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TRAIL is a member of TNF superfamily and mediates apoptosis by binding to two DRs, TRAILR1 and TRAILR2. Despite the fact that there are other TRAILRs, TRAILR1 and TRAILR2 receive the major research interest due to their ability to trigger apoptosis and their possible use as targets in tumor therapy. Due to the potential advantages of TRAILR1- or TRAILR2-specific targeting, we investigated recently published TRAIL DR-specific mutants, one conferring specificity for TRAILR1 (TRAILmutR1) and one for TRAILR2 (TRAILmutR2). It was well proved in this work that TRAILmutR1 shows specific binding to TRAILR1 and no specific binding to TRAILR2. TRAILmutR2 vice versa shows specific binding to TRAILR2 and no significant binding to TRAILR1. Moreover, these mutants were able to induce caspase activation and cell death in a TRAILR1/2-specific manner. Moreover, the enhancement of TRAILR2-induced apoptosis by secondary oligomerization of soluble wild-type TRAIL was confirmed for the TRAILR2-specifc TRAIL mutant and similar findings were made with the TRAILR1-specific TRAIL mutant.
The soluble form of TRAIL exhibits weak apoptotic activity as compared to transmembrane TRAIL. Therefore, there is the challenge in clinical research to improve the activity of soluble TRAIL. A second strategy besides the above mentioned oligomerization to improve soluble TRAIL activity is anchoring of the molecule to the cell surface, e.g. through the genetic fusion with a scFv domain recognizing a cell surface antigen. In this work, we generated fusion proteins of TRAIL, TRAILmutR1 and TRAILmutR2 with a scFv recognizing CD40 (scFv:G28). Initially, we analyzed the functionality of both the TRAIL domain and the scFv:G28 domain of the corresponding fusion proteins. TRAIL functionality was well proved through its ability to induce cell death in TRAIL sensitive cells such as Jurkat cells, provided that scFv:G28-TRAIL fusion proteins were oligomerized by anti-Flag mAb M2. Concerning the scFv:G28 domain, the fusion proteins showed enhanced binding affinity to cell lines expressing CD40 as compared to their parental CD40-negative cells. Consistent with previous studies investigating TRAIL fusion proteins with other cell surface antigen-targeting scFvs, the scFv:G28 fusion proteins with TRAIL, TRAILmutR1 and TRAILmutR2 showed enhanced induction of cell death in a CD40-dependent manner. Moreover, our results revealed that these fusion proteins have a significant paracrine apoptotic effect on CD40-negative bystander cells upon anchoring to CD40-positive cells which are TRAIL resistant. Thus, the current work provides for the first time scFv fusion proteins of TRAIL and TRAILR1- and TRAILR2-specific TRAIL mutants with CD40-restricted activity. These fusion proteins provide the advantage of attenuating the off-target effects and the potential side effects of per se highly active TRAIL variants on one hand due to the CD40-binding dependent enhancement of activity and on the other hand due to the differential use of TRAILR1 and TRAILR2.
CD40 represents a tumor associated marker which is expressed on many tumor cells but also on immune cells. Therefore, the last part of this work focused on the analysis of the ability of scFv:G28-TRAIL fusion proteins to induce CD40 signaling both in tumor cells and also in immune cells. It turned out that the scFv:G28-TRAIL fusion proteins are able to induce CD40 signaling in CD40-positive tumor cells but especially also in immune cells such as iDCs leading to their maturation and further activation of immune responses.
Taken together, this work provides novel bifunctional scFv-TRAIL fusion proteins which combine the induction of apoptosis via TRAIL DR with stimulation of CD40 signaling which possibly enhances antitumor immunity.
