Articles
Turtle Game Stop & Go: Un Edugame per promuovere le funzioni esecutive nei bambini con disabilità
Published 2022-05-03
Keywords
- disability,
- Edugame,
- inclusion,
- Media Education
Abstract
In the last decade, video games have been used as adequate tools to carry out lessons and in some cases promote cognitive functions. This research is also based on this trace. The Turtle Game Stop & Go, presented here, was designed to improve the executive functions: inhibition, working memory (verbal and visuospatial) and cognitive flexibility. Moreover, Turtle Game Stop & Go, from a graphic point of view, takes into account the Uncanny Valley phenomenon, already described in the 1970s by Masahiro Mori, to create a game suitable for children who attend primary school. Turtle Game Stop & Go is a digital interactive resource that features a challenging task, this game promotes player engagement. In addition, the game works on personal motivation through a 3D design, the animated background of the game is also animated and helps to get into the context of the story. The graphics thus conceived help the player to identify with the virtual identity of the avatar, the player takes on a new point of view and carries out intentional actions. These actions aim at the development of executive functions (EF), acting as training for their strengthening in pupils with typical development and in learners with Special Educational Needs.
References
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Berthoz, A. (2011). La semplessità. Torino: Codice.
Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78(2), 647–663. https://doi.org/10.1111/j.1467-8624.2007.01019.x
Bonaiuti G., Calvani A., Menichetti L., Vivanet G. (2017), Le tecnologie educative. Criteri per una scelta basata su evidenze, Carocci, Roma.
Calvani, A. (2004). Che cos’è la tecnologia dell’educazione. Roma: Carocci Editore.
Cangià, C. (2009). Dove va l’edutainment?. In Orientamenti Pedagogici, 56 (2), pp. 265-276.
Castillo-Retamal, F., Silva-Reyes, L., Muñoz-González, M., López-Toro, L., Plaza-, P., Arredondo-Muñoz, F., & Faúndez-Casanova, C. (2021). Prácticum virtual en Educación Física: entre pandemia e incertidumbre Virtual prácticum in Physical Education: between the pandemic and uncertainty, 2041, pp. 798–804.
Cervigni, M., Bruno, F., Alfonso, G. (2016). Towards development of criteria for stimulation of cognitive flexibility through digital games: empirically founded contributions. Revista Argentina de Ciencias del Comportamiento, 8(3), 72-80
Cao, Y., Huang, T., Huang, J., Xie, X., & Wang, Y. (2020). Effects and moderators of computer-based training on children’s executive functions: A systematic review and meta-analysis. Frontiers in Psychology, 11, 580329. https://doi.org/10.3389/ fpsyg.2020.580329
Castellanos, F. X., Sonuga-Barke, E. J., Milham, M. P., & Tannock, R. (2006). Characterizing cognition in ADHD: beyond executive dysfunction. Trends in Cognitive Science, 10, pp. 117–123.
Colucci, P. (2021). Umano, non troppo umano: l’Uncanny Valley. https://www.horizonpsytech.com/2021/01/13/umano-non-troppo-umano-luncanny-valley/ Inibizione di risposta (noi facciamo questa) e di interferenza
Cortés Pascual, A., Moyano Muñoz, N., & Quílez Robres, A. (2019). The relationship between executive functions and academic performance in primary education: Review and meta-analysis. Frontiers in Psychology, 10, 1582. https://doi.org/10.3389/fpsyg.2019.01582
Damiano, E. (1993). L’azione didattica. Per una teoria dell’insegnamento. Roma: Armando.
Danniels, E., & Pyle, A. (2018). Defining Play-based Learning. Encyclopedia on Early Childhood Development. Online http://www.child-encyclopedia.com/sites/default/files/textes-experts/en/4978/defining-play-based-learning.pdf
Demetriou, E.A., DeMayo, M. M., & Guastella, A. J. (2019). Executive Function in Autism Spectrum Disorder: History, Theoretical Models, Empirical Findings, and Potential as an Endophenotype. Frontiers in Psychiatry, 10 (November), pp 1–17. https://doi.org/10.3389/ fpsyt.2019.00753
Di Tore, S. (2016). La tecnologia della parola. Didattica inclusiva e lettura. FrancoAngeli.
Di Tore, S., Lazzari, M., Caralt, J. C., & Sibilio, M. (2017). Didattica e Dislessia: Un uso vicariante dei nuovi media per favorire la lettura. Formazione, Lavoro, Persona, 14(1), 50–68.
