@phdthesis{Mestermann2020,
  author    = {Mestermann, Katrin},
  title     = {Pharmacological control of CAR T-cells by dasatinib},
  doi       = {10.25972/OPUS-18056},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-180562},
  school      = {Universit{\"a}t W{\"u}rzburg},
  year      = {2020},
  abstract  = {Cellular therapies using chimeric antigen receptor (CAR) modified T cells to eradicate tumor cells have been a major breakthrough in the treatment of hematologic malignancies. However, there are no measures to control CAR T cell activity after infusion, which is mostly required in cases of CAR T cell overreaction, e.g. cytokine release syndrome, or in the case of T cell failure, e.g. caused by exhaustion. In our study, we identified the tyrosine kinase inhibitor (TKI) dasatinib (© Sprycel) as a suitable agent to steer CAR T cells in vitro and in vivo. We show that single treatment of CD4+ and CD8+ CAR T cells with dasatinib conferred either partial or complete inhibition, depending on the applied concentration. The blockade was immediate and encompassed spe-cific lysis, cytokine secretion and proliferation following antigen encounter. The mechanism relied on reduced phosphorylation of key kinases in the CAR signaling cascade, which led to abrogation of nuclear factor of activated T-cells (NFAT) signaling. Importantly, inhibition was fully reversible by dasatinib withdrawal. In vivo, dasatinib blocked CAR T cell function without impairing the engraftment of CAR T cells or their subsequent anti tumor function once dasatinib administration was discontinued. We therefore introduce dasatinib as a new tool to efficiently block CAR T cells in vitro and in vivo, with data suggesting that dasatinib can be used in a clinical setting to mitigate toxicity after adaptive transfer of CAR modified T cells and other forms of T cell based immunotherapy. Additionally we show that intermittent inhibition of CAR T cells by dasatinib im-proves the efficacy of CAR T cell therapy. By pausing T cells for short periods of time in vi-vo, upregulation of programmed death protein 1 (PD-1) and subsequent induction of exhaus-tion was prevented, which increased the expansion of T cells and the rate of tumor eradica-tion. Our data therefore suggest that dasatinib can additionally be used to overcome T cell exhaustion that is induced by massive tumor burden and upregulation of inhibitory receptors.},
  subject      = {Immuntherapie},
  language  = {en}
}
@phdthesis{Pieger2017,
  author    = {Pieger, Elisabeth},
  title     = {Metacognition and Disfluency - The Effects of Disfluency on Monitoring and Performance},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-155362},
  school      = {Universit{\"a}t W{\"u}rzburg},
  year      = {2017},
  abstract  = {In this thesis, metacognition research is connected with fluency research. Thereby, the focus lies on how disfluency can be used to improve metacognitive monitoring (i.e., students` judgments during the learning process). Improving metacognitive monitoring is important in educational contexts in order to foster performance. Theories about metacognition and self-regulated learning suppose that monitoring affects control and performance. Accurate monitoring is necessary to initiate adequate control and better performance. However, previous research shows that students are often not able to accurately monitor their learning with meaningful text material. Inaccurate monitoring can result in inadequate control and low performance. One reason for inaccurate monitoring is that students use cues for their judgments that are not valid predictors of their performance. Because fluency might be such a cue, the first aim of this thesis is to investigate under which conditions fluency is used as a cue for judgments during the learning process. A fluent text is easy to process and, hence, it should be judged as easy to learn and as easy to remember. Inversely, a disfluent text is difficult to process, for example because of a disfluent font type (e.g., Mistral) or because of deleted letters (e.g., l_tt_rs). Hence, a disfluent text should be judged as difficult to learn and as difficult to remember. This assumption is confirmed when students learn with both fluent and disfluent material. When fluency is manipulated between persons, fluency seems to be less obvious as a cue for judgments. However, there are only a few studies that investigated the effects of fluency on judgments when fluency is manipulated between persons. Results from Experiment 1 (using deleted letters for disfluent text) and from Experiment 4 (using Mistral for disfluent text) in this thesis support the assumption that fluency is used as a cue for judgments in between-person designs. Thereby, however, the interplay with the type of judgment and the learning stage seems to matter. Another condition when fluency affects judgments was investigated in Experiment 2 and 3. The aim of these experiments was to investigate if disfluency leads to analytic monitoring and if analytic monitoring sustains for succeeding fluent material. If disfluency activates analytic monitoring that remains for succeeding fluent material, fluency should no longer be used as a cue for judgments. Results widely support this assumption for deleted letters (Experiment 2) as well as for the font type Mistral (Experiment 3). Thereby, again the interplay between the type of judgment and the learning stage matters. Besides the investigation of conditions when fluency is used as a cue for different types of judgments during the learning process, another aim of this thesis is to investigate if disfluency leads to accurate monitoring. Results from Experiment 3 and 4 support the assumption that Mistral can reduce overconfidence. This is the case when fluency is manipulated between persons or when students first learn with a fluent and then with a disfluent text. Dependent from the type of judgment and the learning stage, disfluency can lead even to underconfidence or to improved relative monitoring accuracy (Experiment 4). Improving monitoring accuracy is only useful when monitoring is implemented into better control and better performance. The effect of monitoring accuracy on control and performance was in the focus of Experiment 4. Results show that accurate monitoring does not result in improved control and performance. Thus, further research is required to develop interventions that do not only improve monitoring accuracy but that also help students to implement accurate monitoring into better control and performance. Summing up, the aim of this thesis is to investigate under which conditions fluency is used as a cue for judgments during the learning process, how disfluency can be used to improve monitoring accuracy, and if improved monitoring accuracy leads to improved performance. By connecting metacognition research and fluency research, further theories about metacognition and theories about fluency are specified. Results show that not only the type of fluency and the design, but also the type of judgment, the type of monitoring accuracy, and the learning stage should be taken into account. Understanding conditions that affect the interplay between metacognitive processes and performance as well as understanding the underlying mechanisms is necessary to enable systematic research and to apply findings into educational settings.},
  subject      = {Metakognition},
  language  = {en}
}