD or an individual with high autistic traits, might show similar social difficulties as the individual with ASD finding more challenging to detect cue of appropriate or unappropriated social behavior. To test this hypothesis we asked parents of children with ASD and parents of children with TD to judge video of interactions between mothers and child with ASD and mothers and child with TD. Each video were 20s long and depicted either a synchrony or asynchrony interaction, as categorized by an expert clinician. Contrary to our initial hypothesis results indicate that parents of children with ASD are as accurate as parents of children with TD in discriminating synchrony and asynchrony interaction with ASD, however they are less accurate than parents of children with TD in judging interaction with TD. In the second study by testing individual with higher autistic traits (HAQ group) versus lower autistic traits (LAQ group) we confirmed this trend. Using the same paradigm we found that both groups were less accurate during asynchrony interaction. However HAQ was more accurate in judging synchrony interaction with ASD while LAQ was more accurate in judging synchrony interaction with TD. This result indicate a facilitation effects in understanding interaction which include people that share similar characteristic with the observer disconfirming the hypothesis that people with higher autistic traits would have more difficulties in understanding social interactions and pointing the attention on other factors which might contribute during this process. A discussion on the need of further investigation using neuroimaging techniques to understand similarities and differences on neural processing of social interactions is provided at the end of Chapter 4.
3
Geraci, Alessandra. « Lo sviluppo e le basi neurali della cognizione sociale : studi sull'attribuzione di stati mentali e sulla valutazione di azioni distributive ». Doctoral thesis, Università degli studi di Trento, 2010. https://hdl.handle.net/11572/368781.
Texte intégralRésumé :
La ricerca indaga due aree delle cognizione sociale: la Teoria della Mente (ToM) e la valutazione sociale. Nella prima parte è stato indagato quando e come emerge il ragionamento psicologico, inteso come l’abilità di inferire gli stati mentali altrui. Nel primo studio gli esperimenti valutano la capacità negli infanti di attribuire le false credenze attraverso lo sguardo anticipatorio (misure implicite) e anche negli adulti, attraverso compiti verbali (misure esplicite). I risultati hanno rivelato nei bambini di 17 mesi il possesso di un implicita TOM e danno quindi sostegno alle teorie modulari che prevedono una precoce attivazione di capacità metarappresentazionali. Nel secondo studio, sono stati condotti due esperimenti e confrontate due popolazioni di infanti, udenti e sordi. I risultati hanno mostrato il ruolo della precoce esperienza comunicativa, verbale o dei segni, sullo sviluppo della ToM. Un terzo studio condotto sui bambini prescolari bilingui e monolingui, ha rivelato migliori abilità di ragionamento inferenziale e pragmatico nei bambini bilingui. Il quarto studio ha indagato il substrato neurale, sottostante la ToM, per verificare l’ipotesi modulare, analizzando le prestazioni a compiti di ToM di pazienti neurologici, con lesione prevalentemente focale nella corteccia prefrontale, e controllando la co-azione di altri processi cognitivi, come le funzioni esecutive e l’intelligenza generale. I risultati hanno confermato l’ipotesi modulare e del dominio specifico della Teoria della Mente, esaminando una delle regioni neurali, ritenuta specializzata nelle rappresentazione degli stati mentali altrui: la corteccia prefrontale ventromediale.
Nella seconda parte del lavoro è stata studiata la valutazione sociale delle azioni distributive nella prima infanzia. Sono stati condotti due studi che hanno indagato le inferenze delle disposizioni altrui, anche in seguito a giudizi su comportamenti distributivi operati da diversi agenti. I risultati hanno rivelato nei bambini di 16 mesi la capacità di inferire le disposizioni degli agenti, quando queste sono successive ad un processo di valutazione sociale dei comportamenti altrui. Le conclusioni hanno implicazioni teoriche che sostengono le nuove proposte sull’origine evolutiva del senso morale.
4
Guagnano, Delia. « Bilingualism and cognitive development : a study on the acquisition of number skills ». Doctoral thesis, Università degli studi di Trento, 2010. https://hdl.handle.net/11572/368038.
Texte intégralRésumé :
Growing up as bilingual seem to exert some positive and negative effects on general cognitive functioning. Positive gains concern a earlier maturation of the attentional system in childhood and its later decline in adulthood. Bilinguals have been shown to be advantaged , compared to their monolingual peers in tasks requiring control of attention: they are more accurate in judging the grammaticality of sentences (Bialystok et al.1986); faster in the Attentional Network Test and in the Simon task (Costa et al 2007; Bialystok et al.2005).On the other hand bilinguals are disadvantaged in t asks requiring speech production : they are slower in acceding to the lexical representation of words (Ivanova, Costa,2007); they exhibit more tip of the tonguge states (Gollan & Silvenberg, 2001) and they show lower rates in retrieving verbal stimuli (Gollan,2002).If bilingualism can exert these influence sin boosting and hampering these so general cognitive functions, bilinguals children might also show these effects across domains.We surveyed the presence of these advantages and disadvantages in a domain so relevant as it is speaking two languages that is the number field. Bilinguals and monolinguals children were asked to perform three different number tasks: number Stroop, verification and dot counting.Unlike in the study of Bialystok et al. (2004; 2005) who employed a classical Stroop task, no difference was found between mono- and bilinguals as for the number Stroop effect. In the verification task, an associative confusion effect was found in the bilingual but not in the monolingual group. Finally, when children were asked to count, bilinguals performed equally well as their monolingual peers in counting items in the subitizing range only, whereas they were slower than their peers when they counted from 4 to 9 dots. This latter result, in particular, is consistent with many psycholinguistic studies claiming that bilinguals are disadvantaged in tasks requiring lexical access (Costa & Caramazza, 1999), and extend them to the number processing domain.
5
Failo, Alessandro. « Coping and adjustment in children's pain : processes of adaptation to illness and develop effective interventions for pain management ». Doctoral thesis, Università degli studi di Trento, 2017. https://hdl.handle.net/11572/368513.
Texte intégralRésumé :
My PhD project mainly focused on understanding how a child or adolescent copes with pain associated with a disease, intended in a broader sense (i.e. procedures, treatments and disease-related). I tried to prove an innovative perspective that can help understand the wide variation in children’s pain experience, by considering intra-interpersonal influences, contextual factors, and intrapsychic factors that focus on needs, defenses, and self-structure. Overall, the whole project involved three pediatric units in Italy: the pediatric wards of Trento and Rovereto hospitals and the pediatric clinic of San Gerardo hospital, Monza (Milan).
This doctoral thesis has achieved five goals:
1. Providing a selective overview on current relevant topics in the pediatric pain research and state of the art regarding the existing models of pediatric pain.
2. Developing a multi-dimensional protocol with an intra-method design for the assessment of pediatric pain in several chronic illnesses (cystic fibrosis, rheumatic diseases, cancer), by using also a battery of projective tests (drawings) to screen the emotional adjustment.
3. Validating the protocol by extending the methodology of projective drawings’ scoring with a control group and adding other assessment variables on a single cohort of patients (with malignant hematologic cancer) to test the new model that I developed. Quantitative analysis phase preceded qualitative analysis phase within the same framework to yield a parallel mixed analysis.
4. Planning specific training modules about pain management, starting from a bottom-up process concerning the local health professionals’ needs. I investigated these training needs through a series of open-ended questions, analyzed by a thematic analysis method.
5. Evaluate treatment’s feasibility, acceptability, and satisfaction of a problem-solving skills training for parents of children who have received an intensive pain rehabilitation from one pediatric pain rehabilitation program (Seattle Children's Hospital). I provided a methodological contribute within the mixed-method approach (statistical analysis and grounded theory).
The results presented and their implications, are discussed in a clinical perspective since the rationale of this dissertation is that effective pain assessment must be multidimensional, multidisciplinary and at the same time feasible and practical to meet each pediatric patient’s needs.
6
PINI, ERIKA. « STRESS, RELAZIONI e LAVORO : due studi sugli operatori dei dipartimenti di emergenza e accettazione ». Doctoral thesis, Università Cattolica del Sacro Cuore, 2009. http://hdl.handle.net/10280/847.
Texte intégral
7
PINI, ERIKA. « STRESS, RELAZIONI e LAVORO : due studi sugli operatori dei dipartimenti di emergenza e accettazione ». Doctoral thesis, Università Cattolica del Sacro Cuore, 2009. http://hdl.handle.net/10280/847.
Texte intégral
8
Mazzoni, Noemi. « The recognition of emotional biological movement in individuals with typical development and Autism Spectrum Disorder (ASD) ». Doctoral thesis, Università degli studi di Trento, 2017. https://hdl.handle.net/11572/367929.
Texte intégralRésumé :
People with Autism Spectrum Disorder (ASD) have difficulties in dealing with social interaction (DSM V, 2013). From long time, it has been reported deficit in recognizing gaze, face and intentions of others. Besides that, in the last decade numerous finds have showed an impairment in coding the human body movements. During my PhD I have explored the ability in recognizing the emotional valence of human movements in people with ASD and with typical development. In order to understand developmental changes, I have initially compared this ability between children and adults. In order to understand the role of intelligence, I have included people with high and low functioning ASD, either in children and adults samples. In the first study, we compared TD children and children with ASD with different level of functioning to investigate i) whether the difficulties in ASD population were associated to emotion comprehension or related to a more basic visual processing of biological motion, and ii) to explore whether this ability improves according to the age and to the non-verbal IQ. To this purposes, we presented point-light (PLDs) and full-light (FLDs) version of human movements with three different emotional valence (Happy, Fearful, Neutral). Our main findings showed that:
-TD children were more accurate in recognizing the emotional content of body movements when the shape of the body was visible (i.e. FLDs), compared to the view of pure motion information (i.e. PLDs), but there were no differences in RT across display conditions. This result suggests that school-aged children are able to correctly identify the emotional valence of dynamic bodily expression, also when the form information is minimized by presenting PLDs.
-According to the emotional content, we found that the valence had an effect on the performance of TD children. In particular, TD children recognized happy bodily expressions with lower accuracy than fearful and neutral movements. Besides, fearful movements were identified more rapidly. We hypothesized that, from an evolutionary point of view, it is more important to recognize fearful signals when they are far from us. Body movements are particularly relevant to convey other people’s state and intentions from a distance, hence bodies are preferential channels to convey fearful signals.
-Comparing typical and atypical children, we found that TD were more accurate and more rapid than children with ASD in recognizing the emotional valence of body movements. Moreover, children with HF ASD outperformed children with LF ASD and their performance was significantly predicted from age and nonverbal IQ. This results suggest that the nonverbal abilities have a role in body movement comprehension, probably underpinning the development of compensatory mechanisms which improve with age.
-Compared to TD children, children with ASD were impaired not only in understanding the emotional expressions, but also in recognizing the neutral actions. Irrespectively to their IQ level, children with ASD did not benefit from the richness of visual information, and their ability to recognize BM did not change according to the emotional valence. This finding suggests that the difficulty encountered by individuals with ASD in social interaction could be more generally related to biological motion elaboration, rather than being specific for the emotions comprehension. Hence, the lack in emotion recognition in ASD seems to be attributable to a deficit in elaborating motion cues rather than emotional information.
