Compulsory textbooks:
AA.VV, Numero Speciale “A Day in the Life: un’indagine ecologica sul costruirsi degli apprendimenti in comunità diverse ,” Rassegna di Psicologia, 3, 2006, pp. 5-113.
Bigozzi L., Apprendimento e riabilitazione a scuola. Aspetti psicologici, Roma, Carocci, 2000.
Boscolo P., Psicologia dell’apprendimento scolastico, UTET, Torino, 1997 (capitoli: 3, 5, 6, 7, 8, 9, 10, 11).
Cornoldi C., Metacognizione e apprendimento, Il Mulino, Bologna, 1995 (solo le parti che verranno specificate a lezione).
Passolunghi M.C., De Beni R., I test per la scuola, Il Mulino, Bologna, 2001.
Cornoldi C., Difficoltà e disturbi dell’apprendimento. Il Mulino, Bologna, 2007.
1 book to be chosen among:
AA. VV., Nucleo monotematico “Dal contenuto alla forma: capire e farsi capire nella comunicazione scientifica”, Età Evolutiva, 81, 2005, pp. 3-37.
Boscolo P., La motivazione ad apprendere tra ricerca psicologica e senso comune. Scuola e Città, 52(1), 2002, pp. 81-92.
Cacciamani S., Psicologia per l’insegnamento, Carocci, Roma, 2005.
Cadamuro A., Stili cognitivi e stili di apprendimento, Carocci, Roma, 2004.
Confalonieri, E. Tomisich, M., Scuola e psicologia in dialogo, Milano Unicopli, 2007.
De Beni R., Moè A., Motivazione e apprendimento, Il Mulino, Bologna, 2000.
Fele, G., Paoletti, I., L’interazione in classe, Il Mulino, Bologna, 2003.
Perez-Tello S., Antonietti A., Liverta Sempio O., Marchetti A., Che cos’è l’apprendimento?Le concezioni degli studenti, Carocci, Roma, 2005.
Paoletti G., Saper studiare, Carocci, Roma, 2001.
Pontecorvo C. (a cura di), Discorso e apprendimento, Carocci, Roma, 2005.
Tobin J.J., Wu D.Y.H., Davidson D.H., Infanzia in tre culture: Giappone, Cina e Stati Uniti, Cortina, Milano, 2000.
Learning Objectives
Providing updated theoretical knowledge and operative competencies on research on school psychology, on psychological assessment methods in school contexts, and on intervention methodologies in forma and informal educational contexts. Constructing, implementing and verifying intervention projects in school contexts. Acquiring knowledge about learning processes in student with learning difficulties. Acquiring theoretical and practical knowledge on the conditions of atypical development that could impair learning processes. Providing knowledge on learning disabilities and on procedures and methods of assessment and training.
Prerequisites
no one
Teaching Methods
lectures and practical classes
Type of Assessment
oral assessment
Course program
Competencies and functions of the school psychologist. Observation and individuation of the needs. Definition of the demand. Individuation of intervention methods. Construction of a project in school. Assessment of outcomes. Atypical processes of learning of the knowledge at school. Metacognitive knowledge and control processes in students affected by learning difficulties. Reading, problem-solving, mathematics, studying. Interaction between emotional, affective and metacognitive components in students with learning disabilities. Learning difficulties due to mental retardation, ADHD, intellectual inhibition, depression, language disabilities. Learning disabilities in reading, spelling, reading comprehension, calculation, problem-solving. Diagnosis of learning disabilities. Training of learning disabilities