Beginners Guide to TikTok for Search - Rachel Pearson - We are Tilt __ Bright...
Menghini
1. IRCCS Ospedale Pediatrico Bambino Gesù
Santa Marinella, Roma
DISLESSIA O DISLESSIE?
IL CONTRIBUTO
DELLA RICERCA
NEUROPSICOLOGICA
Stefano Vicari
Alessandra Finzi
Deny Menghini
vicari@opbg.net
2. Le basi cognitive e
neurobiologiche della Dislessia
Evolutiva (DE) non sono state
ancora del tutto chiarite
5. La letteratura individua il
nucleo fondamentale della
DE in un deficit di
elaborazione fonologica
6. DEFICIT FONOLOGICO
Difficoltà nel collegare le
rappresentazioni ortografiche a
quelle fonologiche e nel
generalizzare le conoscenze
acquisite a parole nuove
7. DEFICIT FONOLOGICO
Le difficoltà nella creazione di efficaci
rappresentazioni fonologiche
spiegherebbero anche le ridotte
competenze in ambiti come la MBT
verbale, la ripetizione di non parole, il
richiamo e la denominazione rapida di
parole
9. DEFICIT DI ATTENZIONE
Ridotte capacità (valutate in
termini di errori e velocità)
nell’isolare uno stimolo target
(ad es. una lettera) all’interno di
uno sfondo confondente
10. L’attenzione spaziale visiva
è eccessivamente
distribuita nei dislessici
Luce per
(Geiger e Lettvin, 1999)
cancellare
gli stimoli
B T T T T T Lettere stimoli
Tempo
Punto di
fissazione
11. The form-resolving field (FRF) of English-native adults
ordinary readers (OR)
100
correct recognition [%]
80
60
40
20
0
-15 -10 -5 0 5 10 15
angular distance from center of gaze [degrees]
12. The form-resolving field (FRF) of English-native adults
ordinary readers (OR)
dyslexics
100
correct recognition [%]
80
60
40
dyslexics
20
OR
0
-15 -10 -5 0 5 10 15
angular distance from center of gaze [degrees]
13. When ordinary readers look at text
The way we see is not determined by what we want to see but
how we have learned to practice seeing. There are several
strategies that we pick between depending on what we have
learned to see, and we switch between them as the task changes.
So for example, a hunter uses a wide field of vision to locate prey,
a scribe uses a narrow field to write and a painter or architect
uses a variable field to arrange an ensemble into a whole. Each
discipline of seeing take practice. But suppose, like a dyslexic,
you have a strategy inappropriate to reading.
14. When dyslexics look at text
The way we see is not determined by what we want to see but
how we have learned to practice seeing. There are several
strategies that we pick between depending on what we have
learned to see, and we switch between them as the task changes.
So for example, a hunter uses a wide field of vision to locate prey,
a scribe uses a narrow field to write and a painter or architect
uses a variable field to arrange an ensemble into a whole. Each
discipline of seeing take practice. But suppose, like a dyslexic,
you have a strategy inappropriate to reading.
15. Reading with a window-mask
The way we see is not determined by what we want to see but
how we have learned to practice seeing. There are several
strategies that we pick between depending on what we have
learned to see, and we switch between them as the task changes.
So for example, a hunter uses a wide field of vision to locate prey,
a scribe uses a narrow field to write and a painter or architect
uses a variable field to arrange an ensemble into a whole. Each
discipline of seeing take practice. But suppose, like a dyslexic,
you have a strategy inappropriate to reading.
The way we see is not determined by what we want to see but
how we have learned to practice seeing. There are several
strategies that we pick between depending on what we have
learned to see, and we switch between them as the task changes.
So for example, a hunter uses a wide field of vision to locate prey,
a scribe uses a narrow field to write and a painter or architect
uses a variable field to arrange an ensemble into a whole. Each
discipline of seeing take practice. But suppose, like a dyslexic,
you have a strategy inappropriate to reading.
