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Elisabetta Conte Ilaria Grazzani Alessandro Pepe 《Early education and development》2018,29(6):814-830
Research Findings: In this study, we investigated associations among social cognition skills (specifically, emotion knowledge and theory of mind), language abilities, and 3 varieties of prosocial behavior (helping, sharing, and comforting) in early childhood. The effects of age and gender were also taken into account. Participants were 149 Italian children between 24 and 47 months of age (M = 35.6 months, SD = 6.77 months). We adopted a multitrait mixed-methods research design, using direct measures of emotion knowledge, theory of mind, and language as well as naturalistic observations of children’s free play with peers to detect the frequency with which they engaged in prosocial behaviors. Ordinal logistic regression analyses showed that helping behaviors were especially accounted for by emotion knowledge and gender, whereas variance in sharing behaviors was mostly explained by theory-of-mind ability and language. Practice or Policy: The findings encourage those involved in early childhood education to develop training and intervention programs to enhance children’s emotional, linguistic, and cognitive skills. Given that these results were obtained with children as young as 2 and 3 years, preventive intervention should be implemented during the earliest years of life. 相似文献
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Goda Kaniušonytė Inga Truskauskaitė-Kunevičienė Rita Žukauskienė Elisabetta Crocetti 《Child development》2019,90(5):1579-1588
In adolescence, both identity concerns and feelings of loneliness are of utmost importance to the experiences of young people. Yet, a theoretically grounded hypothesis that identity and loneliness are developmentally related has never been tested. Thus, the aim of this study was to disentangle the longitudinal associations between identity processes in educational and interpersonal domains and loneliness in adolescence. The sample consisted of 632 Lithuanian adolescents (53.2% girls; Mage = 14.32; SDage = 1.09) participating in a four-wave study with 6-month intervals between assessments. Cross-lagged analyses revealed reciprocal associations between identity processes and loneliness in the educational domain and unidirectional effects of adolescents' reconsideration of commitment on loneliness in the interpersonal domain. 相似文献
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Martino Colonna Nicola Pazi Matteo Moncalero Claudio Gioia Federico De Bon Davide Giovanelli Elisabetta Farella 《Sports Engineering》2017,20(4):275-282
We have performed a study on the thermo-formation process of plastic shells of boots for winter sports. The aim of the work has been to determine how the process parameters can improve the ergonomic and thermal comfort for athletes and winter sports participants. We have found that the initial deformation and memory effect are strongly influenced by the type of thermoplastic material used, heating time and cooling procedure. We have also found that the ovens currently used for this process are not correctly designed to obtain an efficient heat transfer and, therefore, a heating time of at least 12 min is necessary to achieve an average deformation of more than 2 mm. The measure of the boot flexural stiffness has shown that there are no changes in the load–deflection behavior after the thermo-formation process of a ski boot made of thermoplastic polyurethane. We have also found that the thermo-formation process decreases the pressure on skier’s feet of more than five times and, therefore, improves the comfort of the skier. 相似文献
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The key questions are: is it true that persons with Down’s syndrome can study mathematics only at a very elementary level? Might it be possible that their difficulties are mainly restricted to some fields, such as numeracy and mental computation, but do not encompass the entire domain of mathematics? Is the use of a calculator recommended? Is non-elementary mathematics accessible at most for the brightest students with Down’s syndrome? Our experience with about 30 students with Down’s syndrome, attending Italian mainstream secondary schools, is that these students can solve mathematical problems, using simple algebraic equations, though they may have very poor numeracy skills and need to use the calculator even with the simplest computations. Moreover, a familiarity with more advanced topics, as algebraic computation and analytic geometry, can help to raise their self-esteem and improve their numeracy too. Surprisingly, these students can learn and apply mathematical procedures in a variety of other different contexts. For instance, Francesca, an Italian student attending a secondary mainstream school, with a mild impairment in numeracy and relatively good linguistic skills, started with algebra and then learned to solve problems in the areas of nutritional science and of business administration. In the same way, Martina, a student in a mainstream secondary school with severe linguistic and numerical impairments, learned to work with Cartesian coordinates and formulas in analytic geometry. She began connecting points on a Cartesian plane, given their coordinates, and colouring in the shapes, such as flowers and animals, that they define. Applying the two points distance formula and verifying the result, she learned to measure the distance of two points with a ruler and to understand the concept of ‘millimetres’. The role of the inclusion in mainstream Italian schools of every disabled student, regardless the severity of the disability, has been crucial for these results. 相似文献
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Lucia Arbace Elisabetta Sonnino Marco Callieri Matteo Dellepiane Matteo Fabbri Antonio Iaccarino Idelson Roberto Scopigno 《Journal of Cultural Heritage》2013,14(4):332-345