Echinococcus multilocularis is the causative agent of alveolar echinococcosis (AE), a life-threatening disease with limited options of chemotherapeutic treatment. Anti-AE chemotherapy is currently based on a single class of drugs, the benzimidazoles. Although acting parasitocidic in vitro, benzimidazoles are merely parasitostatic during in vivo treatment of AE and cause severe site effects. In the case of operable lesions, the resection of parasite tissue needs to be supported by a prolonged chemotherapy. Thus, the current treatment options for AE are inadequate and require alternatives. In the present work, the flatworm signaling pathways were analyzed to establish potential targets for novel therapeutic approaches. I focused on factors that are involved in development and proliferation of E. multilocularis using molecular, biochemical and cell biological methods. Among the analysed factors were three MAP kinases of the parasite, EmMPK1, an Erk-1/2 orthologue, EmMPK2, a p38 orthologue and EmMPK3, an Erk7/8 orthologue. Further, I identified and characterized EmMKK2, a MEK1/2 orthologue of the parasite, which, together with the known kinases EmRaf and EmMPK1, forms an Erk1/2-like MAPK module. Moreover, I was able to demonstrate several influences of host growth factors such as EGF (epidermal growth factor) and insulin on worm signaling mechanisms and larval growth, including the phosphorylation of Elp, an ezrin-radixin-moesin like protein, EmMPK1, EmMPK3 and increased mitotic activity of Echinococcus cells. In addition, several substances were examined for their efficacy against the parasite including (i) general tyrosine kinase inhibitors (PP2, leflunamide), (ii) compounds designed to inhibit the activity of receptor tyrosine kinases, (iii) anti-neoplastic agents (miltefosine, perifosine), (iv) serine/threonine kinase inhibitors that have been designed to block the Erk1/2 MAPK cascade and (v) inhibitors of p38 MAPKs. In these studies, EmMPK2 proved to be a promising drug target for the following reasons. Amino acid sequence analysis disclosed several differences to human p38 MAPKs, which is likely to be the reason for the observed enhanced basal activity of recombinant EmMPK2 towards myelin basic protein in comparison to human recombinant p38 MAPK-α. In addition, the prominent auto-phosphorylation activity of the recombinant EmMPK2 protein together with the absence of an interaction with the Echinococcus MKKs suggest a different mechanism of regulation compared to the human enzyme. EmMPK2 activity could be effectively inhibited in vitro and in cultivated metacestode vesicles by treatment with SB202190 and ML3403, two ATP-competitive pyridinyl imidazole inhibitors of p38 MAPKs, in a concentration-dependent manner. Moreover, both compounds, in particular ML3403, caused parasite vesicle inactivation at concentrations which did not affect cultured mammalian cells. Likewise, during the cultivation of Echinococcus primary cells, the presence of ML3403 prevented the generation of new vesicles. Targeting members of the EGF signaling pathway, particulary of the Erk1/2-like MAPK cascade, with Raf and MEK inhibitors prevented the phosphorylation of EmMPK1 in metacestodes cultivated in vitro. However, although parasite growth was prevented under these conditions, the structural integrity of the metacestode vesicles maintained during long-term cultivation in the presence of the MAPK cascade inhibitors. Similar results were obtained when studying the effects of other drugs mentioned above. Taken together, several targets could be identified that reacted with high sensitivity to the presence of inhibitory substances, but did not cause the parasite’s death with one exception, the pyridinyl imidazoles. Based on the presented data, I suggest pyridinyl imidazoles as a novel class of anti-Echinococcus drugs and imply EmMPK2 as survival signal mediating factor, the inhibition of which could be used for the treatment of AE.
This thesis consists of three studies investigating the influence media literacy has on political variables, cognitive variables, and learning. Adolescents from 13 years of age and young adults are included in the studies. This thesis is divided into three chapters. Study I and II are one comprehensive study, but will be presented separately for better readability. Chapter I provides the reader with background knowledge for the original studies presented in chapter II includes information about media use, different conceptualizations of media literacy and its development over the lifetime, as well as media literacy’s impact on cognitive and political variables. Additionally, current literature on the comparison of the learning outcomes of different kinds of texts (written, auditory, and audiovisual) is presented, with a differentiation between text-based information and inferences. In chapter II, the original studies are placed in the current state of research and presented in detail. In chapter III, a critical discussion of the studies is conducted, and a general model of the influence media literacy has on the investigated cognitive and political factors is presented, followed by a conclusion of the research.
