Negative/Positive Emotions, Perceived Self-Efficacy and Transition to Motherhood during Pregnancy: A Monitoring Study

Background: Several studies have investigated the topic of emotion regulation and self-perception in women during pregnancy, which turns out to be a critical event for the woman approaching psycho-physical changes. The objectives of the study were the evaluation and monitoring, during pregnancy, of emotional states and levels of self-efficacy and the analysis of the representations of self and the child. Methods: Twenty women (M = 34.60; SD = 4.60) in the 28-week gestation period participated in the research. We performed three administrations (T0-1-2) of an ad hoc questionnaire containing: personal data; Maternal Representations in Pregnancy Interview—IRMAG; Multidimensional Emotion Questionnaire—MEQ; Perceived Self-Efficacy in Complex Situations Scale. Results: Both qualitative and quantitative analyses show that the future mother’s strategies and functional resources focus on perceiving herself as effective in the acquired role, despite the pregnancy itself being a highly stressful critical event. Positive emotions tend to increase, just as the frequency, intensity, persistence and regulation of emotion undergo a linear and constant increase with respect to the first and second administration. Conclusions: Qualitative research has produced significant results with regard to the representations of mothers-to-be as they attempt to cope with states of change during pregnancy with their own personal adaptive resources

Risorse linguistiche per la generazione automatica della lingua dei segni naturali

The paper focuses on “Technology Training”: blended teaching, sup-brought by technological tools. Punto strength of the reviews on the subject are the descriptions of the projects and research products, which highlight the cognitive and language teaching technology tools poten-tial used the Center of Didactics of Languages of the “Ca’Foscari” University of Venice. The starting point are the glottotechnologies of a corpus, intended as a tool for analysis, translation and text formulation of the language, both for the use of the common language for a certain type of Fachsprache.The description of the various methods for acquiring or extending skills for the drafting of specialist texts and for developing large linguistic resources such as NLG software is provided.Attention will then be given to “neutral” language applications and resources (dictionaries, morphology, sentence structure and transformation grammars), which can be used both to analyze and automatically generate INLG 2017, texts as Acro-Word (2014), that is a multifunctional software,that substitute the paper sheet and that is supported by man produces different types of text in paraphrases and free.Il paper si sofferma sulla tematica della “Technology Training”: blended teaching supportati da Technological tools1. Punto di forza delle disamine saranno le descrizioni dei progetti e prodotti di ricerca, che evidenziano le potenzialità cognitive e glottodidattiche degli strumenti tecnologici utilizzati dal Centro di Didattica delle Lingue dell’Università “Ca’ Foscari” di Venezia. Il punto dipartenza sono le glottotecnologie di un corpus, intese come strumento di analisi, di traduzione e di formulazione testo della lingua, sia per l’uso della lingua comune che per un determinato tipo di Fachsprache. Si giunge alla descrizione delle diverse modalità per acquisire o ampliare le competenze per la stesura di testi specialisti e a sviluppare risorse linguistiche di grande coperturaquali software NLG reali. Si pone, poi, attenzione alle applicazioni e alle risorse linguistiche “neutrali” (dizionari, morfologia, struttura delle frasi e grammatiche di trasformazione), che possono essere utilizzate sia per analizzare e generare automaticamente i testi INLG 2017, quale l’Acro- Word (2014), un software plurifunzionale, che sostituisce il foglio cartaceo e che, supportato dall’uomo,produce diverse tipologie testuali in parafrasi e a testo libero

STUDY ON THE CORRELATION BETWEEN SELF-ESTEEM, COPING AND CLINICAL SYMPTOMS IN A GROUP OF YOUNG ADULTS: A BRIEF REPORT

The aim of this research is to analyze how the experiences and representations of self-esteem correlate with clinical symptoms, as well as specific non-functional coping strategies in order to overcome difficulties in the development of autonomy and decision-making.Data show that the coping resources of individuals are directed more towards the Self than towards the social, sometimes even in terms of preoccupation with the Self and social isolation. Low self-esteem has correlations with somatization. It is especially in the female gender and is related to an image of Self that is not positive

