Does Mother Know Best? An Actor–Partner Model of College‐Age Women's Human Papillomavirus Vaccination Behavior

This study examined the associations of perceived threat, perceived efficacy, and parent–child communication with the extent to which college‐age women received the human papillomavirus (HPV) vaccine. Daughters and their mothers completed a survey about the HPV vaccine (N = 182 dyads). The results showed that mothers' perceived self‐efficacy to talk to their daughters and mothers' response efficacy of the vaccine were indirectly related to mother–daughter communication about HPV. Further, mother–daughter communication mediated the relation between mothers' intention to talk to their daughters and daughters' HPV vaccination behavior. This study demonstrates the importance of the social context of health behavior and the role of communication in understanding maternal influence on the HPV vaccination behavior of young adult women.     

Normalisation Versus Medicalisation of Sexual Disturbances During Menopause: A Qualitative Research in the Italian Context

Past research has found consistent correlations between menopause and increase in sexual disturbances, but very little research has inquired into the attribution of meanings to this change from the womens’ own perspectives and the role of the negotiating between sexes in the social-construction of the problem. This study aims to investigate how professionals, women diagnosed with hypoactive sexual desire disorder and ordinary people, both men and women, signify this phenomenon in the Italian context. Interviews were conducted by asking participants whether or not they considered the decrease in sexual desire to be a problem, and what this was dependent on. The analysis of the 146 participants’ answers revealed that women with sexual deficit emphasized the need for treating the biological changes of menopause; specialists considered both the gynecological and the psychological components, while ordinary people seemed to ‘normalise’ the problem, encoding it as the effect of menopause; they did not seem to be inclined to turn the situation into a call for help, suggesting the importance of sharing the problem within the relationship and underestimating the organic level of the question. The negotiation between sexes seems to transform a sexual problem into normality.     

Attitude toward Christianity,sexual orientation,and parental religiosity in a sample of Italian adolescents

Literature suggests that several demographic variables are linked with religiosity in adolescence, such as gender, age and parental religiosity. The sample consisted of 910 young people (53% female) between 14 and 19 years of age, attending secular secondary schools in Rome, Italy. They self-identified as heterosexual adolescents (91.6%), and lesbian/gay (LG) adolescents (8.4%). High scores of positive attitudes toward God, Jesus, the Bible, prayer and church were associated with female gender, higher father’s religiosity, and higher mother’s religiosity, but not with age of the participants. As expected, heterosexual orientation was associated with a more positive attitude toward Christianity, controlling for sex, age, and parental religiosity.     

Exploring the Structure of Adolescent Problem Behaviors and the Associated Adult Outcomes

This study expands on previous research on adolescent problem behaviors by examining whether different constellations of problem behavior in adolescence differentially impact outcomes during emerging adulthood. Data from the in-home interviews of waves 2 and 3 of the National Longitudinal Study of Adolescent Health (Add Health) were used to examine these relationships. Latent class analysis, using nineteen problem behaviors measured at wave 2, identified three classes of adolescents representing “low risk, abstainers,” “sexually-active, experimenters,” and a “high risk, diverse behavior” group. Multivariate logistic regression analyses were then used to identify class differences (measured at wave 3) in social stability, general health and service utilization, and criminal justice system involvement during emerging adulthood. Important class differences in the likelihood of negative outcomes during early adulthood were identified. The implications of these findings and suggestions for future research are discussed.     

Teaching and Cultural Otherness

This work focuses on the relational dimension of the encounter between teacher and students meant as a structural element for teaching practice. By using theoretical group-analytical and anthropo-analytical coordinates, the authors psychodynamically problematize some relational conditions that may influence learning. This research concentrates on the circumstances that limit and allow the birth of a group arrangement capable to learn from experience, rather than on a perspective to teach-learn in a perfect agreement with planning. Intercultural education is pointed out and located as a horizon and ideal term to guide educational practice.     

Tiger salamanders’ (<Emphasis Type="Italic">Ambystoma tigrinum</Emphasis>) response learning and usage of visual cues

We explored tiger salamanders’ (Ambystoma tigrinum) learning to execute a response within a maze as proximal visual cue conditions varied. In Experiment 1, salamanders learned to turn consistently in a T-maze for reinforcement before the maze was rotated. All learned the initial task and executed the trained turn during test, suggesting that they learned to demonstrate the reinforced response during training and continued to perform it during test. In a second experiment utilizing a similar procedure, two visual cues were placed consistently at the maze junction. Salamanders were reinforced for turning towards one cue. Cue placement was reversed during test. All learned the initial task, but executed the trained turn rather than turning towards the visual cue during test, evidencing response learning. In Experiment 3, we investigated whether a compound visual cue could control salamanders’ behaviour when it was the only cue predictive of reinforcement in a cross-maze by varying start position and cue placement. All learned to turn in the direction indicated by the compound visual cue, indicating that visual cues can come to control their behaviour. Following training, testing revealed that salamanders attended to stimuli foreground over background features. Overall, these results suggest that salamanders learn to execute responses over learning to use visual cues but can use visual cues if required. Our success with this paradigm offers the potential in future studies to explore salamanders’ cognition further, as well as to shed light on how features of the tiger salamanders’ life history (e.g. hibernation and metamorphosis) impact cognition.