<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Maria Annarumma</style></author><author><style face="normal" font="default" size="100%">Davide Saggese</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EMBODIED POSTURE MODULATES AFFECTIVE STATES AND WORKING MEMORY EFFICIENCY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Psychology in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">embodiment</style></keyword><keyword><style  face="normal" font="default" size="100%">feelings</style></keyword><keyword><style  face="normal" font="default" size="100%">posture</style></keyword><keyword><style  face="normal" font="default" size="100%">power</style></keyword><keyword><style  face="normal" font="default" size="100%">working memory</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4751096</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">19</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This pilot study examined whether brief changes in bodily posture can modulate affective states and influence working memory efficiency. For this aim, fifty-one healthy adults were randomly assigned to adopt either an expansive high-power or contractive low-power posture and completed a series of measures designed to assess both subjective and cognitive responses. After collecting demographic and behavioral covariates, participants completed baseline ratings of perceived power, happiness, energy, and a 2-back task. They then maintained the assigned posture for two minutes and subsequently completed the same affective ratings and an experimental 2-back task. Results showed that expansive posture increased perceived power and energy relative to the contractive posture, while no differences emerged for happiness. In addition, performance on the n-back task indicated that participants in the expansive condition exhibited higher accuracy and faster reaction times compared to those in the contractive condition. Although modest, these effects suggest that bodily configuration can influence both affective appraisal and the efficiency of executive operations, and the findings provide preliminary evidence for a link between posture, subjective experience, and working memory performance, highlighting promising directions for future research on embodied cognitive modulation.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">7-21</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Maria Annarumma</style></author><author><style face="normal" font="default" size="100%">Camilla Ruggia</style></author><author><style face="normal" font="default" size="100%">Francesca Soldivieri</style></author><author><style face="normal" font="default" size="100%">Silvia Truono</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PRELIMINARY STUDIES ON THE MISOPHONIC SYNDROME IN ITALY: TRIGGER SOUNDS AND FREQUENCY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Psychology in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">misophonia</style></keyword><keyword><style  face="normal" font="default" size="100%">strategic psychotherapy</style></keyword><keyword><style  face="normal" font="default" size="100%">survey research</style></keyword><keyword><style  face="normal" font="default" size="100%">trigger sounds</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/444-1735655442.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">18</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The following research project aims at increasing knowledge and understanding of the misophonic disorder as well as detecting the most frequently occurring trigger sounds through the examination of a sample of university students. This first fundamental step allows to outline the scope of intervention for a subsequent identification of the most effective psycho-pedagogical protocols.
The survey was conducted on a sample of 992 students from the University of Salerno, who were asked to take the Duke Misophonia Questionnaire. In order to identify the main trigger stimuli present, an examination was made of the first item, which features a list of sounds that can potentially spark context-inappropriate reactions. Additional answers provided by participants in the “Other” section of the same item were also investigated, with the purpose of identifying additional recurring trigger sounds that were not included in the proposed list.
The study found that at least one trigger sound could be observed in over half of the sample. Furthermore, the main activating stimuli that emerged from the analysis of the collected data related not only to chewing but also to mouth sounds other than chewing, as well as to repetitive and nasal sounds.
Such surveys are instrumental for research on misophonia as, building on this preliminary investigation, further in-depth studies could be carried out in order to see which strategies misophonic subjects spontaneously implement to deal with discomfort, find out which of these strategies work and which do not, and finally identify which neuroscience-oriented strategic psychotherapy techniques might be most effective in treating misophonic symptoms. 
</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">7-18</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Maria Annarumma</style></author><author><style face="normal" font="default" size="100%">Maria Anna Formisano</style></author><author><style face="normal" font="default" size="100%">Ines Tedesco</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EDUCATIONAL LEADERSHIP AND WORK-RELATED STRESS: AN EXPLORATORY INVESTIGATION ON SCHOOL MANAGER</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Psychology in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">educational leadership</style></keyword><keyword><style  face="normal" font="default" size="100%">school management</style></keyword><keyword><style  face="normal" font="default" size="100%">school manager</style></keyword><keyword><style  face="normal" font="default" size="100%">work-related stress</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/444-1703344337.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">17</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Contemporary studies highlight how chronic stress influences a person's state of health and psycho-physical well-being. A high allostatic load, resulting from chronic hyperactivation of the stress system, contributes to several negative consequences for individual health status in the long term.
The study showed that the stressful and problematic situations of managerial work are numerous and that they radically influence individual psychophysical well-being both in the professional context and in private life. Greater attention to the evaluative dimension of managers' discomfort is useful and functional, in order to promote improvement actions that concretely constitute an opportunity to reflect on the &quot;managerial practices&quot; adopted that can create workplace discomfort.
