The lockdown due to COVID‐19 in Italy resulted in the sudden closure of schools, with a shift from traditional teaching to the online one. Through an online questionnaire, this survey explores teachers' experience of online teaching, the level of risk factors (e.g., stress) and protective factors (e.g., locus of control) and their impact on satisfaction levels during the social distancing. One hundred seven high school teachers from Lombardy, an Italian region very affected by the COVID‐19 outbreak, participated. Results show that depression and stress are the main predictors of satisfaction levels for online teaching. In addition, coping, locus of control and self‐efficacy emerge as important protective factors. Finally, although there is great satisfaction with the online teaching experience, critical elements emerged. This study is relevant because it describes the critical elements of the online teaching experience, and identifies some protective factors and the main risk factors in teachers operating in an area strongly marked by social restrictions imposed by the pandemic. High school teachers emerge as a sub‐group of the general population with specific psychological reactions. Considering the results, it is possible to suggest providing high‐quality educational support and crisis‐psychological oriented services to teachers, and help to maintain the psychological well‐being.

The question of whether phenomena of human perception such as amodal completion are also present in visual perception in the mouse was investigated. Three experiments based on a simultaneous-discrimination task were carried out with the aid of a jumping-stand similar to the one used by Lashley. The subjects were 36 male mice (DBA/J); 12 took part in each experiment. After reaching the learning criterion (87% correct responses), the mice performed 15 test trials which were interpolated between the learning trials. The test trials were constructed so as to allow the observation of any perceptual phenomena similar to amodal perception. Of the 36 subjects, 23 reached the criterion necessary to access the test phase. A significant number of them (17 out of 23, chi 2 = 5.261, p = 0.021) adopted a decisional strategy that seemed to indicate the occurrence of phenomena similar to amodal completion, and a trend in the same direction was observed in the performance of the other 6 subjects. The results allow the conclusion that a perceptual phenomenon which is similar to amodal completion in humans is present even at this phylogenetic level. Alternative interpretations are discussed.

The effect of cooperative learning in pairs and groups of 4 and in individualistic learning were compared on achievement, social support, and self-esteem. Sixty-two Italian 7th-grade students with no previous experience with cooperative learning were assigned to conditions on a stratified random basis controlling for ability, gender, and self-esteem. Students participated in 1 instructional unit for 90 min for 6 instructional days during a period of about 6 weeks. The results indicate that cooperative learning in pairs and 4s promoted higher achievement and greater academic support from peers than did individualistic learning. Students working in pairs developed a higher level of social self-esteem than did students learning in the other conditions.

A different pattern of MS patients' births is observed in Sicily and in Northern countries.

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