Di Tore S., Aiello P., Di Tore P.A. & Sibilio M. (2012), Can I Consider the Pong Racket as a Part of My Body?: Toward a Digital Body Literacy, «International Journal of Digital Literacy and Digital Competence (IJDLDC)», 3(2), pp. 58–63.
Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168.
Diamond, A., & Ling, D. S. (2016). Conclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that, despite much hype, do not. Developmental Cognitive Neuroscience, 18, pp. 34–48.
Duckworth, A. L., & Seligman, M. E. P. (2005). Self-Discipline Outdoes IQ in Predicting Academic Performance of Adolescents. Psychological Science, 16(12), 939–944. https://doi.org/10.1111/j.1467-9280.2005.01641.x
Falcinelli, F. (2012). Le tecnologie dell’educazione. In Rivoltella, P. C. & Rossi, P. G. (2012). L’Agire didattico. Manuale per l’insegnante. Brescia: La Scuola
Ferguson, H. J., Brunsdon, V. E. A., & Bradford, E. E. F. (2021). The developmental trajectories of executive function from adolescence to old age. Scientific Reports, 11(1), 1382. https://doi.org/10.1038/ s41598-020-80866-1
Galliani, L., Luchi, F. & Varisco, B, M. (1999). Ambienti multimediali di apprendimento, Pensa Multimedia, Lecce.
Gee, J. P. (2003). What video games have to teach us about learning and literacy. Computers in Entertainment (CIE), 1(1), 20-20.
Gee, J. B. (2013). Come un videogioco. Insegnare e apprendere nella scuola digitale (P. C. Rivoltella & A. (traduttore) Carenzio (Eds.)). Raffaello Cortina.
Goldin, A. P., Hermida, M. J., Shalom, D. E., Costa, M. E., Lopez-Rosenfeld, M., Segretin, M. S., & Sigman, M. (2014). Far transfer to language and math of a short software-based gaming intervention. Proceedings of the National Academy of Sciences, 111(17), 6443-6448. doi: 10.1073/pnas.1320217111.
Gómez-Gonzalvo, F., Molina, P., Devís-devís, J., San, U., España, J., & España, U. D. V. (2018). Los videojuegos como materiales curriculares: una aproximación a su uso en Educación, 2041, pp. 305–310.
Green, C. S. & Bavelier, D. (2006). The cognitive neuroscience of video games. En P. Messaris & L. Humphreys (Eds.), Digital media: Transformations in human communication (pp. 211-223). New York: Peter Lang Publishing, Inc.
Hattie J. (2009). Visible Learning. A synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge, London - New York.
Korpa, T., Skaloumbakas, C., Katsounas, M., Papadopoulou, P., Lytra, F., Karagianni, S., & Pervanidou, P. (2020). EF train: Development of an executive function training program for preschool and school-aged children with ADHD.International Journal of Psychology and Psychological Therapy, 20(1), pp. 13–27.
Lawrence, V., Houghton, S., Douglas, G., Durkin, K., Whiting, K., & Tannock, R. (2004). Executive function and ADHD: A comparison of children’s performance during neuropsychological testing and realworld activities. Journal of Attention Disorders, 7, 137–149.
Lawrence, V., Houghton, S., Tannock, R., Douglas, G., Durkin, K., & Whiting, K. (2002). ADHD outside the laboratory: Boys’ executive function performance on tasks in videogame play and on a visit to the zoo. Journal of Abnormal Child Psychology, 30, 447–462.
Manly, T., Anderson, A. & Nimmo-Smith. I (1998). The test of everyday attention for children ( TEA-Ch), Bury St Edmunds, Thames Valley Test Company.
Martens Aike, Müller, W. (2016). Gamification in Nakatsu, Ryohei, Rauterberg, Matthias, Ciancarini, Paolo eds. Handbook of Digital Games and Entertainment Technologies. Singapore: Springer Singapore, pp. 1-23.
Marzocchi, G. M., Re, A. M., & Cornoldi, C. (2010). BIA. Batteria italiana per l'ADHID per la valutazione dei bambini con deficit di attenzione-iperattività. Con DVD e CD-ROM. Edizioni Erickson.
