Recognition of BACH1 quaternary structure degrons by two F-box proteins under oxidative stress.

Ubiquitin-dependent proteolysis regulates diverse cellular functions with high substrate specificity, which hinges on the ability of ubiquitin E3 ligases to decode the targets' degradation signals, i.e., degrons.

Modality-specific impacts of distractors on visual and auditory categorical decision-making: an evidence accumulation perspective.

Our brain constantly processes multisensory inputs to make decisions and guide behaviors, but how goal-relevant processes are influenced by irrelevant information is unclear. Here, we investigated the effects of intermodal and intramodal task-irrelevant information on visual and auditory categorical decision-making. In both visual and auditory tasks, we manipulated the modality of irrelevant inputs (visual vs.

From Empathy to Resilience: The Mediating Role of Emotional Intelligence.

Research has shown that empathy and emotional intelligence are two predictive factors associated with positive adaptation and resilience in emerging adulthood. However, it has not been well investigated how these two factors interact to link resilience. Based on previous research showing that empathy requires the development of emotional perceptiveness, that resilience is closely related to adaptive processes, and that emotional intelligence mediates the relation between emotional perceptiveness and adaptive processes, the present study hypothesized that emotional intelligence has a potential mediating role in the association between empathy and resilience.

Attentional focusing and filtering in multisensory categorization.

Selective attention refers to the ability to focus on goal-relevant information while filtering out irrelevant information. In a multisensory context, how do people selectively attend to multiple inputs when making categorical decisions? Here, we examined the role of selective attention in cross-modal categorization in two experiments. In a speed categorization task, participants were asked to attend to visual or auditory targets and categorize them while ignoring other irrelevant stimuli.

Facilitation and interference effects of the multisensory context on learning: a systematic review and meta-analysis.

Although ever-growing literature has documented that a multisensory environment influences individuals' learning, there is less agreement as to whether it facilitates or hinders and why. In this work, we addressed this issue with a systematic review and meta-analysis and examined the multisensory facilitation and interference of learning. The present study reviewed the literature on audiovisual learning and quantitatively synthesized a total of 29 studies with 198 comparisons to (1) assess the effect of multisensory context by examining the role of congruency, (2) examine study-level factors-modality, age, and familiarity-that may moderate the effects observed across studies, and (3) discuss possible explanations and implications for theories of attention in learning.

Social attention, memory, and memory-guided orienting change across the menstrual cycle.

Numerous studies have shown that perception of emotion and emotional memory vary across the menstrual cycle. However, most of these studies used stimuli that contained not only emotional but also social elements. Importantly, the social cognitive abilities of individuals are as crucial as emotional abilities for danger avoidance and recruitment of allies.

The Development of Attention to Objects and Scenes: From Object-Biased to Unbiased.

Selective attention is the ability to focus on goal-relevant information while filtering out irrelevant information. This work examined the development of selective attention to natural scenes and objects with a rapid serial visual presentation paradigm. Children (N = 69, ages 4-6 years) and adults (N = 80) were asked to attend to either objects or scenes, while ignoring the other type of stimulus.

Categories, Concepts, and Conceptual Development.

Concepts (i.e., lexicalized classes of real or fictitious entities) play a central role in many human intellectual activities, including planning, thinking, reasoning, problem solving, and decision making.

Conceptual influences on induction: A case for a late onset.

This research examines the mechanism of early induction, the development of induction, and the ways attentional and conceptual factors contribute to induction across development. Different theoretical views offer different answers to these questions. Six experiments with 4- and 5-year-olds, 7-year-olds and adults (N=208) test these competing theories by teaching categories for which category membership and perceptual similarity are in conflict, and varying orthogonally conceptual and attentional factors that may potentially affect inductive inference.