Extraribosomal Functions of Bacterial Ribosomal Proteins-An Update, 2023.

Ribosomal proteins (r-proteins) are abundant, highly conserved, and multifaceted cellular proteins in all domains of life. Most r-proteins have RNA-binding properties and can form protein-protein contacts. Bacterial r-proteins govern the co-transcriptional rRNA folding during ribosome assembly and participate in the formation of the ribosome functional sites, such as the mRNA-binding site, tRNA-binding sites, the peptidyl transferase center, and the protein exit tunnel.

Dynamic Transcriptional Landscape of under Cold Stress.

Bacterial adaptation to cold stress requires wide transcriptional reprogramming. However, the knowledge of molecular mechanisms underlying the cold stress response of mycobacteria is limited. We conducted comparative transcriptomic analysis of subjected to cold shock.

Diverse mathematical knowledge among indigenous Amazonians.

We investigate number and arithmetic learning among a Bolivian indigenous people, the Tsimane', for whom formal schooling is comparatively recent in history and variable in both extent and consistency. We first present a large-scale meta-analysis on child number development involving over 800 Tsimane' children. The results emphasize the impact of formal schooling: Children are only found to be full counters when they have attended school, suggesting the importance of cultural support for early mathematics.

Different reference frames on different axes: Space and language in indigenous Amazonians.

Spatial cognition is central to human behavior, but the way people conceptualize space varies within and across groups for unknown reasons. Here, we found that adults from an indigenous Bolivian group used systematically different spatial reference frames on different axes, according to known differences in their discriminability: In both verbal and nonverbal tests, participants preferred allocentric (i.e.

Verbal counting and the timing of number acquisition in an indigenous Amazonian group.

Children in industrialized cultures typically succeed on Give-N, a test of counting ability, by age 4. On the other hand, counting appears to be learned much later in the Tsimane', an indigenous group in the Bolivian Amazon. This study tests three hypotheses for what may cause this difference in timing: (a) Tsimane' children may be shy in providing behavioral responses to number tasks, (b) Tsimane' children may not memorize the verbal list of number words early in acquisition, and/or (c) home environments may not support mathematical learning in the same way as in US samples, leading Tsimane' children to primarily acquire mathematics through formalized schooling.