From advisors to mentors: fostering supportive mentorship in academia.

A supportive mentorship has long-lasting effects on shaping students' personal and professional development. Here, we outline important aspects of mentoring and indicators of good mentors, focusing on effective mutualistic interaction. We believe that traditional academic advice should be expanded to include supportive group mentoring to foster future top scientific talent.

Cultural framing of giftedness in recent US fictional texts.

A perennial topic of research on giftedness has been individuals' perceptions of and attitudes towards giftedness, the gifted, and gifted education. Although giftedness is a culturally constructed concept, most examination of the term's meanings and implications has used reactive measures (i.e.

Attracting and developing STEMM talent toward excellence and innovation.

This article provides an overview of science, technology, engineering, mathematics, and medical sciences (STEMM) talent development from first exposure to a STEMM domain to achieving eminence and innovation. To this end, a resource-oriented model of STEMM talent development is proposed as a framework. It includes a three-stage phase model based on Bloom (1985), with the main focus on interest development in the first stage, skill acquisition toward expertise and excellence in the second stage, and style formation toward eminence and innovation in the final stage.

Talent denied: Equity and excellence gaps in STEMM.

In principle, there could be STEMM talent everywhere if there were sufficient and adequate opportunities and learning resources everywhere. The reality, however, is that the likelihood of developing one's talent in STEMM is tied to membership in social groups. In this contribution, we explore the implications of this statement with multiple examples for different social groups and for different stages of talent development.

Unlocking the transformative power of mentoring for youth development in communities, schools, and talent domains.

Mentoring is a highly individualized educational measure that can support youth development in communities, schools, and talent domains. Depending on the target population, goals, structure, and medium, mentoring for youths can differ considerably. This article first reviews the main types of mentoring programs and practices for youth development in communities, schools, and talent domains.

Modeling social, dimensional, and temporal comparisons in self-concept development with the random intercept cross-lagged panel model: A methodological-substantive integration.

In recent years, discussion of the limitations of the standard cross-lagged panel model (CLPM) has increased, and the random intercept cross-lagged panel model (RI-CLPM) has been proposed as an improved approach to modeling. By now, there are some first applications of the model to investigate reciprocal relations in self-concept development. However, a methodological-substantive integration of the model in the context of the three major comparison processes in self-concept development is still missing, and it has not been used to evaluate dimensional and temporal comparison effects.

Dropping out of an online mentoring program for girls in STEM: A longitudinal study on the dynamically changing risk for premature match closure.

Premature closure of mentoring relationships decreases positive effects of mentoring or can even lead to negative effects for mentees. Past studies retrospectively investigated mechanisms of premature match closure. However, a deeper understanding of the dynamics that lead to premature match closure is still missing.

The effect of fine motor skills, handwriting, and typing on reading development.

Discussions on the contribution of motor skills and processes to learning to read has a long history. Previous work is essentially divided into two separate strands, namely the contributions of fine motor skills (FMS) to reading and the influence of writing versus typing. In the current 2 × 2 × 3 mixed, single-blind, and randomly assigned experiment, we tested both strands together.

Online mentoring for girls in secondary education to increase participation rates of women in STEM: A long-term follow-up study on later university major and career choices.

An important first step in talent development in science, technology, engineering, and mathematics (STEM) is getting individuals excited about STEM. Females, in particular, are underrepresented in many STEM fields. Since girls' interest in STEM declines in adolescence, interventions should begin in secondary education at the latest.

Developing eminence in STEMM: An interview study with talent development and STEMM experts.

In the present day, we need outstanding scientists, engineers, mathematicians, and medical science researchers more than ever to solve the world's most pressing issues, such as climate change, water contamination, and cyber security. Naturally, we ask the question: What does it take to develop eminence in science, technology, engineering, mathematics, and medical science (STEMM)? To answer this question, we interviewed two relevant groups of experts: 14 talent development researchers and 14 STEMM experts. The interview questions were developed based on the theoretical framework of the Actiotope Model of Giftedness and the related educational and learning capital approach that differentiates five types of exogenous resources (educational capital) and five types of endogenous resources (learning capital) that feed into talent development toward eminence.

Fine motor skills and finger gnosia contribute to preschool children's numerical competencies.

Facets of fine motor skills (FMS) and finger gnosia have been reported to predict young children's numerical competencies, possibly by affecting early finger counting experiences. Furthermore, neuronal connections between areas involved in finger motor movement, finger gnosia, and numerical processing have been posited. In this study, FMS and finger gnosia were investigated as predictors for preschool children's performance in numerical tasks.

How Mentors Think About the Attainability of Mentoring Goals: The Impact of Mentoring Type and Mentoring Context on the Anticipated Regulatory Network and Regulatory Resources of Potential Mentors for School Mentoring Programs.

Research shows that trained mentors achieve better results than untrained ones. Their training should particularly address their expectations for their future mentoring. Our study involved 190 preservice teachers, potential mentors of ongoing school mentoring for primary and secondary school students of all grades.

Molecular profiling of soft-tissue sarcomas with FoundationOne Heme identifies potential targets for sarcoma therapy: a single-centre experience.

Background: Molecular diagnosis has become an established tool in the characterisation of adult soft-tissue sarcomas (STS). FoundationOne Heme analyses somatic gene alterations in sarcomas DNA and RNA-hotspot sequencing of tumour-associated genes.

