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Alongside the concept of risk-taking (RT), the construct of creativity often appears in scientific lit- erature. However, the study of their relationship has been conducted unsystematically, with both theoret- ical (definition of the constructs) and methodological (different assessment methods) difficulties. Some studies consider risk as a predictor of creativity, while others consider the opposite direction, which often leads to contrasting results. The present systematic review was conducted using the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines to systematize results on this topic and investigate reasons for these conflicting results. Fifteen studies were included from an initial N = 1009 (from three scientific databases). Theoretical and methodological considerations that may explain the mixed results have been investigated in depth. They can be summarized as follows: 1) the difficulty in clearly defining the multidimensional constructs of creativity and risk, 2) the heterogeneity of the instruments used in the studies, and 3) the possible effect of cultural differences. Despite this, much of the evidence in the literature has supported the hypothesis that people with lower creative ability tend to avoid risky situations and decisions, preferring the status quo, while people with higher creative skills tend not to flinch from challenging situations. Theoretical, methodological future directions and the prac- tical application of these main findings are discussed.

The aim of this commentary is to discuss the role of temporal cues in reading tasks designed to improve reading perfor- mance in individuals with dyslexia, based on the findings of the study by Horowitz-Kraus and colleagues (2023).

The anti-COVID-19 vaccination campaign in the United States provided a significant contribution to the control of the virus spread. Despite the recommendations by public health institutions, vaccine skepticism and hesitancy contributed to low vaccine uptake, thus possibly disrupting the management of preventable diseases associated with the COVID-19 infection. The process that led individuals to accept COVID-19 vaccines required the ability to gather, synthesize, and weigh-up information within a novel, dynamically changing, complex, and ambiguous context. To deal with such complexity, we hypothesized that both the ability of reflection and flexible adaptation played a fundamental role. Based on previous research on cognitive predictors of vaccine refusal, we decided to investigate the combined role of two constructs, namely, problem-solving skills and socio-cognitive polarization (SCP), on vaccine acceptance and uptake. Two-hundred-seventy-seven US participants completed an online survey aimed to measure problem-solving ability, through a rebus puzzles task, and SCP, through a composite measure of absolutist thinking, political conservatism, and xenophobia. Mediation analyses indicated that SCP mediated the association between problem-solving ability and vaccine acceptance, so lower problem-solving abilities associated with higher polarization predicted vaccine rejection. Thus, our findings suggested that low problem-solving skills may represent a risk factor for COVID-19 vaccine refusal, with cognitive and social rigidity playing a crucial role in undermining the anti-COVID-19 vaccine uptake.

The present study aimed to investigate the association between learning skills and creative thinking and to assess their relations with self-efficacy. In doing so, we used an approach that aimed to go beyond the dichotomous comparison between students with Specific Learning Disability (SLD) vs. students without SLD, which could potentially reduce complexity. Given that learning skills are distributed across a continuum, we considered them as continuous measures to study their association with creativity. Standardized reading, text comprehension, math tests, and creativity (TTCT) and creative problem-solving tasks, together with Raven’s Standard Progressive Matrices and the General Self-Efficacy scale, were administered to 180 high school students, aged 14 to 17 years, attending a vocational school. Regression analyses showed that reading speed, comprehension, and multiplications skills were negative predictors of fluency and flexibility and positive predictors of elaboration in divergent thinking, whereas reading accuracy positively predicted fluency and flexibility and negatively elaboration. Creative problem-solving skills were positively predicted by reading speed and comprehension and negatively by reading accuracy. A negative correlation was found between fluency and self-efficacy, which resulted to be positively correlated with reading accuracy. These findings emphasize the possibility to compensate for learning difficulties by using creative potential as a protective factor contrasting the risk of abandoning school prematurely, thus supporting poor-achieving students in the decrease of self-efficacy and satisfaction in their school career.