The theoretical foundation of this thesis is three models of media literacy proposed by Groeben (2002, 2004), Hobbs (1997), and Potter (1998, 2016). These three models are similar in that they define media literacy as a multifactorial construct with skills that develop further in the course of life. Their ideas are integrated and developed further, leading to our own model of media literacy. It encompasses five scales: media sign literacy, distinction between reality and fiction, knowledge of media law, knowledge of media effects, and production skills. Thereupon, the assessment tool Würzburg Media Literacy Test (WMK; Würzburger Medienkompetenztest) is designed.
There is evidence that media use and media literacy influence socio-political factors. Young adults name the internet as the main source of information on political topics (see Pasek et al., 2006), and knowledge demonstrably fosters political participation (Delli Carpini & Keeter, 1996). However, the kind of participation activity regarded is important (Quintelier & Vissers, 2008), as sometimes real-life participation is supplemented by online activities (Quan-Haase & Wellman, 2002). Media literacy is the key to evaluating the quality of information from media. Whether or not a direct link between media literacy and political interest exists has, as far as I know, not yet been investigated. Several studies have shown that precursors and subcomponents of media literacy have the capacity to influence cognitive variables. For instance, children with higher media sign literacy possess better reading proficiency (Nieding et al., 2017) and are better at collecting information and drawing inferences from hypermedia and films (Diergarten et al., 2017) as compared to children with low literacy. These precursors and subcomponents are more efficient in processing medial sign systems, reducing cognitive load, and consequently, liberating cognitive capacity for other mental tasks (Sweller, 1988). Paino and Renzulli (2012) showed that highly computer-proficient adolescents exhibit better mathematics and reading abilities. Different types of media influence the learning process differently, and the learning process can be enhanced by combining these different types of media, if the material is prepared according to the research findings and Mayer’s (2002) cognitive theory of multimedia learning. Similarly, a reduction in cognitive load takes place and more resources can be invested in the learning process itself (Mayer & Moreno, 2003; Sweller, 1988). It is not easy to answer the question of whether one medium is superior for learning to another. Generally, adults learn best from written texts (e.g., Byrne & Curtis, 2000), and audiovisual and auditory texts are comparable (e.g., Hayes et al., 1986); however, there is little research regarding the comparison of the latter two.
Study I examined whether media literacy has a positive impact on interest in politics and the political self-concept. A sample of 101 13-to 20-year-olds was drawn. The control variables were intelligence, socio-economic status (SES), openness to experiences, perspective-taking, age, and sex. Additionally, an evaluation of the WMK was conducted, which indicated good construct validity and excellent overall reliability. Media literacy was positively associated with interest in politics, political self-concept, and perspective-taking but not with openness. In hierarchical regressions and path analysis, a direct influence of media literacy and openness on interest in politics could be found. Political self-concept was solely influenced by interest in politics. Although media literacy had no direct influence on political self-concept, it influenced its precursor interest in politics and was thus expected to have distal influence. The results of the first study confirm previous findings (e.g., Vecchione & Caprara, 2009), where political self-concept is regarded as a precursor of political participation. In conclusion, the findings of study I suggested that by stimulating political interest, media literacy could, mediated through political self-concept, foster political participation.
Study II (which was conducted on the same sample as study I) was concerned with the question of whether highly media-literate adolescent and young adult participants exhibit better academic skills (mathematics; reading) and academic achievement (grades) compared to less media-literate participants. Additionally, to obtain information about potential development during adolescence, a group of 50 13-year-olds was compared with a group of 51 19-year-olds in terms of their media literacy. The control variables were intelligence, SES, sex, and age. The results showed that a significant development of media literacy took place during adolescence (∆M = .17), agreeing with Potter’s (1998, 2013) development theory of media literacy. Media literacy was significantly correlated with reading skills and school grades. Regarding adults, media literacy was also significantly correlated with mathematical skills; the association was greater than that with reading skills. However, no connection with mathematical skills was found for adolescents. To control for the influence of age and intelligence, which were both associated with media literacy, hierarchical regressions and path analyses were conducted. The results revealed that media literacy had a greater impact on grades and academic abilities than intelligence. These results are in line with those obtained by Paino and Renzulli (2012).
