Algorithmic Thinking and Mathematical Learning Difficulties Classification
Antonia Plerou,
Panayiotis Vlamos
Issue:
Volume 5, Issue 5, September 2016
Pages:
22-31
Received:
26 September 2016
Accepted:
17 October 2016
Published:
10 November 2016
Abstract: Learning difficulties research within the frame of dyscalculia has proceeded so far, nevertheless, they seem to fail in providing an overall conceptual map of the deficit. This paper objective is to propose a new classification in reference to dyscalculia features noticed at various ages. Although, there are several approaches on dyscalculia features, algorithmic thinking ability deficits are not taken into consideration. Authors focus on problem solving and algorithmic thinking difficulties within the frame of dyscalculia.
Abstract: Learning difficulties research within the frame of dyscalculia has proceeded so far, nevertheless, they seem to fail in providing an overall conceptual map of the deficit. This paper objective is to propose a new classification in reference to dyscalculia features noticed at various ages. Although, there are several approaches on dyscalculia featur...
Show More
Self-Defining and Early Childhood Memories: Subjective Intensity Rating of Memory-Related Emotions
Ornella Montebarocci,
Paola Surcinelli,
Nicolino Cesare Franco Rossi
Issue:
Volume 5, Issue 5, September 2016
Pages:
32-37
Received:
30 September 2016
Accepted:
14 October 2016
Published:
23 November 2016
Abstract: The aim of the present research was to explore the subjective rating of emotional intensity during the recall of memory-related emotions. 41 participants retrieved two different types of autobiographical memory – i.e., a self-defining memory and an earliest childhood memory – and rated the intensity of the emotions experienced during the recall of each memory (anger, sadness, fear, happiness, shame and guilt). The latency and duration times of the narratives were also collected. Self-defining memories seemed to be perceived as more intense compared to earliest childhood memories, confirming the strong emotional charge that characterizes these types of memories. Longer duration times of the narratives were also observed for self-defining memories compared to earliest childhood memories. These results lend more support to differences between self-defining and early childhood memories. They also suggest that emotional experiences associated with self-relevant memories constitute the key to the self- and other-understanding in everyday meaningful interactions as well as in a clinical therapeutic setting.
Abstract: The aim of the present research was to explore the subjective rating of emotional intensity during the recall of memory-related emotions. 41 participants retrieved two different types of autobiographical memory – i.e., a self-defining memory and an earliest childhood memory – and rated the intensity of the emotions experienced during the recall of ...
Show More