16. Reading with a window-mask
The way we see is not determined by what we want to see but
how we have learned to practice seeing. There are several
strategies that we pick between depending on what we have
learned to see, and we switch between them as the task changes.
So for example, a hunter uses a wide field of vision to locate prey,
a scribe uses a narrow field to write and a painter or architect
uses a variable field to arrange an ensemble into a whole. Each
discipline of seeing take practice. But suppose, like a dyslexic,
you have a strategy inappropriate to reading.
The way we see is not determined by what we want to see but
how we have learned to practice seeing. There are several
strategies that we pick between depending on what we have
learned to see, and we switch between them as the task changes.
So for example, a hunter uses a wide field of vision to locate prey,
a scribe uses a narrow field to write and a painter or architect
uses a variable field to arrange an ensemble into a whole. Each
discipline of seeing take practice. But suppose, like a dyslexic,
you have a strategy inappropriate to reading.
17. Reading with a window-mask
The way we see is not determined by what we want to see but
how we have learned to practice seeing. There are several
strategies that we pick between depending on what we have
learned to see, and we switch between them as the task changes.
So for example, a hunter uses a wide field of vision to locate prey,
a scribe uses a narrow field to write and a painter or architect
uses a variable field to arrange an ensemble into a whole. Each
discipline of seeing take practice. But suppose, like a dyslexic,
you have a strategy inappropriate to reading.
The way we see is not determined by what we want to see but
how we have learned to practice seeing. There are several
strategies that we pick between depending on what we have
learned to see, and we switch between them as the task changes.
So for example, a hunter uses a wide field of vision to locate prey,
a scribe uses a narrow field to write and a painter or architect
uses a variable field to arrange an ensemble into a whole. Each
discipline of seeing take practice. But suppose, like a dyslexic,
you have a strategy inappropriate to reading.
18. The form-resolving field (FRF) of English-native adults
ordinary readers (OR)
dyslexics
100
correct recognition [%]
80
60
40
dyslexics
20
OR
0
-15 -10 -5 0 5 10 15
angular distance from center of gaze [degrees]
20. DEFICIT DI PROCESSING VISIVO
Difficoltà nel mantenere
stabilmente il punto di fissazione
e un’anomala convergenza
oculare (in particolare, verso il
campo visivo destro)
23. DEFICIT DI APPRENDIMENTO
IMPLICITO
Incapacità nell’automatizzare abilità
elementari di natura motoria e
cognitiva
Implicit learning deficit in children with developmental dyslexia, Vicari V, Marotta L,
Menghini D, Molinari M e Petrosini L, 2003, Neuropsychologia, 108-114.
Do children with developmental dyslexia have an implicit learning deficit?, Vicari S, Finzi A,
Menghini D, Marotta L, Baldi S e Petrosini L, 2005, JNNP, 1392-1397.
24. APPRENDIMENTO IMPLICITO
Facilitazione, miglioramento nella
prestazione in compiti percettivi,
cognitivi e motori, senza un
consapevole riferimento
ad esperienze precedenti
(Tulving e Schacter, 1990)
25. APPRENDIMENTO IMPLICITO
- avviene in modo incidentale
- non è consapevole
- non fa ricorso a conoscenze
precedentemente acquisite
- è attuato su materiale nuovo
- è preservato nei pazienti amnesici
(Seger, 1998)
26. DEFICIT DI
APPRENDIMENTO IMPLICITO
14 adulti con DE
(età media = 42.1, range 34-55;
10 femmine e 4 maschi)
14 normolettori
(età media = 37.2, range 28-47;
10 femmine e 4 maschi)
Implicit learning deficit in dyslexic adults: an fMRI study, Menghini D, Hagberg G, Caltagirone
C, Petrosini L, Vicari S, Neuroimage, in press.
27. Monitor
Mano sinistra Mano destra
medio indice indice medio
28. Serial Reaction Time
7 Blocchi di 54 stimoli ciascuno
- Random (R1)
- Sequenza (S1)
243413231 - Sequenza (S2)
ripetuta 6 volte - Sequenza (S3)
- Sequenza (S4)
- Sequenza (S5)
- Random (R2)
33. DURANTE S1 e S2 DURANTE S4 e S5
NEI NORMOLETTORI NEI DE
34.