McClelland, M. M., Cameron, C. E., Connor, C. M., Farris, C. L., Jewkes, A. M., & Morrison, F. J. (2007). Links between behavioral regulation and preschoolers’ literacy, vocabulary, and math skills. Developmental Psychology, 43(4), 947–959. https://doi.org/doi/10.1037/0012-1649.43.4.947
Mello, Rodrigo Vieira de, & Pires, Emmy Uehara. (2020). A influência dos videogames na cognição infantojuvenil: estudos neuropsicológicos. Revista Psicopedagogia, 37(112), 97-109. https://dx.doi.org/10.5935/0103-8486.20200009
Montani V., De Filippo De Grazia M., Zorzi M. (2014). A new adaptive videogame for training attention and executive functions: design principles and initial validation. Front. Psychol. 5:409. doi: 10.3389/fpsyg.2014.00409
Morein-Zamir, S., Hommersen, P., Johnston, C., & Kingstone, A. (2008). Novel measures of response performance and inhibition in children with ADHD. Journal of Abnormal Child Psychology, 36, 1199–1210.
Mori, M. (1970). The uncanny valley. Energy, 7 (4) (1970), pp. 33-35
Orsolini, M. (2019). Pensando si impara. Stimolare l’attenzione, le funzioni esecutive e la memoria di lavoro nei bambini con bisogni educativi speciali. FrancoAngeli.
Parsons, S., Mitchell, P., & Leonard, A. (2004). The use and understanding of virtual environments by adolescents with Autistic Spectrum Disorders. Journal of Autism and Developmental Disorders, 34, 449–466.
Pascualvaca, D. M., Fantie, B. D., Papageorgiou, M., & Mirsky, A. F. (1998). Attentional capacities in children with autism: Is there a general deficit in shifting focus? Journal of Autism and Developmental Disorders, 28, 467–478.
Quiroga Maria Angeles, Herranz María, Gòmez-Abad Maria, Kebir Maria, Ruiz Javier, Roberto Colom. (2009) Video games: Do they require general intelligence? Computers & Education, 53 2, pp. 414-418.
Rivoltella, P.C. (2011). Filosofia del videogioco: capovolgendo McLuhan. Vita e Pensiero, Anno: 2021 - n. 6. pp. 110 - 115
Rivoltella, P.C. (2016), Per una storia pedagogica dei media e delle tecnologie, in Rivoltella P.C., Felisatti E., Di Nubilia R.D., Notti A.M., Margiotta U. Saperi pedagogici e pratiche formative. Traiettorie tecnologiche e didattiche dell’innovazione, Pensa, Lecce.
Rivoltella, Pier Cesare. 2020. L’astrazione e la verità. Essere a scuola.
Rizzo A. A., Buckwalter J. G., Bowerly T., Humphrey L. A., Neumann U., Van Rooyer A., Kim L. (2001) The virtual classroom: a virtual reality environment for the assessment and rehabilitation of attention deficits. In Revista Española de neuropsicologia, 3, 11 – 37.
Rodríguez Jiménez Marta, Pulina Francesca & Lanfranchi Silvia. 2015. Video games and Intellectual Disabilities: a literature review, Life Span and Disability, XVIII 2, pp. 147-165.
Sánchez-Pérez, N., Fuentes, L. J., Eisenberg, N., & González-Salinas, C. (2018). Effortful control is associated with children’s school functioning via learning-related behaviors. Learning and Individual Differences, 63, 78–88. https://doi.org/10.1016/j.lindif.2018.02.009
Shaw, R., Grayson, A., & Lewis, V. (2005). Inhibition, ADHD, and computer games: The inhibitory performance of children with ADHD on computerized tasks and games. Journal of Attention Disorders, 8, 160– 168.
Silverstein, M. J., Faraone, S. V., Leon, T. L., Biederman, J., Spencer, T. J., & Adler, L. A. (2020). The Relationship Between Executive Function Deficits and DSM-5- Defined ADHD Symptoms. Journal of Attention Disorders, 24(1), 41–51. https://doi.org/10.1177/ 1087054718804347
Taylor, M. E., & Boyer, W. (2020). Play-based learning: Evidence-based research to improve children’s learning experiences in the kindergarten classroom. Early Childhood Education Journal, 48(2), pp. 127-133.
