Mirian Agus

Sexual Function in Women with Deep Endometriosis: Correlation with Quality of Life, Intensity of Pain, Depression, Anxiety, and Body Image

ABSTRACT Objectives: We evaluated sexual function, quality of life and perceived body image of women with deep endometriosis in comparison to that of healthy women. Methods: The sample consisted of 41 women with deep endometriosis and 40 healthy women without endometriosis. Sexual, psychological and pain evaluation were performed. Results: The study evidenced that deep endometriosis has a significant impact on sexuality and body image. Conclusions: An integrated and patient-centered approach to medical and psychological and sexual issues is suggested.

Perceived Well-Being and Metacognitive Efficiency in Life Course A Developmental Perspective

The main purpose of current research was to investigate the impact of self-rated metacognitive measures and depressive symptoms in predicting psychological well-being in different aged healthy adults. A further goal was to explore the effect of genre and age on metacognition and depression scores. Ninety-six healthy adults were, respectively, assigned to young (i.e., 20–30 years), old (i.e., 65–74 years), very old (i.e., 75–84 years), and oldest old (i.e., >85 years) groups. Participants were administered self-referent social desirability, cognitive efficiency, subjective wellness, and psychological distress questionnaires. It was found that social desirability, depression, cognitive functioning, and metamnestic scores represent the best predictors of well-being. Moreover, a significant main effect of age and genre was found on measures of depression and metamemory. Finally, personal satisfaction, coping strategies, emotional control, and general well-being levels of the very old group did not reach critical cutoff for the Italian octogenarian population.

The measurement of enhancement in mathematical abilities as a result of joint cognitive trainings in numerical and visual- spatial skills: A preliminary study

A body of literature shows the significant role of visual-spatial skills played in the improvement of mathematical skills in the primary school. The main goal of the current study was to investigate the impact of a combined visuo-spatial and mathematical training on the improvement of mathematical skills in 146 second graders of several schools located in Italy. Participants were presented single pencil-and-paper visuo-spatial or mathematical trainings, computerised version of the above mentioned treatments, as well as a combined version of computer-assisted and pencil-and-paper visuo-spatial and mathematical trainings, respectively. Experimental groups were presented with training for 3 months, once a week. All children were treated collectively both in computer-assisted or pencil-and-paper modalities. At pre and post-test all our participants were presented with a battery of objective tests assessing numerical and visuo-spatial abilities. Our results suggest the positive effect of different types of training for the empowerment of visuo-spatial and numerical abilities. Specifically, the combination of computerised and pencil-and-paper versions of visuo-spatial and mathematical trainings are more effective than the single execution of the software or of the pencil-and-paper treatment.

Enhancement in Mathematical Abilities: A System Approach

A body of literature evidences the importance of enhancement in the development of mathematical abilities. The most recent researches showed that infants are capable of discriminating different sets of numbers, so it is important to understand the role of the environment and educational system in the promotion and development of this potential. The main role in the enhancement in mathematical abilities is played by the interventions which support the development of these abilities in concomitance with their emergence. The present study has taken into consideration a number of variables in order to promote the best development of emerging skills and to prevent some difficulties related to the development of mathematical abilities. In this regard, the enhancement is the result of the combination of cognitive and metacognitive factors. Among the cognitive factors, as the literature shows, the visuo-spatial component has a very important role in the development of mathematical abilities. Also, the introduction of technological tools is useful to create a systemic approach in the development and enhancement of mathematical abilities. The main goal of the current study was to investigate the impact of a systemic intervention on the improvement of mathematical skills in 144 third graders of several schools located in Italy. Participants were subjected to the training (paper and/or multimedia) for enhancing numerical abilities and/or visuo-spatial abilities. Our findings evidence the positive effect of the different types of training for the empowerment of numerical abilities. In particular, the combination of computerized and pencil-and-paper versions of visuo-spatial and mathematical training are more effective than the single execution of the software or of the pencil-and-paper treatment. Our results show that, when properly stimulated, the subject’s cognitive and metacognitive processes can support the improvement of individual skills. The enhancement tools are essential for school and families (they can use the same trainings). The design and the implementation of educational interventions with a systemic vision aimed at producing a cognitive enhancement that can be effective in the course of time.

