Influence of verb and noun bases on reading aloud derived nouns: evidence from children with good and poor reading skills

Several studies on children and adults with and without linguistic impairment have reported differences between verb and noun processing. The present study assessed whether noun and verb bases affect differently children’s reading of derived words. Thirty-six Italian good readers and 18 poor readers, all 4th or 5th graders, were asked to read aloud nouns derived from either a noun base (e.g., artista, artist) or a verb base (e.g., punizione, punishment). Word and base frequency affected latencies only for deverbal nouns, while an effect of word length emerged for denominal nouns and an inhibitory effect of suffix length was found for both types of stimuli. A high base frequency and a high whole-word frequency both led to higher levels of accuracy. Verb bases led to higher error rates than noun bases. Poor readers, although slower and less accurate than good readers, showed a pattern of results similar to that of typically developing readers. Data confirm that in 4th and 5th graders morphological decomposition may affect reading aloud of long complex words, and that the grammatical class of the base can modulate this effect.     

The Role of Historical-Philosophical Controversies in Teaching Sciences: The Debate Between Biot and Ampère

This paper evaluates the viability of using controversies in teaching. An educational project has been elaborated in which some historical-philosophical clashes were introduced into the classical syllabus of physics. The historical-philosophical controversy dealt with here, took place between the French physicists Biot and Ampère in the 19th century and referred to distinct interpretations of the Oersted experiment. This controversy was inserted into the syllabus of the 12th grade of a Brazilian secondary school.     

Computers and education outside school

Has also been director or executive secretary of several educational projects in Brazil. Author of some twenty books and of numerous articles on education, training, science and technology.     

Mental Preparation Strategies of Olympic Archers During Competition: an exploratory investigation

Extensive interviews were conducted with all eight members of the 1996 Italian Olympic archery team regarding psychological factors associated with excellence and mental preparation strategies adopted during competition. Hierarchical inductive analysis revealed that positive expectations, concentration, facilitating emotions, body awareness and technical preparation were the mental aspects described by archers necessary for effective performance. Furthermore, the archers outlined a variety of mental preparation strategies including (a) autonomic control (emotion control, somatic control, internal dialogue, and focus on shooting), (b) imagery (visualization, self‐talk), (c) task‐focused concentration (body and action control, thought control) and (d) reaction to mistake (focus on correct execution, mistake disregard, shooting analysis). The idiosyncratic nature of the athlete's competition strategies highlights the need of gaining information about the particular demands of the sport and the mental procedures spontaneously developed by the performer, to provide suitable counselling or psychological intervention.     

Student satisfaction in higher education: a meta-analytic study

This paper discusses the results of a meta-analysis performed to identify key antecedent and consequent constructs of satisfaction in higher education. We offer an integrated model to achieve a better understanding of satisfaction in the context of higher education. To accomplish this objective, we identified 83 studies that were valid and relevant to the research objective of the current study, generating a total of 469 observations. We identified studies published from 1986 to 2016 and analyzed six antecedent dimensions (perceived value of educational services, resources provided to the student, service quality perception, marketing orientation, identity of the higher education institution, university environment) and one consequent dimension related to satisfaction. The 7 dimensions exhibited a total of 51 relationships. We believe that the originality of the findings clearly contributes to future academic research in higher education.