Prototype ATLAS IBL Modules using the FE-I4A Front-End Readout Chip

The ATLAS Collaboration will upgrade its semiconductor pixel tracking detector with a new Insertable B-layer (IBL) between the existing pixel detector and the vacuum pipe of the Large Hadron Collider. The extreme operating conditions at this location have necessitated the development of new radiation hard pixel sensor technologies and a new front-end readout chip, called the FE-I4. Planar pixel sensors and 3D pixel sensors have been investigated to equip this new pixel layer, and prototype modules using the FE-I4A have been fabricated and characterized using 120 GeV pions at the CERN SPS and 4 GeV positrons at DESY, before and after module irradiation. Beam test results are presented, including charge collection efficiency, tracking efficiency and charge sharing.Comment: 45 pages, 30 figures, submitted to JINS

Genetic variants associated with increased risk of malignant pleural mesothelioma: a genome-wide association study

Asbestos exposure is the main risk factor for malignant pleural mesothelioma (MPM), a rare aggressive tumor. Nevertheless, only 5–17% of those exposed to asbestos develop MPM, suggesting the involvement of other environmental and genetic risk factors. To identify the genetic risk factors that may contribute to the development of MPM, we conducted a genome-wide association study (GWAS; 370,000 genotyped SNPs, 5 million imputed SNPs) in Italy, among 407 MPM cases and 389 controls with a complete history of asbestos exposure. A replication study was also undertaken and included 428 MPM cases and 1269 controls from Australia. Although no single marker reached the genome-wide significance threshold, several associations were supported by haplotype-, chromosomal region-, gene- and gene-ontology process-based analyses. Most of these SNPs were located in regions reported to harbor aberrant alterations in mesothelioma (SLC7A14, THRB, CEBP350, ADAMTS2, ETV1, PVT1 and MMP14 genes), causing at most a 2–3-fold increase in MPM risk. The Australian replication study showed significant associations in five of these chromosomal regions (3q26.2, 4q32.1, 7p22.2, 14q11.2, 15q14). Multivariate analysis suggested an independent contribution of 10 genetic variants, with an Area Under the ROC Curve (AUC) of 0.76 when only exposure and covariates were included in the model, and of 0.86 when the genetic component was also included, with a substantial increase of asbestos exposure risk estimation (odds ratio, OR: 45.28, 95% confidence interval, CI: 21.52–95.28). These results showed that genetic risk factors may play an additional role in the development of MPM, and that these should be taken into account to better estimate individual MPM risk in individuals who have been exposed to asbestos.Giuseppe Matullo ... Lyle J. Palmer ... et al

Encoding order and developmental dyslexia:a family of skills predicting different orthographic components

We investigated order encoding in developmental dyslexia using a task that presented nonalphanumeric visual characters either simultaneously or sequentially—to tap spatial and temporal order encoding, respectively—and asked participants to reproduce their order. Dyslexic participants performed poorly in the sequential condition, but normally in the simultaneous condition, except for positions most susceptible to interference. These results are novel in demonstrating a selective difficulty with temporal order encoding in a dyslexic group. We also tested the associations between our order reconstruction tasks and: (a) lexical learning and phonological tasks; and (b) different reading and spelling tasks. Correlations were extensive when the whole group of participants was considered together. When dyslexics and controls were considered separately, different patterns of association emerged between orthographic tasks on the one side and tasks tapping order encoding, phonological processing, and written learning on the other. These results indicate that different skills support different aspects of orthographic processing and are impaired to different degrees in individuals with dyslexia. Therefore, developmental dyslexia is not caused by a single impairment, but by a family of deficits loosely related to difficulties with order. Understanding the contribution of these different deficits will be crucial to deepen our understanding of this disorder

Is there just one dyslexic reader? Evidence for the existence of distinct dyslexic sub-groups.

Purpose of Review. It is generally agreed that there are individual differences in the severity of the reading deficit in dyslexia. The purpose of this review is to discuss whether recent research strengthens claims that there are also qualitative differences in the type of reading impairment that individual dyslexic children experience. Recent Findings. Recent research suggests that surface dyslexia exists in larger numbers than has previously been assumed and that different subtypes of surface dyslexia exist in English as well as in Hebrew. Bilinguals with surface dyslexia in English also show the hallmarks of surface dyslexia when reading a more transparent orthography. The developmental reading impairments that have been observed in children with phonological dyslexia and in children with letter position dyslexia can also be found in several different orthographies and are quite distinct from those seen in surface dyslexia. Summary. Surface dyslexia, phonological dyslexia and letter position dyslexia represent qualitatively different types of developmental reading impairments and can all be seen in both opaque and more transparent alphabetic orthographies

The perception of assimilation in newly learned novel words.

The present study investigated the mechanisms underlying perceptual compensation for assimilation in novel words. During training, participants learned canonical versions of novel spoken words (e.g., decibot) presented in isolation. Following exposure to a second set of novel words the next day, participants carried out a phoneme monitoring task. Here, the novel words were presented with final alternations (e.g., decibop) in carrier sentences that either licensed assimilation (viable context: Our decibop behaved badly) or did not (unviable context: Our decibop does very well). Listeners had to monitor for the underlying form of the assimilated consonant (e.g., /t/ in decibop). Results showed more responses corresponding to the underlying form in viable than in unviable contexts. This viability effect was equivalent for novel words learned on the same day and on the previous day but was absent for unexposed control items. The processing difference between exposed and control novel words supports the idea that compensation for assimilation interacts with newly acquired phonological information and suggests that contextual compensation for assimilation is enhanced by lexical knowledge