EPA-0319 – Combined cognitive enrichment programs of numerical and visual-spatial abilities as a primary prevention method for learning difficulties in mathematics: an explorative study.

Introduction A body of research shows the significant role of visual-spatial skills in the development of mathematical abilities. Objectives and aims Current research aimed at studying the effect of training for the visuo-spatial and numerical skills enrichment in 5 and 7-year-old children. Methods Forty-four 5-year-old children and 52 second graders were recruited in two Italian schools. Each age group was divided, respectively, into a control group (i.e., carried out the planned curricular activities) and an experimental group (completed combined enrichment programs for 3 months). Participants were evaluated at pre and post-test by standardised assessments, designed to evaluate numerical and visuo-spatial skills. Participants were distinguished in two levels of numerical abilities (high/low). By means of factorial analyses of variance, we compared the results in pre and post conditions; multiple linear regressions identified predictors of mathematic achievements at post-test. Results The significant effectiveness of training was found: at post-test, children from the experiment improved in terms of visuo-spatial and mathematical competences. Furthermore, the impact of the combined visuo-spatial and numerical training ? assessed in terms of achievements – was more evident in children with low numerical abilities. Conclusions Current outcomes suggest that the combined visuo-spatial and numerical enrichment training proposed to our participants seems to partially bridge the gap between subjects with initial low and high numeracy competences. Therefore, the synergy of the treatments would be worthy of attention to attain a primary prevention for learning difficulties in mathematics.

Differentiation of Self and Dyadic Adjustment in Couple Relationships:A dyadic analysis using the Actor-Partner Interdependence Model

Bowens multigenerational theory provides an account of how the internalization of experiences within the family of origin promotes development of the ability to maintain a distinct self whilst also making intimate connections with others. Differentiated people can maintain their I-position in intimate relationships. They can remain calm in conflictual relationships, resolve relational problems effectively, and reach compromises. Fusion with others, emotional cut-off, and emotional reactivity instead are common reactions to relational stress in undifferentiated people. Emotional reactivity is the tendency to react to stressors with irrational and intense emotional arousal. Fusion with others is an excessive emotional involvement in significant relationships, whilst emotional cut-off is the tendency to manage relationship anxiety through physical and emotional distance. This study is based on Bowens theory, starting from the assumption that dyadic adjustment can be affected both by a members differentiation of self (actor effect) and by his or her partners differentiation of self (partner effect). We used the Actor-Partner Interdependence Model to study the relationship between differentiation of self and dyadic adjustment in a convenience sample of 137 heterosexual Italian couples (nonindependent, dyadic data). The couples completed the Differentiation of Self Inventory and the Dyadic Adjustment Scale. Mens dyadic adjustment depended only on their personal I-position, whereas womens dyadic adjustment was affected by their personal I-position and emotional cut-off as well as by their partners I-position and emotional cut-off. The empirical and clinical implications of the results are discussed.

Academic Retention in the Italian Context

This study analyzes if motivation, academic self-concept, perception of the time perspective, self-regulation, and the attendance of specific online laboratory activities influence academic retention and achievement of two group of freshmen attending the first year of their Bachelor’s Degree. The freshmen were monitored along their first academic year. In particular, we try to understand which factors can help student to overcome the transition gap created by the passage from high school to university. The choice of the implementation of an online lab is due to evidence that online platforms are tools that can help to reduce the academic dropout. These platforms allowed students to use a supporting network, but, at the same time, students can autonomously take advantage of suitable materials to achieve their learning goals and to bridge an orientation gap. In Italy, this gap is often present in the transition between high school and university. In general, we can say that the experience of the online laboratory was positive and combined with the enhancement of motivation, academic self-concept, vision of the time perspective, and self-regulation can represent an important support above all for the Italian freshmen.