Objects as Communicative Mediators in Children With Autism Spectrum Disorder

In recent years, the socio-material perspective has informed an important interdisciplinary debate concerning the role of the physical world (i.e., the objects) in human psychological development. Several studies in the field of developmental psychology showed positive achievements in explaining the relationship between the subject and the social context through a socio-material approach, in particular in the early development. The importance of objects was also recognized in children with autism spectrum disorder (ASD), showing that these children are characterized by alterations in the use of the objects from early development. Some studies highlighted that objects could be a facilitator in the interactions between children with ASD and peers. However, the role of objects was not sufficiently investigated in interactions between children with ASD and adults. The main purpose of the present study was to investigate in children with ASD the communicative function that the activities with objects assume in the interactions with adults, highlighting the mediator role of objects in these interactions. More generally, this study also aims to highlight the relevance of adopting a socio-material perspective to explore some neglected aspects of the psychological activity of children with ASD. To test this hypothesis, we conducted an extensive exploratory study, collecting data from a sample of 3-year-old (N = 18; F = 3) and 4-year-old (N = 26; F = 3) with ASD. Children were observed in a free-play situation with an adult. They were free to choose an object from a predefined set. Through quantitative data, we have described the general characteristics of the manipulation of objects; through qualitative data, we aimed to capture and describe, in microgenetic sequences, some characteristics of children\u2019s activities, defined as socio-material. The analysis of the socio-material activities suggested the role of objects as mediator of the interactions between children with ASD and adults

Editorial: Sociomateriality in Children With Typical and/or Atypical Development.

L'idea di sociomaterialità ha origine principalmente dalla vasta area di prospettive sullo sviluppo psicologico legate all'empirismo. In termini semplici, si potrebbe dire che la sociomaterialità sottolinea il contributo dell'esperienza individuale e collettiva ponendo maggiormente l'accento sul ruolo che la corporeità, i contesti fisici e gli oggetti giocano nello sviluppo o nell'emergere di funzioni psicologiche. Purtroppo, come ogni semplificazione, anche questa ha dei limiti oggettivi. Ciò che rende difficile stabilire un quadro unificato per definire la sociomaterialità, e soprattutto per determinare la sua relazione con lo sviluppo psicologico, è prima di tutto una questione epistemologica che è ancora oggetto di un ampio dibattito in diverse aree scientifiche, tra cui la filosofia (Searle, 2007) archeologia e culture materiali (Malafouris, 2013), ergonomia (Geslin, 2017), antropologia e sociologia (Latour, 2005), scienze cognitive (Clark, 2008), psicoterapia (Searles, 1960), psicologia dello sviluppo (Iannaccone et al. 2018; Moro e Rodríguez, 1998; Moro, 2016) e l'apprendimento stesso (Engeström, 2015; Iannaccone, 2017; Cattaruzza et al., 2019). Nella misura limitata di questa introduzione al variegato Topic ospitato da Frontiers in Psychology, possiamo identificare il cuore del problema epistemologico in due domande fondamentali: (a) quali sono i confini della mente rispetto alla corporeità e al contesto in cui opera? e (b) quale potrebbe essere il contributo reale che gli artefatti danno allo sviluppo delle funzioni psicologiche, in particolare l'apprendimento?The idea of sociomateriality mainly originates from the vast area of perspectives on psychological development related to empiricism. In simple terms, it could be said that sociomateriality stresses the contribution of individual and collective experience by putting more emphasis on the role that corporeity, physical contexts, and objects play in the development or emergence of psychological functions. Unfortunately, like any simplification, this one has objective limits. What makes it difficult to establish a unified framework to define sociomateriality, and above all to determine its relationship to psychological development, is, first of all, an epistemological question that is still the subject of a wide debate in several scientific areas, including philosophy (Searle, 2007) archaeology and material cultures (Malafouris, 2013), ergonomics (Geslin, 2017), anthropology and sociology (Latour, 2005), cognitive sciences (Clark, 2008), psychotherapy (Searles, 1960), developmental psychology (Iannaccone et al. 2018; Moro and Rodríguez, 1998; Moro, 2016) and learning itself (Engeström, 2015; Iannaccone, 2017; Cattaruzza et al., 2019). Within the limited extent of this introduction to the variegated Topic hosted by Frontiers in Psychology, we can identify the heart of the epistemological problem in two fundamental questions: (a) what are the boundaries of the mind with respect to corporeity and the context in which it operates? and (b) what could be the real contribution that artefacts give to the development of psychological functions, particularly learning