To interpret the body movements, children with ASD may adopt compensatory mechanisms, which acquisition seems to be mediated by the nonverbal IQ and improving with age. If this was the case, we should expect an improvement in the ability of recognizing the BM in adults with ASD, with respect to children with ASD, and this improvement should have been correlated with the non-verbal IQ level. To explore this hypothesis, we run a second experiment, were we asked to a group of TD adults, a group of adults with high functioning Autism matched for age and non-verbal IQ, and a group of adults with low functioning Autism matched for age, to performed the same BM recognition task that children did in our first experiment. Results with adults confirmed what we found in children: the emotional valence and the richness of visual information did not modulate the Accuracy and the velocity in recognizing the BM stimuli in ASD, suggesting that the whole body movement is elaborated differently in ASD than in TD adults and that the impairment in ASD is more related to the processing of body movement, rather than being specific for the emotion comprehension.
In a third study, we explored the developmental changes in the ability of recognizing the emotional meaning of human whole-body movements from childhood to adulthood. To this aim, we compared the performance between children and adults in each group of Functioning. Results showed that TD adults were more accurate and faster than TD children; FLDs were recognized with higher accuracy and quicker than PLDs; and fearful and neutral movements were recognized significantly better than happy ones. In participants with ASD, adults were significantly more accurate than children, but not faster. Also, we did not find any difference between displays or emotional categories. This results suggest that the understanding of body movements in individuals with ASD improve with age but the mechanism underpinning this ability works differently.
In a fourth experiment we investigate whether the impairment in understanding social relevant signals in individuals with high functioning autism (HF ASD) was restricted to body movements or widespread to other social cues, such as facial expressions. Also, we investigated the role of movement in perceiving bodily expressions. To this aim, we explored whether there was a difference in recognizing the body expressions represented by dynamic or static stimuli. Finally, we investigated whether the vision of the body form, compared to the sight of pure motion information, could influence the identification of the emotional content of body movements. We did not found any group differences in accuracy, but there was a group difference in RTs specific for dynamic stimuli (TD were significantly faster than ASD in recognizing PLDs, and marginally in FLDs). These results suggest that HF ASD adopt compensatory mechanism to understand the meaning of facial and bodily expression that allow them to correctly recognize the emotional valence conveyed by face and body movements. However, this mechanism has a cost in terms of rapidity. In particular, ASD seems to need more time to identify dynamic body stimuli but not images of body expressions, suggesting a deficit in processing the actual body motion. In particular, the comprehension of happy body movements result difficult and time consuming. Indeed, happiness was better recognized from facial expressions and was harder to be identified when expressed by body movements.
In the fifth experiment we used TMS-adaptation paradigm to explore the existence of a neural system specialized for the elaboration of emotional body movements. We first behaviourally investigated the existence of an adaptation for emotional PLDs. TD adult participant were adapted with point-light video clips depicting fearful, happy or neutral actions and then asked to recognize point-light with same/different emotional content. Results showed an adaptation after-effect only for incongruent stimuli, suggesting the existence of a neural mechanism for perceiving the body emotion specifically. Subsequently, in a TMS experiment we explore the possible brain location of this mechanism. The sites we stimulated are nodes of the neural network responsible for the human motion understanding, and they are reported to be abnormally activated in ASD. We found a reversed after-effect following TMS over aIPS, while the adaptation was still present after stimulation over pSTS and the control site. These results demonstrate that aIPS contains neurons that specifically code for the emotional body expressions, suggesting that the difficulties encountered by individuals with ASD in understanding the emotional signal during social interaction might rely to deficit in this mirror area.
9
Gianni, Eugenia. « Children's representation of spatial boundaries ». Doctoral thesis, Università degli studi di Trento, 2018. https://hdl.handle.net/11572/369085.
Texte intégralRésumé :
Finding the way home, orienting into familiar and unfamiliar environments, computing our place and position with reference to internal and external cues are essential everyday tasks for animals. It is generally acknowledged that these tasks are accomplished by the brain by means of the internal formation of complex spatial representation, the so called “cognitive maps†. How the brain can form these cognitive maps is a very debated issue in the field of neuroscience. An important stream of research tried to find out what the main environmental features the brain tends to store while navigating are. In order to investigate this, researchers have observed the behavior of animals after being disoriented in a familiar environment. The reorientation paradigm turned out to be a very interesting tool to study spatial cognition because it allows researchers to figure out which environmental components the animals remember and rely on in order to find their way after they have lost track of their heading and position. Experiments with both human adults, children and nonhuman animals have shown that an important feature of the environment the subjects tend to store to reorient is the geometry of the boundaries’ layout (e.g., room shape). Children from as early as 2 years of age have been shown to be able to use the geometric shape of the spatial layout by searching an object hidden in one corner of a rectangular enclosure both in the correct corner and in its geometric equivalent. But which perceptual and physical factors define spatial boundaries? Which geometric components of boundaries are children most sensitive to? How are the same geometric components used in other spatial tasks such as map reading?
In our studies we tried to answer these fundamental questions. In our first study we investigated whether children are sensitive to boundaries that constitute either physical or visual obstacles. To this aim we tested children in a reorientation task with both an arena made up of transparent surfaces and an arena made up of opaque surfaces. By using transparent surfaces, we were able to minimize the visually occlusive component of the boundaries but leave intact its physical component. Opaque boundaries presented, instead, both the visual and physical components. In our second study, we further investigated how does the material and visual appearance of boundaries affect navigation by testing children in an arena made up of 20 closely-aligned objects. In this experiment we made the surfaces visually discontinuous, but the configuration of objects was made sufficiently dense to prevent movement and to underline the geometric structure. In our third study, we asked which components of the Euclidean geometry are children most sensitive to while navigating by geometric boundaries and making a map task. In particular we investigated the use of distance and length both in a reorientation task and a map-placement task.
The results showed that important developmental changes occur in children’s representation of spatial boundaries and of their geometric components. In particular children became proficient at using transparent surfaces only at the age of five and they start using boundaries made up of closely- aligned objects at the age of seven. At the same time, we showed that the young children (36 to 42 months) reorient correctly in a disorientation task by using the geometric property of distance, rather than length. The same group of children were shown not to be able to use distance nor length in a map task, while they showed the ability to use angle.
These results suggest that not all kinds of boundaries are processed equally by children and that their visual aspect might be more important that their property of being obstacles to movement, particularly early in development. They are important because they inform of which material and physical properties of boundaries children are most sensitive to and they can help understanding how to design and build safe environments for children. Moreover, they suggest the geometric property used by young children to reorient is distance, essentially contributing to the wide debate on how children and animals could solve the reorientation task. Finally, they showed that the use of geometric properties in a reorientation task and in a map task might have two different developmental trajectories, suggesting these two competences might be mediated by two different systems and providing an important insight into the development of geometric competences in children.
10
Guarini, Annalisa <1977>. « Linguaggio e numero : traiettorie evolutive e relazioni tra competenze in bambini con sviluppo tipico e a rischio ». Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2007. http://amsdottorato.unibo.it/278/1/TesiGuariniDottorato2007.pdf.
Texte intégralRésumé :
Linguaggio e numero rappresentano due aspetti centrali nella storia del genere
umano, dal momento che competenze precoci sono già descritte a partire dalla
preistoria, accompagnano l’uomo durante la sua esistenza e non sono condivise
pienamente da altre specie. I neonati mostrano già delle predisposizioni per gli
stimoli linguistici e numerici, queste abilità si sviluppano precocemente nei primi
anni di vita e accompagnano il bambino durante l’iter scolastico e l’adulto nella
vita di tutti i giorni. Linguaggio e numero condividono, quindi, molte
caratteristiche e lo studio di tali competenze e delle loro relazioni aggiunge
importanti riflessioni alle teorie dello sviluppo. Inoltre lo studio di questi aspetti in
popolazioni con sviluppo tipico, atipico e a rischio permette una migliore
comprensione della complessità dinamica dello sviluppo all’interno di una
prospettiva neurocostruttivista interessata ai processi sottostanti e non agli esiti
finali. La tesi analizza la letteratura sulle competenze linguistiche (orali: cap. 1;
scritte: cap. 2; relazioni: cap. 3), numeriche (sistema numerico approssimativo:
cap. 4; sistema numerico esatto: cap. 5; relazioni: cap. 6) e sulle loro relazioni
(cap. 7), descrivendo le ricerche che si sono occupate delle popolazioni con
sviluppo tipico, atipico e a rischio. In ogni singolo capitolo sono confrontate le
competenze linguistiche e numeriche e le loro reciproche relazioni in bambini con
sviluppo tipico (nati a termine) e bambini nati pretermine sani, caratterizzati da
un’elevata immaturità neonatale. I dati sono stati raccolti alla fine della scuola
dell’infanzia e dopo due anni di scolarizzazione per comprendere le traiettorie
evolutive in due momenti rilevanti di transizione. I risultati emersi hanno aggiunto
nuove considerazioni interessanti per i bambini con sviluppo tipico, soprattutto
rispetto alle relazioni tra linguaggio e numero che rappresentano un campo non
ancora esplorato. I dati emersi con i nati pretermine hanno mostrato che questi
bambini non presentano un ritardo cognitivo generalizzato, ma difficoltà
specifiche e relazioni diverse da quelle descritte nello sviluppo tipico, indicando la
presenza di una traiettoria che possiamo definire atipica. I risultati ottenuti
aggiungono importanti considerazioni teoriche rispetto alle relazioni tra
competenze innate ed apprese e tra fasi di acquisizione e di consolidamento delle
abilità. Al tempo stesso emergono importanti indicazioni cliniche per la
programmazione di interventi specifici per il recupero delle competenze
maggiormente compromesse nei nati pretermine.
11
Guarini, Annalisa <1977>. « Linguaggio e numero : traiettorie evolutive e relazioni tra competenze in bambini con sviluppo tipico e a rischio ». Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2007. http://amsdottorato.unibo.it/278/.
