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Background: Research suggests growth mindset interventions can support student achievement, particularly among students at risk of academic struggle, but it remains underspecified which at-risk populations will benefit from such interventions. Objectives: This study aimed to experimentally evaluate whether highly (vs. moderately or minimally) nontraditional community college students would benefit from a growth mindset intervention and whether their performance differed at baseline and after the intervention. Method: A sample of 155 students in introductory psychology at a 2-year community college was randomly assigned to complete a growth mindset or control intervention, and all participants completed an extensive background survey. Results: Results showed improved exam performance among highly nontraditional students in the mindset (vs. control) condition but no benefit among other students. Highly nontraditional students showed similar pre-intervention performance to peers, but their exam scores declined more over the semester than did control peers. Conclusion: Growth mindset interventions may offer a low-cost strategy for supporting nontraditional community college students at risk of a downward performance trajectory. Teaching Implications: Instructors can use easily administered mindset interventions to support at-risk students' academic performance. They may also wish to evaluate the performance-related messages they convey to students and work to create a growth-oriented classroom environment.

Maintaining student engagement in online and recorded lectures is a challenging aspect of higher education. In light of this, active learning through in-lecture question activities was investigated using a pre-teaching focus group (n = 12) and student evaluations (n = 43) after an in-class trial. Data analysis was underpinned by flow theory, which can explain student engagement and immersion with content and activities. The key findings included: (1) students' preference for familiar technology platforms; (2) students desired more engagement in their lectures both internally and online; and (3) in-lecture questions had to be matched with quality content to ensure the highest chance of flow and student engagement. Thematic analysis suggested engagement may have been related to key aspects of flow such as immediate feedback, and matching challenges to skill levels. Overall, learning designers and educational technologists should be used to ensure in-lecture question activity introductions work within current institutional platforms and pedagogies such as active learning.

Previous studies have found that students' concept-building approaches, identified a priori with a cognitive psychology laboratory task, are associated with student exam performances in chemistry classes. Abstraction learners (those who extract the principles underlying related examples) performed better than exemplar learners (those who focus on memorizing the training exemplars and responses) on transfer exam questions but not retention questions, after accounting for general ability. We extended these findings to introductory biology courses in which active-learning techniques were used to try to foster deep conceptual learning. Exams were constructed to contain both transfer and retention questions. Abstraction learners demonstrated better performance than exemplar learners on the transfer questions but not on the retention questions. These results were not moderated by indices of crystallized or fluid intelligence. Our central interpretation is that students identified as abstraction learners appear to construct a deep understanding of the concepts (presumably based on abstract underpinnings), thereby enabling them to apply and generalize the concepts to scenarios and instantiations not seen during instruction (transfer questions). By contrast, other students appear to base their representations on memorized instructed examples, leading to good performance on retention questions but not transfer questions.

This study examined 17 threads on a darknet forum for undetected online and contact child sexual offenders (CSOs) to identify key drivers and deterrents of offending and to inform intervention approaches. CSOs on the forum normalised sexual contact with children while minimising or denying the resulting harm and shifting the responsibility for offending. These cognitive drivers of offending were coupled with access to technology and close engagement with online communities supportive of child sexual abuse. Acknowledgement of the harm to children, feelings of guilt and shame, and concern about being caught by law enforcement or detected by family and friends acted as deterrents to continued offending. [ABSTRACT FROM AUTHOR]

We previously reported that students' concept-building approaches, identified a priori using a cognitive psychology laboratory task, extend to learning complex science, technology, engineering, and mathematics topics. This prior study examined student performance in both general and organic chemistry at a select research institution, after accounting for preparation. We found that abstraction learners (defined cognitively as learning the theory underlying related examples) performed higher on course exams than exemplar learners (defined cognitively as learning by memorizing examples). In the present paper, we further examined this initial finding by studying a general chemistry course using a different pedagogical approach (process-oriented guided-inquiry learning) at an institution focused on health science majors, and then extended our studies via think-aloud interviews to probe the effect concept-building approaches have on problem-solving behaviors of average exam performance students. From interviews with students in the average-achieving group, using problems at three transfer levels, we found that: 1) abstraction learners outperformed exemplar learners at all problem levels; 2) abstraction learners relied on understanding and exemplar learners dominantly relied on an algorithm without understanding at all problem levels; and 3) both concept-building-approach students had weaknesses in their metacognitive monitoring accuracy skills, specifically their postperformance confidence level in their solution accuracy.

