35 results on '"Carioti, D."'
Search Results
2. The ReadFree tool for the identification of poor readers: a validation study based on a machine learning approach in monolingual and minority-language children
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Carioti, D, Stucchi, N, Toneatto, C, Masia, M, Del Monte, M, Stefanelli, S, Travellini, S, Marcelli, A, Tettamanti, M, Vernice, M, Guasti, M, Berlingeri, M, Carioti D., Stucchi N. A., Toneatto C., Masia M. F., Del Monte M., Stefanelli S., Travellini S., Marcelli A., Tettamanti M., Vernice M., Guasti M. T., Berlingeri M., Carioti, D, Stucchi, N, Toneatto, C, Masia, M, Del Monte, M, Stefanelli, S, Travellini, S, Marcelli, A, Tettamanti, M, Vernice, M, Guasti, M, Berlingeri, M, Carioti D., Stucchi N. A., Toneatto C., Masia M. F., Del Monte M., Stefanelli S., Travellini S., Marcelli A., Tettamanti M., Vernice M., Guasti M. T., and Berlingeri M.
- Abstract
In this study, we validated the "ReadFree tool", a computerised battery of 12 visual and auditory tasks developed to identify poor readers also in minority-language children (MLC). We tested the task-specific discriminant power on 142 Italian-monolingual participants (8-13 years old) divided into monolingual poor readers (N = 37) and good readers (N = 105) according to standardised Italian reading tests. The performances at the discriminant tasks of the "ReadFree tool" were entered into a classification and regression tree (CART) model to identify monolingual poor and good readers. The set of classification rules extracted from the CART model were applied to the MLC's performance and the ensuing classification was compared to the one based on standardised Italian reading tests. According to the CART model, auditory go-no/go (regular), RAN and Entrainment(100bpm) were the most discriminant tasks. When compared with the clinical classification, the CART model accuracy was 86% for the monolinguals and 76% for the MLC. Executive functions and timing skills turned out to have a relevant role in reading. Results of the CART model on MLC support the idea that ad hoc standardised tasks that go beyond reading are needed.
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- 2023
3. A ReadFree Tool for the identification of reading disorders in monolingual and minority language children: a validation study.
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Carioti, D, Stucchi, N, Toneatto, C, Stefanelli, S, Travellini, S, Tettamanti, M, Vernice, M, Guasti, M, Berlingeri, M, Carioti, D., Stucchi, N., Toneatto, C., Stefanelli, S., Travellini, S., Tettamanti, M. D. P., Vernice, M., Guasti, M. T., Berlingeri, M., Carioti, D, Stucchi, N, Toneatto, C, Stefanelli, S, Travellini, S, Tettamanti, M, Vernice, M, Guasti, M, Berlingeri, M, Carioti, D., Stucchi, N., Toneatto, C., Stefanelli, S., Travellini, S., Tettamanti, M. D. P., Vernice, M., Guasti, M. T., and Berlingeri, M.
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- 2023
4. Exploring Daily Linguistic Practice and their impact on Minority Language Children’s reading skills.
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Carioti, D, Stefanelli, S, Masia, M, Giorgi, A, Del Pivo, G, Del Monte, M, Travellini, S, Marcelli, A, Guasti, M, Vernice, M, Berlingeri, M, Carioti, D., Stefanelli, S., Masia, M. F., Giorgi, A., Del Pivo, G., Del Monte, M., Travellini, S., Marcelli, A., Guasti, M. T., Vernice, M., Berlingeri, M., Carioti, D, Stefanelli, S, Masia, M, Giorgi, A, Del Pivo, G, Del Monte, M, Travellini, S, Marcelli, A, Guasti, M, Vernice, M, Berlingeri, M, Carioti, D., Stefanelli, S., Masia, M. F., Giorgi, A., Del Pivo, G., Del Monte, M., Travellini, S., Marcelli, A., Guasti, M. T., Vernice, M., and Berlingeri, M.
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- 2023
5. Rhythm as a language-independent marker of poor reading performances.
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Carioti, D, Taha, J, Stucchi, N, Stefanelli, S, Vernice, M, Sarti, D, De Salvatore, M, Berlingeri, M, Guasti, M, Carioti D., Taha J., Stucchi N., Stefanelli S., Vernice M., Sarti D., De Salvatore M., Berlingeri M., Guasti M. T., Carioti, D, Taha, J, Stucchi, N, Stefanelli, S, Vernice, M, Sarti, D, De Salvatore, M, Berlingeri, M, Guasti, M, Carioti D., Taha J., Stucchi N., Stefanelli S., Vernice M., Sarti D., De Salvatore M., Berlingeri M., and Guasti M. T.
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- 2023
6. A ReadFree tool for the identification of reading disorders in monolingual and minority-language children.
- Author
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Carioti, D, Stucchi, N, Toneatto, C, Stefanelli, S, Del Monte, M, Travellini, S, Marcelli, A, Tettamanti, M, Vernice, M, Berlingeri, M, Carioti, D., Stucchi, N. A., Toneatto, C., Stefanelli, S., Del Monte, M., Travellini, S., Marcelli, A., Tettamanti, M. P. D., Vernice, M., Berlingeri, M. A., Carioti, D, Stucchi, N, Toneatto, C, Stefanelli, S, Del Monte, M, Travellini, S, Marcelli, A, Tettamanti, M, Vernice, M, Berlingeri, M, Carioti, D., Stucchi, N. A., Toneatto, C., Stefanelli, S., Del Monte, M., Travellini, S., Marcelli, A., Tettamanti, M. P. D., Vernice, M., and Berlingeri, M. A.
