73321 - PROCESSI COGNITIVI DISFUNZIONALI

Learning outcomes

Upon completion of the course, students will demonstrate knowledge of the main psychological paradigms related to learning and memory processes and their impairments; be able to design educational and training interventions in the field of learning disorders; be able to evaluate rehabilitation intervention projects in the area of cognitive disorders, particularly those related to learning; be able to use analytical and comparative tools to independently deepen their knowledge of difficulties and challenges associated with cognitive function disorders.

Course contents

The contents of the Dysfunctional Cognitive Processes course are as follows:

-Introduction to Learning Disorders: To understand learning disorders, it is necessary to examine the 2021–2022 Guidelines, Italian Law 170/2010, the new diagnostic manuals (DSM-5 and ICD-11), the discrepancy principle, and the relationship between neurodevelopmental disorders and intelligence. The course also addresses recent changes in diagnostic criteria and assessment practices within the Italian context.

-Biological Foundations: The course provides an updated overview of the biological bases of learning disorders, particularly dyslexia and dyscalculia, with reference to the neuroconstructivist approach (more recently renamed interactive specialization) and the multifactorial approach.

-Developmental Dyslexia: Specific reading disorder is examined in terms of assessment, diagnosis, explanatory models, cognitive profiles, and treatment, beginning with an analysis of the reading acquisition process.

-Developmental Dyscalculia: Mathematical difficulties and calculation disorders are presented through the study of prerequisites for mathematical competence, neuropsychological models, definitions, classifications, assessment tools for calculation abilities, functional profiles, emotional aspects, and treatment approaches.

-Writing Disorders: Starting from the cognitive mechanisms underlying writing acquisition, the course describes dysgraphia, dysorthographia (spelling disorder), and written expression difficulties, together with their related interventions and treatments.

-Reading Comprehension Disorder: Beginning with the fundamental aspects of text comprehension, the course examines difficulties in understanding written material, including diagnostic criteria, underlying cognitive deficits, assessment procedures, and intervention strategies.

-Mathematical Reasoning and Problem-Solving Disorder: To explain this disorder, the course explores different types of mathematical problems, the neuropsychology and cognitive mechanisms of mathematical reasoning, cognitive processes influencing performance, emotional and motivational factors, environmental and sociocultural influences, as well as assessment procedures and treatment options.

-Specific Language Disorders: The course initially discusses general difficulties in learning a foreign language, even in the absence of a specific learning disorder. It then considers the extent to which specific foreign language learning difficulties can be identified and concludes with an analysis of foreign language learning in individuals with learning disorders. Particular attention is given to bilingual learners and children from linguistic minority communities.

-Nonverbal Learning Disorder: Based on the strengths-and-deficits model of nonverbal learning disorder, the course examines school learning, social skills, distinctions from other disorders, assessment methods, and treatment approaches.

-Intellectual Disabilities and Borderline Intellectual Functioning: The course addresses these two categories of special educational needs, both characterized by generalized cognitive limitations that negatively affect intelligence, thinking, reasoning, and adaptive functioning. Topics include levels, profiles, and developmental trajectories of intellectual disabilities; the role of biological and environmental factors; motivational and personality aspects; psychopathological risk; and educational and habilitative interventions. Particular attention is given to Down syndrome, Fragile X syndrome, Williams syndrome, Angelman syndrome, and Prader–Willi syndrome.

-Attention-Deficit/Hyperactivity Disorder (ADHD): Starting from its clinical description and diagnostic classification, the course examines the developmental aspects of ADHD and its frequent comorbidity with specific learning disorders. Biological foundations, neurocognitive models, diagnostic assessment tools, and therapeutic interventions are also discussed.

-Emotional and Motivational Aspects of Learning Disorders: This section focuses on motivational components of learning in children with specific learning disorders and introduces intervention strategies targeting motivation, attitudes toward school, and study methods.

-Clinical Work in Educational and Health Services and Collaboration with Schools: The course examines practical issues arising in the daily management of learning disorders within child and adolescent services and schools. Topics include service organization, educational legislation, and challenges that may emerge during educational and instructional activities involving students with learning disorders.

Throughout the course, the main topics are discussed through the presentation of key scientific studies and their corresponding neural correlates. Examples, case studies, and reflective activities are used to deepen understanding of how psychological knowledge can be applied to the design of educational interventions and instructional programs.

Students are expected to have completed an undergraduate course in General Psychology and/or Developmental Psychology. The course contents are also valid for students enrolled in the Degree Programme in Educational Intervention Planning and Management in Social Disadvantage (Bologna campus), where the course is listed under code 73321 – Dysfunctional Cognitive Processes.

Readings/Bibliography

Required Reading for the Examination:

Cornoldi, C. (Ed.). Learning Disorders (Second Edition, 2023). Bologna: Il Mulino. ISBN: 978-88-15-38393-8.

The entire textbook must be studied, including ALL chapters.

This examination bibliography is valid both for students enrolled in the Degree Programme in Educational Intervention Planning and Management in Social Disadvantage (Bologna campus), in whose study plan the course is listed under the following code: 73321 – Dysfunctional Cognitive Processes (code 9228-BO).

At the following website, Virtuale Unibo [https://virtuale.unibo.it/?utm_source=chatgpt.com], students can register and access the course folder for Dysfunctional Cognitive Processes (Academic Year 2026/2027), where PDF files of the lecture slides are available.

The lecture slides do not replace the required textbook for examination purposes. Their sole purpose is to support teaching and learning activities. Any other use, including reproduction or distribution of the slides, is considered unauthorized.

