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.

L'influenza della preferenza manuale nell'interpretazione di conferenza: un contributo sperimentale

This study is based on a former student’s work, aimed at examining the influence of handedness on conference interpreting. In simultaneous interpreting (IS) both cerebral hemispheres participate in the decoding of the incoming message and in the activation of the motor functions for the production of the output signal. In right-handers language functions are mainly located in the left hemisphere, while left-handers have a more symmetrical representation of language functions. Given that with the development of interpreting skills and a long work experience the interpreters’ brain becomes less lateralized for language functions, in an initial phase left-handers may be «neurobiologically better suited for interpreting tasks» (Gran and Fabbro 1988: 37). To test this hypothesis, 9 students (5 right-handers and 4 left-handers) participated in a dual test of simultaneous and consecutive interpretation (CI) from English into Italian. The subjects were asked to interpret one text with their preferred ear and the other with the non-preferred one, since according neuropsychology aural symmetry reflects cerebral symmetry. The aim of this study was to analyze:1) the differences between the number of errors in consecutive and simultaneous interpretation with the preferred and non-preferred ear; 2) the differences in performance (in terms of number of errors) between right-handed and left-handed, both with the preferred and non-preferred ear; 3) the most frequent types of errors in right and left-handers; 4) the influence of the degree of handedness on interpreting quality. The students’ performances were analyzed in terms of errors of meaning, errors of numbers, omissions of text, omissions of numbers, inaccuracies, errors of nexus, and unfinished sentences. The results showed that: 1) in SI subjects committed fewer errors interpreting with the preferred ear, whereas in CI a slight advantage of the non-preferred ear was observed. Moreover, in CI, right-handers committed fewer mistakes with the non-preferred ear than with the preferred one. 2) The total performance of left-handers proved to be better than that of right-handers. 3) In SI left-handers committed fewer errors of meaning and fewer errors of number than right-handers, whereas in CI left-handers committed fewer errors of meaning and more errors of number than right-handers 4) As the degree of left-handedness increases, the number of errors committed also increases. Moreover, there is a statistically significant left-ear advantage for right-handers and a right-ear one for left-handers. Finally, those who interpreted with their right ear committed fewer errors of number than those who have used their left ear or both ears.

Polar Codes for error correction: Analysis and Decoding Algorithms

I Polar Codes sono la prima classe di codici a correzione d’errore di cui è stato dimostrato il raggiungimento della capacità per ogni canale simmetrico, discreto e senza memoria, grazie ad un nuovo metodo introdotto recentemente, chiamato ”Channel Polarization”. In questa tesi verranno descritti in dettaglio i principali algoritmi di codifica e decodifica. In particolare verranno confrontate le prestazioni dei simulatori sviluppati per il ”Successive Cancellation Decoder” e per il ”Successive Cancellation List Decoder” rispetto ai risultati riportati in letteratura. Al fine di migliorare la distanza minima e di conseguenza le prestazioni, utilizzeremo uno schema concatenato con il polar code come codice interno ed un CRC come codice esterno. Proporremo inoltre una nuova tecnica per analizzare la channel polarization nel caso di trasmissione su canale AWGN che risulta il modello statistico più appropriato per le comunicazioni satellitari e nelle applicazioni deep space. In aggiunta, investigheremo l’importanza di una accurata approssimazione delle funzioni di polarizzazione.

Communication skills training in oncology: a position paper based on a consensus meeting among European experts in 2009

Background: Communication in cancer care has become a major topic of interest. Since there is evidence that ineffective communication affects both patients and oncology clinicians (physicians and nurses), so-called communication skills trainings (CSTs) have been developed over the last decade. While these trainings have been demonstrated to be effective, there is an important heterogeneity with regard to implementation and with regard to evidence of different aspects of CST. Methods: In order to review and discuss the scientific literature on CST in oncology and to formulate recommendations, the Swiss Cancer League has organised a consensus meeting with European opinion leaders and experts in the field of CST, as well as oncology clinicians, representatives of oncology societies and patient organisations. On the basis of a systematic review and a meta-analysis, recommendations have been developed and agreed upon. Results: Recommendations address (i) the setting, objectives and participants of CST, (ii) its content and pedagogic tools, (iii) organisational aspects, (iv) outcome and (v) future directions and research. Conclusion: This consensus meeting, on the basis of European expert opinions and a systematic review and meta-analysis, defines key elements for the current provision and future development and evaluation of CST in oncology.