Methods: We evaluated FoundationOne Heme testing in 81 localised STS including 35 translocation-associated and 46 complex-karyotyped cases from a single institution.

Physiological linkage during interactions between doctors and cancer patients.

Introduction: Doctors and patients influence each other when interacting and, as a result, can become similar to each other in affect and behavior. In the current work, we examine whether they also become similar to each other on a moment-to-moment basis in their physiological responses. Specifically, we examine physiological linkage-how much a doctor's (or patient's) physiological response predicts a patient's (or doctor's) response at a subsequent time interval-and whether this changes over the course of doctor-patient relationships (measured as the number of consultations held for each unique doctor-patient dyad).

Do Implicit Theories About Ability Predict Self-Reports and Behavior-Proximal Measures of Primary School Students' In-Class Cognitive and Metacognitive Learning Strategy Use?

Although studies show relations between implicit theories about ability (ITs) and cognitive as well as metacognitive learning strategy use, existing studies suffer from an overreliance on broad-brush self-report measures of strategy use and limited ecological validity. Moreover, studies rarely examine younger students, and research on ITs and how much students benefit from interventions on learning strategies is lacking. Therefore, we investigated in ecologically valid settings (regular classroom instruction) whether primary school students' ITs are related to their use of cognitive strategies (text reduction strategies based on identifying a text's main ideas) and metacognitive strategies, assessed with (a) typical self-report scales and (b) more behavior-proximal measures.

Fine Motor Skills and Lexical Processing in Children and Adults.

Children's fine motor skills (FMS) link to cognitive development, however, research on their involvement in language processing, also with adults, is scarce. Lexical items are processed differently depending on the degree of sensorimotor information inherent in the words' meanings, such as whether these imply a body-object interaction (BOI) or a body-part association (i.e.

Conventional versus reverse sequence of neoadjuvant epirubicin/cyclophosphamide and docetaxel: sequencing results from ABCSG-34.

Background: Preoperative chemotherapy containing anthracyclines and taxanes is well established in early-stage breast cancer. Previous studies have suggested that the chemotherapy sequence may matter but definitive evidence is missing. ABCSG trial 34 evaluated the activity of the MUC1 vaccine tecemotide when added to neoadjuvant treatment; the study provided the opportunity for the second randomisation to compare two different anthracycline/taxane sequences.

Key issues in professionalizing mentoring practices.

Mentoring has experienced a tremendous upswing over the past decades, which has only recently slowed down somewhat. One possible factor explaining mentoring's popularity are numerous case studies suggesting that it is one of the most effective ways of helping individuals to develop. Meta-analyses indicating effect sizes for mentoring that are below what would theoretically be possible appear to contradict the success stories, however.

Domain-Specificity of Educational and Learning Capital: A Study With Musical Talents.

The Education and Learning Capital Approach (ELCA) has been widely used to investigate talent development. A research gap is the implicit consideration of the domain specificity of educational and learning capital. In an empirical study with 365 school students we investigated the domain specificity of the approach for the domains of school learning and learning to play a musical instrument.

The Supporting Role of Mentees' Peers in Online Mentoring: A Longitudinal Social Network Analysis of Peer Influence.

Studies show that online mentoring is an effective measure to support girls in STEM (science, technology, engineering, and mathematics), especially if it also allows for networking with other participants on the mentoring platform. However, research is missing on peer influence. This topic seems especially crucial in programs for adolescents as peer influence plays an important role at this age.

Nine years of online mentoring for secondary school girls in STEM: an empirical comparison of three mentoring formats.

Online mentoring can be useful for supporting girls in science, technology, engineering, and mathematics (STEM). Yet, little is known about the differential effects of various online mentoring formats. We examine the general and relative effectiveness of three online mentoring formats, one-on-one mentoring, many-to-many group mentoring, and a hybrid form of the two.

C-Reactive Protein (CRP) Levels in Immune Checkpoint Inhibitor Response and Progression in Advanced Non-Small Cell Lung Cancer: A Bi-Center Study.

Background: Biomarkers for predicting response to immune checkpoint inhibitors (ICI) are scarce and often lack external validation. This study provides a comprehensive investigation of pretreatment C-reactive protein (CRP) levels as well as its longitudinal trajectories as a marker of treatment response and disease outcome in patients with advanced non-small cell lung cancer (NSCLC) undergoing immunotherapy with anti PD-1 or anti PD-L1 agents.

Methods: We performed a retrospective bi-center study to assess the association between baseline CRP levels and anti PD-(L)1 treatment outcomes in the discovery cohort ( = 90), confirm these findings in an external validation cohort ( = 101) and explore the longitudinal evolution of CRP during anti PD-(L)1 treatment and the potential impact of dynamic CRP changes on treatment response and disease outcome in the discovery cohort.

Spaces of possibilities: a theoretical analysis of mentoring from a regulatory perspective.

A review of the literature on the effectiveness of mentoring reveals a paradox: on the one hand, there is evidence that mentoring can be highly effective. On the other hand, meta-analyses usually only show small to moderate effect sizes, and sometimes even negative effects. To better understand this mentoring paradox, we discuss three fundamental problems in mentoring research.

The Implicit Contribution of Fine Motor Skills to Mathematical Insight in Early Childhood.

Understanding number magnitude is an important prerequisite for children's mathematical development. One early experience that contributes to this understanding is the common practice of finger counting. Recent research suggested that through repeated finger counting, children internalize their fingers as representations of number magnitude.