Peer and group relationships in preschoolers: the role of social and linguistic skills

Being able to positively interact and build relationships with playmates in preschool years is crucial to achieve positive adjustment. An update review and two studies on such topics were provided. Study 1 is observational; it investigates the type of social experience in groups (N = 443) of children (N = 120) at preschool age in child-led vs. teacher-led contexts. The results revealed that in child-led contexts children were more likely to be alone, in dyads, and in small peer groups; groups were mostly characterized by same-gender playmates who engaged in joint interactions, with few social interactions with teachers. In teacher-led contexts, on the other hand, children were more likely to be involved in small, medium and large groups; groups were mostly characterized by other-gender playmates, involved in parallel interactions, with teachers playing a more active role. The purpose of Study 2 was to describe the development of socio-emotional competence, temperamental traits and linguistic skill. It examined the role of children’s reciprocated nominations (=RNs) with peers, assessed via sociometric interview, in relation to socio-emotional competence, temperamental traits and linguistic skill. Finally, the similarity-homophily tendency was investigated. Socio-emotional competence and temperamental traits were assessed via teacher ratings, linguistic skill via test administration. Eighty-four preschool children (M age = 62.53) were recruited within 4 preschool settings. Those children were quite representative of preschool population. The results revealed that children with higher RNs showed higher social competence (tendency), social orientation, positive emotionality, motor activity and linguistic skill. They exhibited lower anxiety-withdrawal. The results also showed that children prefer playmates with similar features: social competence, anger-aggression (tendency), social orientation, positive emotionality, inhibition to innovation, attention, motor activity (tendency) and linguistic skill. Implications for future research were suggested.

Le rappresentazioni sociali della musica degli insegnanti di scuola dell'infanzia. Documenti orientativi e indagini empiriche a confronto tra Italia e Venezuela

Questo lavoro si occupa di studiare l’effetto delle rappresentazioni sociali della musica degli studenti universitari che diventeranno insegnanti di scuola dell’infanzia e in particolare i cambiamenti che intervengono durante il periodo di formazione universitaria sia italiana sia venezuelana. Obiettivo fondamentale è quindi realizzare un’analisi comparativa sulle seguenti tematiche: bambino musicale, competenze dell’insegnante e finalità dell’educazione musicale. Questo lavoro si è inserito all’interno del progetto “Il sapere musicale come rappresentazione sociale” (Addessi-Carugati 2010). L’ipotesi guida è che le concezioni implicite della musica funzionino come rappresentazioni sociali che influenzano le pratiche dell’insegnamento e dell’educazione musicale. Il primo capitolo, affronta i temi dei bambini, degli insegnanti e dell’educazione musicale nella scuola dell’infanzia in Italia e Venezuela. Nel secondo vengono presentati gli studi sui saperi musicali; la teoria delle rappresentazioni sociali (Moscovici 1981) e il progetto pilota realizzato presso l’Università di Bologna “Il sapere musicale come Rappresentazione Sociale”. Il capitolo successivo presenta l'analisi e l'interpretazione dell’indagine empirica effettuata su un gruppo di studenti dei corsi di formazione per insegnanti dell’Università di Mérida (Venezuela). Nel quarto capitolo si sviluppano riflessioni e discussioni riguardo i risultati dello studio comparativo; i piani e programmi di studio universitari e il profilo professionale musicale dell’insegnante. Le conclusioni finali illustrano come l’ipotesi iniziale sia effettivamente confermata: dall’analisi e interpretazione dei dati sembra che le concezioni implicite sui saperi musicali possedute dagli studenti influiscano sulla loro pratica professionale in qualità di futuri insegnanti. Si è anche osservato che le differenze incontrate sembrano essere dovute ai diversi tipi di variabili del contesto dove si trova l’insegnante di educazione musicale; e soprattutto ai significati espressi dai programmi di studi, dai contenuti didattici diversi, dai contesti sociali e culturali e dal curriculum universitario.

Implicit computational complexity and probabilistic classes

The thesis applies the ICC tecniques to the probabilistic polinomial complexity classes in order to get an implicit characterization of them. The main contribution lays on the implicit characterization of PP (which stands for Probabilistic Polynomial Time) class, showing a syntactical characterisation of PP and a static complexity analyser able to recognise if an imperative program computes in Probabilistic Polynomial Time. The thesis is divided in two parts. The first part focuses on solving the problem by creating a prototype of functional language (a probabilistic variation of lambda calculus with bounded recursion) that is sound and complete respect to Probabilistic Prolynomial Time. The second part, instead, reverses the problem and develops a feasible way to verify if a program, written with a prototype of imperative programming language, is running in Probabilistic polynomial time or not. This thesis would characterise itself as one of the first step for Implicit Computational Complexity over probabilistic classes. There are still open hard problem to investigate and try to solve. There are a lot of theoretical aspects strongly connected with these topics and I expect that in the future there will be wide attention to ICC and probabilistic classes.

Extending Implicit Computational Complexity and Abstract Machines to Languages with Control

The Curry-Howard isomorphism is the idea that proofs in natural deduction can be put in correspondence with lambda terms in such a way that this correspondence is preserved by normalization. The concept can be extended from Intuitionistic Logic to other systems, such as Linear Logic. One of the nice conseguences of this isomorphism is that we can reason about functional programs with formal tools which are typical of proof systems: such analysis can also include quantitative qualities of programs, such as the number of steps it takes to terminate. Another is the possiblity to describe the execution of these programs in terms of abstract machines. In 1990 Griffin proved that the correspondence can be extended to Classical Logic and control operators. That is, Classical Logic adds the possiblity to manipulate continuations. In this thesis we see how the things we described above work in this larger context.

Probabilistic Recursion Theory and Implicit Computational Complexity

In this thesis we provide a characterization of probabilistic computation in itself, from a recursion-theoretical perspective, without reducing it to deterministic computation. More specifically, we show that probabilistic computable functions, i.e., those functions which are computed by Probabilistic Turing Machines (PTM), can be characterized by a natural generalization of Kleene's partial recursive functions which includes, among initial functions, one that returns identity or successor with probability 1/2. We then prove the equi-expressivity of the obtained algebra and the class of functions computed by PTMs. In the the second part of the thesis we investigate the relations existing between our recursion-theoretical framework and sub-recursive classes, in the spirit of Implicit Computational Complexity. More precisely, endowing predicative recurrence with a random base function is proved to lead to a characterization of polynomial-time computable probabilistic functions.