Antonella Valenti

Visual lateralisation in quails (Coturnix coturnix)

Two-week-old quails (Coturnix coturnix) were trained to discriminate food grains scattered randomly on a background of small pebbles of similar size adhering to the floor and differing from the grains in texture and hue (“pebble floor task”). Quails tested binocularly or with only their right eye in use showed less pecking to the pebbles and more pecking to the grains than quails tested with only their left eye in use. Adult quails in contrast did not show lateralisation. These findings add to previous evidence for visual lateralisation in birds in the pebble floor task suggesting that neural structures fed by the right eye, mainly located to the left hemisphere, are better suited to rapid visual categorisation of food objects. Like other galliformes species such as the domestic chick (Gallus gallus), but unlike non-galliformes species such as the pigeon, behavioural lateralisation in the pebble floor task may be associated with transitory anatomical asymmetries in the thalamofugal visual pathway.

Effects of progesterone on [35S] t-butylbicyclophosphorothionate binding in some forebrain areas of the female rat and its correlation to aggressive behavior

The antiaggressive effects of progesterone (P) were evaluated in association with alterations in [35S] t-butylbicyclophosphorothionate (TBPS; chloride ion channel antagonist) binding in some forebrain sites of the female rat using in vitro quantitative autoradiography. The administration of 4 mg P was followed by a reduction in the frequency of different aggressive behaviors such as circling, nose-to-nose and fighting (mostly of the defensive nature) in ovariectomized (OVX) sexually mature rats, housed in pairs, during male-female encounters. Quantitative autoradiography data revealed that the same P dose, at the forebrain level, was responsible for low [35S] t-butylbicyclophosphorothionate binding levels in the medial preoptic area, lateral and basolateral amygdala nucleus and oriens-pyramidalis hippocampus CA1 layer, with even lower values being obtained following the in vitro addition of the potent P metabolite 5 alpha-pregnan-3 alpha-ol-20-one. These results suggests that the probable antiaggressive role of P during heterosexual encounters may be regulated by a local potent metabolite acting at the membrane site of the GABA complex.

An emotional learning environment for subjects with Autism Spectrum Disorder

Numerous studies highlight that serious games, 3D virtual learning environments and Information Communication Technologies can be powerful tools in supporting people affected by Autism Spectrum Disorders. In particular, they can be very effective in helping to recognize and comprehend social behaviours and emotions. In this paper, an authoring system designed and implemented in order to stimulate and to facilitate the understanding of emotions is presented (Face 3D). This software could be a highly appropriate tool for autistic children with high cognitive functions, who are often attracted by technology.

Coding with Scratch: The design of an educational setting for Elementary pre-service teachers

This work describes the design of a first experience of coding with Scratch, a simple programming language, for pre-service teachers. In particular, the aim of this study has been the investigation of the Scratch programming setting for 58 pre-service teachers, enrolled in a Motor Science course, Degree of Science of Primary Training, at University of Calabria (Italy). The experience has had a duration of 2 months and 4 mentors for instructional interventions have been involved.

Methodologies and Technologies to support Didactics for Competences. Realization of an Active and Participatory teaching activity in a University Context.

Learners in order to acquire the competences deemed essential to meet the problems of daily life, must play a leading role that put them in a position to participate in the dialectic exchange for significant contributions to reason critically, to constantly check the practices implemented through approaches that use the methodology of educational research and new information and communication technologies (ICT). This paper describes the design and implementation of a teaching practice competences oriented , with the aim of encouraging an active and participatory learning by learners to acquire competences and expertise for problem solving. The study involved the construction collaboratively and cooperatively of a digital product. After describing the main methodologies and technologies used, it describes the phases of the research and the main results achieved.

An experimental approach for science laboratories in the contest of science of primary education degree course

Studi recenti hanno evidenziato la necessita di int rodurre le discipline scientifiche sin dalla scuola primaria, per consentire alle future generaz ioni di vivere in modo critico e consapevole nel mondo reale. I futuri insegnanti ha nno, quindi, la necessita di approfondire le loro conoscenze in ambito scientifico e di proge ttare valide attivita laboratoriali per gli alunni di scuola primaria. In questo contesto si inserisce la nostra azione fo rmativa rivolta agli studenti di Scienze della Formazione Primaria (SFP), mirata ad affronta re alcune difficolta nell’apprendimento della Fisica, ben note in letteratura. L’attivita d idattica proposta e basata sull’osservazione diretta dei fenomeni fisici, evitando, nella fase i niziale, ogni genere di introduzione formale che possa risultare di difficile comprensione per g li studenti di SFP. Il supporto delle tecnologie didattiche ha consentito di analizzare i n modo semplice e diretto i fenomeni osservati, evitando difficili calcoli o elaborazion e dati.

Digital Technologies for a Quality School: A Didactical Experience Supported by Web Forum

The work focuses on the use of digital technologies for a quality school, through the description of a significant educational experience carried out in a school context and supported by web forums. The aim of the present work is to verify whether through digital technologies, both in school and extra-school moments, it is possible to foster meaningful learning experiences. The reference model is based on the integration among the formal, non-formal and informal learning contexts and on the participation of all actors involved in the educational process: students, teachers and parents. At the end of the experience the authors, referring to the methodology of sentiment analysis, have analysed the process of communication in web forums, and we present the results.