Texte intégralRésumé :
Linguaggio e numero rappresentano due aspetti centrali nella storia del genere
umano, dal momento che competenze precoci sono già descritte a partire dalla
preistoria, accompagnano l’uomo durante la sua esistenza e non sono condivise
pienamente da altre specie. I neonati mostrano già delle predisposizioni per gli
stimoli linguistici e numerici, queste abilità si sviluppano precocemente nei primi
anni di vita e accompagnano il bambino durante l’iter scolastico e l’adulto nella
vita di tutti i giorni. Linguaggio e numero condividono, quindi, molte
caratteristiche e lo studio di tali competenze e delle loro relazioni aggiunge
importanti riflessioni alle teorie dello sviluppo. Inoltre lo studio di questi aspetti in
popolazioni con sviluppo tipico, atipico e a rischio permette una migliore
comprensione della complessità dinamica dello sviluppo all’interno di una
prospettiva neurocostruttivista interessata ai processi sottostanti e non agli esiti
finali. La tesi analizza la letteratura sulle competenze linguistiche (orali: cap. 1;
scritte: cap. 2; relazioni: cap. 3), numeriche (sistema numerico approssimativo:
cap. 4; sistema numerico esatto: cap. 5; relazioni: cap. 6) e sulle loro relazioni
(cap. 7), descrivendo le ricerche che si sono occupate delle popolazioni con
sviluppo tipico, atipico e a rischio. In ogni singolo capitolo sono confrontate le
competenze linguistiche e numeriche e le loro reciproche relazioni in bambini con
sviluppo tipico (nati a termine) e bambini nati pretermine sani, caratterizzati da
un’elevata immaturità neonatale. I dati sono stati raccolti alla fine della scuola
dell’infanzia e dopo due anni di scolarizzazione per comprendere le traiettorie
evolutive in due momenti rilevanti di transizione. I risultati emersi hanno aggiunto
nuove considerazioni interessanti per i bambini con sviluppo tipico, soprattutto
rispetto alle relazioni tra linguaggio e numero che rappresentano un campo non
ancora esplorato. I dati emersi con i nati pretermine hanno mostrato che questi
bambini non presentano un ritardo cognitivo generalizzato, ma difficoltà
specifiche e relazioni diverse da quelle descritte nello sviluppo tipico, indicando la
presenza di una traiettoria che possiamo definire atipica. I risultati ottenuti
aggiungono importanti considerazioni teoriche rispetto alle relazioni tra
competenze innate ed apprese e tra fasi di acquisizione e di consolidamento delle
abilità. Al tempo stesso emergono importanti indicazioni cliniche per la
programmazione di interventi specifici per il recupero delle competenze
maggiormente compromesse nei nati pretermine.
12
Prandini, Carlo <1960>. « Studio della psicologia e sviluppo della persona nella scuola media superiore : modificazione delle strategie di coping, del benessere psicologico e delle credenze epistemologiche ». Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2007. http://amsdottorato.unibo.it/280/1/TESTOUNICO2.pdf.
Texte intégral
13
Prandini, Carlo <1960>. « Studio della psicologia e sviluppo della persona nella scuola media superiore : modificazione delle strategie di coping, del benessere psicologico e delle credenze epistemologiche ». Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2007. http://amsdottorato.unibo.it/280/.
Texte intégral
14
Mazzanti, Chiara <1978>. « Peer and group relationships in preschoolers : the role of social and linguistic skills ». Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2011. http://amsdottorato.unibo.it/3381/1/MAZZANTI_CHIARA_TESI.pdf.
Texte intégralRésumé :
Being able to positively interact and build relationships with playmates in preschool years is crucial to achieve positive adjustment. An update review and two studies on such topics were provided.
Study 1 is observational; it investigates the type of social experience in groups (N = 443) of children (N = 120) at preschool age in child-led vs. teacher-led contexts. The results revealed that in child-led contexts children were more likely to be alone, in dyads, and in small peer groups; groups were mostly characterized by same-gender playmates who engaged in joint interactions, with few social interactions with teachers. In teacher-led contexts, on the other hand, children were more likely to be involved in small, medium and large groups; groups were mostly characterized by other-gender playmates, involved in parallel interactions, with teachers playing a more active role.
The purpose of Study 2 was to describe the development of socio-emotional competence, temperamental traits and linguistic skill. It examined the role of children’s reciprocated nominations (=RNs) with peers, assessed via sociometric interview, in relation to socio-emotional competence, temperamental traits and linguistic skill. Finally, the similarity-homophily tendency was investigated. Socio-emotional competence and temperamental traits were assessed via teacher ratings, linguistic skill via test administration.
Eighty-four preschool children (M age = 62.53) were recruited within 4 preschool settings. Those children were quite representative of preschool population. The results revealed that children with higher RNs showed higher social competence (tendency), social orientation, positive emotionality, motor activity and linguistic skill. They exhibited lower anxiety-withdrawal. The results also showed that children prefer playmates with similar features: social competence, anger-aggression (tendency), social orientation, positive emotionality, inhibition to innovation, attention, motor activity (tendency) and linguistic skill.
Implications for future research were suggested.
15
Mazzanti, Chiara <1978>. « Peer and group relationships in preschoolers : the role of social and linguistic skills ». Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2011. http://amsdottorato.unibo.it/3381/.
Texte intégralRésumé :
Being able to positively interact and build relationships with playmates in preschool years is crucial to achieve positive adjustment. An update review and two studies on such topics were provided.
Study 1 is observational; it investigates the type of social experience in groups (N = 443) of children (N = 120) at preschool age in child-led vs. teacher-led contexts. The results revealed that in child-led contexts children were more likely to be alone, in dyads, and in small peer groups; groups were mostly characterized by same-gender playmates who engaged in joint interactions, with few social interactions with teachers. In teacher-led contexts, on the other hand, children were more likely to be involved in small, medium and large groups; groups were mostly characterized by other-gender playmates, involved in parallel interactions, with teachers playing a more active role.
The purpose of Study 2 was to describe the development of socio-emotional competence, temperamental traits and linguistic skill. It examined the role of children’s reciprocated nominations (=RNs) with peers, assessed via sociometric interview, in relation to socio-emotional competence, temperamental traits and linguistic skill. Finally, the similarity-homophily tendency was investigated. Socio-emotional competence and temperamental traits were assessed via teacher ratings, linguistic skill via test administration.
Eighty-four preschool children (M age = 62.53) were recruited within 4 preschool settings. Those children were quite representative of preschool population. The results revealed that children with higher RNs showed higher social competence (tendency), social orientation, positive emotionality, motor activity and linguistic skill. They exhibited lower anxiety-withdrawal. The results also showed that children prefer playmates with similar features: social competence, anger-aggression (tendency), social orientation, positive emotionality, inhibition to innovation, attention, motor activity (tendency) and linguistic skill.
Implications for future research were suggested.
16
Savini, Silvia <1975>. « Sviluppo cognitivo, motorio e comunicativo-linguistico : traiettorie evolutive nei primi 18 mesi di vita in bambini nati pretermine e a termine ». Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2011. http://amsdottorato.unibo.it/3727/1/Savini_Silvia_tesi.pdf.
Texte intégralRésumé :
Nella presente ricerca si ipotizza che la nascita pretemine con elevata immaturità, in assenza di danni neurologici permanenti, comporti un differente sviluppo neuro-evolutivo e diverse traiettorie nei primi 18 mesi di vita con una più alta frequenza di ritardi rispetto ai bambini nati a termine.
Metodo. E’ stato esaminato lo sviluppo psicomotorio di 17 bambini pretermine con età gestazionale estremamente bassa (ELGA) e di 51 bambini pretermine con età gestazionale molto bassa (VLGA, 29-31) confrontati con 11 bambini nati a termine (FT), comparabili per caratteristiche socio-culturali, mediante le Scale Griffiths a 3, 6, 9, 12 e 18 mesi di vita (età corretta per ELGA e VLGA). E’ stato inoltre esaminato lo sviluppo cognitivo, motorio e linguistico dei 17 pretermine ELGA e degli 11 bambini FT mediante le Scale Bayely-III a 12 e 18 mesi di vita. Infine per la valutazione delle competenze comunicative-linguistiche, è stato somministrato il questionario “Primo Vocabolario del Bambino” -PVB somministrato ai genitori dei bambini ELGA e FT dagli 8 ai 18 mesi.
Risultati. L’analisi multilivello ha mostrato che i nati ELGA e VLGA hanno traiettorie evolutive differenti rispetto ai nati FT nello sviluppo psicomotorio e in quello comunicativo-linguistico con punteggi significativamente più bassi e con una percentuale più elevata di ritardi lievi e moderati che si evidenziano già a partire dal primo anno di vita e aumentano tra i 12 e i 18 mesi.
Conclusioni. La nascita pretermine con elevata immaturità comporta un rischio per lo sviluppo delle funzioni di base nei primi 18 mesi di vita anche in assenza di danno neurologico. Le ripetute valutazioni e l’uso di strumenti diretti e indiretti hanno permesso di effettuare un’accurata valutazione delle specifiche competenze esaminate. Questi risultati dimostrano l’importanza di condurre follow-up continuativi per monitorare lo sviluppo delle funzioni di base, individuare precocemente i bambini con ritardo e avviare interventi abilitativi precoci.
17
Savini, Silvia <1975>. « Sviluppo cognitivo, motorio e comunicativo-linguistico : traiettorie evolutive nei primi 18 mesi di vita in bambini nati pretermine e a termine ». Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2011. http://amsdottorato.unibo.it/3727/.
Texte intégralRésumé :
Nella presente ricerca si ipotizza che la nascita pretemine con elevata immaturità, in assenza di danni neurologici permanenti, comporti un differente sviluppo neuro-evolutivo e diverse traiettorie nei primi 18 mesi di vita con una più alta frequenza di ritardi rispetto ai bambini nati a termine.
Metodo. E’ stato esaminato lo sviluppo psicomotorio di 17 bambini pretermine con età gestazionale estremamente bassa (ELGA) e di 51 bambini pretermine con età gestazionale molto bassa (VLGA, 29-31) confrontati con 11 bambini nati a termine (FT), comparabili per caratteristiche socio-culturali, mediante le Scale Griffiths a 3, 6, 9, 12 e 18 mesi di vita (età corretta per ELGA e VLGA). E’ stato inoltre esaminato lo sviluppo cognitivo, motorio e linguistico dei 17 pretermine ELGA e degli 11 bambini FT mediante le Scale Bayely-III a 12 e 18 mesi di vita. Infine per la valutazione delle competenze comunicative-linguistiche, è stato somministrato il questionario “Primo Vocabolario del Bambino” -PVB somministrato ai genitori dei bambini ELGA e FT dagli 8 ai 18 mesi.
Risultati. L’analisi multilivello ha mostrato che i nati ELGA e VLGA hanno traiettorie evolutive differenti rispetto ai nati FT nello sviluppo psicomotorio e in quello comunicativo-linguistico con punteggi significativamente più bassi e con una percentuale più elevata di ritardi lievi e moderati che si evidenziano già a partire dal primo anno di vita e aumentano tra i 12 e i 18 mesi.
Conclusioni. La nascita pretermine con elevata immaturità comporta un rischio per lo sviluppo delle funzioni di base nei primi 18 mesi di vita anche in assenza di danno neurologico. Le ripetute valutazioni e l’uso di strumenti diretti e indiretti hanno permesso di effettuare un’accurata valutazione delle specifiche competenze esaminate. Questi risultati dimostrano l’importanza di condurre follow-up continuativi per monitorare lo sviluppo delle funzioni di base, individuare precocemente i bambini con ritardo e avviare interventi abilitativi precoci.
18
Romagnoli, Simone <1974>. « Competence : intelligence in sheep's clothing ? Culture, representations, and cognitive performance ». Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2013. http://amsdottorato.unibo.it/5817/1/romagnoli_simone_tesi.pdf.
Texte intégralRésumé :
The first aim of this thesis was to contribute to the understanding of how cultural capital (Bourdieu, 1983/1986) affects students achievements and performances. We specifically claimed that the effect of cultural capital is at least partly explained by the positioning students take towards the principles they use to attribute competence and intelligence. The testing of these hypothesis have been framed within the social representations theory, specifically in the formulation of the Lemanic school approach (Doise, 1986).
19
Romagnoli, Simone <1974>. « Competence : intelligence in sheep's clothing ? Culture, representations, and cognitive performance ». Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2013. http://amsdottorato.unibo.it/5817/.