This paper describes how some innovative methodologies have been designed and employed to support the restoration of the Madonna of Pietranico, a terracotta statue severely damaged in the 2009 earthquake. The statue, fragmented in many pieces, has undergone a complex restoration performed by a multidisciplinary working group. The contribution of digital technologies was planned from the very beginning, since the complexity of this restoration originated the design of innovative procedures for managing the reassembly and restoration process. The Madonna test bed was therefore an example of how technology innovation could be pushed by clear application needs. A first important contribution was the study of the recombination hypothesis of the fragments. This initial phase was performed on digitized 3D models of the statue fragments, with the aim of reducing fragments manipulation, preventing further damages and increasing the capabilities to rehearse and evaluate different reassembly options. The accuracy of the 3D scanned models and the new recombination procedure introduced in this paper allowed to manage this phase in the digital domain with successful results. The digital 3D models were also used to design and produce an innovative supporting structure, constructed with a rapid prototyping device. Another important contribution concerned the study and virtual restoration of the polychrome decoration of the statue; our aim was to reproduce and restore in the virtual 3D domain the very complex original polychrome decoration, on the base of the remaining traces. Consequently, new virtual painting functionalities have been designed on the MeshLab platform (an open-source tool for 3D models visualization and manipulation) for reproducing pictorial decorations over digital 3D models and have been assessed on this specific test bed. This allowed us also to investigate the complexity of the virtual repainting process and to identify further technology enhancements. Finally, computer graphics technologies have been also used to produce a video that tells the story of the restoration. 相似文献
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OBJECTIVE: Understanding the impediments that prevented sexually abused adolescents from disclosure to their family or to professionals, and analyzing the responses they received when they did disclose. METHODS: In depth anonymous interviews were conducted in Italy through a toll-free telephone line with 36 young people who experienced sexual abuse in adolescence. A qualitative analysis was carried out of the adolescents' feelings, fears and needs, and of the help received, if any. RESULTS: The main impediments to disclose to a family member were fear of not being believed, shame, and fear of causing trouble to the family. The main impediments for not seeking services were ignorance of the existence/functioning of protective agencies, wish to keep the secret, lack of awareness of being abused, mistrust of adults and professionals, and fear of the consequences of disclosure. When they did disclose to professionals, the teens received very limited support. CONCLUSION: Adolescents need to receive proper information about the risk of being sexually abused and about the help they can receive from their social network and protective agencies. There is a crucial need for appropriate training of professionals. 相似文献
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The article investigates the issue of teaching evaluation in higher education, providing a picture of the phenomenon into
the Italian specific context within a European dimension. Starting from the premise that in Italian universities, teaching
evaluation is based on general indicators which reflect a simplification of a complex phenomenon, scientific research related
to teaching evaluation in higher education is presented and discussed. In this perspective, it will be argued that nature
of teaching evaluation is characterized by multidimensionality and complexity. Only in this way it can represent a useful
instrument for the improvement of teaching process and for the comprehension of the importance of being effective teachers.
Moreover, on the basis of a participative model, it seems important to involve teachers and students in the formulation of
relevant questions related to teaching. The aim of the research is represented by highlighting the specific aspects of teaching
process dependent from the context through a comparison among faculties. Seventy interviews have been carried out with teachers
and students of the same four faculties (Humanities, Psychology, Educational Sciences, Mathematics and Natural Sciences).
Qualitative analysis of the data collected are conducted using the scientific software Atlas.ti. The outcomes confirm our
initial assumptions showing differences among the four faculties considering the multiple dimensions of the university teaching.
相似文献
| Elisabetta GhedinEmail: |
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Kai Hatano Kazumi Sugimura Elisabetta Crocetti Wim H.J. Meeus 《Child development》2020,91(4):1203-1218
This study aimed to examine the relations between educational and interpersonal identity trajectories and psychosocial functioning based on a three-factor identity process model. A total of 968 Japanese adolescents including 13- and 16-years-olds (49.7% female) participated in a four-wave longitudinal study. Latent class growth analysis extracted five identity trajectories in each educational and interpersonal identity domain and revealed (a) high prevalence of low commitment identity trajectories, (b) absence of the closure trajectory, and (c) changeable identity trajectories that have not been identified in Western context (i.e., the Netherlands). Furthermore, a latent change model revealed dynamic relations between identity trajectories and psychosocial functioning. These findings provide critical insights into the diverse and dynamic pathways of identity formation during adolescence in Japan. 相似文献