Relating Pitch Awareness to Phonemic Awareness in Children: Implications for Tone-Deafness and Dyslexia

Language and music are complex cognitive and neural functions that rely on awareness of one's own sound productions. Information on the awareness of vocal pitch, and its relation to phonemic awareness which is crucial for learning to read, will be important for understanding the relationship between tone-deafness and developmental language disorders such as dyslexia. Here we show that phonemic awareness skills are positively correlated with pitch perception–production skills in children. Children between the ages of seven and nine were tested on pitch perception and production, phonemic awareness, and IQ. Results showed a significant positive correlation between pitch perception–production and phonemic awareness, suggesting that the relationship between musical and linguistic sound processing is intimately linked to awareness at the level of pitch and phonemes. Since tone-deafness is a pitch-related impairment and dyslexia is a deficit of phonemic awareness, we suggest that dyslexia and tone-deafness may have a shared and/or common neural basis

Phase 1 study of fianlimab, a human lymphocyte activation gene-3 (LAG-3) monoclonal antibody, plus cemiplimab in advanced melanoma

Background: Concurrent LAG-3 blockade may enhance efficacy of anti-program cell death-1 (PD-1) therapies such as cemiplimab. We present updated safety and clinical activity data from patients with advanced melanoma treated concurrently with cemiplimab and fianlimab (NCT03005782). Methods: Patients were included with unresectable or metastatic melanoma (excluding uveal melanoma) who were anti-PD-ligand (L) 1 treatment naive (expansion cohort [EC] 6) or anti-PD-(L)1 experienced within 3 months of screening (EC7). Patients received fianlimab 1600 mg + cemiplimab 350 mg intravenously every 3 weeks for 12 months (optional extra 12 months if clinically indicated). Tumours were measured every 6 weeks for 24 weeks, then every 9 weeks. In EC6 (n = 40) and EC7 (n = 15), respectively (data cutoff 9th February 2022), median age was 69.5 and 59.0 years, and median treatment duration was 37.1 and 9.0 weeks. Results: In EC6 and EC7, respectively, incidence of Grade ≥3 treatment-emergent adverse events (TEAEs) were 38% and 47%, incidence of serious TEAEs was 33% and 33%, and 18% and 13% of patients discontinued treatment due to a TEAE. Adrenal insufficiency rate was 13% and 7% in EC6 and EC7, respectively; no instances led to treatment discontinuation. Investigator-assessed objective response rate was63%(six complete responses; 19 partial responses) in EC6 and 13% (two partial responses) in EC7. Kaplan-Meier estimate of median progression-free survival was 14.2 (95% CI: 5.6-not estimated) months in EC6 and 1.4 (95% CI: 1.3-7.7) months in EC7. Median duration of response was not reached in EC6 or EC7. Conclusion: Fianlimab plus cemiplimab in advanced melanoma had a similar safety profile to anti-PD-1 monotherapies. Clinical activity in anti-PD-(L)1-naive patients appeared higher than previously reported for anti-PD-1monotherapy or anti-LAG-3 plus anti-PD-1. A Phase 3 trial (NCT05352672) investigating fianlimab plus cemiplimab in advanced melanoma is ongoing

Cloning of a Novel Protein Interacting with BRS-3 and Its Effects in Wound Repair of Bronchial Epithelial Cells

Bombesin receptor subtype 3 (BRS-3), the orphan bombesin receptor, may play a role in the regulation of stress responses in lung and airway epithelia. Bombesin receptor activated protein (BRAP )is a novel protein we found in our previous study which interacts with BRS-3. This study was designed to observe the subcellular location and wound repair function of BRAP in human bronchial epithelial cells (HBECs). BRAP ORF was amplified by RT-PCR and ligated to pEGFP-C1 vector, and then the recombinant plasmid pEGFP-C1-BRAP was transfected into Hela cells. The location of BRAP protein was observed by laser confocal microscope, and the expression of it was analyzed by Western-blot. At the same time,we built the recombinant plasmid pcDNA3.1(+)-BRAP, transfected it into HBECs and observed its impact on cell cycle and wound repair of HBECs. The results showed that BRAP locates in membrane and cytoplasm and increases significantly in transfected cells. Flow cytometry results demonstrated that the recombinant plasmid increases S phase plus G2 phase of cell cycle by 25%. Microscopic video analysis system showed that the repair index of wounded HBECs increases by 20% through stable expression of BRAP. The present study demonstrated that BRAP locates in the membrane and cytoplasm, suggesting that this protein is a cytoplasm protein, which promotes cell cycle and wound repair of HBECs