MORE ABOUT THE FORMAT OF PROBABILISTIC PROBLEM PRESENTATION: EVALUATING THE ROLE OF CONTEXTUAL AND INDIVIDUAL VARIABLES ON THE ACCURACY OF SOLUTION

This research inquires some dimensions implied in the “graphical facilitation effect” on probabilistic reasoning, considering the associations of performance with contextual and individual features. Indeed, many authors highlighted that graphical representations might enhance problem solving in probabilistic reasoning; however, the cognitive processes underpinning these aspects have to be further deepened. Specifically, the role and the interaction between contextual and individual dimensions are not yet clearly defined. We aim to enlighten the influence of these kinds of dimensions, comparing the probabilistic reasoning applied by the same undergraduate in similar problems presented in verbal-numerical and graphicalpictorial formats. These assessments were conducted by controlling the effects on performance of numerical and visuo spatial abilities, attitudes towards statistics, statistical anxiety, and metacognitive awareness of the correctness of response (confidence); furthermore, we considered the influence of time pressure (presence versus absence) and of the type of university course enrolled (Psychology versus Business and Economics). Three hundred and forty-five Italian first year undergraduates, lacking statistical expertise, fulfilled a protocol composed by standardized instruments of assessment. The evaluation of accuracy on the solution in both formats have been related to the aforementioned contextual variables (time pressure, university course enrolled) and individual variables (abilities, anxiety, attitudes and confidence). At first, Hierarchical Linear Regressions were carried out separately to identify the individual variables affecting performance. Two formats of problem presentation were used. Then, the Analysis of Covariance with Mixed Design was applied, in order to highlight the effects of covariates (identified as the significant predictors distinguished in the previous regressions), the effects of the between factors (time pressure and university course) on the performance in two formats (considered as repeated measures). It was observed that confidence is the finest predictor of performance accuracy in both formats; it means that the metacognitive dimension strongly affects accuracy. Furthermore, the effect of format was underlined (“graphical facilitation” was highlighted) and the effect of time pressure was emphasised (the presence of time limits significantly enhances performance). No differences were found between the undergraduates enrolled in two university courses (Psychology and Business and Economics). In summary, “graphical facilitation” might be the after effect of multifactorial relations between different variables. Furthermore, these findings might be considered as an evidence of the key role of individual differences in probabilistic reasoning, which, by interacting with contextual dimensions, might influence the application of strategies useful to solve probabilistic problems, specifically in undergraduates without any statistical knowledge.

Multidimensional assessment of pain in women with endometriosis: Preliminary results of the experience in Cagliari

Endometriosis is a chronic disease that affects women of reproductive age. Chronic pelvic pain, dysmenorrhea, and dyspareunia are its main symptoms; pain alters the quality of life of the patient and affects her health. Since pain is a highly subjective experience, the purpose of this study is to assess the sensory component of pain perception in endometriosis, alongside the affective-emotional and cognitive aspects. These aspects were linked with anamnestic data, anxiety, and depression. We administered appropriate instruments in order to assess these dimensions (QUID - Italian Pain Questionnaire, Biberoglus Scale, and the HADS Scale), and we evaluated their relationships.

Comparing the effects of combined numerical and visuo- spatial psychoeducational trainings conducted by curricular teachers and external trainers. Preliminary evidence across kindergarteners.

The aim of this study was to verify the efficacy of two pencil-and-paper trainings empowering numerical and visuo-spatial abilities in Italian five-year-old kindergarteners. Specifically, the trainings were respectively carried out by the curricular teacher or by an external trainer. The former received a specific training in order to use the psychoeducational programmes with her pupils, whereas the latter received a specific education about the role of numerical and visuo-spatial abilities for school achievement and she was also trained to use psychoeducational trainings in kindergarten schools. At pre-test and post-test nonverbal functions and numeracy knowledge were assessed through a battery of standardized tests. The results show that both the numerical psychoeducational programme and the visuo-spatial one are useful tools to enhance mathematical achievements in kindergarteners. However, when the trainings were proposed by the external trainer, the efficacy of the psychoeducational programmes was more significant. These outcomes seem to be related both to the expertise and the novelty effect of the external trainer on the classroom.