Il presente contributo mira a indagare le percezioni e gli effetti che la Didattica a Distanza ha prodotto sugli individui con Disturbi Specifici dell’Apprendimento (DSA) e Bisogni Educativi Speciali (BES). Durante l’ultimo anno, l’emergenza epidemiologica da COVID-19 ha promosso una rimodulazione repentina delle metodologie didattiche e degli ambienti di apprendimento verso l’ubiquitous learning. Tuttavia, già da diversi anni, si avvertiva l’impellente necessità di innovare il fare pedagogico attraverso l’applicazione di nuove tecnologie inclusive e l’accomodamento della didattica al funzionamento cerebrale del singolo alunno. A tal fine, si riflette sulla prevenzione delle difficoltà cognitive e si evidenziano le statistiche scolastiche, riferite all’a.s. 2019/2020, circa le misure compensative adottate per fronteggiare i DSA e BES.
The present study was aimed to investigate English learning as second language, in school, in first, second and third graders of twelve classes randomly assigned to a control or an experimental group. Children in the latter are exposed during English school teaching to the method “An English Island®” and to its platform activities. The method “An English Island®” offers a variety of strategies for teaching English in primary school, an innovative digital tool that promotes teaching/learning English language’s communicative approach, lead students to become familiar with the language in a sort of continuous, inclusive workout, in which everyone participates and talks.English skills as well as cognitive abilities are tested in both groups at the beginning and at the end of the school year with the aim to compare control and experimental classes in both a longitudinal and a cross-sectional design.
Background: the sector of motor development mediated by technologies in disabled subjects is growing. It is becoming popular as subject of interdisciplinary studies in engineering, neuroscientific, psychological and pedagogical fields. Nevertheless, only in the last few years scientific studies in motor development mediated by technologies in disabled subjects are analysing and studying the neuropsychological effects of such practices as well. Objective: the purpose of this work is the analysis of the scientific literature about the effects of the employment of technologies in motor abilitation/rehabilitation in disabled subjects. It will identify and track the research paths that scientific studies are following. The identification will be based on the scientific production of the last decade. The target includes adults and children. Material and methods: this work started researching combined words among the concepts of motor development, technology, disability and effects in electronic databases. In order to be considered valuable, the studies must have the purpose to measure the motivational, emotional and/or cognitive effects associated with motor development. Scientific papers which don't focus mainly on psychological implication were excluded from this review. Results: this work observes that international scientific literature strongly focused on 4 macro-categories, related to the technology used: 1) assistive robots, 2) brain-computer interface (BCI); 3) augmented or virtual reality; (3) technology-aided support tools and interactive apps. These tools produce a recovery or improvement in different fields: motor, social, cognitive, emotional and motivational. Conclusions: the research about motor development mediated by technologies in disabled subjects has a wide reach in the recovery of neuromotor deficit and in the acquisition or improvement of neuropsychological competences. The effects can generate relapses not only in the field of neuro-motricity but also in educational and mental health field.
The aim of this paper is to retrace the evolution of the super-ego, in psychoanalysis and phenomenology, describing its effects on education, starting with the formation of individual morality. In the broadest sense, the reflection concerns not only the role that the family can play in this direction, but above all the contribution that schools can make to the formation of individual morality. The structuring of the super-ego is thus built up in the family system by being influenced by the socio-educational environment. The importance of a healthy structuring of the super-ego emerges in the increased risk of alteration of the intersubjective sphere, in cases of dysregulation of the super-ego, a process that is fundamental to psychotic disorder.
The understanding of memory has been a constant challenge for scientific research for centuries. The mnemonic processes, which determine the identity of the human being, have been investigated through multiple points of view, such as the psychological, neurophysiological and physical ones. The result is complex and multifaceted visions that should be integrated to provide a unitary and complete interpretation. A survey of the most recent scientific literature is carried out on the functioning of declarative memory, to analyse the relationship between real information coming from the outside world, the encoded event and the recovered memory. The aim of the essay is to investigate the neural correlates, which regulate the cognitive system in question, through a dual neuropsychological-mathematical interpretation. Neuropsychology sheds light on the anatomical, physiological and psychic mechanisms of memory while Mathematics associates the corresponding mathematical configurations to neural networks. The reunification process between the two disciplines is achieved through neuromorphic computational simulation that emulates mind uploading. The assembly of artificial neurons has the potential to clarify in detail the memory processes, the functioning of neural correlates and to carry out the mapping of the biological brain. We hope that the results obtained will provide new knowledge on mnestic mechanisms to contribute to the evolution of disciplines such as General Psychology, Forensic Neuroscience, Cognitive Rehabilitation and Awake Surgery.
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