Studio dell'interazione tra funzioni esecutive e percorsi di qualificazione dell'apprendimento attraverso dispositivi di narrazione multilineare in una prospettiva evolutiva dalla seconda infanzia alla preadolescenza

Abstract

This work is a multi-method research project with the aim to explore this hypothesis: Multilinear Narrative tools - that include the classic paradigms of the narrative in syncrony with expressive or graphic representations, focusing processes and procedural facilitation, potentially computable- can make the connectability between narrative-sequential thinking and logical-paradigmatic thinking transparent. During the development from early childhood to preadolescence, this may interact with: a) the development of the Executive Functions involved in the representation of the problems; b) generative processes in basic education, relating to the representation of problem setting, if they are processed in an hermeneutic, reflexive and applied way, so, across the qualification of pedagogical, psychological and educational actions in the learning context. The results of the experimentation lead us to think that a reflexive and complex, but more natural tools, as Multilinear Narrative, can contribute to empower executive functions: cognitive flexibility, memory, problem solving.