Research has consistently found that poor family functioning is a risk factor for adolescents' internalizing problems. However, studies of the mediating and moderating mechanisms underlying this relation are insufficient. In this study, we explore the association between family functioning and adolescents' internalizing problems by testing the mediating roles of positive youth development (PYD) attributes and the moderating role of migrant status. A large cross-sectional sample of 11,865 Chinese adolescents (mean age = 14.45 years, standard deviation = 1.55 years) were used to measure internalizing problems, family functioning, PYD, migrant status, and other demographic information. After controlling for covariates (age, gender, grade, and socioeconomic status), the results revealed that PYD mediated the relation between family functioning and internalizing problems. Moreover, migrant status moderated the relationship between family functioning and internalizing problems. Specifically, the effects of family functioning on internalizing problems were stronger among local-born adolescents than among migrant adolescents. The findings indicate that improving family functioning and PYD attributes may be promising approaches to prevent/reduce adolescent internalizing problems.Analyzing navigational abilities and related aspects in individuals with Down syndrome (DS) is of considerable interest because of its relevance to everyday life. This study investigates path learning, the conditions favoring it, and the cognitive abilities involved. A group of 30 adults with DS and 32 typically-developing (TD) children matched on receptive vocabulary were shown a 4 × 4 Floor Matrix and asked to repeat increasingly long sequences of steps by walking on the grid. The sequences were presented under two learning conditions, one called Oral instructions (participants received verbal instructions such as "turn right" or "turn left"), the other Observation (participants watched the experimenter's moves). Participants were also assessed on verbal and visuospatial cognitive measures. The results showed a similarly better performance in both groups when the Floor Matrix task was administered in the Observation as opposed to the Oral instructions condition. As for the relation with cognitive abilities, in the Floor Matrix task in the Oral instructions condition, individuals with DS showed an effect of both verbal and visuospatial abilities, which was only positive for verbal ability. The effect of verbal and visuospatial abilities was negligible in the TD group. In the Observation condition, performance was predicted by sequential working memory in both groups. Overall, these results shed light on path learning in individuals with DS, showing that they benefited from the Observation condition, and that the involvement of their cognitive abilities depended on the learning condition.To investigate whether people can implicitly learn regularities in a social context, we developed a new implicit sequence learning task combining elements from classic false belief and serial reaction time tasks. Participants learned that protagonists were offered flowers at four locations. The protagonists' beliefs concerning the flowers were true or false, depending on their orientation, respectively, toward the scene (so that the flowers could be seen) or away from it. Unbeknown to the participants, there was a fixed belief-related sequence involving three dimensions (identity of the two protagonists, true-false belief orientation held by the protagonists, and flower location as believed by the protagonists). Participants had to indicate as fast as possible where the flowers were located (Experiment 1), or how many flowers were given (Experiment 2) according to the protagonists. Experiment 1 combined perceptual and motor processes (as both the belief-related sequence and motor responses referred to location), whereas Experiment 2 unconfounded the sequence and motor responses, allowing to investigate pure perceptual implicit learning. MGHCP1 For reasons of comparison, two non-social conditions were created in Experiment 2 by replacing the protagonists with two non-social objects-colored cameras or shapes. Results revealed significant implicit sequence learning of all belief-related dimensions in Experiment 1, and of true-false belief orientation in Experiment 2, even without a motor confound. Importantly, there were faster reaction times and stronger sequence learning effects in the social than in the non-social conditions. The present findings demonstrate for the first time that people are able to implicitly learn belief-related sequences.It is well-documented that emotional stimuli impact both the cognitive and motor aspects of "goal-directed" behavior. However, how emotional distractors impact motor performance remains unclear. This study aimed to characterize how movement quality was impacted during emotional distractors. We used a modified oddball paradigm and documented the performance of pure movement. Participants were designated to draw a triangle or a polygon, while an emotional stimulus was presented. Speed was assessed using reaction time and movement time. The quality and precision of movement were assessed by calculating the accuracy and root-mean-square error (RMSE). Compared to drawings of triangles, polygons had higher accuracy under negative stimuli, but lower RMSE under positive stimuli. The results indicate that distracting emotional stimuli impact different aspects of movement quality, with movement complexity influencing accuracy under negative distractors and precision under positive distractors. This study provides further evidence that movement precision is an important feature of emotional embodiment that should be incorporated in future studies.The psychosocial impacts of natural disasters are associated with the triggering of negative and positive responses in the affected population; also, such effects are expressed in an individual and collective sphere. This can be seen in several reactions and behaviors that can vary from the development of individual disorders to impacts on interpersonal relationships, cohesion, communication, and participation of the affected communities, among others. The present work addressed the psychosocial impacts of the consequences of natural disasters considering individual effects via the impact of trauma and community effects, through the perception of social well-being, the valuation of the community and the social exchange of emotions. The aim of this study was to assess the relationship between individual reactions (i.e., intensity of trauma) and the evaluation of social and collective circumstances (i.e., social well-being) after the earthquake of 27F 2010 in Chile, through collective-type intervention variables not used in previous studies (i.