Texte intégralRésumé :
The first aim of this thesis was to contribute to the understanding of how cultural capital (Bourdieu, 1983/1986) affects students achievements and performances. We specifically claimed that the effect of cultural capital is at least partly explained by the positioning students take towards the principles they use to attribute competence and intelligence. The testing of these hypothesis have been framed within the social representations theory, specifically in the formulation of the Lemanic school approach (Doise, 1986).
20
Benassi, Erika <1981>. « Early Language Development in Extremely Preterm Infants : Relationships between Infant Communicative and Motor Skills and Role of Maternal Responses ». Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2016. http://amsdottorato.unibo.it/7576/1/Benassi_Erika_tesi.pdf.
Texte intégralRésumé :
Despite the importance to identify infants at risk for later language concerns, little research focused on early communicative behaviors in extremely-low-gestational-age infants (ELGA, GA < 28 weeks). In particular, none investigated the multimodal communication in these infants, also considering possible connections to motor skills. Furthermore, rarely the communicative development of these infants has been studied as a result of the interplay among individual and environmental components. Thus, guided by the theoretical framework of the Dynamic Systems Theory, which views development as a result of the interaction between multiple subsystems within the infant and the context, two studies were designed.
In Study 1, spontaneous communicative behaviors (gestures, vocal utterances, and coordinations) were evaluated during mother-infant interactions in 20 ELGA infants and 20 full-term (FT) infants at 12 months. Less advanced communicative and motor abilities emerged in ELGA infants relative to FT infants. Giving and representational gestures were produced at a lower rate by ELGA infants, and pointing gestures and words were produced by a lower percentage of ELGA infants. Positive associations between gestural and fine motor skills were found in the ELGA group.
In Study 2, maternal responses provided to the infants' communicative behaviors were coded with regard to contingency and relevancy at 12 months. The mothers of the ELGA infants did not appear at risk for providing less prompt and meaningful responses relative to the mothers of FT infants, and their relevant responses were strictly related to their infants' communicative abilities at 12 months. Overall, the repeated labeling responses had a predictive effect on the expressive language at 24 months.
We discuss the importance to combine spontaneous communicative behaviors and motor skills in the clinical assessment and early intervention with ELGA infants. We also emphasize the usefulness of the maternal repeated labeling for supporting language development of these infants.
21
Guardabassi, Veronica <1988>. « The Weight of Weight Stigma. Negative Stereotypes and Cognitive Performance in Children and Adults with Obesity ». Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2017. http://amsdottorato.unibo.it/8160/12/Guardabassi%20Veronica.pdf.
Texte intégralRésumé :
Obesity is a highly stigmatizing condition, and lack of intelligence is a stereotypical trait often ascribed to individuals with excess weight. Even though research suggests that obesity reduces cognitive proficiency throughout the life span, in the present work we tested the hypothesis that negative stereotypes about cognitive ability may contribute to disrupt cognitive functioning in children (Study 1) and adults (Study 2) with obesity (vs. average weight). Stereotype salience was manipulated by alternatively labelling a cognitive task as a sensitive intelligence test (stereotype activation) or as a non-evaluative computer game (stereotype deactivation; Study 1 and Study 2). In Study 2, a neutral control condition was also added, in which the task was presented as a memory test, and no bogus information was provided.
Furthermore, we hypothesized that anxiety mediates the relation between children’s body weight and working memory under stereotype activation, and that children and adults’ experiences of weight-based discrimination, negative weight-related attitudes, and body dissatisfaction may further moderate the explored relation.
Results confirmed the predicted weight status X stereotype salience interaction in Study 1 and Study 2. In both studies, the average-weight participants outperformed those with obesity in working memory tasks only when the tasks were labelled as diagnostic of cognitive proficiency, but not in the deactivation condition. In Study 2 the negative relation between body weight and working memory proficiency also emerged in the neutral condition. Neither moderated mediation or moderated moderation models were supported.
These findings provide evidence that stereotype threat contributes to explain working memory deficits associated with obesity, by depleting executive resources in ostensibly evaluative contexts. Interventions aimed at contrasting weight stigma and negative weight-related stereotypes may not only enhance the emotional and social well-being of individuals with excess weight, but also preserve their cognitive efficiency.
22
Benvenuti, Martina <1989>. « Online and Offline Life : A New Framework to Understand Problematic Internet Use and Functional Internet Use ». Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2018. http://amsdottorato.unibo.it/8552/1/TESI_Dottorato_BENVENUTI.pdf.
Texte intégralRésumé :
The Internet is an important part of our daily lives. The possibility of being technically always connected increases dramatically the amount of the time spent online, and the Internet has become such a pervading part of our lives. The goal of the present research goes beyond the dualism that consider the Internet good or bad, since in the literature there is an excessive imbalance to the problematic/addiction side. Thus, the research tries to answer the question: “when, how and under which conditions is the Internet usage problematic or functional for people?”, considering both, the problematic Internet use (PIU) that lead to an inverse instrumentality, and functional internet use (FIU) that consider the Internet as a functional organ. Sample consist of 2130 participants divided in 574 adolescents, 671 younger emerging adults 163 older emerging adults and 722 adults. Hypotheses of multiple moderation, mediation and moderated moderated mediation are tested using factors both related to the PIU (self-esteem, self-control, online social-support, offline social-support, mindfulness, cognitive absorption) and to the FIU (online social-support, number of online contacts, life satisfaction, job satisfaction). All hypotheses are tested using a multiple regression analysis. The results show that as age decreases, the hours spent online increase, and consequently PIU increases. The most significant difference is between younger emerging adults and older emerging adults, in favor of the latter. Moreover, adults have the highest scores in FIU followed by older emerging adults, adolescents and, lastly, younger emerging adults. Also, gender differences are funded, but only related to age both in problematic and functional Internet use. Limitations regarding the sampling, the instruments and the methodology are reported. The relevance of these findings for future research and the possible practical application in the areas of prevention, education and work are discussed.
23
Soncini, Annalisa <1992>. « Learning from errors : Psychological, relational, and cultural aspects ». Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2022. http://amsdottorato.unibo.it/10362/1/Final%20Thesis_Soncini.pdf.
Texte intégralRésumé :
Although errors might foster learning, they can also be perceived as something to avoid if they are associated with negative consequences (e.g., receiving a bad grade or being mocked by classmates). Such adverse perceptions may trigger negative emotions and error-avoidance attitudes, limiting the possibility to use errors for learning. These students’ reactions may be influenced by relational and cultural aspects of errors that characterise the learning environment. Accordingly, the main aim of this research was to investigate whether relational and cultural characteristics associated with errors affect psychological mechanisms triggered by making mistakes. In the theoretical part, we described the role of errors in learning using an integrated multilevel (i.e., psychological, relational, and cultural levels of analysis) approach. Then, we presented three studies that analysed how cultural and relational error-related variables affect psychological aspects. The studies adopted a specific empirical methodology (i.e., qualitative, experimental, and correlational) and investigated different samples (i.e., teachers, primary school pupils and middle school students). Findings of study one (cultural level) highlighted errors acquire different meanings that are associated with different teachers’ error-handling strategies (e.g., supporting or penalising errors). Study two (relational level) demonstrated that teachers’ supportive error-handling strategies promote students’ perceptions of being in a positive error climate. Findings of study three (relational and psychological level) showed that positive error climate foster students’ adaptive reactions towards errors and learning outcomes. Overall, our findings indicated that different variables influence students’ learning from errors process and teachers play an important role in conveying specific meanings of errors during learning activities, dealing with students’ mistakes supportively, and establishing an error-friendly classroom environment.
24
Grinzato, Roberta <1987>. « Mantenere i legami : la riunificazione familiare del bambino allontanato ». Master's Degree Thesis, Università Ca' Foscari Venezia, 2013. http://hdl.handle.net/10579/2563.
Texte intégralRésumé :
Questa tesi risponde al tentativo di approfondire la questione del mantenimento, rafforzamento o ricostruzione dei legami del bambino in affidamento con la sua famiglia d’origine partendo dall’ipotesi che, nel nostro paese, sia poco sviluppata un’attenzione sistematica ai problemi della riunificazione familiare. L’istituto dell’affidamento non si configura come intervento fine a sé stesso, ma bensì come strumento volto alla tutela del bambino e al recupero della sua famiglia, nella prospettiva del superamento della temporanea situazione di crisi e dell’auspicabile ricongiungimento familiare. A tal fine, infatti, la L. 149/2001, di riforma della la L. 184/1983, all’art. 1 prevede che lo Stato, le Regioni e gli enti locali dispongano di idonei interventi di sostegno e di aiuto a favore della famiglia, garantendo, così, il rispetto del diritto del bambino di crescere ed essere educato nell’ambito della propria famiglia. In questo elaborato vengono presentati, dopo una breve riflessione sulla complessità insita nella pratica dell’affidamento, il modello della riunificazione familiare e le connesse problematicità, e il lavoro finalizzato al recupero e al sostegno della famiglia, condizione necessaria affinché l’affidamento produca esiti positivi e non venga svuotato di senso.
25
Vecchies, Michela <1989>. « Maschi e femmine si nasce, uomini e donne si diventa. Sapere e fare sé stessi superando le influenze degli stereotipi di genere ». Master's Degree Thesis, Università Ca' Foscari Venezia, 2014. http://hdl.handle.net/10579/4243.
Texte intégralRésumé :
L'elaborato ha inizio con il mettere in luce uno degli aspetti che caratterizzano l'esistenza dell'essere umano, ossia la dicotomia tra uomo e donna. Nascere maschi e femmine significa possedere determinati attributi sessuali differenziati; in seguito, mediante il processo di socializzazione, le persone acquisiscono modi di sentire, comunicare e interagire che ne determinano l'appartenenza sessuale. La questione del genere viene affrontata come concetto culturalmente e socialmente appreso: dalla prima infanzia si imparano quali sono i comportamenti consoni al proprio corredo biologico e come costruire l'identità di genere. Attribuendo fondamentale importanza al principio del "partire da sé", si è ritenuto importante partire dalle esperienze e dai vissuti personali, presupposto imprescindibile per fondare un percorso di presa di coscienza della propria identità. Per tal motivo verrà rivolta l'attenzione, nella seconda parte dell'elaborato, ad un progetto educativo che da quattro anni si svolge nelle Scuole secondarie di primo grado del Comune di Jesolo: il Progetto Educativo "In&Out" il quale, partendo dall'esperienza e dai vissuti dei ragazzi li accompagna al confronto diretto allo scopo di contrastare il prima possibile gli stereotipi di genere, in particolar modo quelli trasmessi dal media più pervasivo, la televisione, allo scopo di instaurare rapporti e relazioni rispettosi e paritari. Alla conclusione delle sperimentazioni contro gli stereotipi di genere, si metteranno in luce gli aspetti cruciali e le criticità del lavoro a partire da una profonda riflessione su come si è vissuta l'esperienza, sia a livello personale-individuale sia a livello professionale, proiettandosi in un possibile futuro operativo nell'ambito del Servizio Sociale.
26
Carraro, Micol Deborah <1987>. « Vulnerabilità silenziose : la scuola, una finestra sull'interculturalità. Il caso italiano ». Master's Degree Thesis, Università Ca' Foscari Venezia, 2014. http://hdl.handle.net/10579/4828.