The Force Concept Inventory (FCI) can serve as a summative assessment of students' conceptual knowledge at the end of introductory physics, but previous work has suggested that the knowledge measured by this instrument is not a unitary construct. In this article, we consider the idea that FCI performance may reflect a number of student attributes including relational knowledge structures of physics concepts, expert-like attitudes, and problem-solving skills. Using a large calculus-based introductory physics course, we show that knowledge of conceptual relationships (i.e., knowledge structures), attitudinal measures, and problem-solving ability are all measures that uniquely contribute to a postinstruction FCI score. While these associations do not reveal the nature of their relation to the FCI (it could be that good students perform well on all these measures), they do provide evidence that improving any one of these aspects may improve a student's overall FCI score.

Low-stakes testing, or quizzing, is a formative assessment tool often used to structure course work. After students complete a quiz, instructors commonly encourage them to use those quizzes again to retest themselves near exam time (i.e., delayed re-quizzing). In this study, we examine student use of online, ungraded practice quizzes that are reopened near exam time after a first graded attempt 1-3 weeks prior. We find that, when controlling for preparation (performance in a previous science, technology, engineering, and mathematics [STEM] course and incoming biology knowledge), re-quizzing predicts better performance on two cumulative exams in introductory biology: a course posttest and final exam. Additionally, we describe a preliminary finding that, for the final exam, but not the posttest, re-quizzing benefits students with lower performance in a previous STEM course more than their higher-performing peers. But unfortunately, these struggling students are also less likely to participate in re-quizzing. Together, these data suggest that a common practice, reopening quizzes for practice near exam time, can effectively benefit student performance. This study adds to a growing body of literature that suggests quizzing can be used as both an assessment tool and a learning tool by showing that the "testing effect" extends to delayed re-quizzing within the classroom.

Ten-eleven translocation (TET) enzymes mediate the conversion of 5-methylcytosine (5mC) to 5-hydroxymethylcytosine (5hmC), which is enriched in brain, and its ultimate DNA demethylation. However, the influence of TET and 5hmC on gene transcription in brain remains elusive. We found that ten-eleven translocation protein 1 (TET1) was downregulated in mouse nucleus accumbens (NAc), a key brain reward structure, by repeated cocaine administration, which enhanced behavioral responses to cocaine. We then identified 5hmC induction in putative enhancers and coding regions of genes that have pivotal roles in drug addiction. Such induction of 5hmC, which occurred similarly following TET1 knockdown alone, correlated with increased expression of these genes as well as with their alternative splicing in response to cocaine administration. In addition, 5hmC alterations at certain loci persisted for at least 1 month after cocaine exposure. Together, these reveal a previously unknown epigenetic mechanism of cocaine action and provide new insight into how 5hmC regulates transcription in brain in vivo.

Robust evidence shows that Peer-Led Team Learning (PLTL) improves the academic success of first-year college students in introductory Science, Technology, Engineering, and Mathematics (STEM) courses. Less clear is the extent to which this positive PLTL effect varies across different subgroups of the population. The current study aims to deepen our understanding of the overall PLTL effect by extensively evaluating an optional PLTL program associated with General Chemistry I at a private, research university. Using five years of exam data, this study disaggregates the PLTL effect by demographics (sex and race), academic preparation (math skills, chemistry content knowledge, and experience with college-preparatory coursework), and participation in another curricular innovation (a growth-mindset intervention). Results revealed that the positive effect of PLTL was comparable across demographic identity groups. Thus, the PLTL program benefitted all participants but did not reduce the pre-existing performance disparity between underrepresented minority and white students (no sex-based disparity was observed). In terms of academic preparation, the PLTL effect interacted with students' level of experience with college-preparatory coursework but not with their math or chemistry knowledge. This pattern suggests that PLTL may help develop students' self-management or reasoning skills, without necessarily narrowing knowledge gaps. Finally, PLTL interacted with participation in a growth-mindset intervention: the difference between PLTL participants and nonparticipants was smaller among students who received the mindset intervention. Implications for chemical education researchers and practitioners are discussed, with an eye toward fostering equity in introductory STEM courses.

Women and minorities remain underrepresented in chemistry bachelor's degree attainment in the United States, despite efforts to improve their early chemistry achievement through supplemental academic programs and active-learning approaches. We propose an additional strategy for addressing these disparities: course-based, social-psychological interventions. For example, growth-mindset interventions are designed to support students during challenging academic transitions by encouraging them to view intelligence as a flexible characteristic that can be developed through practice, rather than a fixed ability. Previous research has shown that such interventions can improve the overall performance and persistence of college students, particularly those who belong to underrepresented groups. We report a random-assignment classroom experiment, which implemented a chemistry-specific growth-mindset intervention among first-year college students enrolled in General Chemistry 1. Performance results revealed an achievement gap between underrepresented minority and white students in the control group, but no sex-based gap. Critically, after adjusting for variation in academic preparation, the mindset intervention eliminated this racial-achievement gap. Qualitative analysis of students' written reflections from the intervention shed light on their experiences of the mindset and control treatments, deepening our understanding of mindset effects. We integrate these results with the mindset and chemical education literatures and discuss the implications for educators seeking to support underrepresented students in their own classrooms.