Van Heugten, C. M., Ponds, R. W. H. M., & Kessels, R. P. C. (2016). Brain training: hype or hope? Neuropsychological Rehabilitation, 26(5–6), pp. 639–644. https://doi.org/ 10.1080/09602011.2016.1186101
Varvara, P., Varuzza, C., Padovano Sorrentino, A. C., Vicari, S., & Menghini, D. (2014). Executive functions in developmental dyslexia. Frontiers in human neuroscience, 8, 120.
Vicari, S. & Di Vara, S. (2017). Funzioni esecutive e disturbi dello sviluppo. Erickson.
Visalberghi, A. (1985). Esperienza e valutazione. Torino: Taylor.
Anolli, L. & Mantovani F. (2011). Come funziona la nostra mente: Apprendimento, simulazione e Serious Games. Studi e ricerche Italian Edition. Società editrice il Mulino, Bologna, IT.
Berthoz, A. (2011). La semplessità. Torino: Codice.
Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78(2), 647–663. https://doi.org/10.1111/j.1467-8624.2007.01019.x
Bonaiuti G., Calvani A., Menichetti L., Vivanet G. (2017), Le tecnologie educative. Criteri per una scelta basata su evidenze, Carocci, Roma.
Calvani, A. (2004). Che cos’è la tecnologia dell’educazione. Roma: Carocci Editore.
Cangià, C. (2009). Dove va l’edutainment?. In Orientamenti Pedagogici, 56 (2), pp. 265-276.
Castillo-Retamal, F., Silva-Reyes, L., Muñoz-González, M., López-Toro, L., Plaza-, P., Arredondo-Muñoz, F., & Faúndez-Casanova, C. (2021). Prácticum virtual en Educación Física: entre pandemia e incertidumbre Virtual prácticum in Physical Education: between the pandemic and uncertainty, 2041, pp. 798–804.
Cervigni, M., Bruno, F., Alfonso, G. (2016). Towards development of criteria for stimulation of cognitive flexibility through digital games: empirically founded contributions. Revista Argentina de Ciencias del Comportamiento, 8(3), 72-80
Cao, Y., Huang, T., Huang, J., Xie, X., & Wang, Y. (2020). Effects and moderators of computer-based training on children’s executive functions: A systematic review and meta-analysis. Frontiers in Psychology, 11, 580329. https://doi.org/10.3389/ fpsyg.2020.580329
Castellanos, F. X., Sonuga-Barke, E. J., Milham, M. P., & Tannock, R. (2006). Characterizing cognition in ADHD: beyond executive dysfunction. Trends in Cognitive Science, 10, pp. 117–123.
Colucci, P. (2021). Umano, non troppo umano: l’Uncanny Valley. https://www.horizonpsytech.com/2021/01/13/umano-non-troppo-umano-luncanny-valley/ Inibizione di risposta (noi facciamo questa) e di interferenza
Cortés Pascual, A., Moyano Muñoz, N., & Quílez Robres, A. (2019). The relationship between executive functions and academic performance in primary education: Review and meta-analysis. Frontiers in Psychology, 10, 1582. https://doi.org/10.3389/fpsyg.2019.01582
Damiano, E. (1993). L’azione didattica. Per una teoria dell’insegnamento. Roma: Armando.
Danniels, E., & Pyle, A. (2018). Defining Play-based Learning. Encyclopedia on Early Childhood Development. Online http://www.child-encyclopedia.com/sites/default/files/textes-experts/en/4978/defining-play-based-learning.pdf
Demetriou, E.A., DeMayo, M. M., & Guastella, A. J. (2019). Executive Function in Autism Spectrum Disorder: History, Theoretical Models, Empirical Findings, and Potential as an Endophenotype. Frontiers in Psychiatry, 10 (November), pp 1–17. https://doi.org/10.3389/ fpsyt.2019.00753
Di Tore, S. (2016). La tecnologia della parola. Didattica inclusiva e lettura. FrancoAngeli.
Di Tore, S., Lazzari, M., Caralt, J. C., & Sibilio, M. (2017). Didattica e Dislessia: Un uso vicariante dei nuovi media per favorire la lettura. Formazione, Lavoro, Persona, 14(1), 50–68.
Di Tore S., Aiello P., Di Tore P.A. & Sibilio M. (2012), Can I Consider the Pong Racket as a Part of My Body?: Toward a Digital Body Literacy, «International Journal of Digital Literacy and Digital Competence (IJDLDC)», 3(2), pp. 58–63.
Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168.
