Parental breeding age effects on descendants' longevity interact over 2 generations in matrilines and patrilines

Individuals within populations vary enormously in mortality risk and longevity, but the causes of this variation remain poorly understood. A potentially important and phylogenetically widespread source of such variation is maternal age at breeding, which typically has negative effects on offspring longevity. Here, we show that paternal age can affect offspring longevity as strongly as maternal age does and that breeding age effects can interact over 2 generations in both matrilines and patrilines. We manipulated maternal and paternal ages at breeding over 2 generations in the neriid fly Telostylinus angusticollis. To determine whether breeding age effects can be modulated by the environment, we also manipulated larval diet and male competitive environment in the first generation. We found separate and interactive effects of parental and grand-parental ages at breeding on descendants' mortality rate and life span in both matrilines and patrilines. These breeding age effects were not modulated by grand-parental larval diet quality or competitive environment. Our findings suggest that variation in maternal and paternal ages at breeding could contribute substantially to intrapopulation variation in mortality and longevity

Estratégias de aprendizagem e fatores motivacionais relacionados Learning strategies and related motivational factors

O estudo sobre aprendizagem autorregulada de uma perspectiva sociocognitiva tem integrado fatores cognitivos, metacognitivos, afetivos e motivacionais. Um dos constructos mais investigados nesta área é o de estratégias de aprendizagem, pois seu uso pelos estudantes é considerado um importante indicativo do nível de autorregulação. Nota-se que embora muitos alunos conheçam um repertório de estratégias, nem sempre relatam utilizá-las com frequência. Assume-se, portanto, que esta atividade requer esforço e é marcadamente afetada pela motivação do aluno. Dessa forma, tem-se como finalidade neste artigo, discutir a relação entre estratégias de aprendizagem e algumas variáveis motivacionais que têm sido sistematicamente relacionadas a este constructo: autoeficácia, metas de realização e valor da tarefa.<br>The study about self-regulated learning from a socio-cognitive perspective has integrated cognitive, metacognitive, affective and motivational aspects. Learning strategy has been one of the most investigated constructs in this area, because its use by students is considered a relevant indicative of the self-regulation level. It has been noted that although many students know different strategies, they do not relate to use them frequently. Therefore, it is assumed that this activity requires effort and is markedly affected by students' motivation. For that reason, this article aims to discuss the relation between learning strategies and some motivational variables that have been systematically related to this construct: self-efficacy, achievement goals and task-value