Student attitudes, defined as the extent to which one holds expertlike beliefs about and approaches to physics, are a major research topic in physics education research. An implicit but rarely tested assumption underlying much of this research is that student attitudes play a significant part in student learning and performance. The current study directly tested this attitude-learning link by measuring the association between incoming attitudes (Colorado Learning Attitudes about Science Survey) and student learning during the semester after statistically controlling for the effects of prior knowledge [early-semester Force Concept Inventory (FCI) or Brief Electricity and Magnetism Assessment (BEMA)]. This study spanned four different courses and included two complementary measures of student knowledge: late-semester concept inventory scores (FCI or BEMA) and exam averages. In three of the four courses, after controlling for prior knowledge, attitudes significantly predicted both late-semester concept inventory scores and exam averages, but in all cases these attitudes explained only a small amount of variance in concept-inventory and exam scores. Results indicate that after accounting for students' incoming knowledge, attitudes may uniquely but modestly relate to how much students learn and how well they perform in the course.

Amyloid beta (Abeta) 1-42 oligomers accumulate in brains of patients with Mild Cognitive Impairment (MCI) and disrupt synaptic plasticity processes that underlie memory formation. Synaptic binding of Abeta oligomers to several putative receptor proteins is reported to inhibit long-term potentiation, affect membrane trafficking and induce reversible spine loss in neurons, leading to impaired cognitive performance and ultimately to anterograde amnesia in the early stages of Alzheimer's disease (AD). We have identified a receptor not previously associated with AD that mediates the binding of Abeta oligomers to neurons, and describe novel therapeutic antagonists of this receptor capable of blocking Abeta toxic effects on synapses in vitro and cognitive deficits in vivo. Knockdown of sigma-2/PGRMC1 (progesterone receptor membrane component 1) protein expression in vitro using siRNA results in a highly correlated reduction in binding of exogenous Abeta oligomers to neurons of more than 90%. Expression of sigma-2/PGRMC1 is upregulated in vitro by treatment with Abeta oligomers, and is dysregulated in Alzheimer's disease patients' brain compared to age-matched, normal individuals. Specific, high affinity small molecule receptor antagonists and antibodies raised against specific regions on this receptor can displace synthetic Abeta oligomer binding to synaptic puncta in vitro and displace endogenous human AD patient oligomers from brain tissue sections in a dose-dependent manner. These receptor antagonists prevent and reverse the effects of Abeta oligomers on membrane trafficking and synapse loss in vitro and cognitive deficits in AD mouse models. These findings suggest sigma-2/PGRMC1 receptors mediate saturable oligomer binding to synaptic puncta on neurons and that brain penetrant, small molecules can displace endogenous and synthetic oligomers and improve cognitive deficits in AD models. We propose that sigma-2/PGRMC1 is a key mediator of the pathological effects of Abeta oligomers in AD and is a tractable target for small molecule disease-modifying therapeutics.

This study examined the sexual exploitation of children on dating apps, and their revictimisation as adults. Findings showed that, from a sample of 9,987 Australian dating platform users surveyed, 8.8 percent had used these platforms while under 18 years of age. Of these, 59.3 percent reported receiving at least one sexually exploitative request from another dating platform user who knew they were under 18. Respondents who were victimised on dating platforms while under 18 were more likely to be revictimised as an adult through online and offline sexual violence. They also experienced a greater number of harms. These findings highlight the risks associated with underage dating platform use, the potential for revictimisation as an adult, and the need for these platforms to implement additional safety measures to reduce access among children and adolescents. [ABSTRACT FROM AUTHOR]

One primary goal of many science courses is for students to learn creative problem-solving skills; that is, integrating concepts, explaining concepts in a problem context, and using concepts to solve problems. However, what science instructors see is that many students, even those having excellent SAT/ACT and Advanced Placement scores, struggle in the introductory science courses. As faculty work to adopt more evidence-based teaching methods, the question arises of how to determine early on who may have difficulty in these introductory courses. Recent basic cognitive science research suggests that there are individual differences in how learners approach conceptual tasks: some learners tend toward rote concept-learning (exemplar learners), whereas other learners tend to use abstraction concept-learning. We explored the possibility that this individual difference in concept-building might have consequences for classroom learning. In the current study, using an online concept-building task, we differentiated students based on their concept-building approach and then tracked their exam grades in general chemistry and organic chemistry courses. Abstraction learners demonstrated advantages over exemplar learners even after taking into account preparation via ACT scores and prior chemistry performance. Further, these performance differences grow even more pronounced in Organic Chemistry 2. Our results suggest that individual differences in how learners acquire and represent concepts persist from laboratory concept learning to learning complex concepts in introductory chemistry courses.