Accumulated evidence showed that, under certain circumstances, creative thinking skills are enhanced in diverse neurodevelopmental disorders and pathological brain conditions. What are the mechanisms underlying the relationship between creativity and atypical brain functioning? On the one hand, it has been proposed that this relation is rooted in executive functions (Cancer et al., 2022). Divergent thinking benefits from an impairment of inhibitory processes, where a depletion of resources is often associated with atypical neural development and acquired brain impairments. Research also shows a crucial role of the dopaminergic system in creative thinking, with conditions characterized by dopamine imbalance supporting creative drive. Also, processing anomalies in diverse cognitive functions (e.g., hierarchical visual perception, working memory updating) and the preference for impulsive over deliberate behaviors (which are associated with several neurodevelopmental disorders), as well as the tendency to connect disparate notions (Cancer et al., 2016), have been hypothesized to enhance creative cognition. However, previous experimental investigations on clinical populations have reported inconsistent findings, due to the wide variety of tests and measures of creative performance, and thus it is not clear why atypical mind/brain functioning can sometimes favor creativity.

Remediation of reading difficulties through music and auditory-based interventions in children with impairments in reading (such as developmental dyslexia) has been suggested in light of the putative neural and cognitive overlaps between the music and language domains. Several studies had explored the effect of music training on reading development, showing mixed results. However, to date, the meta-analyses on this topic did not differentiate the studies on typical children from those on children with reading difficulties. To draw a clear picture of the remedial effects of music-based and auditory-based interventions, the present review of the literature included studies on struggling readers only. Eighteen studies have been categorized according to the type of the main training activity – either specific auditory training or more broad music training – and the combination with reading exercises. The reviewed studies showed that musical and auditory interventions yielded a positive, but not consistent, effect on reading. Nevertheless, significantly larger improvements of phonological abilities, relative to the control conditions, were overall reported. These findings support the hypothesis of a transfer effect of musical and auditory training on phonological and literacy skills in children with reading difficulties.

Based on the transfer effects of music training on the phonological and reading abilities of children with dyslexia, a computerized rhythmic intervention—the Rhythmic Reading Training (RRT)—was developed, in which reading exercises are combined with a rhythmic synchronization task. This rehabilitation program was previously tested in multiple controlled clinical trials, which confirmed its effectiveness in improving the reading skills of children and adolescents with dyslexia. In order to assess the specific contribution of the visual component of the training, namely, the presence of a visual cue supporting rhythmic synchronization, a controlled experimental study was conducted. Fifty-eight students with dyslexia aged 8 to 13 years were assigned to three conditions: (a) RRT auditory and visual condition, in which a visual cue was synchronized with the rhythmic stimulation; (b) RRT auditory-only condition, in which the visual cue was excluded; (c) no intervention. Comparisons of the participants’ performance before, after, and 3 months after the end of the intervention period revealed the significant immediate and long-term effect of both RRT conditions on reading, rapid naming, phonological, rhythmic, and attentional abilities. No significant differences were found between visual and auditory conditions, therefore showing no additional contribution of the visual component to the improvements induced by the RRT. Clinical Trial ID: NCT04995991.

In the first part of the chapter, recent literature is critically discussed to examine the relationships between creativity and metacognition–intended as metacognitive knowledge, metacognitive awareness, and metacognitive control. In the second part, we report an experimental study on primary school children. Participants were engaged in a creative thinking training programme with two conditions where they were either asked or not asked to rate the level of ability, effort, and liking perceived both before (prediction) and after (retrospection) carrying out the creative tasks. Creativity scores increased as a consequence of the training. The prediction/retrospection task enhanced only one aspect of creative thinking, namely, the ability to widen the mental field. Calibration –the match between the subjective prediction of the performance and the actual performance– improved across the training, as well as the quality of the retrospective judgments about the performance. Possible future directions of research about the role of metacognition in creativity and implications for education are highlighted.

In the first part of the chapter, recent literature is critically discussed to examine the relationships between creativity and metacognition–intended as metacognitive knowledge, metacognitive awareness, and metacognitive control. In the second part, we report an experimental study on primary school children. Participants were engaged in a creative thinking training programme with two conditions where they were either asked or not asked to rate the level of ability, effort, and liking perceived both before (prediction) and after (retrospection) carrying out the creative tasks. Creativity scores increased as a consequence of the training. The prediction/retrospection task enhanced only one aspect of creative thinking, namely, the ability to widen the mental field. Calibration –the match between the subjective prediction of the performance and the actual performance– improved across the training, as well as the quality of the retrospective judgments about the performance. Possible future directions of research about the role of metacognition in creativity and implications for education are highlighted.