This study has led to the need to promote good practices for the prevention of mental health and the activation of coping strategies and protection systems.
</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">9-23</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Zachary M. Rosenthal</style></author><author><style face="normal" font="default" size="100%">Maria Annarumma</style></author><author><style face="normal" font="default" size="100%">Francesco Sessa</style></author><author><style face="normal" font="default" size="100%">Iris Consalvo</style></author><author><style face="normal" font="default" size="100%">Valerio De Masi</style></author><author><style face="normal" font="default" size="100%">Luana Pagano</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">MISOPHONIA: SYMPTOMS, COMORBIDITIES AND PERSPECTIVES OF INTERVENTION. FROM THEORY APPROACH TO INTEGRATED CLINICAL PRACTICE RESEARCH</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Psychology in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">behavioural response</style></keyword><keyword><style  face="normal" font="default" size="100%">comorbidity</style></keyword><keyword><style  face="normal" font="default" size="100%">differential diagnosis</style></keyword><keyword><style  face="normal" font="default" size="100%">emotional response</style></keyword><keyword><style  face="normal" font="default" size="100%">hearing disorders</style></keyword><keyword><style  face="normal" font="default" size="100%">misophonia</style></keyword><keyword><style  face="normal" font="default" size="100%">psychoeducational tools</style></keyword><keyword><style  face="normal" font="default" size="100%">psychological disorders</style></keyword><keyword><style  face="normal" font="default" size="100%">psychotherapeutic techniques</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2022</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2022</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2022/444-1657475465.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">16</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Recent scientific studies have noted that misophonia is a complex neurophysiological and behavioural syndrome characterised by high physiological and emotional reactivity, resulting from an intolerance to specific auditory stimuli. People with this distress have emotional and behavioural responses, excessive in relation to the auditory stimulus that provokes them; in fact, these people may have outbursts of anger, severe anxiety crises, and even panic attacks. One of the questions that the first studies of this syndrome have asked was what link occurred between misophonia and certain psychological disorders such as anxiety, depression, and personality disorders. Another important research objective was to examine the differential diagnosis between misophonia and hearing disorders such as tinnitus. In view of the current literature on misophonia, it has become important to define the comorbidity and differential diagnosis of misophonia with other disorders. The next step is, through further research on clinical cases, to define the most effective psychotherapeutic techniques on misophonic symptoms, and the psychoeducational tools needed to intervene in family systems with misophonic patients.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">36-48</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Maria Annarumma</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">BEYOND CORONAVIRUS: NATURE, TECHNOLOGY AND HUMAN IDENTITY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Psychology in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Coronavirus pandemic</style></keyword><keyword><style  face="normal" font="default" size="100%">human identity</style></keyword><keyword><style  face="normal" font="default" size="100%">technological developments</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=2539622</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">14</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The great catastrophes of humanity – be it the plague of 1347 or that of 1629, the Spanish flu of 1918, the tsunami of 2004, the Coronavirus of 2020 – are all showing that, despite scientific progress or the arrogance of the &quot;Promethean syndrome&quot;, the human being is constantly in danger. Violently and unexpectedly dropped in an atypical situation, which has subverted values and annihilated ancient certainties, we keep convincing ourselves that nothing will be the same. We try to hypothesize scenarios, outline reference frames, look ahead to the future. Probably, after the first months of austerity, of virtuous assertions about moral commitments to restore the frugality of customs as well as considerations about the sense of death and destiny, we will be carried away by the joy of having survived and we just would like to forget what happened. We will be rejecting the memory of suffering, bereavement, hospitals and intensive care. We will try to forget painful traces and go back to saying yes to life.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">4-6</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Maria Annarumma</style></author><author><style face="normal" font="default" size="100%">Felice Corona</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">FROM FRAGMENTED CERTAINTY TO POST COVID PARADIGM: RESILIENT MODALITIES BASED ON GROUP INTERACTION SUPPORTED BY TECHNOLOGIES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Psychology in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">collaborative activity</style></keyword><keyword><style  face="normal" font="default" size="100%">post covid paradigm</style></keyword><keyword><style  face="normal" font="default" size="100%">resilient modalities</style></keyword><keyword><style  face="normal" font="default" size="100%">theoretical analysis</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2020/444-1608225214.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">14</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">It is no longer the age of good practices and certainties, of well-made projects and great ideologies but it is the age of dynamic, creative and flexible strategies. In the midst of the crisis, we have acquired at least one certainty: No one saves himself alone. Reluctantly we understand that it is not a question of being strong or weak, “winning” or “losing”, but that we exist through this existential fragility that allows us to affirm our belonging to the community. 