Texte intégralRésumé :
Il multiculturalismo nelle scuole italiane, analisi sull'inserimento dei bambini stranieri nelle classi e distinzione tra le difficoltà scolastiche dei bambini stranieri arrivati da soli o con ricongiungimento familiare e bambini adottati. Interviste a bambini adottati approfondendo il loro vissuto e le difficoltà che affrontano a scuola. L'ipotesi da verificare è se bambini adottati e bambini stranieri di 1.5 -2 generazione abbiano le stesse difficoltà a scuola.
27
Carrara, Anna <1989>. « La valutazione delle capacità genitoriali ». Master's Degree Thesis, Università Ca' Foscari Venezia, 2014. http://hdl.handle.net/10579/5515.
Texte intégral
28
Valtellina, Enrico <1964>. « Tipi umani particolarmente strani : la sindrome di Asperger come oggetto culturale ». Doctoral thesis, Università Ca' Foscari Venezia, 2014. http://hdl.handle.net/10579/6523.
Texte intégralRésumé :
Interrogarsi sulle ragioni della straordinaria fortuna diagnostica che negli ultimi anni ha caratterizzato le problematiche dello spettro autistico è il proposito fondamentale del lavoro, che si inserisce nel dibattito attuale di quel settore specifico dei Disability Studies che sono i Critical Autism Studies. A tale dibattito cerca di contribuire in primo luogo attraverso un lavoro sulle risignificazioni storiche delle problematiche relazionali, dai folk tales alla storia della psichiatria, quindi mettendo in dialogo altre tracce culturali, nel tentativo di dare una rappresentazione dinamica dell'autismo come oggetto culturale. In qualche modo l'esito è una prospettiva esplosa dell'oggetto, una rappresentazione dinamica, quella che mi è parsa più adeguata per dare forma all'oggetto autismo.
29
Antonello, Irene <1991>. « Teoria della mente e Disturbi dello Spettro Autistico : una possibile spiegazione del deficit sociale ». Master's Degree Thesis, Università Ca' Foscari Venezia, 2017. http://hdl.handle.net/10579/11479.
Texte intégralRésumé :
I Disturbi dello Spettro Autistico sono fenomeni complessi dei quali la ricerca scientifica possiede poche certezze, nonostante i casi siano in continuo aumento. I soggetti colpiti presentano numerosi sintomi, primo fra tutti una carente capacità ad intrattenere rapporti sociali: essi hanno delle difficoltà a esprimere le loro emozioni, a comprendere quelle altrui e in alcuni casi non cercano spontaneamente il contatto sociale. In questa ricerca si descriveranno le principali caratteristiche dei Disturbi dello Spettro Autistico, prestando una maggiore attenzione al deficit sociale e si esporranno i diversi modelli teorici che sono stati offerti per spiegare la presenza di questo deficit. Si cercherà di verificare, in particolare, se le difficoltà delle persone con ASD (Autistic Spectrum Disorders) ad instaurare relazioni sociali adeguate possono derivare dallo mancato sviluppo della teoria della mente, meccanismo che nello sviluppo tipico permette di spiegare il comportamento altrui in termini di stati mentali, o, in altre parole, attribuendo loro pensieri, credenze, opinioni e desideri. Si tratterà infine delle principali pratiche terapeutiche che sino ad ora sono state proposte per sviluppare le abilità sociali di queste persone.
30
Vanzo, Serena <1993>. « Prendersi cura dei minori. Dalla teoria alla prassi, le metodologie utilizzate nell'ambito della tutela minori ». Master's Degree Thesis, Università Ca' Foscari Venezia, 2017. http://hdl.handle.net/10579/11677.
Texte intégralRésumé :
Una delle relazioni fondamentali su cui si basano la disciplina e la professione del servizio sociale è il legame tra teoria e prassi, ma è davvero così? Le metodologie spiegate nei libri possono trovare applicazione in un’area multiproblematica come quella della tutela minori?
L’analisi dell’attuale welfare state, in particolare quello italiano, individua nella famiglia il principale attore che i soggetti possono attivare in caso di bisogno.
Le teorie del servizio sociale mutano con i bisogni della società: è importante quindi comprendere come la famiglia e il ruolo del minore sono mutati nel tempo. Dall’Unità d’Italia ai giorni nostri la disciplina e la professione del servizio sociale si sono sempre più arricchite di teorie specifiche per i vari bisogni delle persone. La tutela minori è, tuttavia, l’area più complessa e delicata in cui l’agire professionale deve essere sorretto da una metodologia efficace ed adeguata.
Il servizio per l’Età evolutiva del distretto di San Martino di Lupari dell’AULSS 6 Euganea e un caso complesso saranno oggetto di analisi e fungeranno da esempio di come la teoria studiata possa essere trasposta nell’agire concreto e nella quotidianità.
31
Nguyen, Thuy Duong <1985>. « Memory retrieval and implicit prosody during reading : anaphora resolution by L1 and L2 speakers of English ». Doctoral thesis, Università Ca' Foscari Venezia, 2022. http://hdl.handle.net/10579/22071.
Texte intégralRésumé :
This thesis focuses on L1 (native English speakers) and L2 (Vietnamese speakers of English) processing and resolution of reflexive-antecedent dependencies. The experimental design crossed the three factors: implicit prosody in the form of text presentation formats (word-by-word, phrase-segment, and whole-sentence); syntactic structure (simple, complex); and grammaticality (target-match, target-mismatch). An example of the stimuli is shown in (I).
(I) The actress that {Mary/John} interviewed at the awards ceremony {about two years ago/held outside the theater} described {herself/himself} as an extreme workaholic.
Participants were asked to read the experimental sentences presented on the computer screen in one of the three reading formats: word-by-word (rapid serial visual presentation), phrase-segment (self-paced), and whole-sentence (self-paced), then complete the two follow-up tasks: grammaticality judgment and comprehension probes. Participants’ English reading proficiency was measured via a reading test of which the scores significantly and positively correlated with the results of the self-rated proficiency questionnaire.
During sentence processing, participants are expected to employ a retrieval probe that is created by the combination of retrieval cues in order to integrate previously accessed input with current linguistic representations (Martin, 2018). Retrieval of cues during processing might be obstructed by interfering items that share linguistic features with those of the target (e.g., +FEM : actress, Mary, herself as in (I)). Cue overload occurs when multiple items have features that match retrieval cues, resulting in longer retrieval latency and higher probability of misretrieval (Engelmann, Lewis, & Vasishth, 2019; Lewis & Vasishth, 2005; Parker, 2019; Parker, Shvartsman, & Van Dyke, 2017). When a comprehender fails to deploy retrieval cues due to heavy cognitive load, the comprehender is predicted to resort to a processing strategy that is “good enough” to maintain general comprehension (Ferreira, Bailey, & Ferraro, 2002; Ferreira, 2003; Ferreira & Patson, 2007). Sacrifice of detailed syntactic analysis in exchange for heuristic computation of input is suggested to result from the language system’s preference for a cognitive equilibrium state that prioritizes early arrival at comprehension (Karimi & Ferreira, 2016). Though prosodic parsing that is in line with the syntactic structure of a sentence is expected to reduce cognitive load, thus increasing probability of accurate retrieval (Bader, 1998; Fodor, 1998, 2002), no prosodic information seems to provide any further help with syntactic processing once the comprehender opts for a simple, good enough processing approach. Language proficiency and reading fluency are predicted to mediate between utility of prosodic information and deployment of cues during retrieval.
Results of the study showed that there was evidence of trade-off effects between general comprehension and grammaticality judgment. Interference effects across experimental items were experienced by both groups of participants, particularly among L2. The effects were found to be most robust when there was an interaction between grammaticality and syntactic complexity. Though both L1 and L2 participants benefited from the sentence format, the two groups differed in the effects of the other two reading paradigms. L1 speakers were most disrupted by the word-by-word format, and L2 speakers by the phrase-segment format. I suggest that the differences between the two groups be attributed to differences between L1 and L2 processing strategies and the development of reading fluency. Overall, the findings of the study contribute to the processing model based on the framework of the Good-enough and Online Cognitive Equilibrium hypotheses. This model takes into account the combined effects of cognitive load, memory access, and implicit prosody (Pratt & Fernandez, 2016).
32
MARCHI, STEFANO. « Il contributo di Martin Seligman alla psicologia positiva : una prospettiva italiana ». Doctoral thesis, Università Cattolica del Sacro Cuore, 2008. http://hdl.handle.net/10280/232.
Texte intégralRésumé :
All'interno di questo lavoro sono presentate due differenti ricerche: la prima è l'applicazione pratica degli studi di Seligman sull'ottimismo: la ricerca ha avuto lo scopo di valutare l'efficacia di un training rivolto all'apprendimento di uno stile esplicativo ottimistico come proposto da diversi studi (vedi Seligman 1990, 2002); la seconda è un contributo per la taratura della versione italiana del VIA (Values in action Strenghts Survey): Peterson e Seligman (2004), seguendo l'esempio del Manuale Statistico e diagnostico dei disturbi mentali (APA, 2006), proposero uno schema di classificazione delle forze di carattere che contribuiscono a rendere maggiormente soddisfacente e felice la vita delle persone. All'opposto del DSM il loro scopo è quello di offrire un "manuale delle sanità mentale". Il loro studio può essere usato per supportare delle ricerche nell'ambito della psicologia cognitiva fornendo un vocabolario comune e una operazionalizzazione dei tratti, includendo i criteri che definiscono le forze del carattere. Scopo del lavoro di ricerca è di illustrare la traduzione italiana del value in action strenghts survey e di testare su un campione italiano iniziale le sue caratteristiche psicomentriche.
33
MARCHI, STEFANO. « Il contributo di Martin Seligman alla psicologia positiva : una prospettiva italiana ». Doctoral thesis, Università Cattolica del Sacro Cuore, 2008. http://hdl.handle.net/10280/232.
Texte intégralRésumé :
All'interno di questo lavoro sono presentate due differenti ricerche: la prima è l'applicazione pratica degli studi di Seligman sull'ottimismo: la ricerca ha avuto lo scopo di valutare l'efficacia di un training rivolto all'apprendimento di uno stile esplicativo ottimistico come proposto da diversi studi (vedi Seligman 1990, 2002); la seconda è un contributo per la taratura della versione italiana del VIA (Values in action Strenghts Survey): Peterson e Seligman (2004), seguendo l'esempio del Manuale Statistico e diagnostico dei disturbi mentali (APA, 2006), proposero uno schema di classificazione delle forze di carattere che contribuiscono a rendere maggiormente soddisfacente e felice la vita delle persone. All'opposto del DSM il loro scopo è quello di offrire un "manuale delle sanità mentale". Il loro studio può essere usato per supportare delle ricerche nell'ambito della psicologia cognitiva fornendo un vocabolario comune e una operazionalizzazione dei tratti, includendo i criteri che definiscono le forze del carattere. Scopo del lavoro di ricerca è di illustrare la traduzione italiana del value in action strenghts survey e di testare su un campione italiano iniziale le sue caratteristiche psicomentriche.