The PULSE Vision & Change Rubrics, version 1.0, assess life sciences departments' progress toward implementation of the principles of the "Vision and Change report." This paper reports on the development of the rubrics, their validation, and their reliability in measuring departmental change aligned with the "Vision and Change" recommendations. The rubrics assess 66 different criteria across five areas: Curriculum Alignment, Assessment, Faculty Practice/Faculty Support, Infrastructure, and Climate for Change. The results from this work demonstrate the rubrics can be used to evaluate departmental transformation equitably across institution types and represent baseline data about the adoption of the "Vision and Change" recommendations by life sciences programs across the United States. While all institution types have made progress, liberal arts institutions are farther along in implementing these recommendations. Generally, institutions earned the highest scores on the Curriculum Alignment rubric and the lowest scores on the Assessment rubric. The results of this study clearly indicate that the Vision & Change Rubrics, version 1.0, are valid and equitable and can track long-term progress of the transformation of life sciences departments. In addition, four of the five rubrics have broad applicability and can be used to evaluate departmental transformation by other science, technology, engineering, and mathematics disciplines.

The existing literature indicates that interactive-engagement (IE) based general physics classes improve conceptual learning relative to more traditional lecture-oriented classrooms. Very little research, however, has examined quantitative problem-solving outcomes from IE based relative to traditional lecture-based physics classes. The present study included both pre- and post-course conceptual-learning assessments and a new quantitative physics problem-solving assessment that included three representative conservation of energy problems from a first-semester calculus-based college physics course. Scores for problem translation, plan coherence, solution execution, and evaluation of solution plausibility were extracted for each problem. Over 450 students in three IE-based sections and two traditional lecture sections taught at the same university during the same semester participated. As expected, the IE-based course produced more robust gains on a Force Concept Inventory than did the lecture course. By contrast, when the full sample was considered, gains in quantitative problem solving were significantly greater for lecture than IE-based physics; when students were matched on pre-test scores, there was still no advantage for IE-based physics on gains in quantitative problem solving. Further, the association between performance on the concept inventory and quantitative problem solving was minimal. These results highlight that improved conceptual understanding does not necessarily support improved quantitative physics problem solving, and that the instructional method appears to have less bearing on gains in quantitative problem solving than does the kinds of problems emphasized in the courses and homework and the overlap of these problems to those on the assessment.

How does orthographic distinctiveness affect recall of structured (categorized) word lists? On one theory, enhanced item-specific information (e.g., more distinct encoding) in concert with robust relational information (e.g., categorical information) optimally supports free recall. This predicts that for categorically structured lists, orthographically distinct (OD) word lists should be recalled better than orthographically common (OC) word lists. Another possibility is that OD items produce a far-reaching impairment in relational processing, including that of categorical information. This view anticipates an advantage in recall for OC items relative to OD lists. In Experiment 1 categorically structured OC lists produced better recall performance and higher clustering than did categorically structured OD lists. When words were presented in capital letters, thereby minimizing orthographic distinctiveness, OC and OD lists showed equivalent recall and category clustering (Experiment 2). When recall was cued with category labels, OC items were still better recalled than OD items (Experiment 3). These patterns, along with category access and items-per-category recalled, are consistent with the interpretation that orthographic distinctiveness creates a disruption in encoding of inter-item associations within a category. This interpretation expands previous work indicating that orthographic distinctiveness disrupts encoding of serial order information, another kind of inter-item association.

Interactive-engagement (IE) techniques consistently enhance conceptual learning gains relative to traditional-lecture courses, but attitudinal gains typically emerge only in small, inquiry-based curricula. The current study evaluated whether a "scalable IE" curriculum--a curriculum used in a large course (~130 students per section) and likely adoptable by a wide range of physics departments--could produce significant attitudinal benefits relative to a traditional-lecture curriculum. This study included data across three years, 10 instructors, over 30 sections, and over 1100 students, and our analytic strategy allowed us to isolate the effects that were due to the curriculum itself rather than other potential factors such as instructor differences or preexisting differences among students. Results revealed that our Active-Physics curriculum, which is based on Moore's "Six Ideas That Shaped Physics," produced significant attitudinal and conceptual-learning benefits relative to our traditional-lecture physics curriculum. Further, the Active-Physics curriculum, for the most part, benefitted males and females equally, and relative to the Fall semester alone, the benefits of Active Physics became more robust when viewed across the entire two-semester sequence of introductory physics. Our data highlight that some (though not all) of the attitudinal benefits of small, inquiry-based courses may be achievable in larger course with scalable IE curricula that can potentially reach a large proportion of introductory physics students.

