Course Unit Page

  • Teacher Vincenzo Natale

  • Learning modules Vincenzo Natale (Modulo 1)
    Miranda Occhionero (Modulo 2)

  • Credits 8

  • SSD M-PSI/01

  • Teaching Mode Traditional lectures (Modulo 1)
    Traditional lectures (Modulo 2)

  • Language Italian

  • Campus of Rimini

  • Degree Programme Second cycle degree programme (LM) in Planning and managing of educational intervention in social distress (cod. 9229)

  • Teaching resources on Virtuale


This teaching activity contributes to the achievement of the Sustainable Development Goals of the UN 2030 Agenda.

No poverty Good health and well-being Quality education

Academic Year 2021/2022

Learning outcomes

At the end of the course the student: - knows the main psychological paradigms relating to learning and memory processes and their deficits; - will be able to plan educational and training interventions in the context of learning disabilities; - will be able to evaluate rehabilitation intervention projects in the field of cognitive disorders and in particular in those relating to learning; - will be able to use analysis and comparison tools to autonomously deepen their knowledge in the area of discomfort produced by disorders of cognitive function.

Course contents

During the course the main theoretical models of the psychology of learning will be addressed, from behaviorism to modularism with a cognitive approach with particular reference to the Fodor and Karmiloff-Smith model. The main learning disabilities and evaluation and educational intervention techniques will then be analyzed: specific learning disorders; speech and reading / writing disorders; dyscalculia and difficulty in problem solving; attention deficit hyperactivity disorder; particular genetic syndromes that have relevance on learning processes; autisms. Particular attention will be paid to the relationship between the wake-sleep cycle and cognitive processes.


Cornoldi C., (Ed.). I disturbi dell'apprendimento. Il Mulino 2019.

Strepparava M.G. e Iacchia E. Psicopatologia cognitiva dello Sviluppo, Cortina 2012 (Chapter 16: I disturbi dello spettro autistico).

Ficca G. e Fabbri M. (Eds.). Psicologia del sonno. Maggioli Editore 2019. (Chapters: 1, 2, 3, 7, 12, 13, 14).

Teaching methods

Frontal lesson with the help of slides in powerpoint presentation.

Some lessons will be shared with other teachers to encourage interdisciplinarity on specific learning objectives.

On a voluntary basis, exercises will be possible on the use of attigraphy aimed at better understanding the relationship between sleep and daytime cognitive processes.

Assessment methods

The exam aims to verify the achievement of the following objectives: thorough knowledge of the topics indicated in the program in order to verify the student's ability to use the information acquired in the various work environments. The exam is carried out in oral form and foresees an evaluation out of thirty. The student must demonstrate that he has acquired an adequate set of theoretical knowledge and that he is able to apply them in reference to situations in which cognitive and environmental adaptation difficulties are observed. To this aim three questions will be formulated: one on theoretical models; one on a disorder; one on the relationship between sleep and congitive processes. The test is passed if sufficient knowledge emerges in each of the areas examined.

Teaching tools

Slides and practical exercises.

Office hours

See the website of Vincenzo Natale

See the website of Miranda Occhionero