The Cognitive Neurodevelopment – A – a.y. 2025-2026 – Scienze dell'Educazione e della Formazione (EDU)

Teacher: Simonetta Spiridigliozzi (CV)
e-mail: simonetta.spiridigliozzi@uniroma2.it

CFU: 6
Course code: L07
Bachelor Degrees: Scienza dell’Educazione e della Formazione
Language: Italian

Course delivery modalities: in-presence
Attendance: Optional
Assessment method: Oral examination

Pre-requisites:
The subject does not require any prerequisites.

Program:
– Cognitive development – Cognitive neuropsychology – Mental development theories – Jean Piaget – Early cognitive functions – Visual functions in developmental age – Visual recognition disorders – Auditory functions in developmental age – Senso-motory coordination and movement – Dyspraxia – Language – Linguistic development phases – Phonological development – Semantic development – Lexical development – Grammatical development – Pragmatic development – Meta-linguistic awarness – Individual differences in the linguistic development – Language disorders – Language acquisition in normal and patological circumstances – Secondary language disorders – Phonological disorders – Specific language disorder – Thought formation – Thought and reasoning – Planificazion and Porblem solving – Intellectual disability – Complex cognitive functions – Attention – Attention deficit and Hyperactivity disorder Memory – Implicit and explicit memory, Working memory, Visuo-spacial memory and metamemory – Cognition and emotionality – Theory of mind – Cognition, emotion and anxiety – Emotional regolation and attachment

Program:

– Cognitive development
– Cognitive neuropsychology
– Mental development theories
– Jean Piaget
– Early cognitive functions
– Visual functions in developmental age
– Visual recognition disorders
– Auditory functions in developmental age
– Senso-motory coordination and movement
– Dyspraxia
– Language
– Linguistic development phases
– Phonological development
– Semantic development
– Lexical development
– Grammatical development
– Pragmatic development
– Meta-linguistic awarness
– Individual differences in the linguistic development
– Language disorders
– Language acquisition in normal and patological circumstances
– Secondary language disorders
– Phonological disorders
– Specific language disorder
– Thought formation
– Thought and reasoning
– Planificazion and Porblem solving
– Intellectual disability
– Complex cognitive functions
– Attention
– Attention deficit and Hyperactivity disorder Memory
– Implicit and explicit memory, Working memory, Visuo-spacial memory and metamemory
– Cognition and emotionality
– Theory of mind
– Cognition, emotion and anxiety
– Emotional regolation and attachment

Text books:
Title of the text: Author: Simonetta Spiridigliozzi Editor: Universitalia

Bibliography:
BOWLBY J., Attaccamento e perdita Bollati Boringhieri Editori, Torino 1999 BRAZELTON T. BERRY CRAMER BERTRAND G., Il primo legame Edizioni Frassinelli Collana Saggi 1991 Cornoldi C. (Ed.) (2007), Difficoltà e disturbi dell’apprendimento, Il Mulino, Bologna. De Beni R. – Pazzaglia F. – Molin A. – Zamperlin C. (2003), Psicologia cognitiva dell’apprendimento. Aspetti teorici e applicazioni, Erickson, Trento. Hammill, D.D. (1990), “On defining learning disabilities: an emerging consensus”, in Journal of Learning Disabilities , 23, 74-84 HILL D., Teoria della regolazione affettiva Raffaello Cortina Editore 2021 KANDEL E.R., Principi di neuroscienze Casa Editrice Ambrosiana Roma 2015 Lyytinen, H., Aro, M., Eklund, K., Erskine, J., Guttorm, T., Laakso, M. L., Leppänen, P. H., Lyytinen, P., Poikkeus, A. M., & Torppa, M. (2004). The development of children at familial risk for dyslexia: birth to early school age. Annals of dyslexia, 54(2), 184–220. https://doi.org/10.1007/s11881-004-0010-3 LEDOUX J., Il cervello emotivo Baldini Castelli srl Milano 2015 MILLER A., Riprendersi la vita Bollati Boringhieri Editori Torino 2009 Porges S. W., La teoria polivagale. Giovanni Fioriti Editore SIEGEL J.D., La mente relazionale Raffaello Cortina Editore 2001 Tambelli, R., Manuale di psicopatologia dell’infanzia Il Mulino 2019 Tomblin, J. B., Zhang, X., Buckwalter, P., & Catts, H. (2000). The association of reading disability, behavioral disorders, and language impairment among second-grade children. Journal of child psychology and psychiatry, and allied disciplines, 41(4), 473–482. TRONIK,E.Z. 2008 Regolazione emotiva nello sviluppo e nel processo terapeutico, in le forme dell’intersoggettività, a cura L. Carli e C. Rodini Milano Cortina p.p 217-232 Tressoldi P. E. – Vio C. (2012), Il trattamento dei disturbi specifici dell’apprendimento scolastico, Erickson, Trento. Vio C. – Tressoldi P. E. – Lo Presti G. (2012), Diagnosi dei disturbi specifici dell’apprendimento scolastico. Nuova edizione, Erickson, Trento. Vio C. – Toso C. (2007), Dislessia evolutiva. Dall’identificazione del disturbo all’intervento, Carocci, Roma. Winnicot D., Sviluppo affettivo ed ambiente