Study III investigated whether media literacy helps young adults to better learn from three kinds of media, a written, an auditory, and an audio-visual text, and which medium achieves the best learning results. Three groups of 91 young adults were compared (written, auditory, and audio-visual text) in terms of their learning outcomes. These outcomes were conceptualized as directly stated information in the text (assessed by text-based questions) and inferential learning (inference questions). A computer-based short version of the WMK was applied to assess media literacy, which should be optimized in the future. The control variables were intelligence, verbal ability, media usage, prior knowledge, and SES. In hierarchical regression, media literacy turned out to be a significant predictor of text inferences, even when other relevant variables, such as intelligence, were controlled for. Inferences foster the building of the situation model, which is believed by many authors to be true comprehension of a text (Zwaan & Radvansky, 1998). The outcomes of study III support Ohler’s (1994) assumption that media literacy fosters the creation of a more elaborated situational model. Text-based questions were only influenced by prior knowledge. As assumed by Potter (1998, 2016), the media literacy of young adults in the Western world suffices to extract relevant facts from educational learning material. Both subjects were best in the written text condition for text-based and inference question results. Audiovisual and auditory texts showed no significant differences. The written text condition did not excel in the auditory text condition for inferences. The results accord with those obtained by, for instance, Byrne and Curtis (2000).
Taken together, these studies show that media literacy can influence several cognitive and political variables. It stimulates political interest, reading comprehension, school grades, and mathematical abilities in young adults, as well as drawing inferences from different kinds of texts. Additionally, media literacy develops further during adolescence.
Development of the central nervous system in Drosophila melanogaster relies on neural stem cells called neuroblasts. Neuroblasts divide asymmetrically to give rise to a new neuroblast as well as a small daughter cell which eventually generates neurons or glia cells. Between each division, neuroblasts have to re-grow to be able to divide again. In previous studies, it was shown that neuroblast proliferation, cell size and the number of progeny cells is negatively affected in larvae carrying a P-element induced disruption of the gene mushroom body miniature (mbm). This mbm null mutation called mbmSH1819 is homozygously lethal during pupation. It was furthermore shown that the nucleolar protein Mbm plays a role in the processing of ribosomal RNA (rRNA) as well as the translocation of ribosomal protein S6 (RpS6) in neuroblasts and that it is a transcriptional target of Myc. Therefore, it was suggested that Mbm might regulate neuroblast proliferation through a role in ribosome biogenesis.
In the present study, it was attempted to further elucidate these proposed roles of Mbm and to identify the protein domains that are important for those functions. Mbm contains an arginine/glycine rich region in which a di-RG as well as a di-RGG motif could be found. Together, these two motifs were defined as Mbm’s RGG-box. RGG-boxes can be found in many proteins of different families and they can either promote or inhibit protein-RNA as well as protein-protein interactions. Therefore, Mbm’s RGG-box is a likely candidate for a domain involved in rRNA binding and RpS6 translocation. It could be shown by deletion of the RGG-box, that MbmdRGG is unable to fully rescue survivability and neuroblast cell size defects of the null mutation mbmSH1819. Furthermore, Mbm does indeed rely on its RGG-box for the binding of rRNA in vitro and in mbmdRGG as well as mbmSH1819 mutants RpS6 is partially delocalized. Mbm itself also seems to depend on the RGG-box for correct localization since MbmdRGG is partially delocalized to the nucleus. Interestingly, protein synthesis rates are increased in mbmdRGG mutants, possibly induced by an increase in TOR expression. Therefore, Mbm might possess a promoting function in TOR signaling in certain conditions, which is regulated by its RGG-box. Moreover, RGG-boxes often rely on methylation by protein arginine methyltransferases (in Drosophila: Darts – Drosophila arginine methyltransferases) to fulfill their functions. Mbm might be symmetrically dimethylated within its RGG-box, but the results are very equivocal. In any case, Dart1 and Dart5 do not seem to be capable of Mbm methylation.
