Metacognition in Binge Eating Disorder

The aim of this research is to develop a better understanding of metacognitions about binge eating in Binge Eating Disorder based on the Self-Regulatory Executive Function model. Binge eating refers to an episode of eating an unusually large amount of food accompanied by a sense of loss of control. Recent literature has started to explore the possibility that metacognition, i.e., beliefs that an individual has about his or her internal experience and how to manage them, may be associated with eating disorders. However, to date no studies have explored whether specific metacognitions about binge eating could be identified in the field of Binge Eating Disorder. The studies examined in this thesis are an effort to explore the existence of specific metacognitions about binge eating in Binge Eating Disorder. This has involved interviewing individuals with a diagnosis of Binge Eating Disorder in order to create a metacognitive profile and using that profile to develop a measure of metacognitions associated to binge eating. Moreover, a comparison between participants with a formal diagnosis of Binge Eating Disorder and individuals belonging to the general population (but presenting at least one episode of binge eating within the last three months) was carried out. As a result, two types of metacognitions about binge eating were identified, namely positive and negative metacognitions. The former appeared to be associated with the usefulness of engaging in binge eating, while the latter emphasized the uncontrollability of binge eating and its adverse effects on cognitive and emotional states. When participants with a formal diagnosis of Binge Eating Disorder were compared to the general population with a history of binge eating episodes, the former showed higher scores on both positive and negative metacognitions about binge eating compared to the latter. Clinical and treatment implications in the use of Metacognitive Therapy, general limitations, and potential for future research will also be discussed

Emotion Regulation and Parental Bonding in Families of Adolescents With Internalizing and Externalizing Symptoms

Parental bonding and emotional regulation, while important to explain difficulties that may arise in child development, have mainly been studied at an individual level. The present study aims to examine alexithymia and parental bonding in families of adolescents with psychiatric disorders through different generations. The sample included a total of 102 adolescent patients with psychiatric disorders and their parents. In order to take a family level approach, a Latent Class Analysis was used to identify the latent relationships among alexithymia (Toronto Alexithymia Scale), perceived parental bonding (Parental Bonding Instrument) and the presence of adolescent internalizing or externalizing psychiatric symptoms (Youth Self-Report). Families of internalizing and externalizing adolescents present different and specific patterns of emotional regulation and parenting. High levels of adolescent alexithymia, along with a neglectful parenting style perceived by the adolescent and the father as well, characterized the families of patients with internalizing symptoms. On the other hand, in the families with externalizing adolescents, it was mainly the mother to remember an affectionless control parental style. These results suggest the existence of an intergenerational transmission of specific parental bonding, which may influence the emotional regulation and therefore the manifestation of psychiatric symptoms

A Blow-Up Result for a Generalized Tricomi Equation with Nonlinearity of Derivative Type

In this note, we prove a blow-up result for a semilinear generalized Tricomi equation with nonlinear term of derivative type, i.e., for the equation Tℓu=|∂tu|p, where Tℓ=∂t2-t2ℓΔ. Smooth solutions blow up in finite time for positive Cauchy data when the exponent p of the nonlinear term is below QQ-2, where Q= (ℓ+ 1) n+ 1 is the quasi-homogeneous dimension of the generalized Tricomi operator Tℓ. Furthermore, we get also an upper bound estimate for the lifespan

The Human SLC25A33 and SLC25A36 Genes of Solute Carrier Family 25 Encode Two Mitochondrial Pyrimidine Nucleotide Transporters

The human genome encodes 53 members of the solute carrier family 25 (SLC25), also called the mitochondrial carrier family, many of which have been shown to transport inorganic anions, amino acids, carboxylates, nucleotides, and coenzymes across the inner mitochondrial membrane, thereby connecting cytosolic and matrix functions. Here two members of this family, SLC25A33 and SLC25A36, have been thoroughly characterized biochemically. These proteins were overexpressed in bacteria and reconstituted in phospholipid vesicles. Their transport properties and kinetic parameters demonstrate that SLC25A33 transports uracil, thymine, and cytosine (deoxy)nucleoside di- and triphosphates by an antiport mechanism and SLC25A36 cytosine and uracil (deoxy)nucleoside mono-, di-, and triphosphates by uniport and antiport. Both carriers also transported guanine but not adenine (deoxy)nucleotides. Transport catalyzed by both carriers was saturable and inhibited by mercurial compounds and other inhibitors of mitochondrial carriers to various degrees. In confirmation of their identity (i) SLC25A33 and SLC25A36 were found to be targeted to mitochondria and (ii) the phenotypes of Saccharomyces cerevisiae cells lacking RIM2, the gene encoding the well characterized yeast mitochondrial pyrimidine nucleotide carrier, were overcome by expressing SLC25A33 or SLC25A36 in these cells. The main physiological role of SLC25A33 and SLC25A36 is to import/export pyrimidine nucleotides into and from mitochondria, i.e. to accomplish transport steps essential for mitochondrial DNA and RNA synthesis and breakdown

Effects of Force Level and Hand Dominance on Bilateral Transfer of a Fine Motor Skill

Our research is about bilateral transfer, a concept in motor learning where skills learned by one limb are "transferred", allowing the opposite limb to benefit from what was learned by the first limb. Previous research into bilateral transfer has raised questions about whether specific aspects of motor coordination are or are not transferred. We wanted to see whether learning to control pinch force by the thumb and index finger is transferable, and if it is, whether the learning transfers equally from either hand. We also want to look into the effects of different force levels on the degree of transfer. We designed a task using a program that takes force levels as inputs and has the participant trace shapes on a screen. By having participants perform with one hand, then practice with the other, and finally perform again with the initial hand, we can measure transfer as the difference in performance before and after practice with the other hand.Kinesiology and Health Educatio