The triune brain: limbic mind, mind plastic, emotional mind

Problem statement: The theory discussed is revealing, as compared to studies on the human brain, the fact that he has inherited the structure and organization of three fundamental types of reptiles, ancient or primitive mammals and mammals, or recent evolved. What is very disconcerting is that nature has been able to connect with each other and establish a sort of communication between them. Approach: The objective was to focus the study on chemical substances that regulate the activity of nerve cells, neurons. We can define neuromodulators or modulators of behavior because their intervention more or less obvious influence our own actions. The method under consideration is the TMS, transcranial magnetic stimulation, a noninvasive technique of Neurostimulation and neuromodulation which is based on a type of electromagnetic induction of an electric field. Results: This property of TMS allows us to understand the precise moment when a brain region contributes to a certain task, to map the functional connectivity between different brain regions, to identify the causal relationships involved far treated between brain, cognition and behavior. Conclusion: It 'as certain that the thoughts and experience change the configuration of our brain connections, but so can the induced systems, based on the same principle, capable of altering particularly for therapeutic, rehabilitative or educational, the brain matter on the basis of premises of the so-called phenomenon called Hebbian learning based on chemical changes in the cells and synapses known as long-term potentiation

Il modellaggio: una forma di apprendimento semplessa per acquisire “nuove” abilità

The research is aimed to analyze a technique and a learning approach, in particular, based on the shaping of the behavioral responses able to face up simplex situations (Berthoz, 2011) linked to conditions of disability and SEN (Special Educational Needs).After having focused on the fundamental principles of behavior, it has been analyzed the concept of reinforcement. The reinforcement is the effect that follows a certain behavior, and that determinesthe probability that the behavior can be performed, so that it can be considered a necessary and sufficient condition to trigger the mechanisms of learning. In fact, a good methodology to individualize teaching should be based firstly on the constructionof “new” skills, totally absent in a subject, starting from the reinforcement of behaviors that are similar to that ability and continuing to reinforce successive approximations of those behaviors.When a person with disability, or with mild to medium-severe difficulties is able to master an initialresponse, all the successive approximations to the target behavior are progressively reinforced

Emotional Competence and Affective Computing as Factors of Formation of Individual and Social Identity

This experience of psycho-emotional education is part of more extensive international researches based on the hypothesis that the “emotional experience”, if inserted in the daily conduct of the school curriculum, especially in the nursery school one, represents an excellent training opportunity, since it fosters the learners' best perception of the self, thus strengthening their expressive and communicative attitude. On the basis of Social and Emotional Learning (SEL) principles and inspired by a previous experience carried out by the Department of Human Science for training, this experimental project has been put into practice by some nursery schools in RC, thus providing very interesting data for the confirmation of the hypothesis. It has been also developed a study on the affective computing and the cognitive computing pursuing a new perspective that exceeds the traditional vision of what is defined as artificial intelligence and analyzes intelligence and aspects of perceptions, often neglected, with a methodological approach considering the emotional processes as important as the cognitive ones

The Enactive Didactics for Enactive Mind:The Evolution of a Learning Model

The term "enactive mind " comes from the Varela work and the concept of "activation " underlines. Approach you enactive involves two concepts: from a side than the perception he consists in an action to his time driven by the perception coming from that action date and from the other but the cognitive structures they emerge from the recurring sensory- motor schemes which allow the action to be perceptively driven. In the specific one, approach him EM places like a frame to frame a series of phenomena considered essential for the comprehension of the concept of adaptation as social as the necessity of considering the relation world complexity as, the importing time constraints present in it, the nature and the modes in which mechanisms of this adaptation allow the formation of the social knowledge. In the EM approach the child "activates the social world " selectively perceiving it in the terms of what which is immediately essential for a social action, while the mental representations (the social knowledge) of this individualized world build themselves based on the repeated experiences ripened by these actions driven by the perception, become then deeply you root in the history of relational actions of the child to be tools for the adaptation to the world in which alive. The enactive vision, although it recalls in the meaning the concept of representation as mode to know, tries to exceed it in favor of the corporeality, that is an incorporate mind (embodied mind). A corollary of this theory is that subject

I progetti di MOOC, LOC E WIKI: per esaltare "connettiva-mente" le diversità cognitive

2014 - 2015XIV n.s

Gli operanti verbali e le tecniche di manding e pairing nei soggetti con Disturbi dello Spettro Autistico

L’autismo quale disturbo pervasivo dello sviluppo comporta gravi difficoltà nelle aree della comunicazione, dell’interazione sociale e, di conseguenza, seri problemi di comportamento. L’elemento distintivo è il senso di isolamento dal mondo, con un’assenza di risposta sia verbale che non verbale, che rivela un comportamento disadattivo. La tecnica del manding, messa in atto nei confronti del bambino con autismo, attiva la capacità di richiesta di bisogno, ha ripercussioni positive sull’apprendimento e motiva alla relazione con l’altro. L’intraverbal (conversazione), invece, si connota come un operante verbale che prevede dal soggetto una risposta diversa dal comportamento espresso dagli altri. Il pairing rappresenta una solida tecnica comportamentale. Si mettono in atto poche richieste o addirittura nessuna, tenendo alto il grado di rinforzo per l’apprendimento e un basso standard per l’evitamento, che si origina con comportamenti autostimolatori o inadeguati. Autism, being a pervasive developmental disorder, entails severe difficulties in communication and social interaction and, consequently, serious behavioural problems. The distinctive characteristic is the sense of isolation from the world, both our interior world and the world surrounding us, with a lack of either verbal or non-verbal response, which reveals maladaptive behaviour. The manding technique, which is implemented when a child presents unusual functioning, activates the child’s ability to ask when in need and has a positive value, leading to improvement not only as far as learning is concerned, but also as regards enabling and motivating relations with other people. The intraverbal (conversation) however, is characterised by a verbal operant which requires the individual to give a response which is different from the behaviour demonstrated by others. Through pairing a strategy following the behavioural principle of reinforcement is activated, and it is a solid behavioural technique. A few or even no requests are activated, keeping the level of reinforcement high for learning and low for avoidance, which originates with self-stimulatory or unsuitable behaviour