The objective of this theoretical analysis is based on the analysis of the relationship between resilience and collaborative activity based on technologies. This analysis highlights that resilient action is activated thanks to the collaboration between the actors of the exceptional event that through technology redefine environmental boundaries, generating a resilient informal context.
</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">87-92</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Maria Annarumma</style></author><author><style face="normal" font="default" size="100%">Luigi Vitale</style></author><author><style face="normal" font="default" size="100%">Francesco Sessa</style></author><author><style face="normal" font="default" size="100%">Ines Tedesco</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE REORGANIZATION OF THE FAMILY SYSTEM AT THE TIME OF COVID-19: EDUCATIONAL RESILIENCE AND ASSISTIVE TECHNOLOGIES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Psychology in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">assistive technologies</style></keyword><keyword><style  face="normal" font="default" size="100%">educational resilience</style></keyword><keyword><style  face="normal" font="default" size="100%">emotional literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">family system</style></keyword><keyword><style  face="normal" font="default" size="100%">health emergency</style></keyword><keyword><style  face="normal" font="default" size="100%">psychotherapy</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=2539628</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">14</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In the life cycle of family systems, transition periods are important stages for the maturation of the individual and his family as it allows the reorganization of relational arrangements. The health emergency of recent months makes it necessary for us to reflect on resilience education, to cultivate more authentic educational relationships and to react to stressful and problematic situations with greater self-effectiveness. If rigid family systems risk of causing communicative and relational diseases, investing in emotional literacy and empathy means providing adults and children with the tools to deal with the painful situations, that are inevitably part of everyday life, to share negative experiences and bring out the inner resources. In this perspective, technologies play a significant role in the media, both because they are a bridge between the family context and the external social network, and because they potentially allow more inclusive and flexible learning-teaching processes. A meticulous analysis of assistive technologies is thus necessary in order to call for a reconfiguration of information flows, spatial-temporal arrangements, methodologies and tools that are to be reconfigured ad habitus of the new individual and social educational needs.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">18-26</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Maria Annarumma</style></author><author><style face="normal" font="default" size="100%">Luigi Vitale</style></author><author><style face="normal" font="default" size="100%">Olga Campiglia</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EVOLUTIONARY PERSPECTIVE ON KNOWLEDGE DEVELOPMENT: EMOTION AND REASON FROM ARISTOTELE TO DAMASIO</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Psychology in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">emotion and reason</style></keyword><keyword><style  face="normal" font="default" size="100%">knowledge</style></keyword><keyword><style  face="normal" font="default" size="100%">learning</style></keyword><keyword><style  face="normal" font="default" size="100%">neuroscientific perspective</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2016</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2016</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/444-1484075342.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">10</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The analysis of the reason-emotion dynamics intersects several disciplinary fields, such as psychology, medicine, informatics, linguistics, neuroscience, with a specific relevance for Education Sciences, as it offers interesting perspectives over its influence on the learning process.
Such issues are rooted in philosophical reflections by Plato, Aristotle and later by Descartes, Vico and Kant. These dualistic perspectives will be definitively abandoned in favour of a globalist vision of the mind-body relationship, during the first half of the XX century, particularly thanks to Dewey (1933) who, inspired by Darwin’s theories, was the first to support this unity by recognizing an intersection among physical, mental and environmental processes. Over the last decades, an imperatively anti-dualistic analysis has been developing in the field of neurosciences and cognitive linguistics: on the one hand, cognitivism, considering the mind in its function of symbolic manipulation; on the other hand, connectionism, studying neural networks. Furthermore, recent scientific research has allowed mapping in a detailed - albeit admittedly incomplete manner - the complex activity of the brain and highlighting analogies between elementary connections and complex interactions. The systemic perspective is hence considering “mind and body”, “reason and emotion” as two interconnected and essential aspects of human complexity.
In this regard, Damasio’s research shows how participation of the organism to conscious experience returns to the consciousness itself those biological requirements which are essential to legitimate it as an object of scientific study. Knowledge is generated by socio-experiential relationships that play a crucial role within knowledge representation. The mind takes therefore an active role in shaping the representation of the world: understanding does not just consist in a mere reproduction of the external world in our mind; instead, it is a continuous process of creative reconstruction of our perceptive dynamics. Emotion, creativity and rationality are essential elements of the human being, which activate and develop due to personal inclination as well as socio-cultural aspects. Both genetic and social components are decisive in cognitive dynamics, as they represent innate potentials that need to be recognized, understood and exploited.
</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">69-76</style></section></record></records></xml>