Several neuroimaging studies point to a key role of the dorsomedial prefrontal cortex (dmPFC) in the formation of socially relevant impressions. In 3 different experiments, participants were required ...to form socially relevant impressions about other individuals on the basis of text descriptions of their social behaviors, and to decide whether a face alone, a trait adjective (e.g., "selfish"), or a face presented with a trait adjective was consistent or inconsistent with the impression they had formed. Before deciding whether the target stimulus matched the impression they had previously formed, participants received transcranial magnetic stimulation (TMS) over the dmPFC, the inferior frontal gyrus (IFG, also implicated in social impression formation), or over a control site (vertex). Results from the 3 experiments converged in showing that interfering with dmPFC activity significantly delayed participants in responding whether a face-adjective pair was consistent with the impression they had formed. No effects of TMS were observed following stimulation of the IFG or when evaluations had to be made on faces or trait adjectives presented alone. Our findings critically extend previous neuroimaging evidence by indicating a causal role of the dmPFC in creating coherent impressions based on the integration of face and verbal description of social behaviors.
The aim of this work is to investigate the factors promoting students’ engagement at school and supporting their well-being experience. According to the Positive Education there is a strong ...relationship between school environment and student’s well-being. Moreover, the quality of the school climate perceived by the students was found to influence engagement in school activities, as well. In this study, 153 students (
M
= 67) attending 10th grade were presented with tests and questionnaires to assess individual assets (personality traits, literacy skills), emerging appraisals (school-climate, well-being experience) and emerging actions (school engagement), according to the
Student Well-Being Model.
Path analysis showed that the best model does include neither individual assets nor direct effect of school climate on engagement, as the effect of school climate on engagement is mediated by well-being experience. The main result is that school climate has been confirmed as an important factor to be considered to improve engagement in school activities, but it is effective only when its influence can modify the well-being experience of the students. Moreover, the lack of significant effects of individual assets in the model suggests that improving school climate means to support well-being experience and, indirectly school engagement, irrespective to learning abilities and personality traits. This work encourages working in/with schools to implement positive education programs that support and sustain a positive school climate and culture for school-community wellbeing.
Neuropsychological and neuroimaging studies yielded controversial results concerning the specific role of the insula in recognizing the facial expression of disgust. To verify whether the insula has ...a selective role in facial disgust processing, emotion recognition was studied in thirteen patients during intraoperative stimulation of the insula in awake surgery performed for removal of a glioma close to this structure. Direct electrical stimulation of the left insula produced a general decrease in emotion recognition but only in the case of disgust there was a statistically significant detrimental effect (p=0.004). Happiness and anger were the best and the worst recognized emotion, respectively. The worst baseline performance with anger and, partly, fear could be explained with the involvement of the left temporal regions, striatum, and the connection between the striatum and the frontal lobe, as suggested in previous studies. Therefore, upon these intra-operative evidences, we argue for a selective role of the left insula in disgust recognition, although a (non significant) decrease in the recognition of other negative emotions was found. However, additional networks can develop, as demonstrated by the fact that disgust recognition was not impaired after surgery even in patients with insular resection in the current as in previous studies.
•Insula stimulation impairs disgust recognition•The left insula selectively processes disgust•Anger is the most impaired emotion without stimulation•Insula removal, however, does not impair disgust recognition•Additional networks can have a role in disgust processing
Although much research has been concerned with the development of kinematic aspects of handwriting, little is known about the development along with age of two principles that govern its rhythmic ...organization: Homothety and Isochrony. Homothety states that the ratio between the durations of the single motor events composing a motor act remains invariant and independent from the total duration of the movement. Isochrony refers to the proportional relationship between the speed of movement execution and the length of its trajectory. The current study shows that children comply with both principles since their first grade of primary school. The precocious adherence to these principles suggests that an internal representation of the rhythm of handwriting is available before the age in which handwriting is performed automatically. Overall, these findings suggest that despite being a cultural acquisition, handwriting appears to be shaped by more general constraints on the timing planning of the movements.
