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Article
Rewriting Wundtian Psychology: Luigi Credaro and the Psychology in Rome
Available from: APA PsycNet
Publication: History of Psychology, vol. 25, no. 4
Date: 2022
Pages: 342-366
Europe, Italy, Luigi Credaro - Biographic sources, Luigi Credaro - Philosophy, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Sante de Sanctis - Biographic sources, Sante de Sanctis - Philosophy, Southern Europe, Wilhelm Wundt - Biographic sources, Wilhelm Wundt - Philosophy
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Abstract/Notes: After Rome became the capital of Italy in 1871, prestigious scientists arrived at the University of Rome. One of these scholars was the pedagogical philosopher Luigi Credaro (1860-1939). He was one of the rare Italian students of Wilhelm Wundt (1832-1920) when he went to Leipzig and attended the Institute for Experimental Psychology in the academic year 1887-1888. There he also followed the pedagogical seminars and considered the usefulness of establishing sections of practical pedagogy in Italian magisterium schools, which were teacher-training institutions. In 1904, he founded in Rome the Scuola Pedagogica (Pedagogical School). Through the school, Credaro proposed the concept of a scientific pedagogy based on the application of the results of experimental sciences in the educational field. We can suppose that this approach influenced the first generation of Italian scholars interested in experimental psychology in Rome, in particular Sante De Sanctis (1862-1935) and Maria Montessori (1870-1952). The article thus considers the hypothesis of the formation of a so-called Roman school of psychology, which created in the field of pedagogy a ground on which to develop its research and applications. It should be noted that Credaro devoted himself to the potential applications of experimental psychology in the context of the modernization of the liberal states of the 20th century. Specifically, scientific pedagogy constituted a field of application and development for Roman psychology. At the end, the foundation of psychology in Rome was influenced by a particular version of the Wundtian psychology promoted by his pupil Credaro.
Language: English
DOI: 10.1037/hop0000219
ISSN: 1939-0610, 1093-4510
Article
Maturation and Education
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1998, no. 2-3
Date: 1998
Pages: 6-9
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Language: English
ISSN: 0519-0959
Article
The Interplay of Age and Pedagogy in Maturation of Error-Monitoring
Available from: OSF Preprints
Publication: OSF Preprints
Date: May 21, 2019
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Abstract/Notes: Within an inherently dynamic environment, unexpected outcomes are part of daily life. Performance monitoring allows us to detect these events and adjust behavior accordingly. The necessity of such an optimal functioning has made error-monitoring a prominent topic of research over the last decades. Event-related potentials (ERPs) have differentiated between two brain components involved in error-monitoring: the error-related negativity (ERN) and error-related positivity (Pe) that are thought to reflect detection vs. emotional/motivational processing of errors, respectively. Both ERN and Pe depend on the protracted maturation of the frontal cortices and anterior cingulate through adolescence. To our knowledge, the impact of schooling pedagogy on error-monitoring and its brain mechanisms remains unknown and was the focus of the present study. Swiss schoolchildren completed a continuous recognition task while 64-channel EEG was recorded and later analyzed within an electrical neuroimaging framework. They were enrolled either in a Montessori curriculum (N=13), consisting of self-directed learning through trial-and-error activities with sensory materials, or a traditional curriculum (N=14), focused on externally driven activities mainly based on reward feedback. The two groups were controlled for age, gender, socio-economic status, parental educational style, and scores of fluid intelligence. The ERN was significantly enhanced in Montessori schoolchildren (driven by a larger response to errors), with source estimation differences localized to the cuneus and precuneus. In contrast, the Pe was enhanced in traditional schoolchildren (driven by a larger response to correct trials), with source estimation differences localized to the ventral anterior cingulate. Receiver operating characteristic (ROC) analysis demonstrated that the ERN and Pe could reliably classify if a child was following a Montessori or traditional curriculum. Brain activity subserving error-monitoring is modulated differently according to school pedagogy.
Language: English
Article
Exploring the Interplay of Age and Pedagogy in the Maturation of Error-Monitoring
Available from: Wiley Online Library
Publication: Mind, Brain, and Education, vol. 18, no. 1
Date: Feb 2024
Pages: 48-56
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Abstract/Notes: Error-monitoring is a crucial cognitive process that enables us to adapt to the constantly changing environment. The anterior cingulate cortex (ACC) plays a vital role in error-monitoring, and its prolonged maturation suggests that it can be influenced by experience-dependent plasticity. To explore this possibility, we collected morphometric magnetic resonance imaging (MRI) measures of the ACC and error-related response-locked event-related potentials (ERPs) in 26 schoolchildren, aged 6–12 years, enrolled in either a Montessori or a traditional curriculum in Switzerland. We show that the caudal ACC undergoes significant morphometric changes during this developmental age range that seem related to error detection ERP activity. Furthermore, we observed differences in source localization activity related to error detection within the caudal ACC between Montessori and traditionally-schooled children, indicating a potential difference in the development of error-monitoring in these groups. Our study provides preliminary evidence for a potential window of opportunity to influence error-monitoring during development and calls for more work in that direction.
Language: English
DOI: 10.1111/mbe.12395
ISSN: 1751-228X
Article
On Maturation as Applied to Education
Publication: Monthly Letter (Association Montessori Internationale)
Date: Apr/May 1952
Pages: 1-7
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Language: English
Book
The Psychology and Teaching of Number
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Language: English
Published: Yonkers-on-Hudson, New York: World Book Co., 1922
Book Section
The Biological Chart as the Basis for the Child's Psychological Study: A History of Psychology's Educational Methods ([San Francisco, Panama Pacific International Exposition] Lecture 10: 25 August 1915)
Book Title: The California Lectures of Maria Montessori, 1915: Collected Speeches and Writings by Maria Montessori
Pages: 138-147
Americas, International Montessori Training Course (3rd [course 2], San Francisco, USA, August – November 1915), Maria Montessori - Biographic sources, Maria Montessori - Writings, Montessori method of education - Study and teaching, Montessori method of education - Teacher training, North America, Panama-Pacific International Exposition (1915, San Francisco, California), Teacher training, United States of America
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Language: English
Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2018
ISBN: 978-1-85109-296-3
Series: The Montessori Series , 15
Book Section
Modern Psychology and the Montessori Approach: Is a Dialogue Possible?
Book Title: Proceedings from AMI Study Conference, August 1982, Nordwijkerhout, The Netherlands
Pages: 40-48
Conferences, Montessori method of education - Criticism, interpretation, etc., Psychology
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Language: English
Published: Amsterdam, The Netherlands: Association Montessori Internationale, 1983
Book
Some Contributions to Psychology
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Language: English
Published: New York, New York: Longmans, Green and Co., 1923
Book
Five Years Old or Thereabouts: Some Chapters on the Psychology and Training of Little Children
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Language: English
Published: New York, New York: Longmans, Green & Co., 1920