Diamond, A., & Ling, D. S. (2016). Conclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that, despite much hype, do not. Developmental Cognitive Neuroscience, 18, pp. 34–48.
Duckworth, A. L., & Seligman, M. E. P. (2005). Self-Discipline Outdoes IQ in Predicting Academic Performance of Adolescents. Psychological Science, 16(12), 939–944. https://doi.org/10.1111/j.1467-9280.2005.01641.x
Falcinelli, F. (2012). Le tecnologie dell’educazione. In Rivoltella, P. C. & Rossi, P. G. (2012). L’Agire didattico. Manuale per l’insegnante. Brescia: La Scuola
Ferguson, H. J., Brunsdon, V. E. A., & Bradford, E. E. F. (2021). The developmental trajectories of executive function from adolescence to old age. Scientific Reports, 11(1), 1382. https://doi.org/10.1038/ s41598-020-80866-1
Galliani, L., Luchi, F. & Varisco, B, M. (1999). Ambienti multimediali di apprendimento, Pensa Multimedia, Lecce.
Gee, J. P. (2003). What video games have to teach us about learning and literacy. Computers in Entertainment (CIE), 1(1), 20-20.
Gee, J. B. (2013). Come un videogioco. Insegnare e apprendere nella scuola digitale (P. C. Rivoltella & A. (traduttore) Carenzio (Eds.)). Raffaello Cortina.
Goldin, A. P., Hermida, M. J., Shalom, D. E., Costa, M. E., Lopez-Rosenfeld, M., Segretin, M. S., & Sigman, M. (2014). Far transfer to language and math of a short software-based gaming intervention. Proceedings of the National Academy of Sciences, 111(17), 6443-6448. doi: 10.1073/pnas.1320217111.
Gómez-Gonzalvo, F., Molina, P., Devís-devís, J., San, U., España, J., & España, U. D. V. (2018). Los videojuegos como materiales curriculares: una aproximación a su uso en Educación, 2041, pp. 305–310.
Green, C. S. & Bavelier, D. (2006). The cognitive neuroscience of video games. En P. Messaris & L. Humphreys (Eds.), Digital media: Transformations in human communication (pp. 211-223). New York: Peter Lang Publishing, Inc.
Hattie J. (2009). Visible Learning. A synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge, London - New York.
Korpa, T., Skaloumbakas, C., Katsounas, M., Papadopoulou, P., Lytra, F., Karagianni, S., & Pervanidou, P. (2020). EF train: Development of an executive function training program for preschool and school-aged children with ADHD.International Journal of Psychology and Psychological Therapy, 20(1), pp. 13–27.
Lawrence, V., Houghton, S., Douglas, G., Durkin, K., Whiting, K., & Tannock, R. (2004). Executive function and ADHD: A comparison of children’s performance during neuropsychological testing and realworld activities. Journal of Attention Disorders, 7, 137–149.
Lawrence, V., Houghton, S., Tannock, R., Douglas, G., Durkin, K., & Whiting, K. (2002). ADHD outside the laboratory: Boys’ executive function performance on tasks in videogame play and on a visit to the zoo. Journal of Abnormal Child Psychology, 30, 447–462.
Manly, T., Anderson, A. & Nimmo-Smith. I (1998). The test of everyday attention for children ( TEA-Ch), Bury St Edmunds, Thames Valley Test Company.
Martens Aike, Müller, W. (2016). Gamification in Nakatsu, Ryohei, Rauterberg, Matthias, Ciancarini, Paolo eds. Handbook of Digital Games and Entertainment Technologies. Singapore: Springer Singapore, pp. 1-23.
Marzocchi, G. M., Re, A. M., & Cornoldi, C. (2010). BIA. Batteria italiana per l'ADHID per la valutazione dei bambini con deficit di attenzione-iperattività. Con DVD e CD-ROM. Edizioni Erickson.
McClelland, M. M., Cameron, C. E., Connor, C. M., Farris, C. L., Jewkes, A. M., & Morrison, F. J. (2007). Links between behavioral regulation and preschoolers’ literacy, vocabulary, and math skills. Developmental Psychology, 43(4), 947–959. https://doi.org/doi/10.1037/0012-1649.43.4.947
Mello, Rodrigo Vieira de, & Pires, Emmy Uehara. (2020). A influência dos videogames na cognição infantojuvenil: estudos neuropsicológicos. Revista Psicopedagogia, 37(112), 97-109. https://dx.doi.org/10.5935/0103-8486.20200009
Montani V., De Filippo De Grazia M., Zorzi M. (2014). A new adaptive videogame for training attention and executive functions: design principles and initial validation. Front. Psychol. 5:409. doi: 10.3389/fpsyg.2014.00409
Morein-Zamir, S., Hommersen, P., Johnston, C., & Kingstone, A. (2008). Novel measures of response performance and inhibition in children with ADHD. Journal of Abnormal Child Psychology, 36, 1199–1210.