Additionally, Mbm contains two C2HC type zinc-finger motifs, which could be involved in rRNA binding. In an earlier study, it was shown that the mutation of the zinc-fingers, mbmZnF, does not lead to changes in neuroblast cell size, but that MbmZnF is delocalized to the cytoplasm. In the present study, mbmZnF mutants were included in most experiments. The results, however, are puzzling since mbmZnF mutant larvae exhibit an even lower viability than the mbm null mutants and MbmZnF shows stronger binding to rRNA than wild-type Mbm. This suggests an unspecific interaction of MbmZnF with either another protein, DNA or RNA, possibly leading to a dominant negative effect by disturbing other interaction partners. Therefore, it is difficult to draw conclusions about the zinc-fingers’ functions.
In summary, this study provides further evidence that Mbm is involved in neuroblast proliferation as well as the regulation of ribosome biogenesis and that Mbm relies on its RGG-box to fulfill its functions.
The superfamiliy of bees, Apiformes, comprises more than 20,000 species. Within the group, the eusocial species like honeybees and bumblebees are receiving increased attention due to their outstanding importance for pollination of many crop and wild plants, their exceptional eusocial lifestyle and complex behavioral repertoire, which makes them an interesting invertebrate model to study mechanisms of sensory perception, learning and memory. In bees and most animals, vision is one of the major senses since almost every living organism and many biological processes depend on light energy. Bees show various forms of vision, e.g. color vision, achromatic vision or polarized vision in order to orientate in space, recognize mating partners, detect suitable nest sites and search for rewarding food sources. To catch photons and convert light energy into electric signals, bees possess compound eyes which consists of thousands of single ommatidia comprising a fixed number of photoreceptors; they are characterized by a specific opsin protein with distinct spectral sensitivity. Different visual demands, e.g. the detection of a single virgin queen by a drone, or the identification and discrimination of flowers during foraging bouts by workers, gave rise to the exceptional sex-specific morphology and physiology of male and female compound eyes in honeybees. Since Karl von Frisch first demonstrated color vision in honeybees more than 100 years ago, much effort has been devoted to gain insight into the molecular, morphological and physiological characteristics of (sex-specific) bee compound eyes and the corresponding photoreceptors. However, to date, almost nothing is known about the underlying mechanisms during pupal development which pattern the retina and give rise to the distinct photoreceptor distribution. Hence, in Chapter 2 and 3 I aimed to better understand the retinal development and photoreceptor determination in the honeybee eye. In a first step, the intrinsic temporal expression pattern of opsins within the retina was evaluated by quantifying opsin mRNA expression levels during the pupal phase of honeybee workers and drones. First results revealed that honeybee workers and drones express three different opsin genes, UVop, BLop and Lop1 during pupal development which give rise to an ultraviolet, blue, and green-light sensitive photoreceptor. Moreover, opsin expression patterns differed between both sexes and the onset of a particular opsin occurred at different time points during retinal development. Immunostainings of the developing honeybee retina in Chapter 2 showed that at the beginning of pupation the retina consist only of a thin hypodermis. However, at this stage all retinal structures are already present. From about mid of pupation, opsin expression levels increase and goes hand in hand with the differentiation of the rhabdoms, suggesting a two-step process in photoreceptor development and differentiation in the honeybee compound eye. In a first step the photoreceptor cells meet its fate during late pupation; in a second step, the quantity of opsin expression in each photoreceptor strongly increase up to the 25-fold shortly after eclosion. To date, the underlying mechanisms leading to different photoreceptor types have been intensively studied in the fruit fly, Drosophila melanogaster, and to some extend in butterflies. Interestingly, the molecular mechanisms seemed to be conserved within insects and e.g. the two transcription factors, spalt and spineless, which have been shown to be essential for photoreceptor determination in flies and butterflies, have been also identified in the honeybee. In chapter 3, I investigated the expression patterns of both transcription factors