Abstract
Complex problem solving is a product of rigorous engagement with the content and process of experience. Such engagement leads to deeper structural thinking and affective/motivational commitments that transcend the traditional “status” expectations ascribed to individuals, particularly within the minority communities in society. Mediated Learning Experience (MLE) is a mechanism to create conditions for rigorous engagement, and can be structured into specific activities and experiences, such as is represented by Feuerstein’s Instrumental Enrichment program. The need for rigor in the curriculum and in teaching strategies can be well documented, particularly in its absence. The kinds of interactions contributing to rigor can be clearly defined. The mediational qualities, as prescribed by the concepts and processes of MLE, can be operationalized to promote rigorous engagement. As they are described, the process of instruction leading to enhanced complex problem solving becomes apparent. Of special importance is linking the student, the materials to be learned (the tasks), and the interaction into an intentional and reciprocal relationship. It is here that the parameters of MLE are explicative in a deep understanding of the process of engagement, and the relationship to complex mental operations and problem solving thinking are elucidated. This conceptualization elaborates the process of structural cognitive modifiability (SCM), and provides vivid linkage to MLE as its dynamic. From this perspective the application of MLE to both task and learning process becomes clear, and can be seen in the paradigm which underlies the Instrumental Enrichment program. By linking elements of task (the Cognitive Map) and dimensions of the learner’s functional and need systems (the Cognitive Functions) we can identify elements of rigor in the contents of the instruments and in the didactic processes embedded within them. Specific examples from several instruments, and from instructional interactions with students, provide evidence of this phenomenon. The application of MLE and SCM, through the use of programs such as FIE, can thus be seen as building qualities of thinking and problem solving that can be described as cognitively rigorous, and as meeting important requirements for learning experiences of all students, especially those for whom prior experiences have been insufficiently mediated or successful.

Abstract
In every day life we use our memory not only for recollection but also to update and integrate information. In the present work we want to verify how the ability of updating changes with age. Recently it has been supposed that poor performance of the older adults in memory tasks and, in particular, in working memory (active memory involved in complex tasks as comprehension and problem solving) tasks was impaired by poor inhibition of irrelevant information that: this information kept active, overloads working memory. So memory is not working well. Sixty subjects (20 Young-Old with an age between 55 and 65 years; 20 Old with an age between 65 and 75 years; 20 Old-Old with an age over 75 years old) were involved in the present research and they were submitted a working memory updating task. The task was composed by 20 lists (five lists of animals, five lists of objects and ten lists of number), each one of 10 items: subjects were asked to remember, at the end of each list, the three smallest animals/objects or the three biggest numbers. We observed that subjects over 75 years old had a worse memory performance with lists of animal and objects nouns. Even with lists of numbers we observed that Old and Old-Old subjects had a poor performance than Young-Old adults. With aging we lose the mnestic flexibility in order to rapidly update the contents of our memory and to eliminate information become irrelevant. Our results indicates that, although aging decline is not in discussion, it has an highly variability inter-individual.

Abstract
Recent studies in the field of neuropsychology suggest that reading processes involve two mechanisms: a phonological and a visual-ortographic (lexical) one. The phonological competences and the development of non-words reading abilities have been object of numerous searches; on the visual-ortographic competences, instead, there’s still a debate concerning both the acquisition of these abilities from the child and the evaluation of lexical skills.This study introduces a revision related to the procedure of administration of the test 7 (“Comprehension of homophone words”) contained in the “Battery for the evaluation of developmental dyslexia” created by Sartori, Job and Tressoldi. We presume that the execution of this test involves additional mechanisms to the simple visual-ortographic discrimination of the homophone words and that other variables intervene, between which the syntactic-semantic analysis of the items. The test we propose is similar in the items and in the procedure of answer (multiple choice) to the test 7 of Sartori et al. The test is made of 12 couples of homophonic not-homographic words (i.e. Lacca-l’acca) for each of which children have to choose the correct meaning between 4 alternatives of answers. The difference with the test of Sartori et al. consists in a different way of stimuli presentation, that is the meaning of the alternatives of answer is proposed figuratively with some sketches.This study analyses the results obtained with 63 children attending the primary school, divided into two groups: normal readers and dyslexics. The performance at this test has been then compared with the results obtained by the same subjects in reading a passage and non-words tasks and in writing homophonic words. It is concluded that sounded competences increase with age. Phonological reading abilities improve progressively from the second to the fourth class, visual-ortographic competences are acquired beginning from third class and they are preceded by good performances in non-words reading tasks (non lexical phonology).

Abstract
This work focuses on the child’s ability to transform motor skills into mental representations which guide the action itself. Attention is paid to one particualr aspect: ideomotor apraxia. The child is told to “pretend” to do some actions, more or less complex, without the use of any props. The tests were planned at four levels of the motor skills involved. The sample was composed of 60 children between the ages of 3 and 5. The data gathered/collected have made it possible to select different levels of difficulty in each test proposed and show a development in the praxic activity from the age of 3 to 5.

Abstract
The objective of the article is to present a program of rehabilitation that is composed of many components. The program is integrated and proactive; and is directed to adolescents and adults with severe and profound mental retardation. The program is called «Day Habilitation» and was designed in the early 1990’s at the IRCCS at Troina, Oasi Maria SS. This program proposes a rehabilitative model of intervention and puts the accent on the importance of «Bonding» that is achieved by daily, active, and continuous treatment. The article is divided in two parts. In the first part the philosophical principles of the program are described, the components that have determined its design and the methodology of intervention, with particular reference to the articulation of the treatment. In the second part three experimental studies and their results are presented. The results put in evidence the efficiency of the program, especially for the adaptive abilities and communication.

Abstract
We report the case of a 4 ½ year old boy with autism and severe mental retardation, who was integrated into preschool after an educational treatment based on the Teacch (Treatment and Education of Autistic and Communication Handicapped Children) method. After one year of preschool, he was enrolled again in the Teacch program. A psychological evaluation was performed at each stage of treatment using the PEP/R (Psico Educational Profile/Revised) and the VABS (Vineland Adaptive Behavior Scales) scale. Results obtained show a global worsening of the child’s performances as a consequence of the change in the treatment program. This was mostly due to a worsening in the child’s behavior, which in turn prevented an adequate expression of skills. Four months after beginning a new treatment based on the Teacch program, we observed a significant improvement in all the fields assessed with the PEP/R and the VABS. The evaluation done 9 months after the beginning of the program demonstrates that all these improvements are gradually increasing, mostly in the cognitive domains. We comment on the results obtained and discuss the differences and similarities between the two different treatment programs, highlighting those responsible for the improvement. Similarities between the two treatment programs include the goals, the activities, the individualization and the gradual increase of help. On the other hand, there are many differences between the two experiences: the group of peers, the caregivers, the physical organization, the communication system, the work system, the tasks organization, the time visualization. The integration of the child into preschool, without considering the differences between this and the Teacch program, has caused the restoration of hyperactivity and a lack of improvements. The Teacch structured program allowed the child to learn new skills and express his abilities, promoting some degree of independence in daily life.

Abstract
The review analyzes researches conducted in clinical and developmental field using tasks based on solution of mazes. From the original Test by Porteus, devised for the assessment of intelligence, social adjustment, and impulsivity, the article focuses on the study of capacity, strategies, and the locus of planning of operations necessary for successful completion of a single maze; subsequently the variables which influence the performance on mazes tasks, such as basic cognitive abilities, personality characteristics, emotional states, and motivation of the participants are analyzed. For each presented task, research goals, characteristics of a maze, modality of administration, collection and analysis of data, as well as results obtained, are described.