ANGPTL3 diminishes the resistance of ovarian cancer to paclitaxel by blocking the PI3K-AKT-mTOR signaling pathway.

Angiopoietin-like protein 3 (ANGPTL3) is key in ovarian cancer (OC) cell growth and metastasis, notably by enhancing natural killer cells' capacity for inducing cell toxicity and apoptosis. However, its role in influencing chemotherapy resistance in OC remains ambiguous. In this study, we discovered a correlation between reduced ANGPTL3 levels and a less favorable outcome in OC patients using the Kaplan-Meier Plotter database. Lower levels of ANGPTL3 were detected in paclitaxel (PTX)-resistant OC tissues and cell lines via western blotting and immunohistochemistry. To investigate ANGPTL3's effects, we established SKOV3/PTX and 2780/PTX as PTX-resistant OC cell lines by incrementally increasing PTX exposure and then transfecting them with overexpress ANGPTL3 (OE-ANGPTL3) lentivirus. We conducted various assays such as CCK-8, colony formation, Edu staining, flow cytometry, and transwell to investigate the impact of ANGPTL3 on PTX resistance. Additionally, this effect was examined in a mouse subcutaneous xenograft model. Both in vitro and in vivo experiments demonstrated that ANGPTL3 overexpression mitigated PTX resistance in OC cells by inactivating the PI3K-AKT-mTOR pathway. In summary, our research reveals that ANGPTL3 enhances PTX sensitivity in OC by downregulating the PI3K-AKT-mTOR pathway. The study of this study suggest that ANGPTL3 could serve as a valuable therapeutic target for OC, signifying its clinical relevance in OC management.

Attentional bias toward pictures related to circumscribed interests in children with autism spectrum disorder.

Background: Circumscribed interests (CIs) are regarded as one of the common symptoms for individuals with autism spectrum disorder (ASD). Although some studies have found attentional bias toward CI-related stimuli for individuals with ASD, few studies have directly explored the reasons for these findings. Method: Children with ASD (n = 15) and age-matched typically developing (TD) children (n = 15) completed a Stroop-like task and a modified dot-probe task, and their reaction times were measured. The stimuli of these tasks included neutral objects and objects related to CI for individuals with ASD. Results: Children with ASD had longer reaction times to name colors of CI-related stimuli than neutral stimuli in the Stroop-like task. Similarly, in the modified dot-probe task, if the CI-related stimulus was presented simultaneously with the neutral stimulus, children with ASD responded faster to the target that appeared in the previous location of the CI-related stimulus (i.e. congruent condition) than to the neutral stimulus (i.e. incongruent condition). Importantly, the reaction times of children with ASD in the incongruent condition were significantly slower than in the baseline condition, where both neutral stimuli were displayed simultaneously with stimulus-onset asynchrony (SOA) of 500 ms. In contrast, there was no significant difference in reaction times to CI-related stimuli and neutral stimuli in both tasks for TD children. Conclusions: These findings suggest children with ASD have attentional bias toward CI-related stimuli, because of difficulty disengaging attention from CI-related stimuli with SOA of 500 ms.

Application of the positive and negative affect scale in Chinese children with intellectual disability.

The purpose is to test the applicability of the Positive and Negative Affect Scale (PANAS) to Chinese children with intellectual disabilities. The study was done by distributing the questionnaire to the parents through teachers online. Asked the parents to fill out the scale based on their observations of their children's daily life. The correlation coefficients between each item and the total score of the corresponding dimension ranged from 0.52 to 0.77. Factor analysis confirmed the establishment of the PA-NA two-factor structure of affect. A significant positive correlation existed between the NA and the challenging behavior. The Cronbach's α coefficient and split-half reliability of the PA scale were 0.87 and 0.85, and the Cronbach's α coefficient and split-half reliability of the NA scale were 0.85 and 0.83, respectively, higher than 0.80. It was concluded that PANAS has good applicability in Chinese children with intellectual disabilities.

Factors Mediating the Link Between Socioeconomic Status and Academic Outcomes of Children With Intellectual Disability.

The study explores the influence of socioeconomic status (SES) on the academic outcomes of children with intellectual disability (ID), and the role of parental participation and parental attitudes toward educational communicators in this process. A total of 305 children with ID from special needs schools and their parents and teachers in China completed the survey. A structural equation model was built to explore the relation between the factors. Results indicated SES not only positively predicts the academic outcomes, but also predicts academic outcomes through the chain mediation of parental participation and parental attitudes towards educational communicators. Findings show the robustness of the Family Investment Model in Chinese contexts. Moreover, the role of parental participation and parental attitudes towards educational communicators cannot be ignored.

A study of the use of virtual reality headsets in Chinese adolescents with intellectual disability.

