Definitional Skills as a Bridge towards School Achievement

The general aim of the current study was to investigate role definitional skills in promoting primary school achievement (third- fifth graders) and how learning may shape skills. Marks from four subjects, linguistic (Italian English) scientific (Math Science) were collected as well scores a Definitional Task. These two domains chosen they clearly entail different definition types, that is, lexicographic scientific. Results indicated subject marks are more predictive than are. opposite direction (i.e., achievement) appears less clear. In sum, results, although preliminary, suggest represent bridge towards promote good all disciplines. Moreover, predicted levels competence acquired especially subjects request higher degree formal/organized learning. It is then importance interaction–integration between these kinds concepts via formal schooling.