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Conferința Internațională ”Tulburările de învățare: evidențe științifice și abordări pragmatice”. Cluj-Napoca, 26 mai 2017

 

Informații despre conferință

 

 

 

 

 

 

 

 

 

 

 

 

Workshop ”Les troubles spécifiques de l’apprentissage du langage écrit des modèles théoriques à la prise en charge" susținut de Prof. univ. dr. Martine PONCELET, Cluj-Napoca, 25 mai 2017

 

 Informații despre workshop

 

 

 

 

Workshop "Diagnostic şi evaluare în tulburările specifice de învăţare. Practici curente şi demersuri validate ştiinţific." Cluj-Napoca, 24 martie 2017

 

Informații despre workshop

 

 

  • Evaluarea dislexiei în practică - Eva Ráduly-Zörgő, Centrul Județean de Resurse și Asistență Educaționațională Cluj / Universitatea Babeș-Bolyai din Cluj-Napoca

 

 

 

 

 

Conferința Națională "Screening, diagnostic și evaluare a tulburărilor/dificultăților de învățare. Spre un demers validat științific" 21 mai 2016

 

Informații despre conferință

 

  • Probele de evaluare MT (Cornoldi & Colpo) studiu pilot - Adrian Roşan, Carmen David, Cristina Bălaş-Baconschi, Lorana Gavril, Adela Valesesan, Departamentul de Psihopedagogie Specială, Facultatea de Psihologie și Științe ale Educației, Universitatea Babeș-Bolyai din Cluj-Napoca

 

 

 

 

 

 

 

  • Abordarea dificultăților de învățare în context școlar - Florentin Remus MOGONEA - Departamentul pentru Pregătirea Personalului Didactic - Universitatea din Craiova

 

 

 

 

 

 

 


 

 

Cărți 

Editura Polirom, ISBN 978-973-46-4963-1

2015 Rosan Volumcolectiv Polirom

 

Editura ARGONAUT (ISBN 978-973-109-566-0) și Editura LIMES (ISBN 978-606-799-100-0)

      2017 fata David Rosan    

 

 Ghid realizat prin Asociația Română pentru Copii Dislexici, CJRAE Mureș (ISBN 978-973-0-24967-5)

2017 Bartok eva Responsabilitate comuna

 

 

 


 

 

Articole

  • Rosan, A., Frick, J. P., Gottlieb, A. K., Făşicaru, L. - Callous-Unemotional Traits and Anxiety in a Sample of Detained Adolescents in Romania, Journal of Evidence-Based Psychotherapies, Vol 15,1, 2015, p. 81-97.

In the current study, the cross-cultural generalizability of theories about different variants of psychopathy was tested in 125 detained male adolescents between the ages of 14 and 18 years old. Participants were recruited from two juvenile detention facilities in Romania situated in two different regions of the country. The results of the current study suggest that detained adolescents with high rates of callous-unemotional (CU) traits and high levels of anxiety/depression scored higher on measures of impulsivity, aggression and adjustment associated with emotional dysregulation than groups high on CU traits only or groups low on both CU and anxiety/depression. Also, the only measure in which the group high on CU traits but low on anxiety differed from those low on both dimensions was in showing higher levels of proactive relational aggression. The implications of these findings for the cross-cultural generalizability of theories of primary and secondary psychopathy and for the designating groups of detained adolescents with significant mental health needs are discussed. [online]

 

  • Veștemean (Fritea), I., Fritea, R.V., (2013), Can Motivational Regulation Counteract the Effects of Boredom on Academic Achievement?, *Procedia-Social and Behavioral Sciences*, Vol.78, 135-139 (ISI Proceedings)

Even though the control-value theory of achievement emotions has become more and more popular, few studies have so far investigated discrete academic emotions in the context of self-regulated learning and academic performance. Boredom seems an especially neglected emotion in the educational context [1]. Our research aims to investigate the way boredom relates to cognitive and motivational factors of self-regulated learning and their joint influence on academic achievement of seventh graders. Our results confirm that the effects of boredom on achievement are moderated by motivational regulation strategies, namely performance self-talk. [online]

 

  • David Carmen (2012). Working memory deficits in Math learning difficulties: a quantitative meta-analysis, International Journal of Developmental Disabilities , vol. 58 (1), 2012, Print ISSN: 2047-3869, Online ISSN: 2047-3877, http://dx.doi.org/10.1179/2047387711Y.0000000007.

In the present study, we made a quantitative synthesis of the literature comparing children with Math learning difficulties to average-achieving, age-matched children on measures of working memory in view of Baddeley and Hitch’s multicomponential working memory model. Our meta-analytic investigation drew from the literature a number of 18 studies that matched the inclusion criteria. We hypothesized that all three components of Baddeley and Hitch’s model should contribute to the poor Math performance displayed by children with Math learning difficulties, and that this relation varies as a function of age. Also, we hypothesized that children with Math learning difficulties would present more accentuated working memory deficits for numerical material and/or processing. Based upon Cohen’s criteria, the results indicate a large effect size, in favor of the controls for the relationship between Math performance and central executive component, as well as Math performance and the visual–spatial sketchpad, more accentuated in younger ages. Only a moderate effect size emerged in the case of Math performance and the phonological loop (PL). With respect to numerical versus non-numerical working memory deficits, a large effect size emerged for numerical central executive measures, along with a moderate effect size for the PL numerical measures, and a weak effect size for non-numerical PL. The results indicate that Math difficulties are attributable to a central executive deficit or delay, more accentuated for numerical stimuli and/or processing and to a visual–spatial working memory deficit. [online]

Wednesday the 12th. Laborator de cercetări interdisciplinare a diferențelor individuale în învățare - Joomla Templates