Crucial arguments in the debate about the use of transcranial electrical stimulation (tES) as an intervention for children with neurodevelopmental disorders include, besides safety and efficacy issues, neuroethical concerns as well. No agreement has been reached yet in the clinical community about the ethical aspects of stimulating, although not invasively, a developing brain. To investigate ethical concerns about the use of tES in childhood and adolescence, we explored the knowledge and opinions of practitioners (psychologists, pediatricians, child psychiatrists, and rehabilitators) working in the field of rehabilitation of neurodevelopmental disorders (N=106). An online survey was designed to collect information about what practitioners in the neurodevelopmental field think about the therapeutic use of tES in terms of ethical concerns, need for facilitating conditions, openness to alternative treatments, and need for usability. Findings showed that a previous knowledge of tES, the presence of facilitating circumstances, and lower ethical concerns were the stronger predictors of clinical professionals' propensity to use tES for children rehabilitation. The present study is the first to explore the attitudes of clinical professionals toward the therapeutic use of tES in developmental populations, which we claim are useful for furthering the communication directed to the clinical community and its involvement in the discussion about tES-related issues.

Neurofunctional models of developmental dyslexia (DD) point out disruption of the left-lateralized reading network. In individuals with DD, the left temporo-parietal (TP) regions are underactivated during reading tasks and a dysfunctional activation of the contralateral regions is reported. After a successful reading intervention, left TP lateralization was found to be increased in children with DD. Previous studies measured the effect of modulating the excitability of the left TP cortex using non-invasive brain stimulation (NIBS) in individuals with reading difficulties, showing significant reading improvements. NIBS exclusion criteria and safety guidelines may limit its application in settings without medical supervision and in younger populations. Neurofeedback (NF) training could be an alternative intervention method for modulating the inter-hemispheric balance of the temporal–parietal regions in DD. To date, the effect of NF on reading has been scarcely investigated. Few protocols increasing beta activity in underactivated areas showed improved reading outcomes. However, none of the previous studies designed the NF intervention based on a neurofunctional model of DD. We aim to propose a study protocol for testing the efficacy of a NF training specifically designed for inducing a functional hemispheric imbalance of the tempo-parietal regions in adults with DD. A randomized clinical trial aimed at comparing two experimental conditions is described: (a) Enhancing left beta/theta power ratio NF training in combination with reducing right beta/theta power ratio NF training and (b) sham NF training. Clinical Trial Registration: www.ClinicalTrials.gov, identifier [NCT04989088].

The COVID-19 outbreak necessitated a reorganization of the rehabilitation practices for Learning Disorders (LDs). During the lockdown phase, telerehabilitation offered the possibility to continue training interventions while enabling social distancing. Given such an advantage of telerehabilitation methods for LDs, clinical research is still needed to test the effectiveness of diverse teletraining approaches by comparing their outcomes with those of face-to-face interventions. To compare the effectiveness of telerehabilitation vs. in-presence rehabilitation of dyslexia, a rhythm-based intervention for reading, called Rhythmic Reading Training (RRT), was tested in a small-scale clinical trial during the lockdown phase of the COVID-19 pandemic. Thirty children aged 8–13 with a diagnosis of developmental dyslexia were assigned to either a telerehabilitation or an in-presence rehabilitation setting and received RRT for 10 biweekly sessions of 45 min, supervised by a trained practitioner. The results showed that both telerehabilitation and in-presence rehabilitation were effective in improving reading and rapid automatized naming in children with dyslexia and that the effects were comparable between settings. Therefore, RRT was found to be effective in spite of the administration method (remote or in-presence). These results confirm the potential of telemedicine for the rehabilitation of LDs. Clinical Trial ID: NCT04995471.

