May implicit and explicit collaboration influence text comprehension and spatial recognition interaction? Visuospatial representation implies implicit, visual and spatial processing of actions and concepts at different levels of awareness. Implicit learning is linked to unaware, nonverbal and prototypical processing, especially in the early stages of development when it is prevailing. Spatial processing is studied as knowledge prototypes , conceptual and mind maps . According to the hypothesis that text comprehension and spatial recognition connecting processes may also be implicit, this paper (...) analyzes the possibility to identify and to define implicit non verbal criteria for organizing concepts into spatial representation. The focus of the research question is if prototypical processing (mainly implicit, but also explicit) criteria of conceptual organization may be model based. According to Thinking Prototypes Theory , explicit knowledge could be supported by implicit models of basic processing. On implicit side, conceptual development could be the resultant of the increasing complexity of prototypical implicit models interaction during individual lifespan, as in conceptual change research explicit conceptual development may be dependent on correlation . Unlike Theory Theory in Thinking Prototypes Theory implicit processing may collaborate with explicit knowledge without transforming itself from implicit to explicit. Prototypical implicit processing is considered as an entanglement of basic functions operating synergically in a complex way. Prototypical implicit processing units may be classified as far as they concern different basic thinking operations ( add , chain , each , compare , focus and link ). The experimental design was developed with primary school students in Naples. (shrink)

La relazione tra educazione e neuroscienze in Italia ha una lunga storia. A partire dalla fine del 1900, Frauenfelder e Santoianni traghettano il discorso su pedagogia e biologia nella sponda internazionale con Mind, Learning and Knowledge in Educational Contexts del 2003 e aprono al dialogo con le neuroscienze per una ricerca congiunta. Nello stesso tempo, nel 2004 nasce la International Mind, Brain and Education Society, che lancia all’Università di Harvard il suo programma interdisciplinare su Mind, Brain, and Education.