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Il reversal learning in bambini con sviluppo tipico e bambini con sindrome di DiGeorge (Reversal learning in children with typical development and children with DiGeorge syndrome)
Titolo Rivista:  QUADERNI DI PSICOTERAPIA COGNITIVA
Autori/Curatori: Jessyka Marciano
Anno di pubblicazione: 2017 Fascicolo: 40 Lingua: Italiano
Numero pagine: 18 P. 38-55 Dimensione file: 143 KB
DOI: 10.3280/QPC2017-040003
Il DOI è il codice a barre della proprietà intellettuale: per saperne di più, clicca qui e qui


La sindrome di DiGeorge è causata da una delezione del cromosoma 22 e in tale quadro sindromico esiste una disfunzione del network dopaminergico cruciale nell’apprendimento. Il reversal learning è l’abilità di un soggetto di apprendere una regola e poi invertirla; danni alla corteccia orbitofrontale sono connessi a disfunzioni nei processi di rinforzo legati all’apprendimento. Il presente studio cerca di comprendere se esiste un legame tra la sindrome di DiGeorge e l’abilità di reversal learning e quindi una connessione con l’apprendimento. Lo studio è diviso in due parti: nella prima parte un compito di reversal learning, con feedback probabilistico, è stato somministrato a 119 bambini con sviluppo tipico, suddivisi in 3 gruppi, per comprendere quando compare l’abilità di reversal learning. Nella seconda parte, oltre al compito di reversal learning è stata somministrata una WISC-R a 10 bambini con la sindrome di DiGeorge, confrontati con 24 bambini a sviluppo tipico. I risultati suggeriscono che nei bambini a sviluppo tipico l’abilità di reversal learning appare simile e l’apprendimento sembra essere solo più lento nella sindrome di DiGeorge.



Keywords: Bambini, sindrome di DiGeorge, reversal, reward, apprendimento.


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Jessyka Marciano, Il reversal learning in bambini con sviluppo tipico e bambini con sindrome di DiGeorge in "QUADERNI DI PSICOTERAPIA COGNITIVA" 40/2017, pp. 38-55, DOI:10.3280/QPC2017-040003

     


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