Strengthen the working memory. A hypothesis to create a cognitive training/Potenziare la working memory. Un’ipotesi per la costruzione di un training cognitivo

Savina Cellamare, Claudia Di Cresce

Abstract


Working memory has a fundamental role in cognitive development and is essential for many learning processes, such as comprehension and problem solving. These processes involve both the linguistic and mathematical areas and it contribute to define the level of competence that a pupil can express through a cognitive test, such as a standardized INVALSI test. This work is the first step in a broader study aimed to create a cognitive training for the empowerment of working memory in children from 6 to 10 ages, when developing executive functions. The qualitative analysis of the elements of the italian and mathematic INVALSI tests for primary school in the s.y. 2018-2019 is presented. These elements, which investing in a particular way the components of the working memory, are considered eligible for the construction of the hypothesized training.
La working memory ha un ruolo fondamentale nello sviluppo cognitivo ed è essenziale per molti processi di apprendimento, quali la comprensione e il problem solving. Questi processi investono sia l’area linguistica sia quella matematica e concorrono nel definire il livello di competenza che un alunno può esprimere attraverso una prova cognitiva, come è una prova standardizzata INVALSI. Questo lavoro è il primo step di uno studio più ampio finalizzato alla la creazione di un training cognitivo per il potenziamento della working memory nei bambini dai 6 ai 10 anni, quando cioè si sviluppano le funzioni esecutive. Viene presentata l’analisi qualitativa degli elementi delle prove INVALSI di italiano e matematica dell’a.s. 2018-2019 per la scuola primaria che, investendo in modo particolare le componenti della working memory, sono ritenuti idonei per la costruzione del training ipotizzato.



Parole chiave


Working memory – Cognitive training – Learning – Primary school Working memory – Training cognitivo – Apprendimenti – Scuola primaria

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Riferimenti bibliografici


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DOI: https://doi.org/10.32043/gsd.v5i2.370

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