In this study, we examined the contribution of morphological awareness to reading competence in a group of Italian L1 and Arabic-Italian early L2 children, i.e., exposed to Italian before 3 years of ...age. Children from first to fifth grade (age range: 6–11 years old) were tested on a range of morphological awareness and lexical tasks. Reading ability was tested through standardized tests of reading fluency and comprehension. Results showed that L1 children outperformed L2 on every measure of morphological awareness, as well as on reading tests. Regression analyses revealed that morphological awareness contributed to a different extent to reading ability across groups. Accuracy in the morphological awareness tasks was a significant predictor of word (and non-word) reading fluency in L1 and L2 first and second graders, while only in L1 third to fifth graders, response times and accuracy to a morphological awareness task explained a unique amount of variance in reading comprehension. Our results highlight the critical role of morphological processing in reading efficiency and suggest that a training inspired by morphological awareness may improve reading skills also in bilingual students.
This study examines the comprehension of relative clauses by Chinese-speaking children, and evaluates the validity of the predictions of the Dependency Locality Theory (Gibson, 1998, 2000) and the ...Relativized Minimality approach (Friedmann, Belletti & Rizzi, 2009). One hundred and twenty children from three to eight years of age were tested by using a character–sentence matching task. We found a preference for subject relative clauses that persists as children grow older. This preference is predicted by the Relativized Minimality approach, but not by the Dependency Locality Theory. In addition, we observed a fine-grained class of errors in comprehension. We discuss it in the light of the head-final status of Chinese relative clauses.
Rapid Automatized Naming (RAN) is considered a universal marker of developmental dyslexia (DD) and could also be helpful to identify a reading deficit in minority-language children (MLC), in which it ...may be hard to disentangle whether the reading difficulties are due to a learning disorder or a lower proficiency in the language of instruction. We tested reading and rapid naming skills in monolingual Good Readers (mGR), monolingual Poor Readers (mPR), and MLC, by using our new version of RAN, the RAN-Shapes, in 127 primary school students (from 3rd to 5th grade). In line with previous research, MLC showed, on average, lower reading performances as compared to mGR. However, the two groups performed similarly to the RAN-Shapes task. On the contrary, the mPR group underperformed both in the reading and the RAN tasks. Our findings suggest that reading difficulties and RAN performance can be dissociated in MLC; consequently, the performance at the RAN-Shapes may contribute to the identification of children at risk of a reading disorder without introducing any linguistic bias, when testing MLC.
ORCA.IT, a new online test of online research and comprehension was developed for the Italian population. A group of 183 students attending various types of upper secondary schools in Northern Italy ...were tested with the new tool and underwent further cognitive and neuropsychological assessment. The different school types involved in the study are representative of the school population in the Italian system, but can also be easily compared with the educational systems of other countries. The new test turned out to have good psychometric properties after accurate item construction and final selection. In particular, Version 1 showed better characteristics than Version 2. Subsequently, comparison with one-way ANOVAs were performed to test whether differences exist between different school types, between groups with and without reading difficulties, and between males and females. Such differences are sometimes reported in the literature, but many remain controversial. Further, Pearson's bivariate correlations were calculated to analyze associations between scores on the ORCA.IT and cognitive/neuropsychological variables. Finally, a stepwise regression analysis was performed on aggregated scores to identify the predictors of performance on each of the two versions. The test, especially in the most complete version (Version 1), appears to accurately and reliably capture students' web searching abilities and online reading comprehension. The tool could highlight differences in online search and comprehension ability between students with and without reading difficulties, not penalizing overall performance but allowing very specific weaknesses to be pointed out. Further, it seems to be able to capture differences due to both educational pathways (different school types) and social attitudes (differences between males and females). Most interestingly, it shows to be clearly resting on specific cognitive and neuropsychological abilities, including language, memory, and attentional skills, which explain a large portion of the total variance. Offline text reading comprehension is a crucial predictor of online reading performance, while decoding ability is not. Prior knowledge also influences the results, as expected. The new tool turns out to be rather independent of previous Internet experience and to measure more cognitively grounded processes related to information gathering, processing, and communicating.
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