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- 2023
7. Exploring the link between language and rhythm: a meta-analytic study
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Carioti, D, Riva, M, Figini, C, Guasti, M, Carioti, D., Riva, M., Figini, C., Guasti, M. T., Carioti, D, Riva, M, Figini, C, Guasti, M, Carioti, D., Riva, M., Figini, C., and Guasti, M. T.
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- 2023
8. A meta-analysis of functional neuroimaging studies on developmental dyslexia across European orthographies: the ADOD model
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Devoto, F, Carioti, D, Danelli, L, Berlingeri, M, Devoto F., Carioti D., Danelli L., Berlingeri M., Devoto, F, Carioti, D, Danelli, L, Berlingeri, M, Devoto F., Carioti D., Danelli L., and Berlingeri M.
- Abstract
According to the “classic” and the “new” model, developmental dyslexia (DD) is associated with dysfunctions of the left temporoparietal (TP), ventral occipitotemporal (vOT) and frontal brain circuits. However, these models make different anatomo-functional predictions about the effects of age and orthographic depth on the neural correlates of DD. To test the influence of age and orthographic depth and their interaction on the neurobiology of reading we meta-analyzed 34 fMRI studies by combining the CluB and the GingerALE methods. Our meta-analytic results challenged both models and allowed us to generate a refined neurocognitive framework called the “Anatomo-functional, Developmental, and Orthographic Depth (ADOD) model of DD”. The ADOD model describes the interacting effects of age and orthography on the neurobiology of DD and suggests brand new conceptions on the role of the left TP cortex in reading together with a subtler parcellation of the vOT areas according to a rostro-caudal gradient.
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- 2022
9. Rapid Automatized Naming as a Universal Marker of Developmental Dyslexia in Italian Monolingual and Minority-Language Children
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Carioti, D, Stucchi, N, Toneatto, C, Masia, M, Broccoli, M, Carbonari, S, Travellini, S, Del Monte, M, Riccioni, R, Marcelli, A, Vernice, M, Guasti, M, Berlingeri, M, Carioti D., Stucchi N., Toneatto C., Masia M. F., Broccoli M., Carbonari S., Travellini S., Del Monte M., Riccioni R., Marcelli A., Vernice M., Guasti M. T., Berlingeri M., Carioti, D, Stucchi, N, Toneatto, C, Masia, M, Broccoli, M, Carbonari, S, Travellini, S, Del Monte, M, Riccioni, R, Marcelli, A, Vernice, M, Guasti, M, Berlingeri, M, Carioti D., Stucchi N., Toneatto C., Masia M. F., Broccoli M., Carbonari S., Travellini S., Del Monte M., Riccioni R., Marcelli A., Vernice M., Guasti M. T., and Berlingeri M.
- Abstract
Rapid Automatized Naming (RAN) is considered a universal marker of developmental dyslexia (DD) and could also be helpful to identify a reading deficit in minority-language children (MLC), in which it may be hard to disentangle whether the reading difficulties are due to a learning disorder or a lower proficiency in the language of instruction. We tested reading and rapid naming skills in monolingual Good Readers (mGR), monolingual Poor Readers (mPR), and MLC, by using our new version of RAN, the RAN-Shapes, in 127 primary school students (from 3rd to 5th grade). In line with previous research, MLC showed, on average, lower reading performances as compared to mGR. However, the two groups performed similarly to the RAN-Shapes task. On the contrary, the mPR group underperformed both in the reading and the RAN tasks. Our findings suggest that reading difficulties and RAN performance can be dissociated in MLC; consequently, the performance at the RAN-Shapes may contribute to the identification of children at risk of a reading disorder without introducing any linguistic bias, when testing MLC.
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- 2022
10. Identifying the risk of dyslexia in bilingual children: The potential of language-dependent and language-independent tasks
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Taha, J, Carioti, D, Stucchi, N, Chailleux, M, Granocchio, E, Sarti, D, De Salvatore, M, Guasti, M, Taha J., Carioti D., Stucchi N., Chailleux M., Granocchio E., Sarti D., De Salvatore M., Guasti M. T., Taha, J, Carioti, D, Stucchi, N, Chailleux, M, Granocchio, E, Sarti, D, De Salvatore, M, Guasti, M, Taha J., Carioti D., Stucchi N., Chailleux M., Granocchio E., Sarti D., De Salvatore M., and Guasti M. T.
- Abstract
This study investigates the linguistic processing and non-linguistic cognitive abilities of monolingual and bilingual children with and without reading difficulties and examines the relationship between these skills and reading. There were 72 Italian-speaking children: 18 monolingual good readers (MONO-GR, Mage = 10;4), 19 monolingual poor readers (MONO-PR, Mage = 10;3), 21 bilingual good readers (BI-GR, Mage = 10;6), and 16 bilingual poor readers (BI-PR, Mage = 10;6). All bilingual children spoke Italian as their L2. Children completed a battery of standardized Italian reading tests, language-dependent tasks: nonword repetition (NWR), sentence repetition (SR), and phonological awareness (PA), and language-independent tasks: timing anticipation, beat synchronization, inhibition control, auditory reaction time, and rapid automatized naming (RAN). Poor readers scored below good readers on the language-dependent tasks, including NWR, PA, and SR. Beat synchronization was the only language-independent task sensitive to reading ability, with poor readers showing greater variability than good readers in tapping to fast rhythms. SR was the only task influenced by language experience as bilinguals underperformed monolinguals on the task. Moreover, there were weak to moderate correlations between performance on some language-dependent tasks (NWR, PA), language-independent tasks (inhibition control, RAN), and reading measures. Performance on the experimental tasks (except for RAN) was not associated with the length of exposure to Italian. The results highlight the potential of NWR, PA, SR, and beat synchronization tasks in identifying the risk of dyslexia in bilingual populations. Future research is needed to validate these findings and to establish the tasks’ diagnostic accuracy.
