OLGA SEMPIO LIVERTA’s scientific contributions

... Taken as a whole, researches on deaf children support the importance of communicative, mentalistic and affective context for the theory of mind development, as is also shown by studies on visually impaired children (Lecciso, Liverta Sempio, Marchetti, Pezzotta, 2005), however, this has not yet been proven in research on autism, upon which the authors have only focused on the ToM delay in autistic children. ...

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Introduction: Do Metarepresentation and Narratives Play a Role in Reflective Thinking?

... Research on deaf children (Courtin & Melot, 1998;Peterson & Siegal, 1997Peterson, Wellman, & Liu, 2005;Woolfe, Want, & Siegal, 2002) showed that the performance of native signers in first-order false belief reasoning was better that late signers and similar to that of hearing children, while late signers, compared to hearing children and native signers, showed a delay in the same tasks (Peterson & Siegal, 1995. Most studies (Courtin, 2000;Courtin & Melot, 1998;de Villiers, 1997;de Villiers & de Villiers, 2000;Marchetti, Liverta-Sempio, & Lecciso, 2006) showed a delay also of oral deaf children when compared to hearing peers both in first-and second-order false belief reasoning (Courtin, 2000;Courtin & Melot, 1998;de Villiers, 1997;de Villiers & de Villiers, 2000;Marchetti et al., 2006) and in advanced ToM . Only one study (Peterson & Siegal, 1999) found similar performance comparing oral deaf children, native signers and hearing children in first-order false belief reasoning. ...

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Theory of mind in deaf adults: The role of verbal ability and interpersonal experiences from early years

... Importanti variabili socio-contestuali vengono infatti esplicitate quando si prende in considerazione la famiglia linguistica all'interno della quale si svolge la ricerca. Fino ad oggi la ricerca sullo sviluppo teoria della mente nei bambini sordi ha riguardato, per inevitabili motivi culturali, la famiglia delle lingue europee ed in particolare quelle parlate nelle nazioni anglofone, come il Regno Unito (Russel, Hoise, Gray, Scott, Hunter, Banks, Macaulay, 1998;Steeds, Rowe & Dowker, 1997), gli USA (de Villiers & de Villiers, 1999;Remmel, Bettger & Weinberg, 1998;Lundy, 1999;Remmel, 2003) e l'Australia (Peterson & Siegal, 1995;1997; , il francese (Courtin & Melot, 1998;Courtin, 1999;Delau, 1996) e l'italiano (Marchetti, Liverta Sempio, Lecciso, 2005). ...

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Research on the development of a theory of Mind in deaf children: a study on methodological procedures as well as on practical and theoretical issues.

... Taken together the results of the two experiments suggest that children with ASD who fail standard false belief tasks may present a basic moral sense. Lecciso et al. (2008) analyzed the value of the intention behind moral actions and its link with mentalising abilities in high-functioning children with ASD and in normally developing children. The results indicated that, although children with ASD showed difficulties in both first-order and second-order false belief tasks, their ability to make moral judgements was not impaired. ...

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Exploring the Role of Theory of Mind in Moral Judgment: The Case of Children with Autism Spectrum Disorder

... As regards the two basic processes in education, i.e. learning and teaching, it is evident that they are closely connected to the ability to share mental states: learning implies the ability to reason about the mental states of teachers (intentions, goals…) and teaching is based on assigning the specific mental states of ignorance or false belief to a pupil's mind (Liverta Sempio, 2004). Children must, on the one hand be aware that there is a difference between the knowledge of a teacher and a learnerand they mustbe awarethat a teacher performs a series of intentional actions aimed at increasing the children'sknowledge. ...

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Introduction: Do Metarepresentation and Narratives Play a Role in Reflective Thinking?

... Conceptions of learning refer to the metacognitive internal representations that students possess about learning (e.g., Van Rossum and Hamer 2010; Vermunt and Donche 2017). Previous studies have shown that conceptions of learning have a multifaced nature (e.g., Cantoia et al. 2011;Pérez-Tello et al. 2005), since they may refer to cognitive processes (e.g., "Learning is mostly a matter of concentration and commitment" from Authors 2018c), to metacognitive regulation processes (e.g., "Only by testing one's knowledge does a person come to authentic learning" from Authors 2018c), and affective-motivational experiences ("I see learning as something that makes me anxious" from Authors 2018c), such as anxiety, pleasure, and satisfaction (e.g., Pekrun and Linnenbrink-Garcia 2012). Furthermore, previous studies have shown that conceptions of learning may also encompass individuals' beliefs about the nature of knowledge. ...

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Multidimensional profiles of learning orientations and school achievement: a person-oriented approach in middle-school students

... Literacy, starting from the already existing abilities, promotes the mastery of metalinguistic and metacognitive competencies needed to understand other's mind expressed by formal texts by which disciplines transmit different kinds of knowledge Olson & Homer, 1996;Olson & Torrance, 1996;Groppo, Antonietti, Liverta-Sempio & Marchetti, 1999). School should favour (at least in the higher degrees of instruction) the capacity to connect the contents of the disciplines taught with the aims and intentions of those who first worked them out. ...

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Discursive Practices and Mentalization Ability in Adults at Work

... Detailed statistical analyses are reported in Groppo, Antonietti, Ardino, Liverta-Sempio,Marchetti & Olson (2000). ...

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Discursive Practices and Mentalization Ability in Adults at Work

... La scolarizzazione rappresenta, probabilmente, l'evento di vita più importante e comune per i bambini in età dello sviluppo (Sugarman et al., 2003). Analizzare le loro paure scolastiche significa indagare un fenomeno che può riguardare quasi sei milioni di alunni (MIUR, 2012). ...

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Paure verso la scuola, coping e relazione di aiuto nei bambini italiani: una ricerca proiettiva

... FI and executive functions are, indeed, engaged not only in cold information processing, such as logical and abstract reasoning, but also in hot processing, such as social cognition. This confirms the cross-influences existing between the cognitive and the social-affective processes (Liverta Sempio and Marchetti, 1995). ...

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Social Competence in Children with Borderline Intellectual Functioning: Delayed Development of Theory of Mind Across All Complexity Levels