The theoretical and practical importance of these results is discussed.Italy is one of the first European epicenters of the COVID-19 pandemic. In attempts to hinder the spread of the novel coronavirus disease, Italian government hardened protective measures, from quarantine to lockdown, impacting millions of lives dramatically. Amongst the enacted restrictions, all non-essential activities were prohibited as well as all outdoor activities banned. However, at the first spur of the outbreak, for about a dozen of days, physical and sports activities were permitted, while maintaining social distancing. In this timeframe, by administering measures coming from self-determination theory and theory of planned behavior and anxiety state, in an integrated approach, we investigated the prevalence of these activities by testing, via a Structural Equation Model, the influence of such psychosocial variables on the intention to preserve physical fitness during the healthcare emergency. Through an adequate fit of the hypothesized model and a multi-group analysis, we compared the most COVID-19 hit Italian region – Lombardy – to the rest of Italy, finding that anxiety was significantly higher in the Lombardy region than the rest of the country. In addition, anxiety negatively influenced the intention to do physical activity. Giving the potential deleterious effects of physical inactivity due to personal restrictions, these data may increase preparedness of public health measures and attractiveness of recommendations, including on the beneficial effects of exercise, under circumstances of social distancing to control an outbreak of a novel infectious disease.How perceived size (length) of an object is influenced by attention is in debate. Prism adaptation (PA), as a type of sensory motor adaptation, has been shown to affect performance on a variety of spatial tasks in both neglect patient and healthy individuals. It has been hypothesized that PA’s effects might be mediated by attentional mechanisms. In this study, we used PA to laterally shift spatial attention, and employed a precise psychophysical procedure to examine how the perceptual length of lines was influenced by this attentional shifting. Participants were presented with two separate lines in the left and right visual fields, and compared the length of the two lines. Forty-five healthy participants completed this line-length judgment task before and after a short period of adaptation to either left- (Experiment 1) or right-shifting (Experiment 2) prisms, or control goggles that did not shift the visual scene (Experiment 3). We found that participants initially tended to perceive the line presented in the left to be longer. This leftward bias of length perception was reduced by a short period of visuomotor adaptation to the left-deviating PA. However, for the right-shifting PA and plain glass goggles conditions, the initial length perception bias to the left line was unaffected. Mechanisms of this asymmetric effect of PA was discussed. Our results demonstrate that the length perception of a line can be influenced by a simple visuomotor adaptation, which might shift the spatial attention. This finding is consistent with the argument that attention can alter appearance.Domain-specific understanding of digitally represented graphs is necessary for successful learning within and across domains in higher education. Two recent studies conducted a cross-sectional analysis of graph understanding in different contexts (physics and finance), task concepts, and question types among students of physics, psychology, and economics. However, neither changes in graph processing nor changes in test scores over the course of one semester have been sufficiently researched so far. This eye-tracking replication study with a pretest-posttest design examines and contrasts changes in physics and economics students’ understanding of linear physics and finance graphs. It analyzes the relations between changes in students’ gaze behavior regarding relevant graph areas, scores, and self-reported task-related confidence. The results indicate domain-specific, context- and concept-related differences in the development of graph understanding over the first semester, as well as its successful transferability across the different contexts and concepts. Specifically, we discovered a tendency of physics students to develop a task-independent overconfidence in the graph understanding during the first semester.Minimal phenomenal experiences (MPEs) have recently gained attention in the fields of neuroscience and philosophy of mind. They can be thought of as episodes of greatly reduced or even absent phenomenal content together with a reduced level of arousal. It has also been proposed that MPEs are cases of consciousness-as-such. Here, we present a different perspective, that consciousness-as-such is first and foremost a type of awareness, that is, non-conceptual, non-propositional, and nondual, in other words, non-representational. This awareness is a unique kind and cannot be adequately specified by the two-dimensional model of consciousness as the arousal level plus the phenomenal content or by their mental representations. Thus, we suggest that to understand consciousness-as-such, and by extension consciousness in general, more accurately, we need to research it as a unique kind.Research with children and adults suggests that people’s math performance is predicted by individual differences in an evolutionarily ancient ability to estimate and compare numerical quantities without counting (the approximate number system or ANS). However, previous work has almost exclusively used visual stimuli to measure ANS precision, leaving open the possibility that the observed link might be driven by aspects of