The link between math anxiety and performance does not depend on working memory: A network analysis study.

Math anxiety (MA) and working memory (WM) influence math performance. Yet the interplay between them is not fully understood. Inconsistent results possibly stem from the multicomponent structure of math performance and WM. Using network analysis approach, we investigated the drivers of the MA, WM and math performance edges, and the contribution of each node to the network. First, 116 women completed a battery of tests and questionnaires. Second, we explored the generalizability of our model by applying it to a new data-set (Skagerlund et al., 2019; conceptual replication). The results revealed: (1) the links between MA and WM depend on specific task properties, specifically, WM tasks that require manipulation of numbers; (2) WM and MA are independently linked to math performance; and (3) each WM task is associated with different math abilities. The study provides a strong and reliable model showing the direct effects of math anxiety on math performance.

Targeted nanomedicine modalities for prostate cancer treatment.

Prostate cancer (PC) is the second most common cause of death amongst men in the USA. Therapy of PC has been transformed in the past decade by introducing novel therapeutics, advanced functional imaging and diagnostic approaches, next generation sequencing, as well as improved application of existing therapies in localized PC. Treatment of PC at the different stages of the disease may include surgery, androgen deprivation therapy (ADT), chemotherapy and radiation therapy. However, although ADT has proven efficacious in PC treatment, its effectiveness may be temporary, as these tumors frequently develop molecular mechanisms of therapy resistance, which allow them to survive and proliferate even under conditions of testosterone deprivation, inhibition of androgen receptor signaling, or cytotoxic drug treatment. Importantly, ADT was found to induce key alterations which frequently result in the formation of metastatic tumors displaying a therapy refractory phenotype. Hence, to overcome these serious therapeutic impediments, novel PC cell-targeted therapeutic strategies are being developed. These include diverse platforms enabling specific enhanced antitumor drug uptake and increased intracellular accumulation. Studies have shown that these novel treatment modalities lead to enhanced antitumor activity and diminished systemic toxicity due to the use of selective targeting and decreased drug doses. The underlying mechanism of targeting and internalization is based upon the interaction between a selective ligand, conjugated to a drug-loaded nanoparticle or directly to an anti-cancer drug, and a specific plasma membrane biomarker, uniquely overexpressed on the surface of PC cells. Another targeted therapeutic approach is the delivery of unique anti-oncogenic signaling pathway-based therapeutic drugs, which are selectively cytotoxic to PC cells. The current paper reviews PC targeted modalities reported in the past 6 years, and discusses both the advantages and limitations of the various targeted treatment strategies.

Using Reappraisal to Improve Outcomes for STEM Teachers and Students.

The many stressors associated with teaching can take a toll, resulting in high levels of burnout among teachers and reduced motivation and academic performance among students. This is especially true in the context of science, technology, engineering, and mathematics (STEM) subjects. Despite the efficacy of emotion regulation interventions in pedagogical settings in general and in STEM teaching in particular, there is a lack of suitable interventions. We applied the process model of emotion regulation to STEM teaching and proposed a framework, STEM-Model of EmotioN regulation: Teachers' Opportunities and Responsibilities (STEM-MENTOR), to elucidate how the high demands of STEM teaching and contextual factors (e.g., culture, reforms, teacher-student interactions) may lead to intensified negative emotions and deficits in executive functioning and emotion regulation implementation. Teacher emotions, in turn, shape students' STEM-related achievements and epistemic emotions. Thus, teachers' emotion regulation skills have pervasive effects on teaching outcomes for both teachers and students. We illustrate how at each level of our framework, steps could be taken to improve teachers' emotional trajectory. Our proposed STEM-MENTOR framework has implications for theoretical understanding and may help to shape future interventions that focus on cognitive-emotional processes in STEM education.

Math anxiety and deficient executive control: does reappraisal modulate this link?

The literature suggests an interplay between executive control functions and emotion regulation processes, with each playing a key role in math anxiety. We examined the relation between the use of two different emotion regulation strategies (reappraisal and suppression) and the ability to reduce emotional interference in high-conflict situations (i.e., executive control of attention) in cases of math anxiety. A sample of 107 adults completed emotion regulation tendencies and math anxiety questionnaires and performed a flanker task following the priming of a math-related or negative word. The findings revealed: (1) highly math-anxious individuals had difficulty controlling emotional distractions induced by math information, even as simple as math-related words, in high-conflict conditions; and (2) the tendency to use reappraisal in everyday situations was associated with math-anxious individuals' ability to avoid heightened emotional reactions when encountering math-related (i.e., threatening) information. These findings point to the efficacy of reappraisal-focused intervention and suggest an innovative mechanism through which reappraisal reduces emotional reactions and improves performance among math-anxious individuals, indicating a new way to approach interventions for math anxiety.

Novel Selectively Targeted Multifunctional Nanostructured Lipid Carriers for Prostate Cancer Treatment.

Prostate cancer (PC) is the most common cancer in men over 50 and the 4th most prevalent human malignancy. PC treatment may include surgery, androgen deprivation therapy, chemotherapy, and radiation therapy. However, the therapeutic efficacy of systemic chemotherapy is limited due to low drug solubility and insufficient tumor specificity, inflicting toxic side effects and frequently provoking the emergence of drug resistance. Towards the efficacious treatment of PC, we herein developed novel selectively PC-targeted nanoparticles (NPs) harboring a cytotoxic drug cargo. This delivery system is based upon PEGylated nanostructured lipid carriers (NLCs), decorated with a selective ligand, targeted to prostate-specific membrane antigen (PSMA). NPs loaded with cabazitaxel (CTX) displayed a remarkable loading capacity of 168 ± 3 mg drug/g SA-PEG, encapsulation efficiency of 67 ± 1%, and an average diameter of 159 ± 3 nm. The time-course of in vitro drug release from NPs revealed a substantial drug retention profile compared to the unencapsulated drug. These NPs were selectively internalized into target PC cells overexpressing PSMA, and displayed a dose-dependent growth inhibition compared to cells devoid of the PSMA receptor. Remarkably, these targeted NPs exhibited growth-inhibitory activity at pM CTX concentrations, being markedly more potent than the free drug. This selectively targeted nano-delivery platform bears the promise of enhanced efficacy and minimal untoward toxicity.