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- 2022
11. Taking apart what brings us together: The role of action prediction, perspective-taking, and theory of mind in joint action
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Sacheli, L, Arcangeli, E, Carioti, D, Butterfill, S, Berlingeri, M, Sacheli L. M., Arcangeli E., Carioti D., Butterfill S., Berlingeri M., Sacheli, L, Arcangeli, E, Carioti, D, Butterfill, S, Berlingeri, M, Sacheli L. M., Arcangeli E., Carioti D., Butterfill S., and Berlingeri M.
- Abstract
The ability to act together with others to achieve common goals is crucial in life, yet there is no full consensus on the underlying cognitive skills. While influential theoretical accounts suggest that interaction requires sophisticated insights into others’ minds, alternative views propose that high-level social skills might not be necessary because interactions are grounded on sensorimotor predictive mechanisms. At present, empirical evidence is insufficient to decide between the two. This study addressed this issue and explored the association between performance at joint action tasks and cognitive abilities in three domains—action prediction, perspective-taking, and theory of mind—in healthy adults (N = 58). We found that, while perspective-taking played a role in reading the behaviour of others independently of the social context, action prediction abilities specifically influenced the agents’ performance in an interactive task but not in a control (social but non-interactive) task. In our study, performance at a theory of mind test did not play any role, as confirmed by Bayesian analyses. The results suggest that, in adults, sensorimotor predictive mechanisms might play a significant and specific role in supporting interpersonal coordination during motor interactions. We discuss the implications of our findings for the contrasting theoretical views described earlier and propose a way they might be partly reconciled.
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- 2022
12. The Italian adaptation of the LSBQ on bilingual teens: a preliminar study.
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Vernice, M, Carioti, D, Vernice, M., Carioti, D., Vernice, M, Carioti, D, Vernice, M., and Carioti, D.
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- 2022
13. A Reading-Free Screening Tool: testare le abilità cognitive sottostanti la dislessia per identificare le difficoltà di lettura in bambini monolingue e bilingue.
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Carioti, D, Stucchi, N, Stefanelli, S, Toneatto, C, Masia, M, Travellini, S, Guasti, M, Vernice, M, Berlingeri, M, Carioti D., Stucchi N. A., Stefanelli S., C. Toneatto, M. F. Masia, Travellini S., M. T. Guasti, Vernice M., Berlingeri M., Carioti, D, Stucchi, N, Stefanelli, S, Toneatto, C, Masia, M, Travellini, S, Guasti, M, Vernice, M, Berlingeri, M, Carioti D., Stucchi N. A., Stefanelli S., C. Toneatto, M. F. Masia, Travellini S., M. T. Guasti, Vernice M., and Berlingeri M.
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- 2022
14. An experimental study on kind and generic readings across languages: bare plural vs. definite plural
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Degano, M, Roberts, T, Sbardolini, G, Schouwstra, M, Driemel, I, Hein, J, Carioti, D, Wunsch, J, Tsakali, V, Alexiadou, A, Sauerland, U, Guasti, M, Driemel I., Hein J., Carioti D., Wunsch J., Tsakali V., Alexiadou A., Sauerland U., Guasti M. T., Degano, M, Roberts, T, Sbardolini, G, Schouwstra, M, Driemel, I, Hein, J, Carioti, D, Wunsch, J, Tsakali, V, Alexiadou, A, Sauerland, U, Guasti, M, Driemel I., Hein J., Carioti D., Wunsch J., Tsakali V., Alexiadou A., Sauerland U., and Guasti M. T.
- Abstract
To express kind and generic readings, Romance languages like Italian have been reported to use definite plurals but Germanic languages like English make use of bare plurals (Krifka et al., 1995; Chierchia, 1998), where Greek patterns with Romance (Alexiadou et al., 2007). German is discussed as an exception, as both bare and definite plurals are used to express kind (Krifka et al., 1995) and generic (Longobardi, 1994) readings. We present results from an experimental study comparing English, German, Italian and Greek, focusing on two novel findings: i) German and English both express kind/generic readings with bare plurals; ii) the effect of speaker distance (Acton, 2019) makes the definite plural an additional option in German.