Background: Virtual reality technologies (VRTs) present many characteristics that can facilitate learning, especially in individuals with intellectual disabilities (ID). The VRT head-mounted display (HMD) has recently shown significant technological improvement. This study aims to prove the suitability of the newer commercially available VRT HMDs used in interventions for adolescents with ID in China. To this end, we explored the acceptance, immersion, and negative effects for adolescents with ID in a series of virtual environments. Methods: Forty-nine adolescents with ID (33 boys and 16 girls, IQ < 70), aged 11 to 21, from three special schools participated in this study. Questionnaires, observations, and interviews were used to investigate their views while using a VR HMD. Results: Our analysis found that most participants narrated a pleasant experience using HMD and a series of VR experiences and experienced a high level of immersion accompanied by low negative effects. In addition, our study found that the gender variable was independent of the acceptance of HMDs and the immersion experience. Conclusions: Overall, this study suggests that the HMD is accepted by most Chinese adolescents with ID; thus, its application has great potential in China.

Altered resting-state network connectivity patterns for predicting attentional function in deaf individuals: An EEG study.

Multiple aspects of brain development are influenced by early sensory loss such as deafness. Despite growing evidence of changes in attentional functions for prelingual profoundly deaf, the brain mechanisms underlying these attentional changes remain unclear. This study investigated the relationships between differential attention and the resting-state brain network difference in deaf individuals from the perspective of brain network connectivity. We recruited 36 deaf individuals and 34 healthy controls (HC). We recorded each participant's resting-state electroencephalogram (EEG) and the event-related potential (ERP) data from the Attention Network Test (ANT). The coherence (COH) method and graph theory were used to build brain networks and analyze network connectivity. First, the ERPs of analysis in task states were investigated. Then, we correlated the topological properties of the network functional connectivity with the ERPs. The results revealed a significant correlation between frontal-occipital connection in the resting state and the amplitude of alert N1 amplitude in the alpha band. Specifically, clustering coefficients and global and local efficiency correlate negatively with alert N1 amplitude, whereas the characteristic path length positively correlates with alert N1 amplitude. In addition, deaf individuals exhibited weaker frontal-occipital connections compared to the HC group. In executive control, the deaf group had longer reaction times and larger P3 amplitudes. However, the orienting function did not significantly differ from the HC group. Finally, the alert N1 amplitude in the ANT task for deaf individuals was predicted using a multiple linear regression model based on resting-state EEG network properties. Our results suggest that deafness affects the performance of alerting and executive control while orienting functions develop similarly to hearing individuals. Furthermore, weakened frontal-occipital connections in the deaf brain are a fundamental cause of altered alerting functions in the deaf. These results reveal important effects of brain networks on attentional function from the perspective of brain connections and provide potential physiological biomarkers to predicting attention.

Reading Fluency in Chinese Children With Reading Disabilities and/or ADHD: A Key Role for Morphology.

The Triangle Model of Reading proposes that phonology, orthography, and semantics are crucial to understand word reading and reading disability (RD). Morphology has been added as a binding agent to this model. However, it is unclear how these variables relate to word reading in children with attention deficit/hyperactivity disorder (ADHD) or comorbid ADHD and RD (ADHD+RD). This study examined the performance of Chinese children with RD, ADHD, or ADHD+RD in phonology, orthography, semantics, and morphology, and investigated whether morphology made an additional contribution beyond the other skills in explaining word reading fluency. Participants were 151 Grade 1 to 3 Chinese students: RD (n = 31), ADHD (n = 43), ADHD+RD (n = 27), and typically developing controls (TD, n = 50). Results indicated that children with ADHD+RD (a) showed similar performance to RD and ADHD in tone awareness, orthographic legality, and homophone morpheme awareness; (b) had similar performance to RD but worse than ADHD in phonology, semantics, and morpheme production; and (c) had more severe deficits than RD and ADHD in orthographic reversal, morpheme identification, and homograph awareness. Morphology significantly predicted word reading fluency beyond the other skills, and its predictive effect was more salient for ADHD+RD, ADHD, and TD. The findings provide evidence of both shared and additive effects of RD and ADHD. Morphology may be an important diagnostic factor in identifying Chinese reading and behavioral deficit groups and a worthwhile target for intervention.

Hotspot Regions of Quantitative Trait Loci and Candidate Genes for Ear-Related Traits in Maize: A Literature Review.