Tutoramento entre pares e integração universitária da deficiência

O estudo analisa a relação entre tutor e tutorado com deficiências no contexto universitário. A hipótese de pesquisa é que o método do tutoramento entre pares poderá facilitar a integração dos estudantes universitários com deficiências e que a compartilha dos problemas e as paritárias condições de partida do tutor e do tutorado ajude os mútuos processos de socialização. Vinte tutores preencheram um questionário elaborado ad hoc, e o corpus narrativo foi submetido a uma análise textual. Os resultados evidenciam o fato do peer tutoring ser uma metodologia idônea para o desenvolvimento de uma mútua relação de competências, no âmbito de uma relação afetiva e simétrica; isso permite ultrapassar a perspetiva assistencial relativa à deficiência, incita o tutorado a “ultrapassar a si próprio”, facilitando a sua aprendizagem e assim ativando a sua “zona de desenvolvimento proximal”

Indagine conoscitiva su stress, qualità della vita, rischi, somatizzazione negli studenti dell’Università di Salerno

Obiettivo dell’indagine è stato determinare la prevalenza di bruxismo, stress percepito, vulnerabilità allo stress, percezione del benessere e della propria qualità di vita correlata alla salute in un gruppo di studenti di alcuni dei Corsi di Laurea dell’Università di Salerno. I dati raccolti sono stati posti in relazione con i diversi tipi di stressors (accademici, fisici, psicologici, sociali, economici) che possono influenzare la vita del giovane universitario. La finalità è stata eseguire un primo screening sulla salute psicologica degli studenti, per meglio programmare le attività del Centro di Counseling di Ateneo, di recente riattivazione

Molecular analysis of Duchenne/Becker muscular dystrophy

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Association between use of novel glucose-lowering drugs and COVID-19 hospitalization and death in patients with type 2 diabetes: a nationwide registry analysis

Aims Type 2 diabetes (T2DM) in patients with coronavirus disease-19 (COVID-19) is associated with a worse prognosis. We separately investigated the associations between the use of sodium-glucose cotransporter 2 inhibitors (SGLT2i), glucagon-like peptide-1 receptor agonists (GLP-1 RA), and dipeptidyl peptidase-4 inhibitors (DPP-4i), and the risk of COVID-19 hospitalization and death. Methods and results Patients with T2DM registered in the Swedish National Patient Registry and alive on 1 February 2020 were included. 'Incident severe COVID-19' was defined as the first hospitalization and/or death from COVID-19. A modified Poisson regression approach was applied to a 1:1 propensity score-matched population receiving vs. not receiving SGLT2i, GLP-1 RA, and DPP-4i to analyse the associations between their use and (I) incident severe COVID-19 and (II) risk of 30-day mortality in patients hospitalized for COVID-19. Among 344 413 patients, 39 172 (11%) were treated with SGLT2i, 34 290 (10%) with GLP-1 RA, and 53 044 (15%) with DPP-4i; 9538 (2.8%) had incident severe COVID-19 by 15 May 2021. SGLT2i and DPP-4i were associated with a 10% and 11% higher risk of incident severe COVID-19, respectively, whereas there was no association for GLP-1 RA. DPP-4i was also associated with a 10% higher 30-day mortality in patients hospitalized for COVID-19, whereas there was no association for SGLT2i and GLP-1 RA. Conclusion SGLT2i and DPP-4i use were associated with a higher risk of incident severe COVID-19. DPP-4i use was associated with higher 30-day mortality in patients with COVID-19, whereas SGLT2i use was not. No increased risk for any outcome was observed with GLP-1 RA