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- 2022
15. Event Culmination in Child Language
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Curti, S, Carioti, D, Guasti, M, Guasti, MT, Curti, S, Carioti, D, Guasti, M, and Guasti, MT
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- 2023
16. Language as a Mirror of the Mind: How Italian Children Think about Distributivity
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Saponaro, C, Carioti, D, Riva, M, Guasti, M, Guasti, M. T, Saponaro, C, Carioti, D, Riva, M, Guasti, M, and Guasti, M. T
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- 2023
17. Assessing scalar meaning: a first exploratory study on some Italian focus particles
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Raminelli, L, Carioti, D, Wünsch, J, Guasti, M, Guasti, MT, Raminelli, L, Carioti, D, Wünsch, J, Guasti, M, and Guasti, MT
- Abstract
Well-established analyses of even claim that the contribution of this scalar-additive particle to the sentences in which it appears is of both an additive and a scalar inference [1], [2], [3]. Sentences with scalar-additive particles not only entail the corresponding sentences without the particle. They also imply that at least one among the associate’s [4] focus alternatives satisfies the predicate under consideration, and that the alternative(s) at issue are somewhat ordered [5]. When even appears under negation, this ordering gets reversed. As far as Italian is concerned, the perfect correspondent of even is held to be persino [6]. However, other particles can trigger the additive and scalar inferences in a similar way. Among these, pure and anche, and their negative counterparts neppure and neanche [7], [8], [9], [10]. At present, little experimental work has been carried out on Italian focus particles. To our knowledge, only one study has been conducted on the processing of persino [11]. Hence, it is yet to be determined whether the strength of the scalar inference may remain constant across different particles. We thus designed a multiple-choice cloze test targeting persino-persino...non, pure-neppure and anche-neanche. We first presented participants with a drawing and a short story and then asked them to fill in a concluding sentence choosing one of these six particles provided as alternatives (Figure 1). The pictures and stories were ideated to make participants build some expectations about which of the three characters presented was the most or least likely to carry out the action described – an action which could eventually be either successfully accomplished or failed by all. In this way, we aimed at observing whether the rate of particle selection may vary depending on which character the concluding sentence focusses on and, possibly, on the outcome of the stories. Via within-subject manipulation of Particle Polarity (positive-negative) and Focussed Ch
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- 2023
18. Conceptual Representations of Plurals: A Production Study on the Acquisition of Distributivity and Collectivity.
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Saponaro, C, Carioti, D, Riva, M, Guasti, M, Guasti, MT, Saponaro, C, Carioti, D, Riva, M, Guasti, M, and Guasti, MT
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- 2023
19. What can Children Tell us about Distributivity and Collectivity?
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Saponaro, C, Carioti, D, Riva, M, Guasti, M, Guasti, MT, Saponaro, C, Carioti, D, Riva, M, Guasti, M, and Guasti, MT
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- 2023
20. Alla base della Dislessia Evolutiva: testare e isolare le abilità cognitive sottostanti a lettura per lo screening delle difficoltà di apprendimento in bambini monolingue e bilingue.
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Carioti, D, Stucchi, N, Stefanelli, S, Toneatto, C, Masia, M, Travellini, S, Guasti, M, Vernice, M, Berlingeri, M, Carioti D., Stucchi N. A., Stefanelli S., C. Toneatto, M. F. Masia, Travellini S., M. T. Guasti, Vernice M., Berlingeri M., Carioti, D, Stucchi, N, Stefanelli, S, Toneatto, C, Masia, M, Travellini, S, Guasti, M, Vernice, M, Berlingeri, M, Carioti D., Stucchi N. A., Stefanelli S., C. Toneatto, M. F. Masia, Travellini S., M. T. Guasti, Vernice M., and Berlingeri M.
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- 2021
21. Preliminary validation of the Italian version of the LSBQ.
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Carioti, D, Tironi, M, Vernice, M, Carioti D., Tironi M., Vernice M., Carioti, D, Tironi, M, Vernice, M, Carioti D., Tironi M., and Vernice M.
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- 2021
22. Language skills of kindergarten Minority Language Children: evidence from a comparison with Italian typical monolingual peers.
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Riva, M, Carioti, D, Dal Farra, C, Silleresi, S, Guasti, M, Guasti, MT, Riva, M, Carioti, D, Dal Farra, C, Silleresi, S, Guasti, M, and Guasti, MT
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- 2022
23. Genericity and the too-many-structures puzzle: Insights from an experimental study
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I., D, Hein, J, Carioti, D, Wünsch, J, Alexiadou, A, Guasti, M, Sauerland, U, Tsakali, V, Driemel I., J. Hein, D. Carioti, J. Wünsch, A. Alexiadou, M. T. Guasti, U. Sauerland, V. Tsakali, I., D, Hein, J, Carioti, D, Wünsch, J, Alexiadou, A, Guasti, M, Sauerland, U, Tsakali, V, Driemel I., J. Hein, D. Carioti, J. Wünsch, A. Alexiadou, M. T. Guasti, U. Sauerland, and V. Tsakali
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- 2022
24. The ReadFree Tool: uno strumento per lo screening delle abilità cognitive sottostanti la lettura nei bambini monolingui e multilingui.
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Carioti, D, Stucchi, N, Stefanelli, S, Toneatto, C, Masia, M, Travellini, S, Guasti, M, Vernice, M, Berlingeri, M, Stucchi, NA, Masia, MF, Guasti, MT, Carioti, D, Stucchi, N, Stefanelli, S, Toneatto, C, Masia, M, Travellini, S, Guasti, M, Vernice, M, Berlingeri, M, Stucchi, NA, Masia, MF, and Guasti, MT
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- 2022
25. As Time Goes by a rTMS Study on Age-Related Changes in Sentence Comprehension
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Berlingeri, M, Carioti, D, Danelli, L, Lo Gerfo, E, Berlingeri M., Carioti D., Danelli L., Lo Gerfo E., Berlingeri, M, Carioti, D, Danelli, L, Lo Gerfo, E, Berlingeri M., Carioti D., Danelli L., and Lo Gerfo E.