The Effects of Virtual Professional Learning on Teacher Self-Efficacy and Student Achievement

The achievement of students with disabilities (SWDs) is not fixed. It can be dramatically improved with timely and targeted interventions. In fact, SWDs could improve at rates similar to their typically developing peers. It is no surprise, however, that the school closures from COVID-19 disrupted learning for many SWDs. This study examined the effects of a virtual professional learning network on the achievement of SWDs (n = 68). Through a Universal Design for Learning (UDL) framework, a treatment and control group of teachers (n = 16) engaged in collective learning on high-leverage instructional practices. The teachers reviewed evidence-based research, completed self-reflections, viewed training videos, and explored online learning tools designed to increase differentiated instruction and personalized learning. The teachers’ self-efficacy was monitored as a driver for their learning and behavioral change. Analyses of mixed data revealed increased teacher self-efficacy following the intervention, especially for providing personalized learning. Classroom observations and online posts indicated moderate to high use of the targeted instructional practices. Repeated measures MANOVA and ANCOVA revealed significant growth in reading for the delayed-treatment group’s students, suggesting that the timing of professional learning was a factor. As schools and industries rapidly move towards greater technology integration, this study’s innovation offers a flexible solution for professional learning in the 21st century

De foederis Thessalorum praetoribus ...

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Examinees\u27 Perceptions of the Physical Aspects of the Testing Environment During the National Physical Therapy Examination

Despite the increasing number of individuals taking computer-based tests, little is known about how examinees perceive computer-based testing environments and the extent to which these testing environments are perceived to affect test performance. The purpose of the present study was to assess the testing environment as perceived by individuals taking the National Physical Therapy Examination (NPTE), a high-stakes licensure examination. Perceptions of the testing environments were assessed using an examinee self-report questionnaire. The questionnaire included items that measured individuals’ preference and perception of specific characteristics of the environment, along with demographic information and one open-ended item. Questionnaires were distributed by email to the 210 accredited physical therapy programs at the time, encouraging programs to forward the instrument by email to the most recent class of physical therapy graduates. Two hundred and sixteen respondents completed the study, representing 101 testing centers in 31 states. Data from these 216 examinees were used to answer four research questions. The first research question focused on the examinees’ environmental preferences for the NPTE testing environment and the relation between these preferences and examinees’ background characteristics (e.g., sex, program GPA, age, online experience, online testing experience, comfort level with online testing, and preferred testing time). A clear preference toward one end of the scale was observed for preferring a quiet room and a desktop area that had a great deal of adjustability. Examinees’ preferences and their demographic characteristics were not strongly related with the seven demographic variables accounting for \u3c 7% of the variability in examinees’ environmental preferences. The second research question used the data from multiple examinees nested within the same testing center to examine the within- and between-center variability in examinees’ perceptions of the testing environment and their satisfaction with the environment. Results indicated that the majority of the variance in these variables was within testing centers with average between-center variability equal to .032 for the perception ratings and .078 for the satisfaction ratings. Research questions (RQ) three and four explored whether examinees’ background characteristics (RQ 3) and center characteristics (RQ 4) were significantly related to the 12 environmental perception ratings, 12 satisfaction ratings, and two items representing examinees’ perceptions of the effect of the testing environment on their performance and the likelihood they would choose the same center again. In terms of examinee characteristics, age, online testing experience, and comfort with online testing were the most consistent predictors of the various examinee ratings. The most consistent predictors for the satisfaction ratings were examinees’ online test comfort, online test experience, and age. For center characteristics, the newness of the center and the room density of the center were the most consistent predictors of examinee ratings. For satisfaction ratings, the most consistent predictor was the newness of the center. Center newness was significantly related to the outcome variables related to the size, lighting and sound of the center which may reflect changes in building standards and materials. The results of the study suggest the need for further exploration of the environmental and human factors that may impact individuals taking high stakes examinations in testing centers. Although there may not be an effect on all examinees, there may be subsets of individuals who are more sensitive to the effects of the testing environment on performance. Further exploration of the uniformity of testing environments is also needed to minimize error and maximize potential threats to test security