Given math's relevance at individual, educational, and social developmental level, improving math abilities, while also reducing cognitive and emotional risk factors of math difficulties, is of great importance in today's numerate society. Previous research has focused on cognitive factors that either support or impair math learning in individuals with math difficulties (Fuchs, Geary, et al., 2010;

In three experiments involving 207 preschoolers and 28 adults, we investigated the extent to which young children base moral judgments of actions aimed to protect others on utilitarian principles. When asked to judge the rightness of intervening to hurt one person in order to save five others, the large majority of children aged 3 to 5 years advocated intervention in contrast to another situation with the reverse cost/benefit ratio. This course of action was seen as acceptable by most children only when it did not require the agent to have physical contact with the victim and the victim's harm was intended to produce the greatest good for the greatest number. Overall, the children's responses were remarkably similar to those reported in adult studies. These findings document the extent to which some constraints on moral judgment are present in early human development.

Oxytocin is a neuropeptide that is active in the central nervous system and is generally considered to be involved in prosocial behaviors and feelings. In light of its documented positive effect on maternal behavior, we designed a study to ascertain whether oxytocin exerts any therapeutic effects on depressive symptoms in women affected by maternal postnatal depression. A group of 16 mothers were recruited in a randomized double-blind study: the women agreed to take part in a brief course of psychoanalytic psychotherapy (12 sessions, once a week) while also being administered, during the 12-weeks period, a daily dose of intranasal oxytocin (or a placebo). The pre-treatment evaluation also included a personality assessment of the major primary-process emotional command systems described by Panksepp () and a semi-quantitative assessment by the therapist of the mother’s depressive symptoms and of her personality. No significant effect on depressive symptomatology was found following the administration of oxytocin (as compared to a placebo) during the period of psychotherapy. Nevertheless, a personality trait evaluation of the mothers, conducted in our overall sample group, showed a decrease in the narcissistic trait only within the group who took oxytocin. The depressive (dysphoric) trait was in fact significantly affected by psychotherapy (this effect was only present in the placebo group so it may reflect a positive placebo effect enhancing the favorable influence of psychotherapy on depressive symptoms) but not in the presence of oxytocin. Therefore, the neuropeptide would appear to play some role in the modulation of cerebral functions involved in the self-centered (narcissistic) dimension of the suffering that can occur with postnatal depression. Based on these results, there was support for our hypothesis that what is generally defined as postnatal depression may include disturbances of narcissistic affective balance, and oxytocin supplementation can counteract that type of affective disturbance. The resulting improvements in well-being, reflected in better self-centering in post-partuent mothers, may in turn facilitate better interpersonal acceptance of (and interactions with) the child and thereby, improved recognition of the child’s needs.

Literature that investigates the factors underlying arithmetic problem-solving achievement extensively evaluates the cognitive components, such as working memory (WM) and processing speed, at the basis of this acquisition. Recently, studies have shown that also the emotional factors, such as math anxiety (MA), could play a crucial role in the resolution of arithmetic problem-solving even during the first years of formal education. In this study, we tested 145 fourth-grade students to evaluate the possible combined effect of cognitive (i.e., WM, processing speed) and emotional (i.e., math anxiety) factors in untimed arithmetical problemsolving achievement. Regression analysis showed that MA contributed significantly to explain arithmetic problem-solving achievement even after having accounted for the cognitive abilities (WM and processing speed). In addition, the comparison between high-MA and low-MA children showed that the former had decreased performance in arithmetical problem-solving and WM tasks. On the whole, data seemed to corroborate the findings concerning the crucial role of math anxiety on math achievement even in untimed math tasks. Findings are discussed in terms of math educational context, and they underline the need to take into consideration also the emotional factors-apart from the cognitive skills-when developing interventions on math achievement.

Children and adults often judge that the side effects of the actions of an uncaring story agent have been intentional if the effects are harmful but not if these are beneficial, creating an asymmetrical "side-effect" effect. The authors report 3 experiments involving 4- and 5-year-olds (N = 188) designed to clarify the role of foreknowledge and caring in judgments of intentionality. Many children showed the side-effect effect even if agents were explicitly described as lacking foreknowledge of the outcome. Similarly, when agents were described as possessing foreknowledge but their caring state was unspecified, children more often judged that the negative, compared with the positive, effects of agents' actions were brought about intentionally. Regardless of foreknowledge, children infrequently judged positive outcomes as intentional when agent caring was unspecified, and they gave few attributions of intentionality when agents were described as having a false belief about the outcome. These results testify to the robustness of the side-effect effect and highlight the extent to which children's intentionality judgments are asymmetrical. The findings suggest developmental continuity in the link between reasoning about morality and intentionality.