- Abstract
It is well established that off-line sentence judgment tasks (oSJTs) typically rely on phonological working memory (WM), beyond specific linguistic processing. Nevertheless, empirical findings suggest that a juvenile level of performance in an oSJT could be associated with the recruitment of age-specific additional supportive neural network in healthy aging. In particular, in one of our previous study, healthy elderlies showed the additional activation of associative visual cortices when compared with young controls. We suggested that age-related hyperactivations, during an auditory sentence judgment task, might represent the neurofunctional correlate of the recruitment of compensatory strategies that are necessary to maintain a juvenile level of performance. To explicitly test this hypothesis we adopted repetitive transcranial magnetic stimulation (rTMS). Twelve healthy elderlies and 12 young participants were engaged in an off-line semantic plausibility judgment task while rTMS was delivered over: (1) the left inferior frontal gyrus (LIFG; i.e., a core region of the WM network); (2) the precuneus; and (3) a Control Site (vertex). Results showed a significant main effect of Stimulation Site and a significant Group-by-Stimulation Site interaction effect. In particular, the rTMS stimulation of the LIFG slowed down reaction times (RTs) both in young and healthy elderly participants, while only healthy elderlies showed an increment of RTs during the stimulation of the precuneus. Taken together our results further support the idea that the maintenance of a juvenile level of performance in graceful aging may be associated with task-specific compensatory processes that would manifest them-selves, from the neurofunctional point of view, by the recruitment of additional neural supportive regions.
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- 2018
26. Music Education at School: Too Little and Too Late? Evidence From a Longitudinal Study on Music Training in Preadolescents
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Carioti, D, Danelli, L, Guasti, M, Gallucci, M, Perugini, M, Steca, P, Stucchi, N, Maffezzoli, A, Majno, M, Berlingeri, M, Paulesu, E, Desiré Carioti, Laura Danelli, Maria Teresa Guasti, Marcello Gallucci, Marco Perugini, Patrizia Steca, Natale Stucchi, Angelo Maffezzoli, Maria Majno, Manuela Berlingeri, Eraldo Paulesu, Carioti, D, Danelli, L, Guasti, M, Gallucci, M, Perugini, M, Steca, P, Stucchi, N, Maffezzoli, A, Majno, M, Berlingeri, M, Paulesu, E, Desiré Carioti, Laura Danelli, Maria Teresa Guasti, Marcello Gallucci, Marco Perugini, Patrizia Steca, Natale Stucchi, Angelo Maffezzoli, Maria Majno, Manuela Berlingeri, and Eraldo Paulesu
- Abstract
It is widely believed that intensive music training can boost cognitive and visuo-motor skills. However, this evidence is primarily based on retrospective studies; this makes it difficult to determine whether a cognitive advantage is caused by the intensive music training, or it is instead a factor influencing the choice of starting a music curriculum. To address these issues in a highly ecological setting, we tested longitudinally 128 students of a Middle School in Milan, at the beginning of the first class and, 1 year later, at the beginning of the second class. 72 students belonged to a Music curriculum (30 with previous music experience and 42 without) and 56 belonged to a Standard curriculum (44 with prior music experience and 12 without). Using a Principal Component Analysis, all the cognitive measures were grouped in four high-order factors, reflecting (a) General Cognitive Abilities, (b) Speed of Linguistic Elaboration, (c) Accuracy in Reading and Memory tests, and (d) Visuospatial and numerical skills. The longitudinal comparison of the four groups of students revealed that students from the Music curriculum had better performance in tests tackling General Cognitive Abilities, Visuospatial skills, and Accuracy in Reading and Memory tests. However, there were no significant curriculum-by-time interactions. Finally, the decision to have a musical experience before entering middle school was more likely to occur when the cultural background of the families was a high one. We conclude that a combination of family-related variables, early music experience, and pre-existent cognitive make-up is a likely explanation for the decision to enter a music curriculum at middle school.
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- 2019
27. Identifying the risk of dyslexia in bilingual children: The potential of language-dependent and language-independent tasks
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Juhayna Taha, Desirè Carioti, Natale Stucchi, Mathilde Chailleux, Elisa Granocchio, Daniela Sarti, Marinella De Salvatore, Maria Teresa Guasti, Taha, J, Carioti, D, Stucchi, N, Chailleux, M, Granocchio, E, Sarti, D, De Salvatore, M, and Guasti, M
- Subjects
RAN ,reading ,sentence repetition ,bilingualism ,nonword repetition ,developmental dyslexia ,rhythm ,phonological awarene ,General Psychology - Abstract
The study aims to investigate the performance of monolingual and bilingual children with and without reading difficulties on language-dependent and language-independent tasks, and examine the relationship between the performance on these tasks and reading. There were 72 Italian-speaking children: 18 monolingual good readers (MONO-GR, Mage = 10;4), 19 monolingual poor readers (MONO-PR, Mage = 10;3), 21 bilingual good readers (BI-GR, Mage = 10;6), and 16 bilingual poor readers (BI-PR, Mage = 10;6). All bilingual children spoke Italian as their L2. Children completed a battery of standardized Italian reading tests, language-dependent tasks: nonword repetition (NWR), sentence repetition (SR), and phonological awareness (PA), and language-independent experimental tasks: timing anticipation, beat synchronization, rhythmic inhibition control, auditory reaction time, and rapid automatized naming (RAN). Results revealed medium to large significant differences between good and poor readers in their performance on the language-dependent tasks, including NWR, PA and SR. Beat synchronization was the only language-independent task that was sensitive to reading ability, with poor readers showing greater variability in tapping to fast rhythm relative to good readers. SR was the only task that was sensitive to bilingualism status as bilinguals underperformed monolinguals on the task. Moreover, there were weak to moderate correlations between performance on some of the language-dependent tasks (NWR, PA), language-independent tasks (beat synchronization, inhibition control, RAN), and reading measures. Performance on the experimental tasks (except for RAN) was not associated with the length of exposure to Italian. The results highlight the potential of NWR, PA, SR and beat synchronization tasks in identifying the risk of dyslexia in bilingual populations. Future research is needed to validated these findings and to establish the tasks’ diagnostic accuracy.