34
Truzzi, Anna. « Effect of caregiving behaviors and genetic predispositions on human and non-human primates development ». Doctoral thesis, Università degli studi di Trento, 2019. https://hdl.handle.net/11572/368223.
Texte intégralRésumé :
Parental sensitivity towards infants’ needs influences both the way caregiver-infant interactions unfold and individuals’ own development throughout lifetime. The pivotal role of this early interaction with caregivers is especially highlighted by the fact that when the interaction is non-adaptive, infants’ development may be severely hindered in various domains, such as cognitive, social, and emotional. Moreover, the quality of the early interaction with caregivers has long-lasting effects since it constitutes a lens through which individuals interpret the social world throughout lifetime. Caregivers’ influence on individuals’ subsequent behavior is also moderated by their own genetic predispositions. However the way behavioral, physiological and genetic mechanisms dynamically interact over time in shaping the development of caregiver-infant bonding and the long term effects on individuals remains largely unknown. The present project aimed to investigate behavioral and physiological mechanisms underling caregiver-infant interactions and their long-term effects applying a multilevel approach including behavioral, physiological and genetic measurements as well as a comparative approach between human and non-human primates. Specifically, in a first study focused on human adults we investigated the effect of the interaction between early parental care and individuals' own genetic predispositions in moderating adults' subsequent peripheral physiological responses to distressing social stimuli. Next, a second study on a primate model, the marmosets (\textit{Callithrix Jacchus}), focused directly on caregiver-infant dyads applying micro-behavioral analysis during infants' first month of life. Overall findings highlighted a differential importance of environmental and genetic factors in moderating caregiver-infant dyads vs individuals' long-term development. The leading role of environmental factors, namely parental behaviors, in determining infants' responses to specific caregivers within caregiver-infant interactions seems to be, on the contrary, smoothed out by individuals' own genetic predispositions when focusing on the long-term effects. Indeed, genetic characteristics determine individuals' sensitivity to environment, either weakening or strengthening the effect of environmental contribution in shaping individuals' physiological mechanisms. Also, interesting similarities between marmosets’ and humans’ caregiver-infant interactions’ structure have been found, making way for future studies investigating the brain mechanisms underlying the development of parent-infant bonding.
35
Salout, Anuch. « The Psychophysiological Effects of Touch and Odor ». Doctoral thesis, Università degli studi di Trento, 2016. https://hdl.handle.net/11572/368883.
Texte intégralRésumé :
In everyday life, the emotional perception often occurred in different modalities at once but knowledge about multisensory perception on emotion was minimal. To understand emotional integration, odors and touch were used in two experiments. The first experiment was conducted to distinguish the emotional effects of different odors and to examine the effect of gender difference with respect to emotional perception. The aim of the second experiment was to determine the emotional integration of bimodal stimuli. The self-report and psychophysiological responses from forty-five participants were computed. Data were analyzed by two-way mixed ANOVA and two-way repeated measures ANOVA, statistical significance at the .05 level. The findings highlight that there was no crossed interaction between olfactory and tactile modalities in the aspect of emotion. The bimodal stimuli did not enhance the emotional perception of unimodal stimuli. Civet oil markedly elicited an unpleasantness. Michelia oil elicited objective arousal, meanwhile, Lavender oil elicited a pleasant feeling. In addition, 3 cm/s stroking touch elicited subjective pleasantness with moderate arousal, and 30 cm/s stroking touch elicited high arousal without the feeling of pleasantness. Moreover, men are more sensitive to some type of odor than women especially unpleasant odors and arousing odors. This was the first work that studied the bimodal emotional perception between olfactory and tactile modalities and was a first study that revealed the peripheral psychophysiological effect of CT afferents. A further study should investigate an impact of gender and culture to emotional integration and a consistency of finding.
36
ANTONUCCI, LINDA ANTONELLA. « The role of adult attachment in the risk pathways for psychosis : modulation on personality traits, emotional availability and neurobiology of emotion processing ». Doctoral thesis, Università degli studi di Bari, 2017. http://hdl.handle.net/11586/241747.
Texte intégral
37
REPETTO, ANNA MARIA. « Educare alla cittadinanza : Per un’ipotesi di didattica esistenziale agita in spazi di co-esistenza ». Doctoral thesis, Università degli studi di Bergamo, 2010. http://hdl.handle.net/10446/497.
Texte intégral
38
ONOFRI, AGNESE. « Disturbi del sonno e cefalee primarie : correlati psicopatologici e neuropsicologici in infanzia e in adolescenza ». Doctoral thesis, Università degli Studi dell'Aquila, 2022. http://hdl.handle.net/11697/192069.
Texte intégralRésumé :
Background: La cefalea ed il sonno hanno aspetti anatomici, biochimici, neurotrasmettitoriali e funzionali comuni, anche se la natura di questa associazione risulta ancora enigmatica. La clinica e l’epidemiologia indicano che il 25-40% dei bambini con cefalea, presenta disturbi del sonno, ma dall’analisi di revisioni sistematiche, emerge che diversi studi hanno valutato rigorosamente il costrutto “cefalea” seguendo i criteri diagnostici dell’ICHD e scarsamente i disturbi del sonno e studi focalizzati sui disturbi del sonno che utilizzano strumenti standardizzati ma che non documentano una diagnosi di cefalea accurata. Obiettivo di studio: Studio prospettico osservazionale trasversale, che indaga la relazione tra alcune forme di cefalee primarie e i disturbi del sonno, in una coorte di bambini e adolescenti, al fine di verificare: (1) prevalenza e tipo di cefalea primaria; (2) prevalenza disturbi del sonno; (3) presenza disturbi psicopatologici e neuropsicologici associati alle cefalee primarie e ai disturbi del sonno; (4) efficacia e differenza della medicina complementare e alternativa rispetto al trattamento farmacologico standard. Materiali e Metodi: 127 bambini e adolescenti, con diagnosi di cefalea primaria (ICHD-3,2018), afferenti consecutivamente tra Gennaio 2019 e Ottobre 2021, presso il Centro Cefalee per l’età evolutiva - ASL 1 Avezzano-Sulmona-L’Aquila. I partecipanti sono stati divisi in due gruppi in base alla loro età: gruppo A-bambini e gruppo B-adolescenti, e sono state analizzate le diagnosi e le comorbilità psicopatologiche e neuropsicologiche. Strumenti di assessment utilizzati: SDSC; Scale SAFA, CBCL/6-18 e YSR/11-18; TAS-20; test AS della Leiter-3 e test di Corsi. I dati sono rappresentati come numeri assoluti, percentuali o come medie aritmetiche con relative DS. Sono stati utilizzati il test del χ 2 e il test esatto di Fisher, come appropriato. Per la verifica delle correlazioni tra due o più variabili oggetto di studio, sono stati utilizzati la correlazione di Pearson e quella non-parametrica di Spearman. Per tutti i test utilizzati, il livello di significatività è stato fissato per valori di p ≤ 0.05. Risultati: (1) La diagnosi più rappresentata nel campione totale era quella di ESA (31%); il gruppo A, mostrava maggiori percentuali statisticamente significative in ESA e CT rispetto al gruppo B, che invece, mostrava maggiori percentuali statisticamente significative in ECA, EC e CTC. (2) Dal test SDSC, somministrato alle madri dei partecipanti dell’intero campione, venivano rilevati disturbi del sonno nel 18% dei loro figli in DIMS (41%), DTSV (41%), DES (34%) e DRS (31%). Il confronto tra i due gruppi mostrava significatività statistiche in relazione all’età dei partecipanti (gruppo A vs gruppo B) in DRS (p=0.0113), DA (p<0.0001) e DTSV (p=0.0023). (3) Dal test CBCL/6-18 somministrato alle madri venivano rilevati problemi emotivo-comportamentali (Ansia, Depressione e Lamentele somatiche) nel 66% di entrambi i gruppi di studio. Inoltre gli adolescenti del gruppo B, mostravano distribuzioni statisticamente significative in Ansia (p=0.0245), Depressione (p=0.0088), Ossessioni e compulsioni (p=0.0243). Emergeva una significatività statistica tra i valori positivi al test SDSC e CBCL/6-18 delineandosi una associazione diretta tra il sonno e i problemi totali (p<.0001). Il 30% dei bambini del gruppo A, presentava prestazioni inferiori alla media nella valutazione dell’attenzione sostenuta. (4) I bambini del gruppo A aderivano di più al trattamento singolo con nutraceutico (58%) e alla psico-educazione (25%), mentre gli adolescenti del gruppo B al trattamento con nutraceutico associato a psico-educazione (48%). Conclusioni: Questo studio dimostra una relazione significativa tra i disturbi del sonno e le cefalee primarie.
39
GIANCOLA, MARCO. « Fattori cognitivi, di personalità ed emotivi coinvolti nella creatività : dall'infanzia all'età adulta ». Doctoral thesis, Università degli Studi dell'Aquila, 2022. http://hdl.handle.net/11697/192068.
Texte intégralRésumé :
Creativity is one of the four primary skills in the 21st century, along with critical thinking, communication, and collaboration. It represents a crucial factor for achieving social and economic growth and solving daily life problems. The current dissertation relies on seven studies and aims to deepen the roots of creativity, considering both creative potential (e.g., divergent and convergent thinking) and creative production at different developmental stages. The findings of the seven studies support the idea of creativity as a confluence of the multiplicative interaction amongst individual resources, including cognitive processes and personality traits. In particular, whereas cognition is crucial during the generation of creative thoughts, explaining how creativity is materialised, personality is responsible for the extent to which cognitive processes are used.
40
PERASSO, GIULIA. « I fattori associati all’uso di alcol e alla cyber-vittimizzazione in adolescenza. Evidenze dal protocollo Health Behaviour in School Aged Children 2014 ». Doctoral thesis, Università degli studi di Pavia, 2021. http://hdl.handle.net/11571/1422616.
