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The Stroop effect is a well-documented phenomenon, demonstrating both interference and facilitation effects. Many versions of the Stroop task were created, according to the purposes of its applications, varying in numerous aspects. While many versions are developed to investigate the mechanisms of the effect itself, the Stroop effect is also considered a general measure of attention, inhibitory control, and executive functions. In this paper, we implement “eStroop”: a new digital version based on verbal responses, measuring the main processes involved in the traditional effect. eStroop features four categories of stimuli in four different colors: (1) geometrical shapes, (2) neutral words, (3) congruent words, and (4) incongruent words. The results of the administration to 307 University students confirm the Stroop effect and offer baseline data for future research and clinical testing. Direct comparisons with other recent versions of the task are discussed, offering insights into differences and similarities between different task variables.

Background:Over the years, different explanations have been given on the relationship between syntax and Theory of Mind,i.e., the ability to attribute mental states to others and predict, describe, and explain behavior based on such mental states. In the present study, we focus on the relationship between false-belief understanding as a crucial aspect of Theory of Mind, and on the ability to master the syntax of complementation,i.e., the ability to produce and comprehend sentences in a recursive way.Objective:Our purpose is to test two main hypotheses on the relationship between false-belief understanding and the ability to master the syntax of complementation: the dependence and the independence of false-belief understanding on syntactic complementation.Method:We analyze studies on children with typical development, deaf children with deaf signing or hearing parents, children with specific language impairment, children diagnosed with autism spectrum disorder, longitudinal and training studies, and studies on adults with neuropsychological disorders.Conclusion:Strengths and weaknesses of the two hypotheses are discussed and limitations of the current state of knowledge are presented. A lifespan approach taking into account both the emergence and maintenance of false-belief understanding and using both implicit and explicit false-belief tasks is proposed to face the issue discussed.

This paper aims to describe the modern experience and process of reconstructing a five-hundred-year-old martial art (the Renaissance arte delle armi) from the study of extant sources and materials, mainly treatises and weapons of the time, for the understanding and practice of motions and embodied concepts. The approaches, methods, and praxis will be analyzed, exploring the delicate operation of reconstructing a martial art system from written words. Among the masters of the past, this experience focuses on the teaching of Master Achille Marozzo from Bologna, who published his treatise on fighting, Opera Nova, in 1536. Today, the Opera Nova School brings back to life this art of the past through its ongoing research and teaching, thanks to a complex and syncretic approach that condenses a wide range of information and experiences into contemporary practice. In this paper, I discuss the example of the two-handed sword discipline. The fixed sequences of codified moves, the assalti or forms, are the precious teachings provided by the historical source, which form the basis for modern interpretation. Through cycles of theoretical comprehension and practical application, it is possible to grasp the complexity of a martial art system, giving new life to an ageless art.

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