This study investigates the developmental pattern and relationships between oral narrative textual skills, spelling, and written narrative textual skills in monolingual and bilingual language-minority children, L1-Chinese and L2-Italian. The aims were to investigate in monolingual and BLM children: the developmental patterns of oral and writing skills across primary school years; the pattern of relationships between oral narrative textual competence, spelling skills, and written narrative textual competence with age and socio-economic status taken under control. In total, 141 primary school children from (...) grades 2 to 5 in Central Italy aged between 7 and 11 years obtained scores for oral and written narrative textual competence, spelling accuracy in dictation, and written texts. One-way ANOVA and ANOVA with robust method analyses and Bonferroni’s correction showed that BLM children had poorer spelling skills in dictation and written narrative textual competence than their monolingual peers. After preliminary correlation analysis, the results of hierarchical regression showed that the relationship between oral and written narrative textual competence is completely mediated by spelling accuracy in BLM children. These results suggest that adequate performance in written narrative textual competence depends on adequate spelling accuracy in writing stories. The Sobel test verified the power of this mediation. In monolinguals, the strongest predictor of written narrative textual competence is oral narrative textual competence. This relation is stronger in older children whose spelling skills are automatized. The identified pattern of relationships shows a complex network of oral and written processes. The scarce spelling skills characterizing BLM children may explain why spelling skills determine a low written narrative textual level. Scarce spelling skills absorb cognitive resources, hindering high-level cognitive processes that regulate narrative production. In monolinguals, the medium of writing does not impact narrative textual competence. Children’s oral narrative textual competence easily transfers into their written narrative productions. These findings have implications for the assessment and instruction of literacy skills in young BLM children and their monolingual peers. (shrink)

The present study investigated the mediating role of conceptions of learning in the relationship between metacognition and academic outcomes among middle school students. The self-report ‘Learning Conceptions Questionnaire’ (LCQ) and ‘Metacognitive questionnaire on the method of study’ (QMS) were administered to 136 middle school students and their academic outcomes were collected. Correlation analyses revealed that within metacognition only self-assessment was positively correlated with academic outcomes. Mediation analysis indicated that a conception of learning as internal attribution of success and failure was (...) significantly involved as mediator in the relationship between metacognition and academic achievements. The present study permitted to advance our knowledge about the relationship between metacognition and academic achievements and it opened the way to practical implications. (shrink)

"This is an excellent, readable and vigorous translation of _The Prince_, but it is much more than simply a translation. The map, notes and guide to further reading are crisp, to-the-point and yet nicely comprehensive. The inclusion of the letter to Vettori is most welcome. But, above all, the Introduction is so gripping and lively that it has convinced me to include _The Prince_ in my syllabus for History of Western Civilization the next time that I teach it.... Great (...) price, too! And lovely printing and layout." --Rachel Fulton, _University of Chicago_. (shrink)

This essay interprets Machiavelli’s famous letter to Francesco Vettori in terms of a play-element that runs across his works. The letter to Vettori is a masterpiece of epistolary form, but beyond its most memorable passage, where Machiavelli recounts his evening in study, it has not received much scholarly attention. Reading the letter in its entirety is to discover Machiavelli’s account of an eclectic political education and the pleasures of playing with others. Machiavelli’s letter speaks to a basic ludicity (...) in his political thinking, in which play is not opposed to the serious, and diverse play forms can be thought together. Hans-George Gadamer’s Truth and Method, Johan Huizinga’s Homo Ludens, and Roger Caillois’s Man, Play, and Games provide resources for reconstructing this play-element in Machiavelli’s thought. (shrink)