In this study, hotspot regions, QTL clusters, and candidate genes for eight ear-related traits of maize (ear length, ear diameter, kernel row number, kernel number per row, kernel length, kernel width, kernel thickness, and 100-kernel weight) were summarized and analyzed over the past three decades. This review aims to (1) comprehensively summarize and analyze previous studies on QTLs associated with these eight ear-related traits and identify hotspot bin regions located on maize chromosomes and key candidate genes associated with the ear-related traits and (2) compile major and stable QTLs and QTL clusters from various mapping populations and mapping methods and techniques providing valuable insights for fine mapping, gene cloning, and breeding for high-yield and high-quality maize. Previous research has demonstrated that QTLs for ear-related traits are distributed across all ten chromosomes in maize, and the phenotypic variation explained by a single QTL ranged from 0.40% to 36.76%. In total, 23 QTL hotspot bins for ear-related traits were identified across all ten chromosomes. The most prominent hotspot region is bin 4.08 on chromosome 4 with 15 QTLs related to eight ear-related traits. Additionally, this study identified 48 candidate genes associated with ear-related traits. Out of these, five have been cloned and validated, while twenty-eight candidate genes located in the QTL hotspots were defined by this study. This review offers a deeper understanding of the advancements in QTL mapping and the identification of key candidates associated with eight ear-related traits. These insights will undoubtedly assist maize breeders in formulating strategies to develop higher-yield maize varieties, contributing to global food security.

Relationship between different types of complement syntax and false belief in Mandarin-speaking children with autism spectrum disorder and typically developing children.

Previous studies have shown that complement syntax is closely associated with false belief (FB) in children with autism spectrum disorder (ASD). However, the relationship between different types of complement syntax and FB remains unclear. This study examined the relationship between different types of complement syntax and FB in both ASD and typically developing (TD) children. Thirty Mandarin-speaking ASD and TD children, each matched for language ability, were included. Children completed different types of complement syntax tasks, verbal and nonverbal FB. For the ASD children, results demonstrated that sentential complement syntax independently predicted verbal and nonverbal FB, while phrasal complement syntax only predicted nonverbal FB. For the TD children group, sentential complement syntax only predicted verbal FB. This indicates that as the language demands of the FB task decrease, ASD children can use both types of complement syntax for its prediction. Moreover, the characteristics of ASD children differ from TD children in terms of the relationship between different types of complement syntax and FB. The results of this study support de Villiers' point of view from the Mandarin perspective and provide evidence for the social-cognitive component of the theory of mind.

Structural model and characteristics of kindergarten teachers' occupational beliefs in China: A grounded theory approach.

To explore the characteristics of kindergarten teachers' occupational beliefs in China, 24 public and private kindergarten teachers were interviewed, their teaching was observed, and teaching reflection notes and educational essays were collected. A structural model was subsequently developed. Based on grounded theory, the information was coded at three levels and tested for theoretical saturation. The results demonstrated that the occupational beliefs of kindergarten teachers consisted of occupational cognition, occupational endurance, occupational expectation, and occupational intention, and these four core elements were not independent. Although there were characteristics common to public and private kindergarten teachers' occupational beliefs, they also had distinct characteristics. The occupational beliefs of public kindergarten teachers were relatively stable, yet those of private kindergarten teachers were not. Moreover, most public kindergarten teachers were willing to stay in their teaching jobs. These findings reveal the composition and characteristics of Chinese kindergarten teachers' occupational beliefs and the relationship between kindergarten teachers' turnover and occupational beliefs.

Impact of home literacy environment on literacy development of children with hearing loss: A mediation model.

Reading presents an unsolved difficulty for children with hearing loss and research on factors influencing their literacy development is very limited. This work aimed to study the influence of home literacy environment (HLE) on literacy development of children with hearing loss and explore possible mediating effects of reading interest and parent-child relationship. 112 Chinese children with hearing loss were surveyed for scales of HLE, literacy development, reading interest, and parent-child relationship. Result analysis showed that HLE significantly predicted literacy development of children with hearing loss and this effect was no longer significant after including reading interest and parent-child relationship as variables. Further, HLE significantly predicted reading interest and parent-child relationship, each of which predicted literacy development and played a significant mediating role in HLE's influence on literacy development. These findings provide educational tips for families of children with hearing loss.

Affect, Behaviors of Children With Intellectual Disabilities and Parents' Coping Strategies During the COVID-19 Pandemic.

Background: In early 2020, the COVID-19 pandemic emerged. To prevent the spread of the virus, China implemented restrictions on going out and ensured that people stayed at home. This study aims to investigate the affect and behaviors of children with intellectual disabilities (ID) during the lockdown. The informal coping strategies adopted by parents and their effects were further evaluated. Methods: In this study, a total of 457 parents of children (mean age: 14.82 years ± 1.96) with ID in 12 provincial administrative regions across China were surveyed online using the Positive and Negative Affect Scale and our own questionnaire on daily behaviors, problem behaviors and informal coping strategies. Results: During the COVID-19 pandemic, the positive affect (PA) score was significantly higher than that of negative affect (NA) (p < 0.001). Some children experienced mostly positive changes in sleep (16.63%), communication (14.66%), and diet (5.69%). However, more than one-third (39.39%) exhibited problem behaviors such as hyperactivity. A significant correlation was found between affect and behavior. The informal coping measures adopted by parents were generally effective among affect and the relationship with problem behaviors. Conclusions: The affect of the children with ID at home was mainly positive. The overall behaviors (diet, sleep, and communication) were good, but there were problem behaviors. Effective coping strategies are associated with higher PA, lower NA, and fewer problem behaviors. The greater the number of effective coping strategies, the lesser the problem behaviors.

