Temperament and Social-Emotional Difficulties: The Dark Side of Learning Disabilities

The authors compared the relations between general psychological difficulties and dimensions of temperament in children with and without learning disability (LD). The main aim was to analyze whether and to what extent children's temperament dimensions contribute to their general psychological difficulties when LD diagnosis, age, and gender are taken into account. Participants were 52 elementary school children 7–11 years old (M age = 8.61 years, SD = 1.21 years). Twenty-six of them had been diagnosed with LD. Six teachers rated their pupils with and without LD in relation to their general psychological difficulties (Strengths and Difficulties Questionnaire) and temperament dimensions (Italian Questionnaires of Temperament). In children with LD, the main dimensions of temperament with the power to predict general psychological difficulties (i.e., emotionality and social orientation) concern these students' relationships with others (teachers and peers). The findings of the current study draw educators' and practitioners' attention to the fact that children's temperamental characteristics may affect how they experience their LD, with significant implications for their later social adjustment.     

The scientific turn in metaphysics: a factualist approach

In a recent paper, Cumpa (Am Philos Q 51(4): 319–324, 2014) argues that a scientific turn in metaphysics requires the acceptance of a materialist criterion of fundamentality, according to which the most fundamental metaphysical category is the one that provides us with a reconciliation of the ordinary world and the physical universe. He concludes that the dominant category of substance cannot be the most fundamental category, for it does not satisfy this criterion of fundamentality. The most fundamental category is instead the category of fact. Although convincing, the defense of factualism over substantialism offered by Cumpa takes into account the case of classical physics without considering the physical universe of quantum mechanics. My aim in this paper is to offer a completion to Cumpa’s factualist approach. To achieve my aim, I show that substances cannot provide a satisfactory account of the relationship between the ordinary world and the physical universe even in the case of quantum mechanics, whereas a factualist approach does.

     

Alexithymia in Young people’s academic career: The mediating role of anxiety and resilience

Alexithymia prevents people from understanding and adopting verbal language to describe and regulate one’s emotions. Recent studies have found that alexithymia symptoms also impact on young people’s academic achievement. Nevertheless, it is worth investigating risk and protective roles played by students’ academic anxiety and resilience, respectively. The authors expected that students’ anxiety and resilience mediated the effect of alexithymia symptoms on students’ academic burnout and performance. A sample of 257 university students answered self-report questionnaires about alexithymia, academic anxiety and resilience, and academic burnout and performance. Mediation analyses were performed by the structural equation model. Anxiety acted as a mediator between alexithymia and academic burnout and performance. Furthermore, resilience mediated the effect of alexithymia on burnout, but not on academic performance. The study provides support for preventing alexithymia consequences on young people’s academic career by reducing their anxiety and promoting academic resilience. Implications of intervention programs were discussed.