Making sense of number words and Arabic digits: Does order count more?

The ability to choose the larger between two numbers reflects a mature understanding of the magnitude associated with numerical symbols. The present study explores how the knowledge of the number sequence and memory capacity (verbal and visuospatial) relate to number comparison skills while controlling for cardinal knowledge. Preschool children’s (N = 140, Mage‐in‐months = 58.9, range = 41–75) knowledge of the directional property of the counting list as well as the spatial mapping of digits on the visual line were assessed. The ability to order digits on the visual line mediated the relation between memory capacity and number comparison skills while controlling for cardinal knowledge. Beyond cardinality, the knowledge of the (spatial) order of numbers marks the understanding of the magnitude associated with numbers

Comparing the effects of combined numerical and visuospatial psychoeducational trainings conducted by curricular teachers and external trainers. Preliminary evidence across kindergarteners

The aim of this study was to verify the efficacy of two pencil-and-paper trainings empowering numerical and visuo-spatial abilities in Italian five-year-old kindergarteners. Specifically, the trainings were respectively carried out by the curricular teacher or by an external trainer. The former received a specific training in order to use the psychoeducational programmes with her pupils, whereas the latter received a specific education about the role of numerical and visuo-spatial abilities for school achievement and she was also trained to use psychoeducational trainings in kindergarten schools. At pre-test and post-test nonverbal functions and numeracy knowledge were assessed through a battery of standardized tests. The results show that both the numerical psychoeducational programme and the visuo-spatial one are useful tools to enhance mathematical achievements in kindergarteners. However, when the trainings were proposed by the external trainer, the efficacy of the psychoeducational programmes was more significant. These outcomes seem to be related both to the expertise and the novelty effect of the external trainer on the classroom

Investigation on Opisthorchis felineus occurrence and life cycle in Italy

Opisthorchiasis is a fish borne parasitic infection caused by helminths of the genus Opisthorchis (Digenea, Opisthorchiidae), affecting humans and other fish-eating mammals. Despite Opisthorchis felineus was first described in Italy in 1884, no cases of human opisthorchiasis were reported in this country until 2004; from then on, 4 outbreaks due to this species have been recorded in Central Italy. Following the more relevant of these outbreaks, involving 34 people in August 2007, snails, fishes and fecal samples collected from the Bolsena and Bracciano lakes (Central Italy) were analyzed in order to define the cycle of O. felineus in the area and investigate its prevalence in the different hosts. Pools of 20–40 snails each (4983 specimens altogether) of the genus Bithynia were analyzed by PCR for parasite DNA detection. Eight hundred and ninety-four fish belonging to 12 species were collected from the two lakes and tested for metacercariae both by muscle compression and digestion techniques. Eighty-seven fecal samples of 5 putative definitive host species were collected very close to the two lakes and tested for parasite eggs detection by formalin–ethyl acetate concentration technique. Identification at the species level of metacercariae and eggs, respectively, from fish and stool was confirmed by PCR analysis and sequencing. O. felineus DNA was detected in 0.08% (overall minimum infection rate) of snails of the genus Bithynia from the two lakes. The tench, Tinca tinca, was the only fish found infested in both lakes (prevalence 88.5%). O. felineus eggs were found only in cat feces (prevalence 46.4%). The tench represents the only threat for the human consumption in the study area while Coregonus sp., the most economically important species for the local fishery and frequently consumed raw marinated, resulted to be not infected. The high prevalence recorded both in fish and in definitive host suggests a widespread and massive presence of the parasite in the area. Further studies are needed to better investigate the possible role of some cyprinids species as intermediate hosts, in order to check their safety for human consumption

Exploring what works in art therapy with children with autism:Tacit knowledge of art therapists

Children with Autism Spectrum Disorders (ASD) are often referred to art therapy. To investigate what works in art therapy with these children 'tacit knowledge' of eight well experienced art therapists was explored. Promising components were arranged into the Context and Outcomes of Art Therapy (COAT) model. According to the respondents art therapy contributes with children with ASD to become more flexible and expressive, more relaxed, and more easy talking about their problems in the therapeutic setting as well as in their home situation. Considering the type of evidence in this study, further empirical research into the process and outcomes of art therapy with ASD children is strongly recommended

Psychology and technology: Are they really so distant in relation to the school learning?

Domenico Parisi expresses in his article his concern about a science, the cognitive psychology, that is careless towards school learning and he emphasizes how little is dedicated to the implementation of new technologies. In my comment, I tried to express what, in my opinion, this science is doing to improve learning situations, trying to better understand how cognitive processes ensure or not the learning itself (for example in cases of specific learning disorders). In particular, having worked for years on numerical cognition, I brought concrete and significant examples of how, in this context, psychology and technology are working together to enhance learning

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Recent researches, following the pandemic, have shown in people, especially the youngest ones, an increase of suffering, articulated in tiredness and being worried, all feelings linked primarily to the nDWLRQDO FORVXUH RI VFKRROV DQG VRFLDO PHHWLQJ« 'HSUHVVLYH DQG ODQJXLVKLQJ PRRG VHHP WR EH WKH 3QRUPDO´ FRQGLtion of everyday feeling of each of us, young and adult

The knowledge of the preceding number reveals a mature understanding of the number sequence

© 2019 There is an ongoing debate concerning how numbers acquire numerical meaning. On the one hand, it has been argued that symbols acquire meaning via a mapping to external numerosities as represented by the approximate number system (ANS). On the other hand, it has been proposed that the initial mapping of small numerosities to the corresponding number words and the knowledge of the properties of counting list, especially the order relation between symbols, lead to the understanding of the exact numerical magnitude associated with numerical symbols. In the present study, we directly compared these two hypotheses in a group of preschool children who could proficiently count (most of the children were cardinal principle knowers). We used a numerosity estimation task to assess whether children have created a mapping between the ANS and the counting list (i.e., ANS-to-word mapping). Children also completed a direction task to assess their knowledge of the directional property of the counting list. That is, adding one item to a set leads to he next number word in the sequence (i.e., successor knowledge) whereas removing one item leads to the preceding number word (i.e., predecessor knowledge). Similarly, we used a visual order task to assess the knowledge that successive and preceding numbers occupy specific spatial positions on the visual number line (i.e., preceding: [?], [13], [14]; successive: [12], [13], [?]). Finally, children's performance in comparing the magnitude of number words and Arabic numbers indexed the knowledge of exact symbolic numerical magnitude. Approximately half of the children in our sample have created a mapping between the ANS and the counting list. Most of the children mastered the successor knowledge whereas few of them could master the predecessor knowledge. Children revealed a strong tendency to respond with the successive number in the counting list even when an item was removed from a set or the name of the preceding number on the number line was asked. Crucially, we found evidence that both the mastering of the predecessor knowledge and the ability to name the preceding number in the number line relate to the performance in number comparison tasks. Conversely, there was moderate/anecdotal evidence for a relation between the ANS-to-word mapping and number comparison skills. Non-rote access to the number sequence relates to knowledge of the exact magnitude associated with numerical symbols, beyond the mastering of the cardinality principle and domain-general factors