Psychological Capital and Occupational Well-Being: Mediating Effects of Work Engagement Among Chinese Special Education Teachers.

This study examines whether psychological capital (PsyCap) indirectly predicts occupational well-being among Chinese special education teachers through work engagement. In total, 615 Chinese special education teachers (female = 567) completed the Psychological Capital Questionnaire, the Special Education Teachers' Occupational Well-Being Questionnaire, and the Utrecht Work Engagement Scale. The results indicated that PsyCap was positively correlated with occupational well-being and work engagement. Furthermore, work engagement mediated the influence of PsyCap on occupational well-being. Notably, the multiple mediation model indicated that the indirect effects of PsyCap on occupational well-being were mainly due to dedication and absorption. The study's results illustrate the association between PsyCap, work engagement, and occupational well-being, which may help educational administrators and social workers assist with special education and special education teachers develop and maintain good working conditions.

Body Mass Index and Gestational Weight Gain Are Associated with Maternal and Neonatal Outcomes Based on Chinese Women.

The objective of the study is to analyze the association between early pregnancy body mass index (BMI), gestational weight gain (GWG), and maternal and neonatal outcomes. The retrospective cohort study was conducted at Quanzhou First Hospital Affiliated to Fujian Medical University from January 2018 to May 2021, with 552 women enrolled. Women were divided into the underweight group, normal weight group, overweight group, and obese group according to early pregnancy BMI. Univariate and multivariate logistic regression analyses were performed. The absolute risk of adverse maternal and neonatal outcomes in the early pregnancy BMI group was calculated to further analyze the association between GWG and adverse maternal and neonatal outcomes. Of the 552 women, 390 (70.65%) women had adverse maternal and neonatal outcomes. The result revealed that overweight was associated with increased risk of adverse maternal and neonatal outcomes (odds ratio (OR): 1.643, 95% confidence interval (CI): 1.006-2.684), maternal complications (OR: 1.937, 95% CI: 1.188-3.159), and large for gestational age (LGA) (OR: 1.905, 95% CI: 1.061-3.422). In the obese group, the risk of adverse maternal and neonatal outcomes (OR: 5.760, 95% CI: 1.997-16.786), maternal complications (OR: 3.112, 95% CI: 1.645-5.887), gestational diabetes mellitus (GDM) (OR: 2.943, 95% CI: 1.509-5.741), cesarean section (OR: 1.899, 95% CI: 1.002-3.599), and preterm delivery (OR: 4.752, 95% CI: 1.395-16.185) increased. Besides, there was an association between insufficient GWG and decreased risk of LGA (OR: 0.392, 95% CI: 0.187-0.826) and higher risk of preterm delivery (OR: 2.818, 95% CI: 1.171-6.784). This study demonstrates that BMI and GWG are related to maternal and neonatal outcomes. It is necessary to regularly monitor the weight of pregnant women during pregnancy. And regional guidelines for GWG also need to be explored.

Multimodal Interventions Are More Effective in Improving Core Symptoms in Children With ADHD.

Objective: To investigate the effect of sensory integration training combined with EEG biofeedback on core symptoms in children with ADHD. Methods: Fifty-two children with attention-deficit, hyperactive-impulsive and combined ADHD were selected. They were randomly divided into control group, sensory integration training group, EEG biofeedback group, and sensory integration training + EEG biofeedback group, and after 4 months of intervention, concentration time and impulsive- hyperactivity and hyperactivity index scores on the PSQ scale were assessed. Results: Compared with that before the intervention, the attention time was significantly increased (P < 0.01), and the impulsive-hyperactivity and hyperactivity index scores were significantly decreased (P < 0.05, P < 0.01). After the intervention, the attention time was significantly higher than that of the control group (P < 0.05, P < 0.01), the attention time of the multimodal intervention group was significantly higher than that of the single intervention group (P < 0.01), and the impulsive-hyperactivity and hyperactivity index scores were significantly lower than those of the single intervention group (P < 0.05). Conclusion: Multimodal intervention can significantly improve the concentration level of children with ADHD, and significantly improve the behavioral symptoms of impulsive-hyperactivity and hyperactivity. Multimodal interventions were more effective than single interventions in improving core symptoms in children with ADHD. The results of this study provide a reference for related research and practical application.