Publications by authors named "L Pearl"

While there are always differences in children's input, it is unclear how often these differences impact language development - that is, are developmentally meaningful - and why they do (or do not) do so. We describe a new approach using computational cognitive modeling that links children's input to predicted language development outcomes, and can identify if input differences are potentially developmentally meaningful. We use this approach to investigate if there is developmentally-meaningful input variation across socio-economic status () with respect to the complex syntactic knowledge called syntactic islands.

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Background: Aborted bariatric surgeries are an undesirable experience for patients as they are subjected to potential physical harm and emotional distress. A thorough investigation of aborted bariatric surgeries has not been previously reported. This information may allow the discovery of opportunities to mitigate the risk of aborting some bariatric operations.

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Mutually exclusive loss-of-function alterations in gene pairs are those that occur together less frequently than may be expected and may denote a synthetically lethal relationship (SSL) between the genes. SSLs can be exploited therapeutically to selectively kill cancer cells. Here, we analysed mutation, copy number variation, and methylation levels in samples from The Cancer Genome Atlas, using the hypergeometric and the Poisson binomial tests to identify mutually exclusive inactivated genes.

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Activation of the replicative Mcm2-7 helicase by loading GINS and Cdc45 is crucial for replication origin firing, and as such for faithful genetic inheritance. Our biochemical and structural studies demonstrate that the helicase activator GINS interacts with TopBP1 through two separate binding surfaces, the first involving a stretch of highly conserved amino acids in the TopBP1-GINI region, the second a surface on TopBP1-BRCT4. The two surfaces bind to opposite ends of the A domain of the GINS subunit Psf1.

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Computational cognitive modeling is a tool we can use to evaluate theories of syntactic acquisition. Here, I review several models implementing theories that integrate information from both linguistic and non-linguistic sources to learn different types of syntactic knowledge. Some of these models additionally consider the impact of factors coming from children's developing non-linguistic cognition.

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