Research on creativity showed enhanced creative thinking skills in individuals with neurodevelopmental disorders, such as dyslexia (Cancer et al., 2016; Manzoli et al., 2016; Cancer and Antonietti, 2019), autism spectrum disorder (Liu et al., 2011; Kasirer and Mashal, 2014, 2016), and attention-deficit/hyperactivity disorder (ADHD) (White and Shah, 2006, 2011, 2016). In this field the relationships between creativity and dyscalculia are somewhat unexplored. Developmental Dyscalculia (DD) is a specific learning disability affecting the acquisition of numerical-arithmetical abilities in children with normal intelligence and age-appropriate school education (WHO, 2010). It affects 3–6% of the population (Shalev et al., 2001).

This opinion article discusses the literature about creativity in patients with Tourette Syndrome (TS) and provides some suggestions about how this topic might be further exploited. TS is a neurodevelopmental disorder, with an onset occurring before the age of 18 (Robertson, 2011). The main symptom is the presence of tics, of which one or multiple sound tics and multiple motor tics (American Psychiatric Association, 2013). TS is associated with other potential impairments, such as cognitive anomalies, physical pain, impairment in daily activities, emotional and behavioral problems (Cavanna et al., 2013; Morand-Beaulieu et al., 2017). Despite these problems, high levels of creativity have been reported in TS patients. Examples of eminent individuals, e.g., W. A. Mozart (Ashoori and Jankovic, 2007), allegedly affected by TS, have been described (Szejko et al., 2019). On these premises, researchers studied more recent cases of TS patients showing creative aptitudes and measured the average levels of creative skills in samples of TS patients, to speculate about the reasons why these patients excel in creativity.

In times of uncertainty, people often seek out information to help alleviate fear, possibly leaving them vulnerable to false information. During the COVID-19 pandemic, we attended to a viral spread of incorrect and misleading information that compromised collective actions and public health measures to contain the spread of the disease. We investigated the influence of fear of COVID-19 on social and cognitive factors including believing in fake news, bullshit receptivity, overclaiming, and problem-solving—within two of the populations that have been severely hit by COVID-19: Italy and the United States of America. To gain a better understanding of the role of misinformation during the early height of the COVID-19 pandemic, we also investigated whether problem-solving ability and socio-cognitive polarization were associated with believing in fake news. Results showed that fear of COVID-19 is related to seeking out information about the virus and avoiding infection in the Italian and American samples, as well as a willingness to share real news (COVID and non-COVID-related) headlines in the American sample. However, fear positively correlated with bullshit receptivity, suggesting that the pandemic might have contributed to creating a situation where people were pushed toward pseudo-profound existential beliefs. Furthermore, problem-solving ability was associated with correctly discerning real or fake news, whereas socio-cognitive polarization was the strongest predictor of believing in fake news in both samples. From these results, we concluded that a construct reflecting cognitive rigidity, neglecting alternative information, and black-and-white thinking negatively predicts the ability to discern fake from real news. Such a construct extends also to reasoning processes based on thinking outside the box and considering alternative information such as problem-solving.

The design of a computer-supported serious game concerning inhibition skills in children with Attention Deficit/Hyperactivity Disorder (ADHD) is reported. The game consists of a series of activities, each eliciting the tendency to respond in an immediate, inadequate way. The game is based on the Dual Pathway Model of ADHD proposed by Sonuga-Barke. In the game, children must block impulsive tendencies, reflect upon the situation, inhibit irrelevant thoughts, and find the non-intuitive solution. In the game, the player personifies a superhero, who is asked to save a realm on the opposite side of the Earth (Antonyms) where things happen according to the opposite of the usual rules. The hero faces a series of challenges, in the form of mini-games, to free the planet from enemies crossing different scenarios. To succeed in the game, the player should change his/her attitude by thinking before performing any action rather than acting on impulse. The player is induced to be reflective and thoughtful as well. Results from the evaluation of a preliminary version of the serious game are reported. They support the notion that Antonyms is an adequate tool to lead children to inhibit their tendency to behave impulsively.