Females' negative affective valence to math-related words.

Emotional perceptions of math-related information can have profound effects on attitudes about math, which, in turn, may lead to decreased math achievements. A large body of research has documented that females have less positive attitudes and more negative affectivity to math than males. This study examined emotional valence ratings of math-related verbal stimuli among adults and performed a pioneering investigation of gender differences in emotional perceptions. A random sample of 290 adults completed a battery of online affect questionnaires designated to measure the relations of various math-related words to the field of mathematics (i.e., math loading) and compared the emotional valence of these words to words known to have negative and neutral valence. Results revealed that: (1) math-related words were rated as less threatening than words with negative valence, but more threatening than neutral words; (2) math loading ratings were the strongest and most significant predictor of the emotional valence ratings of math-related words; and (3) females rated math-related words and words with negative, but not neutral, valence as more threatening than males. The study concludes that negative affective valence is linked with math-related information, especially among females, and this finding has implications for researchers, parents, and educators.

Math Anxiety Is Related to Math Difficulties and Composed of Emotion Regulation and Anxiety Predisposition: A Network Analysis Study.

Current evidence suggests emotion regulation is an important factor in both math anxiety and math performance, but the interplay between these constructs is unexamined. Given the multicomponent structure of math anxiety, emotion regulation, and math performance, here, we aimed to provide a comprehensive model of the underlying nature of the links between these latent variables. Using the innovative network analysis approach, the study visualized the underlying links between directly observable and measurable variables that might be masked by traditional statistical approaches. One hundred and seventeen adults completed a battery of tests and questionnaires on math anxiety, emotion regulation, and math performance. The results revealed: (1) state math anxiety (the emotional experience in math-related situations), rather than trait math anxiety, was linked to anxiety predisposition, subjective valence of math information, and difficulties in emotion regulation; (2) the link between state math anxiety and math performance partialed out the link between trait math anxiety and performance. The study innovatively demonstrates the need to differentiate between traits and tendencies to the actual emotional experience and emotion regulation used in math anxiety. The results have important implications for the theoretical understanding of math anxiety and future discussions and work in the field.

A Framework for Studying the Heterogeneity of Risk Factors in Math Anxiety.

Math anxiety is a prevalent disorder which affects many people worldwide. Here, we draw together ample evidence to suggest a dynamic developmental bio-psycho-social model. The model highlights the complex pathways towards the development of math anxiety, with a focus on dynamism. That is, math anxiety is viewed here as a dynamic interplay between environmental (parenting style, as well as social style including teachers' attitude, instruction strategies and wider social effects) and intrinsic factors (i.e., neuro-cognitive and genetic predispositions, including brain malfunctions, heritability, predisposition towards general anxiety) and basic numerical cognition and affective factors. The model predicts that the dynamic interplay between these factors can either prevent or promote math anxiety's effects on the development of heterogeneous symptoms. Considering the universal nature of math anxiety, a systematic description of the vulnerability factors that contribute to the development of math anxiety is vital. Such information may be of particular value in informing the design of preventive interventions as well as of specific intervention tools.

Identification of RNA editing sites in the SNP database.

The relationship between human inherited genomic variations and phenotypic differences has been the focus of much research effort in recent years. These studies benefit from millions of single-nucleotide polymorphism (SNP) records available in public databases, such as dbSNP. The importance of identifying false dbSNP records increases with the growing role played by SNPs in linkage analysis for disease traits. In particular, the emerging understanding of the abundance of DNA and RNA editing calls for a careful distinction between inherited SNPs and somatic DNA and RNA modifications. In order to demonstrate that some of the SNP database records are actually somatic modification, we focus on one type of these modifications, namely A-to-I RNA editing, and present evidence for hundreds of dbSNP records that are actually editing sites. We provide a list of 102 RNA editing sites previously annotated in dbSNP database as SNPs, and experimentally validate seven of these. Interestingly, we show how dbSNP can serve as a starting point to look for new editing sites. Our results, for this particular type of RNA editing, demonstrate the need for a careful analysis of SNP databases in light of the increasing recognition of the significance of somatic sequence modifications.

Mothers, Intrinsic Math Motivation, Arithmetic Skills, and Math Anxiety in Elementary School.

Math anxiety is influenced by environmental, cognitive, and personal factors. Yet, the concurrent relationships between these factors have not been examined. To this end, the current study investigated how the math anxiety of 30 sixth graders is affected by: (a) mother's math anxiety and maternal behaviors (environmental factors); (b) children's arithmetic skills (cognitive factors); and (c) intrinsic math motivation (personal factor). A rigorous assessment of children's math anxiety was made by using both explicit and implicit measures. The results indicated that accessible self-representations of math anxiety, as reflected by the explicit self-report questionnaire, were strongly affected by arithmetic skills. However, unconscious cognitive constructs of math anxiety, as reflected by the numerical dot-probe task, were strongly affected by environmental factors, such as maternal behaviors and mothers' attitudes toward math. Furthermore, the present study provided preliminary evidence of intergenerational transmission of math anxiety. The conclusions are that in order to better understand the etiology of math anxiety, multiple facets of parenting and children's skills should be taken into consideration. Implications for researchers, parents, and educators are discussed.