The amylase gene cluster in house mice (Mus musculus) was subject to repeated introgression including the rescue of a pseudogene

Amylase gene clusters have been implicated in adaptive copy number changes in response to the amount of starch in the diet of humans and mammals. However, this interpretation has been questioned for humans and for mammals there is a paucity of information from natural populations

Multiple Pathways to Success: An Examination of Integrative Motivational Profiles Among Upper Elementary and College Students

Two studies were conducted with distinct samples to investigate how motivational beliefs cohere and function together (i.e., motivational profiles) and predict academic adjustment. Integrating across motivational theories, participants (NStudy 1 = 160 upper elementary students; NStudy 2 = 325 college students) reported on multiple types of motivation (achievement goals, task value, perceived competence) for schooling more generally (Study 1) and in science (Study 2). Three profiles characterized by Moderate-High All, Intrinsic and Confident, and Average All motivation were identified in both studies. Profiles characterized by Very High All motivation (Study 1) and Moderate Intrinsic and Confident (Study 2) were also present. Across studies, the Moderate-High All and Intrinsic and Confident profiles were associated with the highest academic engagement and achievement. Findings highlight the benefit of integrating across motivational theories when creating motivational profiles, provide initial evidence regarding similarities and differences in integrative motivational profiles across distinct samples, and identify which motivational combinations are associated with beneficial academic outcomes in two educational contexts

A Pharmacology-Based Enrichment Program for Undergraduates Promotes Interest in Science

There is a strong need to increase the number of undergraduate students who pursue careers in science to provide the “fuel” that will power a science and technology–driven U.S. economy. Prior research suggests that both evidence-based teaching methods and early undergraduate research experiences may help to increase retention rates in the sciences. In this study, we examined the effect of a program that included 1) a Summer enrichment 2-wk minicourse and 2) an authentic Fall research course, both of which were designed specifically to support students\u27 science motivation. Undergraduates who participated in the pharmacology-based enrichment program significantly improved their knowledge of basic biology and chemistry concepts; reported high levels of science motivation; and were likely to major in a biological, chemical, or biomedical field. Additionally, program participants who decided to major in biology or chemistry were significantly more likely to choose a pharmacology concentration than those majoring in biology or chemistry who did not participate in the enrichment program. Thus, by supporting students\u27 science motivation, we can increase the number of students who are interested in science and science careers

Repairing the Leaky Pipeline: A Motivationally Supportive Intervention to Enhance Persistence in Undergraduate Science Pathways

The current study reports on the efficacy of a multi-faceted motivationally designed undergraduate enrichment summer program for supporting science, technology, engineering and math (STEM) persistence. Structural equation modeling was used to compare summer program participants (n = 186), who participated in the program between their first and second years in college, to a propensity score matched comparison sample (n = 401). Participation in the summer program positively predicted science motivation (self-efficacy, task value), assessed eight months after the end of the program (second year in college). The summer enrichment program was also beneficial for science persistence variables, as evidenced by significant direct and indirect effects of the program on science course completion during students’ third year of college and students’ intentions to pursue a science research career assessed during the third year of college. In general, the program was equally beneficial for all participants, but ancillary analyses indicated added benefits with respect to task value for students with relatively lower prior science achievement during the first year of college and with respect to subsequent science course taking for males. Implications for developing effective interventions to reduce the flow of individuals out of STEM fields and for translating motivational theory into practice are discussed

Affect in mathematics education

There are two different uses for the word “affect” in behavioral sciences. Often it is used as an overarching umbrella concept that covers attitudes, beliefs, motivation, emotions, and all other noncognitive aspects of human mind. In this article, however, the word affect is used in a more narrow sense, referring to emotional states and traits. A more technical definition of emotions, states, and traits will follow later.Peer reviewe

Boolean analysis reveals systematic interactions among low-abundance species in the human gut microbiome

The analysis of microbiome compositions in the human gut has gained increasing interest due to the broader availability of data and functional databases and substantial progress in data analysis methods, but also due to the high relevance of the microbiome in human health and disease. While most analyses infer interactions among highly abundant species, the large number of low-abundance species has received less attention. Here we present a novel analysis method based on Boolean operations applied to microbial co-occurrence patterns. We calibrate our approach with simulated data based on a dynamical Boolean network model from which we interpret the statistics of attractor states as a theoretical proxy for microbiome composition. We show that for given fractions of synergistic and competitive interactions in the model our Boolean abundance analysis can reliably detect these interactions. Analyzing a novel data set of 822 microbiome compositions of the human gut, we find a large number of highly significant synergistic interactions among these low-abundance species, forming a connected network, and a few isolated competitive interactions

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

A Person-Centered Approach to Students’ Evaluations of Perceived Fear Appeals and their Association with Engagement

A person-centered approach was employed to investigate how students' evaluation of perceived teacher utility value messages, i.e., fear appeals, as a threat and as a challenge, combined within individuals and how these combinations related to student engagement. Two studies were conducted with students in their final two years of secondary education. Empirically distinct clusters emerged at two time points in the academic year. Evaluating the message in the fear appeal at a higher level of challenge than threat was beneficial. Unexpectedly, high threat was associated with high engagement, as long as high challenge was also present, however, this combination was also related to high emotional disaffection. Moderate threat combined with moderate challenge had the most detrimental relationship with student engagement. Educational interventions should aim to increase the likelihood of a challenge evaluation

Population-Specific Responses to Interspecific Competition in the Gut Microbiota of Two Atlantic Salmon (Salmo salar) Populations

The gut microbial community in vertebrates plays a role in nutrient digestion and absorption, development of intestine and immune systems, resistance to infection, regulation of bone mass and even host behavior and can thus impact host fitness. Atlantic salmon (Salmo salar) reintroduction efforts into Lake Ontario, Canada, have been unsuccessful, likely due to competition with non-native salmonids. In this study, we explored interspecific competition effects on the gut microbiota of two Atlantic salmon populations (LaHave and Sebago) resulting from four non-native salmonids. After 10 months of rearing in semi-natural stream tanks under six interspecific competition treatments, we characterized the gut microbiota of 178 Atlantic salmon by parallel sequencing the 16S rRNA gene. We found 3978 bacterial OTUs across all samples. Microbiota alpha diversity and abundance of 27 OTUs significantly differed between the two populations. Interspecific competition reduced relative abundance of potential beneficial bacteria (six genera of lactic acid bacteria) as well as 13 OTUs, but only in the LaHave population, indicating population-specific competition effects. The pattern of gut microbiota response to interspecific competition may reflect local adaptation of the host-microbiota interactions and can be used to select candidate populations for improved species reintroduction success