The latest guidelines recommend early identification of children with motor impairments using a standardized norm-referenced test. Motor coordination difficulties in developmental age have been studied extensively over recent years, with experimental literature on developmental coordination disorder (DCD) suggesting that motor proficiency assessments depend on the nature of the task at hand. In this article we reviewed 14 assessment tools to measure movement performance in childhood and adolescence, which are often referred to in an international context. This updated review aims to compare motor tests depending on a) the nature of the tasks included in the battery (i.e., questionnaire and clinical examination), b) psychometric properties, and c) cultural adaptation to relevant developmental norms. Finally, implications for diagnosis and clinical practice are discussed. Considering there are several tests used for DCD, it is important to better define their reliability and validity in different cultures in order to better compare the validation studies and select the most appropriate test to use in the assessment procedure.

To date, legitimacy of the application of cognitive enhancement programs to healthy individuals is still fueling neuroethics discussions. The aim of the present investigation is analyzing naïve conceptions of the ethical implications of different prac- tices—namely, non-invasive brain stimulation (NIBS), psychotropic drugs, diet, hydration, and physical activity—which can be followed to enhance cognitive performance. An online survey targeted the opinions of the general public about the efficacy of the neuroenhancement techniques and ethical concerns in different contexts. Measures of general self-efficacy and beliefs about intelligence have been collected as well. Responses of 89 Italian undergraduate students of medicine or psychology were analyzed statistically and thematically. Findings supported the notion that passive ways of enhancing human performance, which fail to imply any personal effort and individual responsibility, are conceived as infringing moral rules, regardless of the context where they are implemented.

The possibility to use non-invasive brain stimulation to modulate reading performance in individuals with developmental dyslexia (DD) has been recently explored by few empirical investigations. The present systematic review includes nine studies which have employed transcranial direct current stimulation (tDCS) aiming at improving reading abilities in both typical readers and individuals with DD. Anodal tDCS over the left temporo-parietal cortex—a region which is typically involved in phonological and orthographic processing during reading tasks and underactive in individuals with DD—was the most frequently used montage. The majority of studies employing such stimulation protocol showed significant improvement in differential reading subprocesses. More precisely, word decoding was improved in adult readers, whereas non-word and low-frequency word reading in younger individuals. Furthermore, tDCS was found to be specifically effective in poor readers and individuals with DD rather than typical readers, in spite of the specific brain region targeted by the stimulation; Left frontal, left temporo-parietal, and right cerebellar tDCS failed to modulate reading in already proficient readers. Overall, tDCS appears to be a promising remedial tool for reading difficulties, even when applied to younger populations with reading problems. Further empirical evidence is needed to confirm the potential of neuromodulation as a successful intervention method for DD.

Whereas the clinical manifestations and the neuropsychological predictors of Developmental Dyslexia (DD) are already well documented in Italian-speaking children, empirical evidence on DD in Italian adults is in contrast rather scarce. The aim of the present study was to investigate the role of a subset of neuropsychological skills, which have been identified by previous literature to be related to reading, in the decoding abilities of a group of Italian undergraduates with and without DD. For this purpose, 39 university students aged between 19 and 27 years, 19 of whom with a diagnosis of DD, underwent an assessment battery including standardized reading tests, rapid automatized naming (RAN), verbal working memory, and rhythmic pattern discrimination tests. Cross-group differences confirmed significantly lower performances of undergraduates with DD in all measures but rhythm discrimination, compared to typical readers, thus showing a non-compensated neuropsychological profile. Regression analyses showed that, while reading speed was strongly and uniquely predicted by RAN speed, reading accuracy was concurrently predicted by RAN and rhythmic abilities. Finally, RAN speed emerged as a strong predictor of reading performance and risk of receiving a diagnosis of DD.

Developmental dyslexia (DD) is associated with deficiencies in temporal processing of auditory stimuli, depending on atypical oscillatory neural activity, that are considered to contribute to phonological and reading impairments. To induce a more accurate entrainment to the spectral properties of auditory stimuli in dyslexic readers, we explored the possibility to synchronize speech prosody during reading with an acoustic stimulus presented at a regular pace. Accordingly, an intervention program for DD, called Rhythmic Reading Training, was devised. Several test-training-retest studies supported the efficacy of this new methodology on reading skills of primary and highschool students with DD under different conditions. Finally, preliminary results of the application of RRT combined with neuromodulation (i.e., tDCS) in undergraduate students with DD are presented.

