Liposomal ferric pyrophosphate and ascorbic acid supplementation in pregnant women with iron deficiency anaemia: haematochemical, obstetric, neonatal and psychological outcomes in a prospective observational study.

This study aimed to determine the effects of liposomal iron pyrophosphate/ascorbic acid on clinical and psychological outcomes in pregnant women. Women at the 11th-13th weeks of gestation with iron deficiency anaemia assuming Sideremil™ from April 2018 to May 2019 were recruited. Haematochemical, obstetric, neonatal and psychological outcomes were investigated at the enrolment, 21-23 weeks of gestation, 30-32 weeks of gestation and after 6 weeks from childbirth. Results showed significant positive effects on haemoglobin, ferritin, sideremia and transferrin levels, compared to baseline data. A significant improvement of anxiety and depression levels was also observed. Regarding the quality of life, all the domains significantly improved, especially the Physical Role domain. Our results indicate that Sideremil™ may be a valid treatment for iron deficiency anaemia in pregnant women, since it significantly improves haematological and mental health outcomes. However, further studies are needed to confirm these results.

Children Learn to Read: How Visual Analysis and Mental Imagery Contribute to the Reading Performances at Different Stages of Reading Acquisition.

Reading in alphabetic orthography requires analysis and recognition of specific attributes of visual stimuli, and generation, reactivation, and use of mental images of letters and words. This study evaluated the role of visual analysis and mental imagery in reading performances of students at different stages of reading acquisition. Reading "comprehension," "accuracy," and "speed," were analyzed. Participants were 90 children who attended primary school. Children were assessed in the first and third grade. The results highlighted that mental imagery and visual analysis influenced reading acquisition. These abilities are differently involved in the three dimensions of reading skill. The issues of this study have practical and educational applications. The early assessment of visual analysis and mental imagery skills and specific training on these abilities could contribute to facilitate reading acquisition. Strategies of intervention centered on visual imagery could increase reading performances in typically developing children and children at risk of learning difficulties.

Mental Images and School Learning: A Longitudinal Study on Children.

Recent literature have underlined the connections between children's reading skills and capacity to create and use mental representations or mental images; furthermore data highlighted the involvement of visuospatial abilities both during math learning and during subsequent developmental phases in performing math tasks. The present research adopted a longitudinal design to assess whether the processes of mental imagery in preschoolers (ages 4-5 years) are predictive of mathematics skills, writing and reading, in the early years of primary school (ages 6-7 years). The research lasted for two school years; in the first phase, the general group of participants consisted of 100 children, and although all participants agreed to be part of the research, in the second phase, there was a mortality rate of 30%. In order to measure school learning and mental imagery processes four batteries of tests were used. The mental imagery battery evaluated mental generation, inspection and transformation processes. Data underlined that the different aspects in which mental imagery processes are articulated are differently implied in some skills that constitute school learning. These findings emphasize the potential usefulness of a screening for mental imagery ability for schoolchildren to adopt effective measures to increase their mental imagery abilities.

Mental Imagery and School Readiness.

The aim of this study was to investigate the relationships between the skills that constitute school readiness, such as linguistic, phonological, logical-mathematical and psychomotor skills, and mental imagery processes in preschool children. The participants were 100 healthy children (50 boys and 50 girls) aged four to five. Two batteries of tests were used to assess school readiness and different aspects of the mental imagery processes. The mental imagery battery measured mental imagery generation, inspection, and rotation of images. The results showed a relationship between the generation and inspection processes and the level of skills that constitute school readiness. These findings emphasize the potential usefulness of screening all preschoolers and kindergarteners for imagery ability, with the aim of adopting effective measures to increase their mental imagery abilities.

Rotation and generation of mental imagery in children with specific language impairment.

AIM: To investigate the relationship between mental imagery and specific language impairment (SLI) and explore the assumption that children with SLI are less able to generate mental images and/or convert them, when compared to typical development (TD) children of the same age. METHODS: Twenty-four children, aged six to eight, took part in two tests to see how well they generated and rotated mental images. The participants were 12 SLI children (six boys and six girls) and 12 TD children (six boys and six girls), matched by age and gender. RESULTS: The statistical analysis showed a significant difference between the two groups when it came to generating mental imagery. However, there were no significant differences with regard to rotating mental imagery. CONCLUSION: The results suggest imagery deficit in language-impaired children is not caused by mental rotation, but by other aspects of image processing, such as generation, maintenance and interpretation of visual images.