The pivotal role of effort beliefs in mediating implicit theories of intelligence and achievement goals & academic motivations

Empirical studies into meaning systems surrounding implicit theories of intelligence typically entail two stringent assumptions: that different implicit theories and different effort beliefs represent opposite poles on a single scale, and that implicit theories directly impact the constructs as achievement goals and academic motivations. Through an empirical study based on a large sample of university students, we aim to demonstrate that relaxing these stringent assumptions, and thereby using the meaning system framework to its full potential, will provide strong benefits: effort beliefs are crucial mediators of relationships between implicit theories and achievement goals and academic motivations, and the different poles of implicit theories and effort beliefs do expose different relationships with goal setting behaviour and academic motivations. A structural equation model, cross-validated by demonstrating gender-invariance of path coefficients, demonstrates that incremental and entity theory views have less predictive power than positive and negative effort beliefs in explaining achievement goals and motivations

The role of Sox9 in mouse mammary gland development and maintenance of mammary stem and luminal progenitor cells

BACKGROUND: Identification and characterization of molecular controls that regulate mammary stem and progenitor cell homeostasis are critical to our understanding of normal mammary gland development and its pathology. RESULTS: We demonstrate that conditional knockout of Sox9 in the mouse mammary gland results in impaired postnatal development. In short-term lineage tracing in the postnatal mouse mammary gland using Sox9-CreER driven reporters, Sox9 marked primarily the luminal progenitors and bipotent stem/progenitor cells within the basal mammary epithelial compartment. In contrast, long-term lineage tracing studies demonstrate that Sox9+ precursors gave rise to both luminal and myoepithelial cell lineages. Finally, fate mapping of Sox9 deleted cells demonstrates that Sox9 is essential for luminal, but not myoepithelial, lineage commitment and proliferation. CONCLUSIONS: These studies identify Sox9 as a key regulator of mammary gland development and stem/progenitor maintenance. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (doi:10.1186/s12861-014-0047-4) contains supplementary material, which is available to authorized users

Person theories and attention allocation: preferences for stereotypic versus counterstereotypic information.

How do people respond to information that counters a stereotype? Do they approach it or avoid it? Four experiments showed that attention to stereotype-consistent vs. -inconsistent information depends on people's implicit theories about human traits. Those holding an entity theory (the belief that traits are fixed) consistently displayed greater attention to (Experiments 1 and 4) and recognition of (Experiments 2 and 3) consistent information. whereas those holding an incremental (dynamic) theory tended to display greater attention to (Experiment 1) and recognition of (Experiment 3) inconsistent information. This was true whether implicit theories were measured as chronic structures (Experiments 1, 2, and 4) or were experimentally manipulated (Experiment 3). Thus, different a priori assumptions about human traits and behavior lead to processing that supports versus limits stereotype maintenance

Static versus dynamic theories and the perception of groups: Different routes to different destinations

Research on lay theories suggests that people who begin the task of social perception with different starting assumptions follow different cognitive paths and reach different social endpoints. In this article, we show how laypeople's fixed (entity) versus dynamic (incremental) theories of human nature foster different meaning systems for interpreting and responding to the same group information. Using research with adults and children, in the United States and East Asia, and concerning familiar and novel groups, we document how these theories influence susceptibility to stereotyping, perceptions of group homogeneity, the ultimate attribution error, intergroup bias, and discriminatory behavior. Further, we discuss social-cultural factors that produce and perpetuate these theories as well as why and when these theories are maintained and changed. The implications of this work for reducing stereotyping and intergroup conflict are considered