Nel presente studio sono stati analizzati i punteggi ottenuti nel Questionario sui Processi di Apprendimento (Poláček, 2005) da tre gruppi appaiati di undici studenti ciascuno, di età compresa tra i nove e i diciotto anni (M=12.97; DS=2.1). Il campione, costituito da studenti che si sono rivolti al Centro COSPES di Milano tra il 2008 e il 2013, si suddivide in soggetti con diagnosi di Discalculia, Dislessia e con pro lo assimilabile al Disturbo Non Verbale (DNV). Nei tre gruppi emergono differenti approcci all’apprendimento in funzione del ciclo scolastico di appartenenza: gli studenti con Dislessia di scuola primaria e secondaria di primo grado risultano maggiormente in dif coltà nel consolidamento dell’apprendimento, i ragazzi con Discalculia di scuola secondaria di secondo grado nella metacognizione e autoregolazione, mentre gli studenti con DNV dimostrano un approccio all’apprendimento maggiormente adeguato.

L’interesse verso la musica come strumento da impiegare in ambito riabilitati- vo è aumentato sempre più negli ultimi anni. In uno specifico settore sono stati in- dagati gli effetti che un training a base musicale può avere sulle abilità di lettura in soggetti con dislessia. Con il presente contributo si intende illustrare i dettagli di un progetto nato in ambito italiano avente lo scopo di ideare un training musi- cale per la riabilitazione della dislessia. Il lavoro di ricerca ha portato alla creazio- ne di un software denominato Training Lettura Ritmica (TLR) rivolto a bambini con disturbo della lettura. L’allenamento prevede l’utilizzo della componente rit- mica associata a compiti di elaborazione fonologica. Sono qui riportati i risultati ottenuti in diverse ricerche aventi l’obiettivo di valutare l’efficacia del training tramite la sua applicazione con soggetti con dislessia. Dai dati raccolti è stato pos- sibile verificare l’efficacia del training nell’incrementare le competenze legate alla lettura.

Il lavoro ha lo scopo di presentare i principali contributi riguardanti il rapporto tra dislessia evolutiva e musica. In questi ultimi anni l’attenzione di diversi autori si è concentrata sullo studio della relazione che intercorre tra le abilità di lettura e quelle musicali, assumendo che esistano meccanismi comuni di analisi sottesi ai processi di lettura e all’elaborazione musicale. Le ricerche condotte evidenziano che la musica può facilitare l’acquisizione delle competenze implicate nella lettura, aprendo la strada alla realizzazione di nuovi percorsi riabilitativi per il trattamento della dislessia. Occorre sottolineare che il potenziamento delle abilità di analisi e di produzione di stimoli musicali può essere indirizzato a ridurre il livello di compromissione della lettura, mantenendo un elevato livello di coinvolgimento da parte di coloro che si sottopongono al trattamento.

It is often argued that individuals with developmental dyslexia (DD) are particularly creative. In order to test this claim, in Study 1 the WCR (widening, con- necting and reorganizing) Creativity Test was administered to 52 junior high school students, 19 of whom diagnosed with DD. Results showed that students with DD performed signi cantly better in the connecting task, which consisted in carrying unusual combination of ideas out. This nding was supported by Study 2, involving a small sample of junior high school students with DD, where a negative correlation between connecting abilities and reading skills emerged. This investigation con- tributes to the understanding of the peculiar cognitive functioning of people with learning disabilities.

It is maintained that creativity is enhanced in dyslexic people. To test such a claim, the WCR creativity test was administered to a sample of secondary school students ranging in age from 12 to 15 years: 19 students were diagnosed with dyslexia and 33 served as controls. Dyslexic students obtained higher, but not statistically significant, overall creativity scores than controls. The former scored significantly higher than the latter only in the subtest concerning unusual combinations of ideas. Findings contribute to highlight the peculiar features of the cognitive functioning associated to learning disabilities.