visuospatial competence, rather than the amodal ANS. We addressed this possibility in an ANS training study. Sixty-eight 6-year-old children participated in a 5-week study that either trained their visual ANS ability or their phonological awareness (an active control group). Immediately before and after training, we assessed children’s visual and auditory ANS precision, as well as their symbolic math ability and phonological awareness. We found that, prior to training, children’s precision in a visual ANS task related to their math performance – replicating recent studies. Importantly, precision in an auditory ANS task also related to math performance. Furthermore, we found that children who completed visual ANS training showed greater improvements in auditory ANS precision than children who completed phonological awareness training. Finally, children in the ANS training group showed significant improvements in math ability but not phonological awareness. These results suggest that the link between ANS precision and school math ability goes beyond visuospatial abilities and that the modality-independent ANS is causally linked to math ability in early childhood.In the last decade, scientific literature provided solid evidence of cognitive deficits in amyotrophic lateral sclerosis (ALS) patients and their effects on end-life choices. However, moral cognition and judgment are still poorly investigated in this population. Here we aimed at evaluating both socio-cognitive and socio-affective components of moral reasoning in a sample of 28 ALS patients. Patients underwent clinical and neuropsychological evaluation including basic cognitive and social cognition measures. Additionally, we administered an experimental task including moral dilemmas, with instrumental and incidental conditions. Patients’ performances were compared with a control group [healthy control (HC)], including 36 age-, gender-, and education-matched healthy subjects. Despite that the judgment pattern was comparable in ALS and HC, patients resulted less prone to carry out a moral transgression compared to HC. Additionally, ALS patients displayed higher levels of moral permissibility and lower emotional arousal, with similar levels of engagement in both instrumental and incidental conditions. Our findings expanded the current literature about cognitive deficits in ALS, showing that in judging moral actions, patients may present non-utilitarian choices and emotion flattening. Such a decision-making profile may have relevant implications in applying moral principles in real-life situations and for the judgment of end-of-life treatments and care in clinical settings.This brief review summarizes findings about syntactic markers, i.e., graphemic elements that indicate syntactic relations, such as inflection morphemes. Current spelling models subsume inflection with derivation and stem alternations under „morphological spellings.” They hence consider inflection only in relation to the orthographic word. This paper argues that syntactic markers are a specific category as they are part of the orthographic word but also systematically tied to the presence of syntactic features above the word level. Syntactic spelling refers thus not only to the correct spelling of a syntactic marker but to its correct application within a given syntactical context. In syntactic reading, (proof)readers must notice the marker and interpret it correctly to understand the sentence. Syntactic spelling and reading have hence been found to be highly demanding in many languages. Syntactic information is not decisive for sentence understanding in many cases, since the information can be deduced from the context. In order to focus the definition of syntactic markers, this paper restricts them to those graphemic elements that convey syntactical but no lexical features and are further unrelated to phonology. The paper concludes that syntactic markers and spelling should be distinguished from morphological spelling. Examples are given for English, French, Dutch, and German.We review evidence for Macphail’s (1982, 1985, 1987) Null Hypothesis, that nonhumans animals do not differ either qualitatively or quantitatively in their cognitive capacities. Our review supports the Null Hypothesis in so much as there are no qualitative differences among nonhuman vertebrate animals, and any observed differences along the qualitative dimension can be attributed to failures to account for contextual variables. We argue species do differ quantitatively, however, and that the main difference in „intelligence” among animals lies in the degree to which one must account for contextual variables.

Most studies investigating the role of parenting behaviors on a child’s development are directed to mothers. However, recent analyses show that mothers and fathers have a different influence on a child’s functioning, specifically her/his temperament. The present study explored the developmental change of parents’ perception of their daughters’ and sons’ temperament and its association with parental mental health problems.

The sample included 188 parents (94 couples) and their at-term 94 babies (55.3% boys, 44.7% girls). Assessments by self-reports were conducted at 3 (Time 1) and 12 (Time 2) months after the children’s birth; at Time 1, mothers and fathers independently answered the State-Trait Anxiety Inventory (STAI), the Edinburgh Postnatal Depression Scale (EPDS), and the Infant Behavior Questionnaire (IBQ-R). At Time 2, EPDS, STAI, and IBQ-R were again administered to mothers and fathers.

In general, mothers and fathers would give similar descriptions of their child’s temperament throughout the first year of life; however, infant temperament showed developmental changes as well as gender differences.