Thesis PDF

About the Authors

Pantè F.A. – Director, University of L’Aquila Italy, Vygotskji Study Centre Pisa Italy

Relevance

"Perfetti’s Neurocognitive Rehabilitation Theory” posits that the quality of recovery—whether spontaneous or driven by therapeutic intervention—depends on the specific cognitive processes engaged and the modality of their activation [1, 2]. This theoretical model has also been applied to the early developmental stages of infants, including the first days of life [3-5]. Adult and also pediatric patients with cerebral palsy undergoing neurocognitive rehabilitation frequently demonstrate compromised transfer of therapeutic gains from controlled clinical environments to functional activities of daily living. This phenomenon represents a significant limitation in current neurorehabilitation, where motor learning achieved during structured therapeutic interventions fails to generalize real-world motor performance. The discordance between exercise-induced neuroplasticity and functional motor competency indicates inadequate integration of sensorimotor learning with cognitive-behavioral adaptation mechanisms. Contemporary neurocognitive rehabilitation protocols require refinement to address this translational deficit between therapeutic motor acquisition and autonomous functional application in pediatric populations with spastic cerebral palsy.

References

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