- Published
- 2022
28. A meta-analysis of functional neuroimaging studies on developmental dyslexia across European orthographies: the ADOD model
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L Danelli, Manuela Berlingeri, Desiré Carioti, F Devoto, Devoto, F, Carioti, D, Danelli, L, and Berlingeri, M
- Subjects
Linguistics and Language ,neuroimaging ,Cognitive Neuroscience ,Orthographic depth ,media_common.quotation_subject ,Developmental dyslexia ,Experimental and Cognitive Psychology ,behavioral disciplines and activities ,Language and Linguistics ,meta-analysi ,Neuroimaging ,Functional neuroimaging ,reading ,Meta-analysis ,Reading (process) ,mental disorders ,Psychology ,orthographic depth ,Cognitive psychology ,media_common - Abstract
According to the “classic” and the “new” model, developmental dyslexia (DD) is associated with dysfunctions of the left temporoparietal (TP), ventral occipitotemporal (vOT) and frontal brain circuits. However, these models make different anatomo-functional predictions about the effects of age and orthographic depth on the neural correlates of DD. To test the influence of age and orthographic depth and their interaction on the neurobiology of reading we meta-analyzed 34 fMRI studies by combining the CluB and the GingerALE methods. Our meta-analytic results challenged both models and allowed us to generate a refined neurocognitive framework called the “Anatomo-functional, Developmental, and Orthographic Depth (ADOD) model of DD”. The ADOD model describes the interacting effects of age and orthography on the neurobiology of DD and suggests brand new conceptions on the role of the left TP cortex in reading together with a subtler parcellation of the vOT areas according to a rostro-caudal gradient.
- Published
- 2022
29. Rapid Automatized Naming as a Universal Marker of Developmental Dyslexia in Italian Monolingual and Minority-Language Children
- Author
-
Desiré Carioti, Natale Stucchi, Carlo Toneatto, Marta Franca Masia, Martina Broccoli, Sara Carbonari, Simona Travellini, Milena Del Monte, Roberta Riccioni, Antonella Marcelli, Mirta Vernice, Maria Teresa Guasti, Manuela Berlingeri, Carioti, D, Stucchi, N, Toneatto, C, Masia, M, Broccoli, M, Carbonari, S, Travellini, S, Del Monte, M, Riccioni, R, Marcelli, A, Vernice, M, Guasti, M, and Berlingeri, M
- Subjects
minority language ,RAN ,heritage language ,reading skill ,General Psychology ,developmental dyslexia (DD) - Abstract
Rapid Automatized Naming (RAN) is considered a universal marker of developmental dyslexia (DD) and could also be helpful to identify a reading deficit in minority-language children (MLC), in which it may be hard to disentangle whether the reading difficulties are due to a learning disorder or a lower proficiency in the language of instruction. We tested reading and rapid naming skills in monolingual Good Readers (mGR), monolingual Poor Readers (mPR), and MLC, by using our new version of RAN, the RAN-Shapes, in 127 primary school students (from 3rd to 5th grade). In line with previous research, MLC showed, on average, lower reading performances as compared to mGR. However, the two groups performed similarly to the RAN-Shapes task. On the contrary, the mPR group underperformed both in the reading and the RAN tasks. Our findings suggest that reading difficulties and RAN performance can be dissociated in MLC; consequently, the performance at the RAN-Shapes may contribute to the identification of children at risk of a reading disorder without introducing any linguistic bias, when testing MLC.
