Notes

Very framework regarding individual 14-3-3ζ complexed together with the noncanonical phosphopeptide from proapoptotic Undesirable.
An increasing number of studies have addressed the psychological impact of the COVID-19 crisis on the general population. Nevertheless, far less is known about the impact on specific populations such as university students, whose psychological vulnerability has been shown in previous research. This study sought to examine different indicators of mental health in university students during the Spanish lockdown; we also analyzed the main sources of stress perceived by students in relation to the COVID-19 crisis, and the coping strategies adopted when faced with the situation. Data was collected from 932 students (704 women) through a web-based platform. Measures of anxiety (i.e., GAD-7), depression (PHQ-9), irritability, and self-perceived change in mental health were administered, as well as ad hoc measures of stressors and coping strategies. Results indicated that students experienced considerable psychological problems during the confinement, with higher rates of emotional difficulties in women and undergrading strategies may inform preventive programs aimed at helping students to deal with challenges like the COVID-19 pandemic.At the earliest break of ancient hominins from their primate relatives in vocal communication, we propose a selection pressure on vocal fitness signaling by hominin infants. Exploratory vocalizations, not tied to expression of distress or immediate need, could have helped persuade parents of the wellness and viability of the infants who produced them. We hypothesize that hominin parents invested more in infants who produced such signals of fitness plentifully, neglecting or abandoning them less often than infants who produced the sounds less frequently. Selection for such exploratory vocalization provided a critically important inclination and capability relevant to language, we reason, because the system that encouraged spontaneous vocalization also made vocalization functionally flexible to an extent that has not been observed in any other animal. find more Although this vocal flexibility did not by itself create language, it provided an essential foundation upon which language would evolve through a variety of addit(not having to do with honesty) that we think may have actually played important roles in preventing species other than humans from evolving language.Accumulating research has identified the interactive effects of catechol-O-methyltransferase (COMT) gene Val158Met polymorphism and environmental factors on aggression. However, available evidence was mainly based upon correlational design, which yields mixed findings concerning who (Val vs. Met carriers) are more affected by environmental conditions and has been challenged for the low power of analyses on gene-environment interaction. Drawing on a mixed design, we scrutinized how COMT Val158Met polymorphism (between-group variable) impacts on aggression, assessed by hostility, aggressive motivation, and aggressive behavior, under different social conditions (exclusion vs. inclusion, within-group variable) in a sample of 70 Chinese male undergraduate students. We found that both Val/Val homozygote and Met alleles carriers showed differences in the feelings of hostility and aggressive motivation under conditions of exclusion versus inclusion, but these differences were more pronounced for Met allele carriers. These findings implied that COMT Val158Met polymorphism did not respond to environmental stimuli in an all-or-none way and shed light on the importance of examining the gene-environment interaction using a mixed design.There are tens of millions of children left behind by one or both rural-to-urban migrant parents (left-behind children, LBC) in rural China. Compared to non-left-behind children (NLBC), LBC are disadvantaged in psychological adjustment. Research has shown social support can help LBC grow up healthily, but the plausible mechanisms linking support to adjustment remain unclear. The present study investigated the mediating role of basic psychological need satisfaction (BPNS) in the above relationship, as well as whether the predictive pathways of support on adjustment and BPNS were moderated by resilience in a sample of 692 LBC and 264 NLBC. Structural equation modeling indicated social support positively predicted LBC's psychological adjustment, which was completely mediated by BPNS. In addition, the mediating effect was weaker for LBC with higher levels of resilience, which indicated resilience was a necessary asset for LBC's growth amid the adversity of low social support.This study examined the mediating role of meaning in life in the effect of calling on posttraumatic stress disorder (PTSD) and posttraumatic growth (PTG) among navy soldiers of the Republic of Korea deployed to the Gulf of Aden, Somalia. Participants responded to the questionnaire survey three times (pre-deployment, deployment, and post-deployment) at 4-month intervals. From the first, second, and third surveys, data were collected for 223, 195, and 103 respondents, respectively. Results showed that calling had a negative effect on PTSD, fully mediated by meaning in life, whereas calling had a positive effect on PTG, partially mediated by meaning in life. Our findings suggest that calling acts as a positive psychological resource for maintaining the meaning in life throughout stressful events experienced during deployment, thereby reducing posttraumatic stress symptoms and promoting post-deployment psychological growth. Finally, theoretical and practical implications and the need for follow-up studies are discussed.Commercial video games are popular entertainment media and part of students' media reality. While commercial video games' main purpose is not learning, they nonetheless could and should serve as objects of reflection in formal educational settings. Teachers could guide student learning and reflection as well as motivate students with commercial video games, but more evidence from formal educational settings is required. We conducted two mixed methods case studies to investigate students' reflection processes using commercial video games in regular formal high school teaching. In a double lesson, 29 students of a 10th-grade biology course (Study 1) and 17 students of a 12th-grade advanced course on history (Study 2) played and discussed a commercial video game related to the current curricular topic. We examined the reflection processes of students in terms of their reactions to the teachers' game-related statements and questions. Regarding teachers' statements, students discussed several topics related to game enjoyment and the games' representation of topic-related content.
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