Recommended Readings and Further Study:

Vio, C., & Lo Presti, G. (2014). Diagnosis of Developmental Disorders: Models, Diagnostic Criteria and Clinical Cases – Updated to DSM-5. Trento: Erickson. ISBN: 9788859004875.

Study ONLY Chapter VI: Autism Spectrum Disorders.

Strepparava, M. G., & Iacchia, E. (2012). Cognitive Developmental Psychopathology. Milan: Raffaello Cortina Editore. ISBN: 9788860304452.

Teaching methods

The course Dysfunctional Cognitive Processes consists of 48 hours of teaching activities (6 hours per week, divided over two days: 2 hours on the first day and 4 hours on the second day), delivered through face-to-face lectures. Course contents are presented with the support of slides and other teaching materials prepared by the instructor.

The course combines the theoretical presentation of the main topics in psychology with the presentation and discussion of scientific research findings, classical and contemporary experiments, applied examples, case studies, and selected audiovisual materials.

Throughout the lectures, opportunities for further discussion and in-depth analysis of the topics covered are provided in order to promote understanding of key concepts, the development of critical thinking skills, and the ability to connect the theoretical models presented with their practical applications in the design and management of interventions for students with Specific Learning Disorders (SLDs).

Assessment methods

Assessment and evaluation of learning outcomes are carried out through an oral examination consisting of a series of questions drawn from the required textbook. In formulating the questions, the instructor may refer to figures and tables included in the textbook, as well as present examples and practical cases related to the course content.

Student responses are evaluated on the basis of their relevance to the question, the quality of argument organization and presentation, the use of appropriate disciplinary terminology, and the ability to establish critical connections among the different topics covered in the course.

Grades are awarded on a scale from 0 to 30. The highest possible grade is 30/30 with honors (cum laude), and the minimum passing grade is 18/30. A grade below 18/30 is considered insufficient, and the examination result is recorded as failed.

Specifically:

• 18–21: The student answers the questions correctly but demonstrates limited ability to establish critical connections, with a weak organization of ideas and limited use of specialized terminology.
• 22–24: The student answers the questions correctly and demonstrates a sufficient ability to establish critical connections, organize ideas coherently, and use specialized terminology appropriately.
• 25–26: The student answers the questions correctly, showing a good ability to establish critical connections and organize arguments, while using specialized terminology accurately and clearly.
• 27–29: The student answers the questions correctly, demonstrating strong critical thinking skills, providing well-structured and detailed responses, and using specialized terminology effectively and clearly.
• 30–30 cum laude: The student answers the questions correctly, demonstrating complete autonomy of judgment and critical analysis, presenting arguments at a highly specialized level with excellent command of terminology and communication skills.

Students may withdraw from the examination at any time during the assessment.

During the examination, the use of any supporting materials is prohibited, including textbooks, notes, calculators, dictionaries, teaching materials, copies of lecture slides, and electronic devices (e.g., mobile phones, tablets, laptops, etc.). The use of generative Artificial Intelligence (AI) tools during the assessment is strictly prohibited. Any such use constitutes a violation of academic integrity.

To sit the examination, students must register through AlmaEsami.

The course includes seven examination sessions distributed across the academic year: the winter session (December–February), the summer session (May–July), and the autumn session (September). No mid-term assessments are provided.

Students with Specific Learning Disorders (SLDs) or temporary or permanent disabilities are encouraged to contact the relevant university support office in advance. The office may propose appropriate accommodations, which must be submitted to the instructor for approval at least seven days before the examination. The instructor will assess their suitability in relation to the learning outcomes of the course.

To protect their privacy, students are advised not to share specific information regarding their clinical condition or medical documentation directly with course instructors.

Teaching tools

Lecture slides in PDF format are made available by the instructor through the University of Bologna Virtual Learning Environment (https://virtuale.unibo.it/ ) in the Dysfunctional Cognitive Processes (Academic Year 2026/2027) course folder.

Students are reminded that these materials do not replace the required examination textbook, which must be studied in preparation for the written examination. The slides are provided exclusively for educational purposes and as a study aid. Any other use, including reproduction, distribution, or dissemination of the materials, is strictly prohibited.

Students are also informed of two opportunities to gain direct experience with some of the topics covered in the course through voluntary participation in research studies. Participation in these studies does not provide any academic credit, bonus points, or other advantages in relation to the course assessment. Likewise, students who choose not to participate, or who withdraw from participation at any stage of the study, will not incur any academic disadvantage or discrimination.

Research Study 1

Volunteers are invited to participate in the research project entitled:

“The Relationship Between Stress and Mobile Phone Addiction: The Mediating Role of Coping Strategies and Social Media Activity.”

The study aims to investigate how individuals respond to stressful situations, with particular attention to mobile phone use and social media activity.

Students interested in participating may access the study at the following link:

https://www.psytoolkit.org/c/3.7.0/survey?s=7wv52

Research Study 2

Volunteers are also sought for a research project conducted in the Sleep Laboratory.

Participation requires spending one night per week in the laboratory for four consecutive weeks. The study does not involve sleep interruption or nocturnal awakenings. Participants are only asked to complete a number of tests in the evening before going to sleep and in the morning after spontaneous awakening.

Students interested in participating may complete a set of preliminary questionnaires and provide their contact details through the following link in order to be contacted by the research team:

https://unibopsice.eu.qualtrics.com/jfe/form/SV_5uT6H1Qa8iHF3qm

Office hours

See the website of Marco Fabbri