- Published
- 2022
30. Music Education at School: Too Little and Too Late? Evidence From a Longitudinal Study on Music Training in Preadolescents
- Author
-
Desiré Carioti, Laura Danelli, Maria T. Guasti, Marcello Gallucci, Marco Perugini, Patrizia Steca, Natale Adolfo Stucchi, Angelo Maffezzoli, Maria Majno, Manuela Berlingeri, Eraldo Paulesu, Carioti, D, Danelli, L, Guasti, M, Gallucci, M, Perugini, M, Steca, P, Stucchi, N, Maffezzoli, A, Majno, M, Berlingeri, M, and Paulesu, E
- Subjects
music, cognitive advantages, memory, reading, visuo-spatial skills ,Longitudinal study ,visuo-spatial skills ,media_common.quotation_subject ,lcsh:BF1-990 ,Musical ,cognitive development ,educational psychology ,intensive training ,language ,phonological skills ,050105 experimental psychology ,Developmental psychology ,03 medical and health sciences ,0302 clinical medicine ,Reading (process) ,Cognitive development ,Psychology ,0501 psychology and cognitive sciences ,Curriculum ,General Psychology ,Original Research ,media_common ,05 social sciences ,Educational psychology ,Cognition ,Music education ,lcsh:Psychology ,030217 neurology & neurosurgery - Abstract
It is widely believed that intensive music training can boost cognitive and visuo-motor skills. However, this evidence is primarily based on retrospective studies; this makes it difficult to determine whether a cognitive advantage is caused by the intensive music training, or it is instead a factor influencing the choice of starting a music curriculum. To address these issues in a highly ecological setting, we tested longitudinally 128 students of a Middle School in Milan, at the beginning of the first class and, 1 year later, at the beginning of the second class. 72 students belonged to a Music curriculum (30 with previous music experience and 42 without) and 56 belonged to a Standard curriculum (44 with prior music experience and 12 without). Using a Principal Component Analysis, all the cognitive measures were grouped in four high-order factors, reflecting (a) General Cognitive Abilities, (b) Speed of Linguistic Elaboration, (c) Accuracy in Reading and Memory tests, and (d) Visuospatial and numerical skills. The longitudinal comparison of the four groups of students revealed that students from the Music curriculum had better performance in tests tackling General Cognitive Abilities, Visuospatial skills, and Accuracy in Reading and Memory tests. However, there were no significant curriculum-by-time interactions. Finally, the decision to have a musical experience before entering middle school was more likely to occur when the cultural background of the families was a high one. We conclude that a combination of family-related variables, early music experience, and pre-existent cognitive make-up is a likely explanation for the decision to enter a music curriculum at middle school.
- Published
- 2019
31. Identifying the risk of dyslexia in bilingual children: The potential of language-dependent and language-independent tasks.
- Author
-
Taha J, Carioti D, Stucchi N, Chailleux M, Granocchio E, Sarti D, De Salvatore M, and Guasti MT
- Abstract
This study investigates the linguistic processing and non-linguistic cognitive abilities of monolingual and bilingual children with and without reading difficulties and examines the relationship between these skills and reading. There were 72 Italian-speaking children: 18 monolingual good readers (MONO-GR, M
age = 10;4), 19 monolingual poor readers (MONO-PR, Mage = 10;3), 21 bilingual good readers (BI-GR, Mage = 10;6), and 16 bilingual poor readers (BI-PR, Mage = 10;6). All bilingual children spoke Italian as their L2. Children completed a battery of standardized Italian reading tests, language-dependent tasks: nonword repetition (NWR), sentence repetition (SR), and phonological awareness (PA), and language-independent tasks: timing anticipation, beat synchronization, inhibition control, auditory reaction time, and rapid automatized naming (RAN). Poor readers scored below good readers on the language-dependent tasks, including NWR, PA, and SR. Beat synchronization was the only language-independent task sensitive to reading ability, with poor readers showing greater variability than good readers in tapping to fast rhythms. SR was the only task influenced by language experience as bilinguals underperformed monolinguals on the task. Moreover, there were weak to moderate correlations between performance on some language-dependent tasks (NWR, PA), language-independent tasks (inhibition control, RAN), and reading measures. Performance on the experimental tasks (except for RAN) was not associated with the length of exposure to Italian. The results highlight the potential of NWR, PA, SR, and beat synchronization tasks in identifying the risk of dyslexia in bilingual populations. Future research is needed to validate these findings and to establish the tasks' diagnostic accuracy., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2022 Taha, Carioti, Stucchi, Chailleux, Granocchio, Sarti, De Salvatore and Guasti.)- Published
- 2022
- Full Text
- View/download PDF
32. The biased hand. Mouse-tracking metrics to examine the conflict processing in a race-implicit association test.
- Author
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Di Palma M, Carioti D, Arcangeli E, Rosazza C, Ambrogini P, Cuppini R, Minelli A, and Berlingeri M
- Subjects
- Attitude, Humans, Benchmarking, White People
- Abstract
In this study, we adapted a race-Implicit Association Test (race-IAT) to mouse-tracking (MT) technique to identify the more representative target observed MT-metrics and explore the temporal unfolding of the cognitive conflict emerging during the categorisation task. Participants of Western European descent performed a standard keyboard-response race-IAT (RT-race-IAT) and an MT-race-IAT with the same structure. From a behavioural point of view, our sample showed a typical Congruency Effect, thus a pro-White implicit bias, in the RT-race-IAT. In addition, in the MT-race-IAT, the MT-metrics showed a similar Congruency Effect mirroring the higher attraction of the averaged-trajectories towards the incorrect response button in incongruent than congruent trials. Moreover, these MT-metrics were positively associated with RT-race-IAT scores, strengthening the MT approach's validity in characterising the implicit bias. Furthermore, the distributional analyses showed that mouse trajectories displayed a smooth profile both in congruent and incongruent trials to indicate that the unfolding of the decision process and the raised conflict is guided by dynamical cognitive processing. This latter continuous competition process was studied using a novel phase-based approach which allowed to temporally dissect an Early, a Mid and a Late phase, each of which may differently reflect the decision conflict between automatic and controlled responses in the evolution of the mouse movement towards the target response. Our results show that the MT approach provides an accurate and finer-grained characterisation of the implicit racial attitude than classical RT-IAT. Finally, our novel phase-based approach can be an effective tool to shed light on the implicit conflict processing emerging in a categorisation task with a promising transferable value in different cognitive and neuropsychological fields., Competing Interests: The authors have declared that no competing interests exist.
