The ReadFree tool for the identification of poor readers: a validation study based on a machine learning approach in monolingual and minority-language children.

In this study, we validated the "ReadFree tool", a computerised battery of 12 visual and auditory tasks developed to identify poor readers also in minority-language children (MLC). We tested the task-specific discriminant power on 142 Italian-monolingual participants (8-13 years old) divided into monolingual poor readers (N = 37) and good readers (N = 105) according to standardised Italian reading tests. The performances at the discriminant tasks of the "ReadFree tool" were entered into a classification and regression tree (CART) model to identify monolingual poor and good readers.

The biased hand. Mouse-tracking metrics to examine the conflict processing in a race-implicit association test.

In this study, we adapted a race-Implicit Association Test (race-IAT) to mouse-tracking (MT) technique to identify the more representative target observed MT-metrics and explore the temporal unfolding of the cognitive conflict emerging during the categorisation task. Participants of Western European descent performed a standard keyboard-response race-IAT (RT-race-IAT) and an MT-race-IAT with the same structure. From a behavioural point of view, our sample showed a typical Congruency Effect, thus a pro-White implicit bias, in the RT-race-IAT.

Rapid Automatized Naming as a Universal Marker of Developmental Dyslexia in Italian Monolingual and Minority-Language Children.

Rapid Automatized Naming (RAN) is considered a universal marker of developmental dyslexia (DD) and could also be helpful to identify a reading deficit in minority-language children (MLC), in which it may be hard to disentangle whether the reading difficulties are due to a learning disorder or a lower proficiency in the language of instruction. We tested reading and rapid naming skills in monolingual Good Readers (mGR), monolingual Poor Readers (mPR), and MLC, by using our new version of RAN, the RAN-Shapes, in 127 primary school students (from 3rd to 5th grade). In line with previous research, MLC showed, on average, lower reading performances as compared to mGR.

Taking apart what brings us together: The role of action prediction, perspective-taking, and theory of mind in joint action.

The ability to act together with others to achieve common goals is crucial in life, yet there is no full consensus on the underlying cognitive skills. While influential theoretical accounts suggest that interaction requires sophisticated insights into others' minds, alternative views propose that high-level social skills might not be necessary because interactions are grounded on sensorimotor predictive mechanisms. At present, empirical evidence is insufficient to decide between the two.