Texte intégralRésumé :
La presente tesi approfondisce alcune delle sfide che gli adolescenti, nella società contemporanea, devono affrontare per perseguire uno stato ottimale di salute biopsicosociale. In particolare, questo lavoro si concentra su due tematiche: (a) il consumo di alcol negli adolescenti e (b) la vittimizzazione online nella forma di esperienze di cyberbullismo (subite). L'adolescenza è, infatti, un'età del ciclo di vita caratterizzata da un alto rischio di mettere in atto comportamenti dannosi per la salute (ad esempio, il consumo di alcolici). Inoltre, la presenza pervasiva di Internet nella vita quotidiana degli adolescenti aumenta il rischio subire cyber-bullismo. La tesi comprende tre studi che sono stati condotti sui dati del protocollo self-report Health Behaviour in School-Aged Children (2014), raccolti sul territorio della Lombardia. Il protocollo HBSC consente di studiare l'adolescenza in tre fasi cruciali: 11 anni, età corrispondente alla pubertà e all’inizio della scuola secondaria di primo grado; 13 anni, età corrispondente – in Italia – alla scelta della carriera scolastica futura (la scuola secondaria di secondo grado); 15 anni, età corrispondente alla scuola secondaria di secondo grado e alla piena adolescenza. Il primo capitolo prende in esame l'interazione tra genere, controllo parentale e cene familiari per contrastare il consumo mensile di alcol degli adolescenti. Il secondo capitolo indaga le differenze e le comunalità tra la cyber-vittimizzazione, la cyber-vittimizzazione visiva e la cyber-vittimizzazione scritta. Il terzo capitolo analizza i fattori associati alla cyber-vittimizzazione femminile, con un focus specifico sulle variabili legate al peso (ad esempio, peso effettivo in chilogrammi, peso percepito, indice di massa corporea). I tre studi rivelano indizi chiave per la prevenzione del consumo di alcol e del bullismo, sottolineando il ruolo cruciale della sorveglianza HBSC nel monitorare i pattern comportamentali di rischio e benessere per le nuove generazioni.The present dissertation addresses some of the challenges that adolescents have to face to pursuit health in contemporary society. Specifically, this work focuses on: (a) adolescents alcohol consumption and (b) cyberbullying victimization. Adolescence is, in fact, an age characterized by a high risk for engaging harmful behaviours. Plus, the pervasive presence of the Internet environment in adolescents’ everyday life enhances the risk of being cyberbullied. The dissertation includes three studies that have been conducted on Health Behaviour in School-Aged Children (HBSC) 2014 data from Lombardy. HBSC protocol consents to study adolescence in three crucial phases (i.e., age 11, corresponding with puberty and the beginning of middle school; age 13 corresponding – in Italy – to the choice of the high school career; age 15, corresponding with high school years). The first chapter questions the interaction of gender, parental control, and family dinners in counteracting adolescents’ monthly alcohol consumption. The second chapter investigates the differences and the commonalities among general, visual, and written cyberbullying victimization. The third chapter analyzes the associated factors of girls’ cyberbullying victimization, with a specific focus on weight-related variables (e.g., actual weight in kilograms, perceived weight, body-mass index). The three studies reveal key-clues for prevention, emphasizing the crucial role of HBSC surveillance in monitoring the emerging patterns of risk and wellbeing for the new generations.
41
DEL, SETTE PAOLA. « The social side of pragmatics in middle childhood : is metaphor understanding associated with Theory of Mind ? » Doctoral thesis, Università degli studi di Pavia, 2021. http://hdl.handle.net/11571/1422595.
Texte intégral
42
Canale, Caterina <1994>. « Indagine esplorativa sulla teatro terapia come risorsa nel processo di riabilitazione linguistica di ragazzi ipoacusici Prospettive di ragazzi, genitori e logopediste a confronto ». Master's Degree Thesis, Università Ca' Foscari Venezia, 2018. http://hdl.handle.net/10579/13955.
Texte intégralRésumé :
La teatro terapia, applicata a ragazzi ipoacusici, si pone come obbiettivo il raggiungimento di un buon livello di produzione e comprensione linguistica, evidenziando l'importanza dell'espressività ed esortando i ragazzi ad essere il più comunicativi possibile. Inoltre, si lavora molto per far sì che il ragazzo si sviluppi in modo equilibrato in tutti gli ambiti della vita, non solo quello linguistico, ma anche emotivo, relazionale e cognitivo.
Scopo della ricerca è quello di comprendere gli effetti della teatro terapia applicata a soggetti ipoacusici, con la finalità di migliorarne il linguaggio e la comunicazione.
Si ipotizza che la terapia porti i ragazzi ad un miglioramento nelle loro prestazioni linguistiche e comunicative, grazie anche alla crescita psicologica ed emotiva che il teatro porta con sé
I partecipanti allo studio sono stati undici ragazzi ipoacusici dagli undici ai quattordici anni (cinque maschi e sei femmine), le loro logopediste (otto) ed i genitori (sei).
La raccolta dati si è svolta tramite interviste semistrutturate composte da domande semi aperte riguardanti tre categorie: motivazione, cambiamenti ed ambiti. I dati sono stati poi analizzati tramite un software di analisi linguistica T-lab, grazie al quale è stato possibile creare tabelle e diagrammi.
In particolare, risulta evidente che la teatro terapia applicata a ragazzi ipoacusici lavora in particolar modo sugli aspetti che riguardano l'emotività dei ragazzi, preparandoli ad affrontare situazioni nuove e simili a quelle reali, insegnando loro a valorizzare i propri pregi e a sfidare i propri limiti mettendosi in gioco e incitandoli a superare quei blocchi dovuti ad esempio alla timidezza. Con il teatro i ragazzi sono spronati a mettersi in gioco e a superare il senso di inadeguatezza.
Tutto questo incide considerevolmente sullo sviluppo linguistico e comunicativo.
43
Brisotto, Chiara <1993>. « Les émotions de l'enseignant de langues étrangères ». Master's Degree Thesis, Università Ca' Foscari Venezia, 2019. http://hdl.handle.net/10579/14415.
Texte intégralRésumé :
Ce mémoire vise à analyser le rôle des émotions chez l’enseignant de langues étrangères, et en particulier la façon dont les émotions éprouvées influencent l’identité et la motivation de l’enseignant, ainsi que ses pratiques d’enseignement.
La première partie de ce travail est théorique : dans le premier chapitre nous nous focalisons sur le concept d’émotion, étudié d’un point de vue cognitif et social. Dans les chapitres suivants, notre recherche prend en compte les effets des émotions dans la construction de l’identité, dans la motivation et dans le bien-être. Partant de ce corpus théorique, dans la deuxième partie nous proposons une étude de cas focalisée sur des enseignants de langues étrangères qui travaillent en Italie. Notre objectif est de comprendre, à travers un questionnaire, quelles émotions sont le plus souvent ressenties, dans quels contextes et si les émotions ont une influence sur la satisfaction et sur la motivation de l’enseignant. Les résultats montrent que les enseignants éprouvent des émotions de joie et d’orgueil dans leur travail. En général ils sont encore satisfaits de leur enseignement, quoiqu’ils soulignent souvent un sentiment de frustration lié au manque d’autonomie, inhérent à leur profession encadrée par le ministère. Nous considérons que la régulation efficace des émotions peut être un support valable afin d’éviter que les émotions négatives n’affectent la qualité de l’enseignement et l’apprentissage des élèves.
44
Raza, Nadia <1986>. « Exploring Emotions and Motivation in Second Language Learning ». Master's Degree Thesis, Università Ca' Foscari Venezia, 2019. http://hdl.handle.net/10579/16130.
Texte intégralRésumé :
The presenty study aims to investigate language learners’ emotional experiences trying to relate them to the L2 motivational self system.
Although past studies focused more on negative emotions, this study takes in consideration also the positive ones providing a picture of L2 learners’ emotions and their motivation in second language acquisition.
The study is divided into two parts: the first part deals with the L2 emotions and motivation and the theories that have been dealing with them.
The second part of the paper describes the empirical research conducted on the sample of 52 secondary school students in age from 16 to 49 years.
45
Quasimodo, Silvia <1993>. « Learning strategies in pluralistic approaches to foreign languages : a study of "Intercomprehension between Romance languages" university students ». Master's Degree Thesis, Università Ca' Foscari Venezia, 2020. http://hdl.handle.net/10579/17777.
Texte intégralRésumé :
Le strategie di apprendimento linguistico sono uno degli ambiti di ricerca più produttivi nel campo della glottodidattica. La maggioranza degli studi ha analizzato le strategie usate per imparare una singola lingua straniera. Tuttavia, l’uso delle strategie in corsi di lingua basati su approcci plurali non è stato considerato con altrettanta attenzione. Pertanto, questa tesi intende sopperire a tale mancanza esaminando le strategie impiegate dagli studenti di "Intercomprensione fra lingue romanze", un corso dell’Università di Verona basato sull’omonimo approccio plurale. Gli obiettivi di questo lavoro sono (1) identificare le strategie usate dagli studenti di intercomprensione e (2) paragonarle con le strategie impiegate da altri studenti di lingue che non frequentino tale corso. Le informazioni inerenti all’uso delle strategie sono state raccolte tramite un questionario composto dal SILL (Oxford, 1990) e da una sezione aggiuntiva basata sulle strategie incluse nel FREPA (2012). Inoltre, è stato utilizzato un think-aloud protocol per identificare le strategie impiegate dagli studenti di intercomprensione nello svolgimento di un’attività di comprensione in una lingua romanza a loro non familiare (Gallego). I risultati hanno mostrato che gli studenti di intercomprensione utilizzano le strategie più frequentemente e ne hanno una maggior conoscenza teorica rispetto agli altri apprendenti di lingue. Inoltre, dal think-aloud protocol si desume che gli studenti di intercomprensione padroneggiano una gamma di strategie di tre diverse tipologie (cognitive, compensative e metacognitive). Il risultato più significativo è che gli studenti sono in grado di combinare strategie diverse per far fronte alle parole opache del testo.
46
Bosco, Martina <1996>. « Le linee guida sui DSA : basi scientifiche, evoluzione, ricadute ». Master's Degree Thesis, Università Ca' Foscari Venezia, 2022. http://hdl.handle.net/10579/21755.
Texte intégralRésumé :
Le linee guida sono elaborate mediante un processo di revisione della letteratura con lo scopo di fornire una guida ai professionisti sanitari sulla scelta di modalità più appropriate in determinate situazioni cliniche. Il lavoro si basa su un’analisi accurata delle Linee Guida pubblicate sui DSA nel 2022 allo scopo di comprendere cosa è cambiato nei consigli per la diagnosi e per il trattamento rispetto alle precedenti Linee Guida, pubblicate nel 2011. Sono state formulate delle raccomandazioni per degli aspetti che precedentemente non erano stati indagati. Tra questi, il Disturbo di Comprensione nella Lettura; a tal proposito si esplicita che la difficoltà di comprensione del testo non deve essere una conseguenza di un disturbo di decodifica e richiede l’utilizzo di prove standardizzate. Espone inoltre raccomandazioni per la valutazione e la diagnosi di DSA negli studenti bilingui. Secondo i dati del MIUR, il 10% degli studenti in Italia è costituito da persone bilingue ed è per questo che la diagnosi DSA deve far riferimento a prove standardizzate su popolazioni bilingue. Un altro aspetto indagato è la diagnosi DSA nei giovani adulti; infatti, con le nuove Linee Guida i clinici possono far riferimento a direttive diagnostiche più chiare. Gli argomenti che sono stati aggiornati sono: disgrafia, con sviluppo di nuove prove di valutazione; discalculia, con relativa raccomandazione di includere nel processo diagnostico la valutazione delle abilità compromesse nei DSA; individuazione precoce di DSA per individuare bambini che presentano un possibile rischio di sviluppare un disturbo dell’apprendimento a partire dall’ultimo anno della scuola dell’infanzia.
47
CORRIAS, GIADA. « Progettazione, realizzazione e testing di un ambiente di realtà virtuale immersiva per l’apprendimento ». Doctoral thesis, Università degli Studi di Cagliari, 2021. http://hdl.handle.net/11584/319508.
Texte intégralRésumé :
This thesis presents the results of the research activities carried out during the PhD course in Philosophy, Epistemology and History of Culture at the University of Cagliari. The doctorate is part of the "Innovative Doctorates with industrial characterization" (PON-RI - XXXIII cycle), aimed at the promotion and strengthening of higher education in line with the needs of the national production system and with the National Strategy of Intelligent Specialization 2014-2020 approved by the European Commission. The research project mainly concerned the study of perception-action cycles in immersive virtual reality (VR) environments in order to understand how to better design virtual environments for learning and teaching, testing the collaboration between psychology, education and computer science.