- Published
- 2022
- Full Text
- View/download PDF
33. Rapid Automatized Naming as a Universal Marker of Developmental Dyslexia in Italian Monolingual and Minority-Language Children.
- Author
-
Carioti D, Stucchi N, Toneatto C, Masia MF, Broccoli M, Carbonari S, Travellini S, Del Monte M, Riccioni R, Marcelli A, Vernice M, Guasti MT, and Berlingeri M
- Abstract
Rapid Automatized Naming (RAN) is considered a universal marker of developmental dyslexia (DD) and could also be helpful to identify a reading deficit in minority-language children (MLC), in which it may be hard to disentangle whether the reading difficulties are due to a learning disorder or a lower proficiency in the language of instruction. We tested reading and rapid naming skills in monolingual Good Readers (mGR), monolingual Poor Readers (mPR), and MLC, by using our new version of RAN, the RAN-Shapes, in 127 primary school students (from 3rd to 5th grade). In line with previous research, MLC showed, on average, lower reading performances as compared to mGR. However, the two groups performed similarly to the RAN-Shapes task. On the contrary, the mPR group underperformed both in the reading and the RAN tasks. Our findings suggest that reading difficulties and RAN performance can be dissociated in MLC; consequently, the performance at the RAN-Shapes may contribute to the identification of children at risk of a reading disorder without introducing any linguistic bias, when testing MLC., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2022 Carioti, Stucchi, Toneatto, Masia, Broccoli, Carbonari, Travellini, Del Monte, Riccioni, Marcelli, Vernice, Guasti and Berlingeri.)
- Published
- 2022
- Full Text
- View/download PDF
34. Music Education at School: Too Little and Too Late? Evidence From a Longitudinal Study on Music Training in Preadolescents.
- Author
-
Carioti D, Danelli L, Guasti MT, Gallucci M, Perugini M, Steca P, Stucchi NA, Maffezzoli A, Majno M, Berlingeri M, and Paulesu E
- Abstract
It is widely believed that intensive music training can boost cognitive and visuo-motor skills. However, this evidence is primarily based on retrospective studies; this makes it difficult to determine whether a cognitive advantage is caused by the intensive music training, or it is instead a factor influencing the choice of starting a music curriculum. To address these issues in a highly ecological setting, we tested longitudinally 128 students of a Middle School in Milan, at the beginning of the first class and, 1 year later, at the beginning of the second class. 72 students belonged to a Music curriculum (30 with previous music experience and 42 without) and 56 belonged to a Standard curriculum (44 with prior music experience and 12 without). Using a Principal Component Analysis, all the cognitive measures were grouped in four high-order factors, reflecting (a) General Cognitive Abilities, (b) Speed of Linguistic Elaboration, (c) Accuracy in Reading and Memory tests, and (d) Visuospatial and numerical skills. The longitudinal comparison of the four groups of students revealed that students from the Music curriculum had better performance in tests tackling General Cognitive Abilities, Visuospatial skills, and Accuracy in Reading and Memory tests. However, there were no significant curriculum-by-time interactions. Finally, the decision to have a musical experience before entering middle school was more likely to occur when the cultural background of the families was a high one. We conclude that a combination of family-related variables, early music experience, and pre-existent cognitive make-up is a likely explanation for the decision to enter a music curriculum at middle school., (Copyright © 2019 Carioti, Danelli, Guasti, Gallucci, Perugini, Steca, Stucchi, Maffezzoli, Majno, Berlingeri and Paulesu.)
- Published
- 2019
- Full Text
- View/download PDF
35. As Time Goes by: A rTMS Study on Age-Related Changes in Sentence Comprehension.
- Author
-
Berlingeri M, Carioti D, Danelli L, and Lo Gerfo E
- Abstract
It is well established that off-line sentence judgment tasks (oSJTs) typically rely on phonological working memory (WM), beyond specific linguistic processing. Nevertheless, empirical findings suggest that a juvenile level of performance in an oSJT could be associated with the recruitment of age-specific additional supportive neural network in healthy aging. In particular, in one of our previous study, healthy elderlies showed the additional activation of associative visual cortices when compared with young controls. We suggested that age-related hyperactivations, during an auditory sentence judgment task, might represent the neurofunctional correlate of the recruitment of compensatory strategies that are necessary to maintain a juvenile level of performance. To explicitly test this hypothesis we adopted repetitive transcranial magnetic stimulation (rTMS). Twelve healthy elderlies and 12 young participants were engaged in an off-line semantic plausibility judgment task while rTMS was delivered over: (1) the left inferior frontal gyrus (LIFG; i.e., a core region of the WM network); (2) the precuneus; and (3) a Control Site (vertex). Results showed a significant main effect of Stimulation Site and a significant Group-by-Stimulation Site interaction effect. In particular, the rTMS stimulation of the LIFG slowed down reaction times (RTs) both in young and healthy elderly participants, while only healthy elderlies showed an increment of RTs during the stimulation of the precuneus. Taken together our results further support the idea that the maintenance of a juvenile level of performance in graceful aging may be associated with task-specific compensatory processes that would manifest them-selves, from the neurofunctional point of view, by the recruitment of additional neural supportive regions.
- Published
- 2018
- Full Text
- View/download PDF
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