TY - JOUR A1 - Twisselmann, Nele A1 - Pagel, Julia A1 - Künstner, Axel A1 - Weckmann, Markus A1 - Hartz, Annika A1 - Glaser, Kirsten A1 - Hilgendorff, Anne A1 - Göpel, Wolfgang A1 - Busch, Hauke A1 - Herting, Egbert A1 - Weinberg, Jason B. A1 - Härtel, Christoph T1 - Hyperoxia/Hypoxia Exposure Primes a Sustained Pro-Inflammatory Profile of Preterm Infant Macrophages Upon LPS Stimulation JF - Frontiers in Immunology N2 - Preterm infants are highly susceptible to sustained lung inflammation, which may be triggered by exposure to multiple environmental cues such as supplemental oxygen (O\(_2\)) and infections. We hypothesized that dysregulated macrophage (MФ) activation is a key feature leading to inflammation-mediated development of bronchopulmonary dysplasia (BPD) in preterm infants. Therefore, we aimed to determine age-dependent differences in immune responses of monocyte-derived MФ comparing cord blood samples derived from preterm (n=14) and term (n=19) infants as well as peripheral blood samples from healthy adults (n=17) after lipopolysaccharide (LPS) exposure. Compared to term and adult MФ, LPS-stimulated preterm MФ showed an enhanced and sustained pro-inflammatory immune response determined by transcriptome analysis, cytokine release inducing a RORC upregulation due to T cell polarization of neonatal T cells, and TLR4 surface expression. In addition, a double-hit model was developed to study pulmonary relevant exposure factors by priming MФ with hyperoxia (O\(_2\) = 65%) or hypoxia (O\(_2\) = 3%) followed by lipopolysaccharide (LPS, 100ng/ml). When primed by 65% O\(_2\), subsequent LPS stimulation in preterm MФ led to an exaggerated pro-inflammatory response (e.g. increased HLA-DR expression and cytokine release) compared to LPS stimulation alone. Both, exposure to 65% or 3% O\(_2\) together with subsequent LPS stimulation, resulted in an exaggerated pro-inflammatory response of preterm MФ determined by transcriptome analysis. Downregulation of two major transcriptional factors, early growth response gene (Egr)-2 and growth factor independence 1 (Gfi1), were identified to play a role in the exaggerated pro-inflammatory response of preterm MФ to LPS insult after priming with 65% or 3% O\(_2\). Preterm MФ responses to LPS and hyperoxia/hypoxia suggest their involvement in excessive inflammation due to age-dependent differences, potentially mediated by downregulation of Egr2 and Gfi1 in the developing lung. KW - preterm infants KW - sustained inflammation KW - macrophages KW - hyperoxia KW - hypoxia KW - infection KW - bronchopulmonary dysplasia Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-250356 SN - 1664-3224 VL - 12 ER - TY - THES A1 - Glaser, Julia T1 - Nachhaltiges Lernen an der Hochschule: Untersuchungen zu Randbedingungen und Transfereffekten von digitalen Übungstests auf das Behalten von Lehrinhalten T1 - The Testing Effect in the Lecture Hall: How to Adapt it to Individual Characteristics and Situational Circumstances? N2 - Learning accompanies us throughout our lives, from early childhood education through school, training and university to learning at work. However, much of what we learn is quickly forgotten. The use of practice tests is a learning strategy that contributes to the acquisition of sustainable knowledge, i.e. knowledge that is permanently available and can be retrieved when it is needed. This dissertation first presents findings from previous research on testing in real educational contexts and discusses theoretically why certain learner or situational characteristics might influence the effectiveness of the testing effect. Furthermore, a cycle of three experiments is presented, which were used to investigate whether the positive effect of practice tests on retention (testing effect) depends on personal or situational characteristics and also promotes the retention of lecture content that was not directly tested (transfer) in the context of regular psychology lectures in teacher training courses. In an additional chapter, feedback from students on the implementation of the study in the classroom context is examined in more detail. Finally, the results of the three studies are discussed and placed in relation to the theories presented. The central conclusion from the studies presented is that the testing effect appears to be a very effective learning strategy that can be used effectively in university teaching and leads to better learning outcomes regardless of learner characteristics. However, the practice tests should cover the entire range of relevant content, as transfer effects to non-tested content are not to be expected. N2 - Lernen begleitet uns unser Leben lang, von der frühkindlichen Bildung über Schule, Ausbildung und Universität bis hin zum Lernen im Beruf. Vieles von dem, was wir lernen, wird aber rasch wieder vergessen. Die Nutzung von Übungstests ist eine Lernstrategie, die zum Erwerb nachhaltigen Wissens beiträgt, also Wissen, das dauerhaft zur Verfügung steht und abgerufen werden kann, wenn es benötigt wird. In dieser Dissertation werden zunächst Befunde aus der bisherigen Forschung zum Testen in realen Bildungskontexten vorgestellt und theoretisch erörtert, warum bestimmte Lerner- oder Situationsmerkmale die Effektivität des Testungseffekts beeinflussen könnten. Weiterhin wird ein Zyklus aus drei Experimenten vorgestellt, anhand derer im Rahmen regulärer Psychologievorlesungen im Lehramtsstudium erforscht wurde, ob der positive Effekt von Übungstests auf das Behalten (Testungseffekt) von Personen- oder Situationsmerkmalen abhängt und auch das Behalten von Vorlesungsinhalten fördert, die nicht direkt getestet wurden (Transfer). In einem Zusatzkapitel wird Feedback von Studierenden zur Umsetzung der Studie im Klassenraumkontext näher beleuchtet. Die Ergebnisse der drei Studien werden abschließend diskutiert und in Bezug zu vorgestellten Theorien gesetzt. Die zentrale Schlussfolgerung aus den vorgestellten Studien ist die Erkenntnis, dass der Testungseffekt eine sehr wirksame Lernstrategie zu sein scheint, die sich sinnvoll in der Hochschullehre einsetzen lässt und unabhängig von Lernermerkmalen zu besseren Lernergebnissen führt. Die Übungstests sollten aber die gesamte Bandbreite relevanter Inhalte abdecken, da Transfereffekte zu nicht getesteten Inhalten nicht zu erwarten sind. KW - Transfer KW - individual characteristics KW - retrieval practice KW - metacognitive activation KW - Metakognition KW - Hochschule KW - Lehrstoff KW - testing effect KW - transfer KW - practice testing KW - metacognition Y1 - 2024 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-358665 ER -