Papers by margherita orsolini
XXXII Congresso Nazionale AIP - Sezione Psicologia dello Sviluppo e dell'Educazione, 2019
Routledge eBooks, Nov 3, 2022
Brain Sciences
This study explored how working memory resources contributed to reading comprehension using tasks... more This study explored how working memory resources contributed to reading comprehension using tasks that focused on maintenance of verbal information in the phonological store, the interaction between the central executive and the phonological store (WMI), and the storage of bound semantic content in the episodic buffer (immediate narrative memory). We analysed how performance in these tasks was related to text decoding (reading speed and accuracy), listening and reading comprehension. The participants were 62 monolingual and 36 bilingual children (mean age nine years, SD = 9 months) enrolled in the same Italian primary school. Bilingual children were born to immigrant parents and had a long history of exposure to Italian as a second language. The regression analyses showed that reading accuracy and listening comprehension were associated with reading comprehension for monolingual and bilingual children. Two working memory components—WMI and immediate narrative memory—exhibited indire...
Abstract: In this single case study we analyze the treatment focused on arithmetical text problem... more Abstract: In this single case study we analyze the treatment focused on arithmetical text problems with a multiplicative structure that was offered to Lu., a 7.8-years-old child who had been diagnosed with mild mental retardation and a genetic anomaly (cariotype 47 XYY) associated with learning disabilities and language delay. Our main aim is to analyze the lon-gitudinal learning profile of our target child in order to identify both the major sources of difficulties interfering with ef-fective learning and the internal cognitive constructions linked to his acquisitions. We deploy qualitative observations tracking the longitudinal changes in the procedures that Lu. applied to the tasks and in adult-child interactive talk. We identified three types of cognitive difficulties interfering with effective learning of solving arithmetical text problems: sensitivity to interference effects in verbal working memory, difficulties with complex coordination of sequential actions, slow automatiza...
American Journal of Medical Genetics Part A, 2019
Klinefelter syndrome (KS) is a genetic anomaly involving the presence of one or more supernumerar... more Klinefelter syndrome (KS) is a genetic anomaly involving the presence of one or more supernumerary X chromosomes in male individuals. In the cognitive profile of these individuals, strengths are found in nonverbal abilities, whereas weaknesses are observed in executive function, language, and academic performance. Our study is based on a comparison between eight children diagnosed with KS (47,XXY) (age range: 9-13 years; IQ range: 80-123), with no delay in language development, and eight typically developing (TD) controls. We explored a range of high-level language competencies and Theory of Mind (ToM) in addition to basic language competency. High-level language competencies were assessed by a battery that measures pragmatic language skills and a metaphor comprehension test (MCT). To assess ToM, we administered the corresponding subtest of the NEPSY II. Basic language competence was assessed by the NEPSY II Comprehension of Instructions subtest. Although basic language performance did not differentiate the individuals with KS from the TD controls, relevant differences appeared in some of the high-level language competencies as well as in the ToM task. All tasks in which the individuals with KS performed less well were characterized by complex inferential processes. Some possible clinical and educational implications are discussed.
Contents: C. Pontecorvo, M. Orsolini, L.B. Resnick, Introduction. Part I:Written and Oral Forms i... more Contents: C. Pontecorvo, M. Orsolini, L.B. Resnick, Introduction. Part I:Written and Oral Forms in Children's Language. C. Pontecorvo, M. Orsolini, Writing and Written Language in Children's Development. E. Sulzby, Roles of Oral and Written Language as Children Approach Conventional Literacy. M.B.M. Abaurre, The Rhythms of Speech and Writing. M. Orsolini, P. Di Giacinto, Use of Referential Expressions in 4-Year-Old Children's Narratives: Invented Versus Recalled Stories. C. Zucchermaglio, N. Scheuer, Children Dictating a Story: Is Together Better? Part II:Writing as a System of Representation. L.T. Landsmann, Three Accounts of Literacy and the Role of the Environment. J-M. Besse, An Approach to Writing in Kindergarten. E. Ferreiro, C. Pontecorvo, C. Zucchermaglio, PIZZA or PIZA? How Children Interpret the Doubling of Letters in Writing. R. Simone, Reflections on the Comma. E. Ferreiro, C. Zucchermaglio, Children's Use of Punctuation Marks: The Case of Quoted Speech. Part III:Learning Different Uses of Written Language. P. Boscolo, The Use of Information in Expository Text Writing. C. Pontecorvo, R.M. Morani, Looking for Stylistic Features in Children Composing Stories: Products and Processes. A. Teberosky, Informative Texts of Young School Children. L. Tornatore, Uses of Written Language in Primary School: Codifying, Recording, and Interpreting. Part IV:Written Language in Educational Contexts. M.P. Formisano, Literacy in First Grade: Traditional and Experimental Situations. M.P. Conte, L.P. Rampelli, V. Volterra, Deaf Children and the Construction of Written Texts. W.H. Teale, M.G. Martinez, Reading Aloud to Young Children: Teachers' Reading Styles and Kindergartners' Text Comprehension. Y.M. Goodman, Readers' and Writers' Talk About Language.
ABSTRACT Fatigante et al. present a case study of the interactions between a target adolescent, D... more ABSTRACT Fatigante et al. present a case study of the interactions between a target adolescent, Davide, with a diagnosis of mild intellectual disability, and adult therapists in assessment and therapeutic contexts. The study assumes a Deweyan approach to reflective thinking and analyses how the child’s reasoning abilities display in conversation. Their analyses show that the adult-child discourse in these settings 1) enhances the child’s argumentative abilities and 2) solicits the child to engage in a more positive consideration of how his mind works. The conclusions target the importance of providing children and adolescents with intellectual disability – who less likely engage in rich and complex social interaction – opportunities to participate in conversation, as the natural site for developing sense-making tools and coping with self-ascription of incompetence.
CHAPTER 1 WRITING AND WRITTEN LANGUAGE IN CHILDREN'S DEVELOPMENT Clotilde Pontecorvo... more CHAPTER 1 WRITING AND WRITTEN LANGUAGE IN CHILDREN'S DEVELOPMENT Clotilde Pontecorvo University of Rome" La Sapienza" Margherita Orsolini University of Chieti Scholars of developmental psychology usually agree that children's acquisition of spoken ...
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Papers by margherita orsolini