Early sensitivity to interpersonal timing

Sensitivity to timing in interaction was assessed in mother-infant interaction. In Study 1, three-month-old infants were presented with an image of their mother interacting with them on television, which was either live or temporally delayed by 1 second. Infants detected the temporal delay and were more attentive when the mother was presented live compared to delayed by 1 second. In Study 2, mothers interacted with an image of their three-month-old infant, which was either live or temporally delayed by 1 second. Mothers did not respond to a 1-second delay in their infants' behavior. In Study 3 and 4, the results were replicated with six-month-old infants

Joint attention in the first year: The coordination of gaze and affect between 7 and 10 months of age

We used a multilevel growth model to describe the developmental trajectories of infant’s coordinated attention between people and objects between 7 and 10 months of age. Additionally, we assed whether the coordinated attention looks were accompanied by smiles as infants interacted social partners. These results confirm the emergence of visual joint attention skills before the end of the first year. These results will be useful in the construction of robotic systems that engage in joint attention

The "plus" side of epilepsy phenotyping

No abstract available

Insegnanti consapevoli e riflessivi per una nuova idea di fare scuola

L'articolo descrive le competenze richieste per far fronte alle sfide dell'insegnamento negli scenari contemporanei globali all'interno di un nuovo frame work del fare scuola, che coinvolge una profonda ridefinizione delle funzioni e dei ruoli della scuola e della relazione fra scuola e società. The article describes the competencies required to meet the challenges of teaching in contemporary global scenarios within a new framework of schooling, which involves a deep re-definition of the functions and roles of the school and of the relationship between school and society

Philosophical inquiry as a practice for social development

This text focuses on the idea that philosophical inquiry can be understood as a practice for social development as far as a real social development requires a qualitative change in the way society carries out its activities, such as through more progressive and more reflective attitudes and behavior by the population, the adoption of more democratic and participative social forms of organization, the use of more advanced technology, and the dissemination and circulation of more advanced forms of knowledge. Philosophical inquiry is, indeed, a powerful means of spreading intelligence in all the contexts of associated life; since it enhances human intellectual potential through sound reflection both on human experiences as well as on the beliefs, understandings, values which frame and give meaning to these experiences. This practice requires and promotes contexts of shared meanings as well as contexts of social development, aiming at: clarification of ideas; construction of new meanings; and development of new interpretative perspectives of reality. In these terms it can be acknowledged as a social development device for the construction of new ideas and the transformation and emancipation of individuals and social groups as it introduces and enhances reflection in different fields of associated living. The outcomes of philosophical inquiry are, by consequence, new ideas, values, and actions (rationally oriented) that can make for a new sense of, and construct a new understanding of human experience, indicating new developmental directions to human societies

Reflexivity and educational professions

The reflective paradigm in educational research has been mainly inspired by two parallel approaches: a pragmatist approach-developed on the basis of Dewey’s idea or reflective thinking and Schön’s notion of reflection in action-as well as on an approach inspired to Critical Theory, with particular attention to the work of Habermas and his analysis of the relationship between knowledge and interest. The two approaches have been often contrasted and not explored within a continuum which has determined an empasse in the exploration of educational agency. In order to overcome this empasse, it is useful to refer to a perspective internal to educational practices, aimed at highlighting their complex phenomenology. This leads us in identifying the different forms of intentionality as well as the structural dynamics that shape educational practices as specific forms of social agency inscribed within educational systems, and explored focusing on the forms of relexivity imbedded within those system

Dimensioni trasformative dell'apprendimento adulto

Il contributo esplora le dimensioni trasformative dell'apprendimento adulto e le sue valenze creative

Dewey's View of Philosophy as An Educational Device

The paper focuses on the deep relationship existing in Dewey’s work between philosophy and education; this relationship is grounded both in the existential, educational, cultural and social role given to philosophy as well as in the role given to education as a “social function”. In Dewey’s thought, education is a medium term, and plays therefore a pivotal function in the architecture of his argumentation, which starts with a deep analysis of human existence and ends with the assignment of a new task to philosophy, passing through a sound process of “reconstruction” (of the individual and collective experience as well as of the inner structure of philosophical speculation itself) which can be understood to some extent as an “educational” process. From this perspective, it is possible to talk, in Deweyan terms, of Philosophy and Education, on the basis of their having a common ground of individual and collective growth, which allows us to acknowledge them as devices aimed at promoting social change and social development

An educational Theory of Inquiry

The paper is grounded on the idea, widely diffused in Dewey’s work, that any process of inquiry – from the simplest process to the more and more complex one- brings about growth and development for individuals, communities, and societies. This occurs as a more and more diffused mastery of methods, tools and forms of knowledge, which help us to develop a wider awareness and understanding of problems arising from human experience. On the basis of this premise, it is very clear that, from a pedagogical point of view, inquiry develops into an educational process and can therefore be considered an educational device in itself. It thus becomes extremely significant to reflect on what the principles for an educational theory of inquiry could be according to a Deweyan perspective in today’s educational scenarios, considering that education itself is the outcome of a continuous and reflective process of inquiry into educational situations and problems