35.
36.
37. STUDIO MULTICENTRICO
Andrea Facoetti
Dipartimento di Psicologia dell’Università di Padova e Unità di Psicologia
Cognitiva; Neuropsicologia Istituto Scientifico “E. Medea”, Bosisio Parini,
Lecco
Roberto Bolzani, Mariagrazia Benassi, Sara Giovagnoli
Dipartimento di Psicologia dell’Università di Bologna
Stefano Vicari, Alessandra Finzi, Deny Menghini
IRCCS Ospedale Pediatrico Bambino Gesù, U.O. Neurologia e
Riabilitazione, Santa Marinella, Roma
41. VARIABILI NEUROPSICOLOGICHE
Fonologica
FAS (risposte corrette)
Spoonerismo (risposte corrette e vel. esecutiva)
Ripetizione Non Parole (risposte corrette )
Span di parole (punteggio)
42. FAS
fluidità verbale con facilitazione fonemica
(CMF, Marotta L, Trasciani M, Vicari S, 2005)
F A S
fiore albero sale
Numero di parole prodotte fungo abete sole
in 1 minuto di tempo faro asso ......
foto ......
felce
......
Tot. Tot. Tot.
44. Ripetizione di non parole
(Ciccarelli, 1999)
Numero di parole prodotte in 1 minuto di tempo 40
non parole:
di cui 10 di 2 sillabe;
di cui 10 di 3 sillabe;
di cui 10 di 4 sillabe;
di cui 10 di 5 sillabe;
In ciascuna lista sono presenti:
5 non parole a bassa somiglianza
5 ad alta somiglianza
45. Span di Parole: bisillabe a bassa frequenza d’uso
Span: sequenza più lunga di parole
ripetuta correttamente per
Almeno 3 volte su 5
all’interno della stessa serie
Punteggio: 0,5 punti
ad ogni sequenza
ripetuta correttamente
47. Map mission - Attenzione selettiva
(Manly T, Anderson V, Robertson I, Nimmo-Smith I, 1999)
Ricerca del maggior numero di simboli in un minuto
48.
49. Attenzione sostenuta
(Manly T, Anderson V, Robertson I, Nimmo-Smith I, 1999)
4- 7- 3- 1- 5- 8- 2- 9- 1- 5- 5- 6- 8- 7- 1- 9- 5- 5- 3- 1- 4- 6-
Individuazione di stimoli target presentati in
modalità uditiva all’interno di lunga e monotona
serie di numeri
56. SRTT
(Vicari V, Marotta L, Menghini D, Molinari M, Petrosini L, 2003)
Il compito è composto da 6 sessioni consecutive.
Nella prima e nell’ultima lo stimolo target compare in modo
casuale;
nelle sessioni 2, 3, 4 e 5 compare secondo una sequenza
ordinata di 9 differenti posizioni
67. In conclusione
I nostri risultati mostrano diversi
profili neuropsicologici tra i
ragazzi con DE.
Molti (28,3 %) presentano un
problema fonologico isolato o,
più frequentemente (48,3 %),
associato con altre difficoltà
neuropsicologiche.
68. In conclusione
Una percentuale non
trascurabile (13,3 %) non ha
nessun problema fonologico.
Presenta, invece, difficoltà
nelle abilità attentive, visive,
implicite e di pianificazione.
69. In conclusione
La DE è un disturbo spesso
associato ad altre difficoltà
neuropsicologiche.
Causa o Effetto ?
73. IRCCS Ospedale Pediatrico Bambino Gesù
Santa Marinella, Roma
DISLESSIA O DISLESSIE?
IL CONTRIBUTO
DELLA RICERCA
NEUROPSICOLOGICA
Stefano Vicari
Alessandra Finzi
Deny Menghini
vicari@opbg.net