La creatività nei dislessici

A musical training to improve reading skills in dyslexia is reported

Raccolta di studi sui processi cognitivi

Rhythmic Reading Training (RRT) is a computerized intervention for Developmental Dyslexia (DD) which combines sublexical reading exercises with rhythm processing training. The efficacy of RRT in improving reading skills of children with DD between the age of 8 and 13 has already been showed to be significant and comparable to other validated treatments. Following these promising results, we are now interested in investigating the effect of the intervention, suitably modified, on dyslexic adults. Here is presented the first administration of RRT to an adult with DD. G.T. is a 20-years-old undergraduate of average intelligence who received the first diagnosis of DD in primary school. G.T. took part in 10 individual sessions of 45 minutes over two weeks in which RRT was implemented by a trainer. The participant’s reading skills, verbal working memory, and rapid automatized naming skills were assessed before and after the intervention period. A follow-up assessment took place one month after the end of the intervention. Results showed that RRT enhanced both G.T.’s reading accuracy and reading speed of text, words, and pseudo-words. The highest improvements were recorded in reading speed, namely, the parameter that can usually be hardly modified in subjects with DD. Moreover, improvements in verbal working memory and rapid automatized naming occurred. These gains were maintained for a month after the end of the intervention. This first case study will encourage further research using RRT as an intervention for improving reading skills in dyslexic adults.

music and dyslexia

Training musicale per dislessici

musicoterapia per adhd

Obiettivo dello studio è rilevare differenze nelle prestazioni cognitive di un gruppo di adolescenti con diagnosi di ADHD, eventualmente in associazione con disturbi del comportamento dirompente, in funzione delle caratteristiche e dell’espressività del disturbo. Sono state rilevate le prestazioni di un campione di 8 ragazzi dai 15 ai 18 anni nelle scale di Attenzione e Pianificazione del Cognitive Assessment System (CAS) di Naglieri e Das (2005), al fine di confermare la sensibilità del test nel rilevare i quadri di Disturbo da deficit di Attenzione e Iperattività (Naglieri et al. 2003; Van Luit et al., 2005). Al fine di definire le caratteristiche specifiche di ciascun quadro diagnostico sono state inoltre indagate impulsività, disattenzione, iperattività, regolazione emotiva, autoefficacia, metacognizione e teoria della mente attraverso strumenti standardizzati. I dati raccolti confermano la specificità del CAS nel discriminare le diverse manifestazioni dei disturbi da deficit di attenzione e da comportamento dirompente.

La ricerca studia le abilità strumentali rilevate in vari profili diagnostici e li confronta per analizzarne le funzioni specifiche deficitarie e i differenti approci all'apprendimento. Sono stati anche analizzati i punteggi ottenuti al Questionario sui Processi di Apprendimento (Poláček, 2005) per 3 gruppi appaiati di 11 studenti ciascuno, di età compresa tra 9 e 18 anni.

La ricerca studia le abilità strumentali rilevate in vari profili diagnostici e li confronta per analizzarne le funzioni specifiche deficitarie e i differenti approci all'apprendimento. Sono stati anche analizzati i punteggi ottenuti al Questionario sui Processi di Apprendimento (Poláček, 2005) per 3 gruppi appaiati di 11 studenti ciascuno, di età compresa tra 9 e 18 anni.

visualizzazione mentale

Sono state analizzate le prestazioni in compiti scolastici (lettura, scrittura, comprensione e calcolo) di un gruppo di 42 bambini, di età compresa tra 9 e 15 anni e con QI non inferiore a 85, che alla scala WISC-III mostrano una discrepanza di almeno 10 punti ponderati tra QI verbale e QI di performance a favore del primo e che mostrano una somma dei punteggi nei subtest Informazioni e Vocabolario superiore a quella dei subtest Disegno con cubi e Ricostruzione di oggetti.

Sono state analizzate le prestazioni in compiti scolastici (lettura, scrittura, comprensione e calcolo) di un gruppo di 42 bambini, di età compresa tra 9 e 15 anni e con QI non inferiore a 85, che alla scala WISC-III mostrano una discrepanza di almeno 10 punti ponderati tra QI verbale e QI di performance a favore del primo e che mostrano una somma dei punteggi nei subtest Informazioni e Vocabolario superiore a quella dei subtest Disegno con cubi e Ricostruzione di oggetti.

tempi di reazione