The middle level years are an important period of transition for adolescents. Middle level students have giant hearts--they want to save the world, and they are learning how to reach outside of themselves to empathize and care about others. At Millburn Middle School in New Jersey, where the author is principal, staff members found a way to help channel and organize the incredible energy their students bring to school. Millburn's leadership programs, both curricular and after school, are founded on the pillars of character education and the philosophy that every student can be a leader and contribute his or her time and talent to improve the community. The school requires all sixth graders to take a leadership class that focuses on peaceful conflict resolution. In seventh grade, students learn leadership skills in a technology class that helps them explore their understanding of character. In eighth grade, students are eligible to participate in the peer leadership program, where they can put their skills and knowledge to practical use. What students and their teachers have accomplished through the program has been and continues to be nothing short of inspiring.

Investigates what novice teachers think has an impact on their confidence to teach science and technology. Findings indicate that preservice methodology, practicum units, and teaching science and technology during the first year were important considerations and that constructivism as a learning theory that could impact teaching and learning strategies was virtually unknown. Poses questions about preservice courses and in-school support. (Author/NB)

N6-methyladenosine (m6A) is a prevalent RNA modification that plays a key role in regulating eukaryotic cellular mRNA functions. RNA m6A modification is regulated by two groups of cellular proteins, writers and erasers that add or remove m6A, respectively. HIV-1 RNA contains m6A modifications that modulate viral infection and gene expression in CD4+ T cells. However, it remains unclear whether m6A modifications of HIV-1 RNA modulate innate immune responses in myeloid cells that are important for antiviral immunity. Here we show that m6A modification of HIV-1 RNA suppresses the expression of antiviral cytokine type-I interferon (IFN-I) in differentiated human monocytic cells and primary monocyte-derived macrophages. Transfection of differentiated monocytic U937 cells with HIV-1 RNA fragments containing a single m6A-modification significantly reduced IFN-I mRNA expression relative to their unmodified RNA counterparts. We generated HIV-1 with altered m6A levels of RNA by manipulating the expression of the m6A erasers (FTO and ALKBH5) or pharmacological inhibition of m6A addition in virus-producing cells, or by treating HIV-1 RNA with recombinant FTO in vitro. HIV-1 RNA transfection or viral infection of differentiated U937 cells and primary macrophages demonstrated that HIV-1 RNA with decreased m6A levels enhanced IFN-I expression, whereas HIV-1 RNA with increased m6A modifications had opposite effects. Our mechanistic studies indicated that m6A of HIV-1 RNA escaped retinoic acid-induced gene I (RIG-I)-mediated RNA sensing and activation of the transcription factors IRF3 and IRF7 that drive IFN-I gene expression. Together, these findings suggest that m6A modifications of HIV-1 RNA evade innate immune sensing in myeloid cells. Author summary: HIV-1 is known as a weak inducer of antiviral cytokines including IFN-I, but it is unclear how HIV-1 evades innate immunity. Different types of RNA modifications including m6A within the HIV-1 genome modulate viral replication; however, the role of m6A modifications of HIV-1 RNA in regulating innate immune responses remains elusive. Myeloid cells including macrophages are HIV-1 target cells and critical for generating antiviral immunity. In this study, we aimed to investigate the role of m6A modifications of HIV-1 RNA in regulating innate immune responses in myeloid cells. We found that m6A-modified HIV-1 RNA suppresses IFN-I expression in differentiated monocytic cells and primary macrophages. Our data suggest that the cellular protein RIG-I contributes to innate sensing of m6A-defective HIV-1 RNA in differentiated monocytic cells. Our findings provide new insights into the functions and mechanisms of m6A modifications of HIV-1 RNA in regulating innate immune sensing and responses in myeloid cells. [ABSTRACT FROM AUTHOR]

Notes that inclusion of older workers into the labor force is becoming a social and economic need. Asks counselors to encourage career planning for the total life span including years typically used for retirement. Addresses attitudinal obstacles to extending work lives, options for continuing work life, and effective procedures for promoting retention and integration of older workers. (ABB)