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Although recently there has been a growing interest in gifted adults, the differences between intellectually gifted and nongifted adults in creativity, emotional intelligence and coping style have not yet been deeply studied. In this study, 23 intellectually gifted and 18 intellectually nongifted adults completed the Alternative Uses Task (AUT), the Bar-On Emotional Quotient Inventory (EQ-i), and the Miller Behavioural Style Scale (MBSS). Results indicated that intellectually gifted adults scored higher in the AUT and the blunting subscale of the MBSS than intellectually nongifted adults. However, they showed comparable scores on the EQ-i and the monitoring subscale of the MBSS. This study investigates the characteristics of intellectually gifted adults to adequately support their needs.

The aim of this study is to operationalize the construction of the complexity related to images. In particular, we want to calibrate the judgments of complexity related to colourful images and black and white images who belong to different categories (animals, fruit, transports, technological tools and faces) and examine the parameters related to the different levels of their categorical complexity. The first part of this composition put forward a definition of the construction, a comparison between the various theories of the complexity of the images and an analysis of the various fields of application. In the second part, the purpose is to operationalize the construction, together with the method, the procedures used, and the sample that are described in detail. The article ends with a debate about the results and some thoughts about the importance to operationalize the construct of the complexity. The added value of this study is to provide, for the first time, a contribution to the operationalization of the construct of complexity. The complex and simple images can be used by the scientific community as a catalog that could be used in different fields of application (for example clinical/experimental, marketing/advertising, etc.)., Atti della Accademia Peloritana dei Pericolanti - Classe di Scienze Medico-Biologiche, Vol 107, No 2 (2019)

Background: Tele-rehabilitation has grown significantly in the past years, especially in 2020 when it has been a crucial tool for supporting patients during the COVID-19 pandemic. Within the context of tele-rehabilitation, serious games have a significant role. However, realizing software for serious games capable of responding to the variety of user needs is resource demanding. Methods: we present Proteo, a modular framework for developing serious games from scratch, but with the ability of providing a high-level interface for game customization by therapists and researchers. We also present two serious game implementation examples with analysis of end user’s and therapists/researchers’ satisfaction. Results: by involving a group of 11 specialized therapists and 9 end users we analyzed the Proteo user’s satisfaction. We found that therapists and end users scored high level of involvement, and the therapists scored also high level of suitability. More in depth, both groups showed significant differences between positive and negative feeling, with positive feeling scoring higher than negative ones. Finally, concerning Users’ level of suitability the condition of successfulness of the system, ability to control, clarity and helpfulness were reported as high while the difficulty of the system and the difficulty of the task were reported as low. Conclusions: the proposed framework is a step forward in providing a comprehensive open-source, modular framework, to develop serious games for tele-rehabilitation. Proteo is distributed with a MIT license and available to researchers on GitHub and has been well accepted by the users we involved in the evaluation tests.

Additional file 2.

One of the main criteria for clinical diagnosis of Rett syndrome (RTT), as de ned by Neul et al. (2010), is that of ‘partial or complete loss of acquired spoken language’ (p. 946). For many parents, the communication dif culties experienced by their child (at any age) are one of the greatest challenges – and one of the greatest frustrations – they face. Questions of how an individual understands and interacts with the world, how they can best be helped to express themselves, how they can be educated and enabled to participate in society in a meaningful way are of fundamental importance and are grounded in the phenomenologically overlapping areas of cognition, communication, and behavior. In this chapter, we will review the research to date and the current levels of knowledge and thinking with regard to cognition, communication, and behavior in individuals with RTT, including early development, later skills and de cits, and strategies for intervention and management.