Mind‐mindedness and parenting stress in mothers of preterm and full‐term infants: The moderating role of perceived social support

The goal of this study was to examine the effects of preterm birth and maternal childbirth‐related posttraumatic stress and parenting stress on maternal mind‐mindedness (MM). The study also investigated the effects of perceived social support on parenting stress and MM. Sixty‐five preterm (N = 32) and full‐term (N = 33) mother–infant dyads were observed at 6 months. Measures of maternal MM were obtained from observations of mother–infant interaction. Mothers also provided ratings of their posttraumatic stress disorder (PTSD) symptoms, parenting stress, and perceived social support via an online survey. Experiencing a preterm birth did not affect mothers’ use of mental state descriptors during mother–infant interaction. Neither childbirth‐related posttraumatic stress nor parenting stress directly affected maternal ability to comment on the child's mental states appropriately. However, at medium and high levels of perceived social support, a negative association between parenting stress and MM was observed. Maternal perception of being emotionally supported by significant others promoted MM in mothers showing low or mild levels of parenting stress, but not in mothers experiencing high stress in parenting their infants. Results suggest that a proclivity to MM might be affected by the interaction between parenting stress and social support, rather than by childbirth‐related variables, such as prematurity

Improving Children's Logical and Mathematical Performance via a Pragmatic Approach

Deductive and logical reasoning is a crucial topic for cognitive psychology and has largely been investigated in adults, concluding that humans are apparently irrational. Yet, from a pragmatic approach, the logical level of meaning is only one of possible communicative interpretations, and the least likely to be assigned if the intent of the task is not adequately transmitted. Indeed, new formulations of the mathematical tasks (syllogisms, selection task, class inclusion task, problem solving) of greater relevance to the problem and to its aim, greatly improved adults' logical performance. The current study tested whether pragmatic manipulations of task instructions influenced in a similar way children's performance in deductive and logical tasks (Experiment 1) and in insight problems (Experiment 2). We found that, when task instructions were in accordance with the conversational rules of communication, 10-year-old children substantially improved their performance. We suggest that language use imposes constraints in terms of informativeness and relevance which are crucial in teaching logic and mathematics

Gain- and Loss-of-Function CFTR Alleles Are Associated with COVID-19 Clinical Outcomes

Carriers of single pathogenic variants of the CFTR (cystic fibrosis transmembrane conductance regulator) gene have a higher risk of severe COVID-19 and 14-day death. The machine learning post-Mendelian model pinpointed CFTR as a bidirectional modulator of COVID-19 outcomes. Here, we demonstrate that the rare complex allele [G576V;R668C] is associated with a milder disease via a gain-of-function mechanism. Conversely, CFTR ultra-rare alleles with reduced function are associated with disease severity either alone (dominant disorder) or with another hypomorphic allele in the second chromosome (recessive disorder) with a global residual CFTR activity between 50 to 91%. Furthermore, we characterized novel CFTR complex alleles, including [A238V;F508del], [R74W;D1270N;V201M], [I1027T;F508del], [I506V;D1168G], and simple alleles, including R347C, F1052V, Y625N, I328V, K68E, A309D, A252T, G542*, V562I, R1066H, I506V, I807M, which lead to a reduced CFTR function and thus, to more severe COVID-19. In conclusion, CFTR genetic analysis is an important tool in identifying patients at risk of severe COVID-19