Bibliography:

BOWLBY J., Attaccamento e perdita Bollati Boringhieri Editori, Torino 1999
BRAZELTON T. BERRY CRAMER BERTRAND G., Il primo legame Edizioni Frassinelli Collana Saggi 1991
Cornoldi C. (Ed.) (2007), Difficoltà e disturbi dell’apprendimento, Il Mulino, Bologna.
De Beni R. – Pazzaglia F. – Molin A. – Zamperlin C. (2003), Psicologia cognitiva dell’apprendimento. Aspetti teorici e applicazioni, Erickson, Trento.
Hammill, D.D. (1990), “On defining learning disabilities: an emerging consensus”, in Journal of Learning Disabilities , 23, 74-84
HILL D., Teoria della regolazione affettiva Raffaello Cortina Editore 2021
KANDEL E.R., Principi di neuroscienze Casa Editrice Ambrosiana Roma 2015
Lyytinen, H., Aro, M., Eklund, K., Erskine, J., Guttorm, T., Laakso, M. L., Leppänen, P. H., Lyytinen, P., Poikkeus, A. M., & Torppa, M. (2004). The development of children at familial risk for dyslexia: birth to early school age. Annals of dyslexia, 54(2), 184–220. https://doi.org/10.1007/s11881-004-0010-3
LEDOUX J., Il cervello emotivo Baldini Castelli srl Milano 2015
MILLER A., Riprendersi la vita Bollati Boringhieri Editori Torino 2009
Porges S. W., La teoria polivagale. Giovanni Fioriti Editore
SIEGEL J.D., La mente relazionale Raffaello Cortina Editore 2001
Tambelli, R., Manuale di psicopatologia dell’infanzia Il Mulino 2019
Tomblin, J. B., Zhang, X., Buckwalter, P., & Catts, H. (2000). The association of reading disability, behavioral disorders, and language impairment among second-grade children. Journal of child psychology and psychiatry, and allied disciplines, 41(4), 473–482.
TRONIK,E.Z. 2008 Regolazione emotiva nello sviluppo e nel processo terapeutico, in le forme dell’intersoggettività, a cura L. Carli e C. Rodini Milano Cortina p.p 217-232
Tressoldi P. E. – Vio C. (2012), Il trattamento dei disturbi specifici dell’apprendimento scolastico, Erickson, Trento.
Vio C. – Tressoldi P. E. – Lo Presti G. (2012), Diagnosi dei disturbi specifici dell’apprendimento scolastico. Nuova edizione, Erickson, Trento.
Vio C. – Toso C. (2007), Dislessia evolutiva. Dall’identificazione del disturbo all’intervento, Carocci, Roma.
Winnicot D., Sviluppo affettivo ed ambiente

Educational goals and expected learning outcomes:
The main aim of the lessons is to understand the cognitive neurodevelopment. Scientific researchs and theories on the thoughts and mind development will be exposed and discussed. Understand the childhood and adolescent cognition can permit to apply effective method to teach and educate. In addition, learning the typical cognitive neurodevelopment can allow to detect early cognitive impairment and realize appropriate educational interventions on children and adolescent with cognitive and emotional difficulties

Educational goals and expected learning outcomes:

The main aim of the lessons is to understand the cognitive neurodevelopment.
Scientific researchs and theories on the thoughts and mind development will be exposed and discussed.
Understand the childhood and adolescent cognition can permit to apply effective method to teach and educate. In addition, learning the typical cognitive neurodevelopment can allow to detect early cognitive impairment and realize appropriate educational interventions on children and adolescent with cognitive and emotional difficulties

Methods and criteria for verifying the learning:
The assessment of learning will take place through an oral exam, during which the student must demonstrate the ability to apply the acquired knowledge and to reflect thoughtfully on minor issues related to education, such as the potential implications of using mobile phones during the sensorimotor stage. In addition, the student’s ability to apply subject-specific knowledge to educational contexts will be assessed — for example, how to capture the attention of particularly distracted children and what teaching strategies to adopt. The use of both subject-specific language and the ability to adapt language to the interlocutor will also be evaluated. The subject involves reading scientific articles, primarily as a means of enhancing the student’s ability to independently extract relevant data.

Methods and criteria for verifying the learning:

The assessment of learning will take place through an oral exam, during which the student must demonstrate the ability to apply the acquired knowledge and to reflect thoughtfully on minor issues related to education, such as the potential implications of using mobile phones during the sensorimotor stage.
In addition, the student’s ability to apply subject-specific knowledge to educational contexts will be assessed — for example, how to capture the attention of particularly distracted children and what teaching strategies to adopt. The use of both subject-specific language and the ability to adapt language to the interlocutor will also be evaluated.
The subject involves reading scientific articles, primarily as a means of enhancing the student’s ability to independently extract relevant data.

Attendance modalities:
Frontal lesson – The classes will take place during the first semester of the academic year, with a frequency of two hours per week.