During the doctoral period, through the close collaboration between the research group of the Department of Pedagogy, Psychology and Philosophy of the University of Cagliari, the Lawrence Technological University of Detroit and the Software House "Infora", it was possible to design and develop a laboratory for immersive virtual reality called VirtuaLab (VLab), with the aim of analysing the impact on procedural learning of different combinations of structural and functional characteristics and implementable scenarios.
The thesis is structured in three parts. The first part examines the theoretical aspects related to the use of virtual reality in areas ranging from learning to health professions, including entertainment and industrial training: the first chapter is dedicated to the definition of the concept of virtual reality and a detailed description of the different types of virtual reality available to the broad public. The following chapter contains a reasoned bibliographic review of the studies that have examined the different applications and objectives that virtual reality has encountered over time, regarding virtual environments dedicated to learning and professional training.
The second part introduces the VirtuaLab software (VLab) which was developed for the thesis work and its main characteristics.
The third part of the thesis presents two experiments carried out with the designed software: starting with the presentation of the first experiment carried out with a first version of the VLab software, Virtual Kitchen 1.0, focused on the analysis of the effects of different approaches in the presentation and execution of a procedure (implicit feedback VS explicit feedback), in order to evaluate its effectiveness in relation to procedural learning in immersive virtual reality environments. In the next chapter the main changes to which the VLab environment has been subjected are exposed thanks to the analysis carried out on the user experience of the subjects participating in the experiment with VK 1.0, and subsequently a second experiment is presented realized with the modified VLab software (Virtual Kitchen 2.0 or VK 2.0), aimed to verify the effects on performance and learning of two different tutorial modes (textual VS visual), to test the effect on the procedural learning in immersive VR environments. At the end of the thesis work, the results of the experiments are presented and possible future developments of the VirtuaLab software are discussed.
48
ONNIVELLO, SARA. « La variabilità in bambini e adolescenti con sindrome di Down ». Doctoral thesis, Università degli studi di Padova, 2022. http://hdl.handle.net/11577/3448670.
Texte intégralRésumé :
La sindrome di Down (SD) è caratterizzata da eterogeneità sia a livello globale che dominio specifico. La presente tesi esplora tale variabilità da diverse angolazioni.
Conoscere le tappe di sviluppo facilita la pianificazione dell’intervento e l'individuazione precoce di fattori in comorbidità. Sono presenti tabelle normative per l'acquisizione delle abilità cognitive e comunicative nello sviluppo tipico, ma meno si sa sulla SD. Gli obiettivi dello Studio I sono: fornire informazioni sull’acquisizione di abilità cognitive e di comunicazione nella SD; facilitare l'identificazione precoce di bambini a rischio di comorbidità. 74 bambini con SD (4-18 mesi) hanno completato la Bayley Scales of Infant Development-III (BSID-III). I genitori hanno fornito informazioni sullo sviluppo del bambino e sulla storia familiare. Le percentuali dei bambini che hanno acquisito ogni abilità sono state calcolate per item dalle scale cognitive e di comunicazione all'interno di fasce d’età di 2 mesi. Per coloro che non avevano acquisito una determinata abilità, sono stati calcolati anche i tassi di prematurità, difetti cardiaci, interventi chirurgici e malattie. Questo studio ha permesso di ottenere informazioni utili nel determinare le tappe dello sviluppo cognitivo e comunicativo nella SD.
Crescendo, gli individui con SD hanno un profilo di sviluppo caratterizzato da punti di relativa forza e debolezza, ma è anche evidente una grande eterogeneità. Questa nozione ha dato luce allo Studio II, che mira a: esplorare il profilo di sviluppo complessivo di bambini con SD durante l’infanzia; esaminare se l’eterogeneità sia rilevabile già durante questo periodo; identificare il ruolo di fattori ambientali e relativi alla salute che potrebbero influenzare l'acquisizione delle prime abilità. 54 bambini con SD (3-17 mesi) hanno completato le BSID-III, mentre i genitori hanno fornito informazioni sulla storia di sviluppo e familiare. I punteggi BSID-III sono stati analizzati per esplorare il profilo di sviluppo di tutto il gruppo e, tramite un’analisi dei cluster, la presenza di profili di sviluppo differenti. Sono state anche esplorate le associazioni con l'età cronologica, la prematurità, i problemi medici, le terapie e il livello di istruzione materno. A livello di gruppo, la comunicazione espressiva è emersa come un punto di forza relativo, e le abilità grosso-motorie come una debolezza. Sono emersi inoltre due diversi profili di sviluppo: uno caratterizzato da punteggi di sviluppo più alti, l’altro più bassi, e con i bambini del primo gruppo più piccoli di quelli del secondo.
L'eterogeneità negli individui con SD è stata ulteriormente esplorata nello Studio III, spostando l'attenzione su bambini più grandi e adolescenti. Gli obiettivi di questo studio sono: esplorare il profilo cognitivo; esplorare la presenza di diversi profili cognitivi; indagare l'associazione tra profilo cognitivo e tappe dello sviluppo, condizioni mediche e livelli di istruzione dei genitori. 72 bambini/adolescenti con SD (7-16 anni) sono stati valutati con la Wechsler Preschool and Primary Scale of Intelligence - III. Sono stati adottati punteggi età equivalente e sono stati ottenuti un indice verbale e uno non verbale, prima analizzati per esplorare il profilo cognitivo dell'intero gruppo, poi utilizzati per un’analisi dei cluster. A livello di gruppo, sono emersi punteggi omogenei tra i due domini, mentre l’analisi dei cluster ha identificato tre diversi profili, "Non-Verbale", "Verbale" e "Omogeneo". Il primo sottogruppo aveva i punteggi più bassi e il profilo tipico della sindrome; il secondo presentava punteggi intermedi e punteggi migliori nei compiti verbali rispetto ai non verbali; e il terzo, con i punteggi più alti, mostrava punteggi simili nei due domini. Questi tre sottogruppi non differivano per età cronologica e le variabili ambientali sembrano aver avuto un ruolo nel determinare i profili "Verbale" e "Omogeneo".Down syndrome (DS) is characterized by a marked inter-individual variability on both the global and the domain-specific levels. The present dissertation explores the variability in the syndrome from different angles. Understanding the timing of developmental milestones facilitates intervention planning and the early detection of risk for co-occurring conditions. The normative timing for typically-developing children to acquire cognitive and communication skills has been established, but little is known about what happens in DS. The aims of Study I were: to provide foundational information on when infants with DS acquire cognitive and communication skills; to facilitate the early identification of infants at risk of concomitant developmental delays. 74 infants with DS (4-18 months) completed the Bayley Scales of Infant Development-III (BSID-III). Parents provided information regarding their infant’s developmental and family history. The percentages of the infants acquiring each skill were calculated within 2-month age bands for selected items from the cognitive and communication scales. For those failing to acquire a given skill within each age band, the rates of prematurity, heart defects, corrective heart surgery and significant illness were calculated. This study generated information for developing a timetable for the cognitive and language development of infants with DS. As they grow up, individuals with DS are generally predisposed to a pattern of relative developmental strengths and challenges, but a great deal of within-syndrome heterogeneity is also apparent. This prompted Study II, which aimed: to explore the overall developmental profile of infants with DS; to examine whether any heterogeneity is detectable already during infancy; to identify any associations with various health-related and environmental factors that might influence early skills acquisition. 54 infants with DS (3-17 months) completed the BSID-III. Parents provided information on their developmental and family history. Scores obtained on the BSID-III scales were analyzed to ascertain the developmental profile of the sample and to identify any different profiles using a clustering approach. Associations with chronological age (CA), prematurity, medical problems, therapies and mothers’ education level were also explored. At group level, expressive communication emerged as a relative strength and gross motor skills as a weakness. Two different developmental profiles emerged, one more and one less advanced developmentally, with infants in the first group being younger. Heterogeneity in individuals with DS was further explored in Study III, shifting the focus to childhood and adolescence. The goals of this study were: to explore the cognitive profile of children and adolescents with DS; to examine whether their inter-individual variability could be classified in terms of subgroups with different cognitive profiles; to investigate the association between cognitive profile(s) and developmental milestones, medical conditions, and parents’ education levels. 72 children/adolescents with DS (7-16 years old) were assessed with the Wechsler Preschool and Primary Scale of Intelligence – III. Age-equivalent scores were adopted, and Verbal and Non-Verbal indexes were obtained. These scores were first analyzed to explore the cognitive profile of the whole group, then used for a cluster analysis. Considering the whole sample, similar scores in the verbal and non-verbal domains emerged, while cluster analysis identified three different profiles, the “Non-Verbal”, “Verbal” and “Homogeneous”. The first subgroup had the lowest scores and the typical DS profile; the second had intermediate scores and fared better on verbal tasks; the third, with the highest scores, fared equally well in the two domains. CA did not differ in these subgroups. Environmental variables seemed to have had a role in shaping the Verbal and Homogeneous profiles.
49
Bembich, Caterina. « Early attachment behavior in mother-infant dyad : a study on Maternal Physical Engagement ». Doctoral thesis, Università degli studi di Trento, 2012. https://hdl.handle.net/11572/368832.
Texte intégralRésumé :
The purpose of this study, is to compare the extent and types of physical proximity and contact between mothers and infants across different countries during the early child stage of life, and to discuss how those activities are modulated by contrasting cultural styles. We have compared the way in which mothers are physical engaged with their children in different societies, to investigate similarities and differences in the physical and proximal maternal behaviors, selecting 5 different countries belonging to the Western (Italy and USA), Eastern (Korea and Japan) and Developing countries (Kenya). Moreover, the research analyzed how those early maternal activities are related to the child’s subsequent development, examining how experiences during early life could affect his future growth. The results are discussed in light of the culture-universal as well as culture-specific aspects of parenting. Three studies have been developed: the first examines and compares the ways in which mothers physically engage their very young infants in Italy and the USA, and asks whether they differ in the proximal and physical response to infant vocalizations; the second proposes a wider analysis of the maternal physical engagement across different countries, and investigates similarities and differences in the physical and proximal maternal behaviors in countries belonging to the Western (Italy and USA), Eastern (Korea and Japan) and Developing countries (Kenya); the third evaluates the influence of maternal physical engagement on the development of infant play, adaptive behavior, and child emotion availability, in the Italian sample. Finally, in the Appendix, is reported a study on a particular form of attachment behavior presented in mammalian (the Transport Response (TR)), in mice genetically modified who show deficits in attachment behavior. The study corroborates the importance of investigating the genetic basis of attachment behavior in order to better understand the affiliative relationship in higher mammals.
50
Decarli, Gisella. « The two core systems of numerical cognition in infants and developmental dyscalculia ». Doctoral thesis, Università degli studi di Trento, 2019. https://hdl.handle.net/11572/368641.
Texte intégralRésumé :
The present dissertation collects several works that aim to examine multiple aspects of ANS and OTS during infancy. In particular, the predictive role of ANS on mathematical abilities, the importance of dynamic information in OTS and the role of OTS and ANS in developmental dyscalculia.