Mori, M. (1970). The uncanny valley. Energy, 7 (4) (1970), pp. 33-35
Orsolini, M. (2019). Pensando si impara. Stimolare l’attenzione, le funzioni esecutive e la memoria di lavoro nei bambini con bisogni educativi speciali. FrancoAngeli.
Parsons, S., Mitchell, P., & Leonard, A. (2004). The use and understanding of virtual environments by adolescents with Autistic Spectrum Disorders. Journal of Autism and Developmental Disorders, 34, 449–466.
Pascualvaca, D. M., Fantie, B. D., Papageorgiou, M., & Mirsky, A. F. (1998). Attentional capacities in children with autism: Is there a general deficit in shifting focus? Journal of Autism and Developmental Disorders, 28, 467–478.
Quiroga Maria Angeles, Herranz María, Gòmez-Abad Maria, Kebir Maria, Ruiz Javier, Roberto Colom. (2009) Video games: Do they require general intelligence? Computers & Education, 53 2, pp. 414-418.
Rivoltella, P.C. (2011). Filosofia del videogioco: capovolgendo McLuhan. Vita e Pensiero, Anno: 2021 - n. 6. pp. 110 - 115
Rivoltella, P.C. (2016), Per una storia pedagogica dei media e delle tecnologie, in Rivoltella P.C., Felisatti E., Di Nubilia R.D., Notti A.M., Margiotta U. Saperi pedagogici e pratiche formative. Traiettorie tecnologiche e didattiche dell’innovazione, Pensa, Lecce.
Rivoltella, Pier Cesare. 2020. L’astrazione e la verità. Essere a scuola.
Rizzo A. A., Buckwalter J. G., Bowerly T., Humphrey L. A., Neumann U., Van Rooyer A., Kim L. (2001) The virtual classroom: a virtual reality environment for the assessment and rehabilitation of attention deficits. In Revista Española de neuropsicologia, 3, 11 – 37.
Rodríguez Jiménez Marta, Pulina Francesca & Lanfranchi Silvia. 2015. Video games and Intellectual Disabilities: a literature review, Life Span and Disability, XVIII 2, pp. 147-165.
Sánchez-Pérez, N., Fuentes, L. J., Eisenberg, N., & González-Salinas, C. (2018). Effortful control is associated with children’s school functioning via learning-related behaviors. Learning and Individual Differences, 63, 78–88. https://doi.org/10.1016/j.lindif.2018.02.009
Shaw, R., Grayson, A., & Lewis, V. (2005). Inhibition, ADHD, and computer games: The inhibitory performance of children with ADHD on computerized tasks and games. Journal of Attention Disorders, 8, 160– 168.
Silverstein, M. J., Faraone, S. V., Leon, T. L., Biederman, J., Spencer, T. J., & Adler, L. A. (2020). The Relationship Between Executive Function Deficits and DSM-5- Defined ADHD Symptoms. Journal of Attention Disorders, 24(1), 41–51. https://doi.org/10.1177/ 1087054718804347
Taylor, M. E., & Boyer, W. (2020). Play-based learning: Evidence-based research to improve children’s learning experiences in the kindergarten classroom. Early Childhood Education Journal, 48(2), pp. 127-133.
Van Heugten, C. M., Ponds, R. W. H. M., & Kessels, R. P. C. (2016). Brain training: hype or hope? Neuropsychological Rehabilitation, 26(5–6), pp. 639–644. https://doi.org/ 10.1080/09602011.2016.1186101
Varvara, P., Varuzza, C., Padovano Sorrentino, A. C., Vicari, S., & Menghini, D. (2014). Executive functions in developmental dyslexia. Frontiers in human neuroscience, 8, 120.
Vicari, S. & Di Vara, S. (2017). Funzioni esecutive e disturbi dello sviluppo. Erickson.
Visalberghi, A. (1985). Esperienza e valutazione. Torino: Taylor.