during pupal development of honeybee workers and showed that spalt is mainly expressed during the first few pupal stages which might correlate with the onset of BLop expression. Further, spineless showed a prominent peak at mid of pupation which might initiates the expression of Lop1. However, whether spalt and spineless are also essential for photoreceptor determination in the honeybee has still to be investigated, e.g. by a knockdown/out of the respective transcription factor during retinal development which leads to a spectral phenotype, e.g. a dichromatic eye. Such spectral phenotypes can then be tested in behavioral experiments in order to test the function of specific photoreceptors for color perception and the entrainment of the circadian clock. In order to evaluate the color discrimination capabilities of bees and the quality of color perception, a reliable behavioral experiment under controlled conditions is a prerequisite. Hence, in chapter 4, I aimed to establish the visual PER paradigm as a suitable method for behaviorally testing color vision in bees. Since PER color vision has considered to be difficult in bees and was not successful in Western honeybees without ablating the bee’s antennae or presenting color stimuli in combination with other cues for several decades, the experimental setup was first established in bumblebees which have been shown to be robust and reliable, e.g. during electrophysiological recordings. Workers and drones of the bufftailed bumblebee, Bombus terrestris were able to associate different monochromatic light stimuli with a sugar reward and succeeded in discriminating a rewarded color stimulus from an unrewarded color stimulus. They were also able to retrieve the learned stimulus after two hours, and workers successfully transferred the learned information to a new behavioral context. In the next step, the experimental setup was adapted to honeybees. In chapter 5, I tested the setup in two medium-sized honeybees, the Eastern honeybee, Apis cerana and the Western honeybee, Apis mellifera. Both honeybee species were able to associate and discriminate between two monochromatic light stimuli, blue and green light, with peak sensitivities of 435 nm and 528 nm. Eastern and Western honeybees also successfully retrieve the learned stimulus after two hours, similar to the bumblebees. Visual conditioning setups and training protocols in my study significantly differed from previous studies using PER conditioning. A crucial feature found to be important for a successful visual PER conditioning is the duration of the conditioned stimulus presentation. In chapter 6, I systematically tested different length of stimuli presentations, since visual PER conditioning in earlier studies tended to be only successful when the conditioned stimulus is presented for more than 10 seconds. In this thesis, intact honeybee workers could successfully discriminate two monochromatic lights when the stimulus was presented 10 s before reward was offered, but failed, when the duration of stimulus presentation was shorter than 4 s. In order to allow a more comparable conditioning, I developed a new setup which includes a shutter, driven by a PC based software program. The revised setup allows a more precise and automatized visual PER conditioning, facilitating performance levels comparable to olfactory conditioning and providing now an excellent method to evaluate visual perception and cognition of bees under constant and controlled conditions in future studies.
Insects living in temperate latitudes need to adjust their life-history to a seasonally variable environment. Reproduction, growth, and development have to be completed within the limited period where environmental conditions are favourable while climatically adverse conditions have to be spent in a state of diapause. Consequently, questions how individuals adapt their life-history to seasonality and which mechanisms underlie the responses to seasonal cues, like photoperiod, are important issues in the study of life-history strategies. This thesis focuses on the life-history adaptation to seasonality in the wing-dimorphic common pond skater Gerris lacustris L. (Heteroptera: Gerridae). Using a combination of field and laboratory studies as well as mathematical modelling, it is adressed how variation in the availability of thermal energy impacts on various aspects of larval development such as accumulated thermal energy (i.e. physiological development time), developmental pathway (direct reproduction vs. diapause) and wing dimorphism.
In situations of real threat, showing a fear reaction makes sense, thus, increasing the chance to survive. The question is, how could anybody differentiate between a real and an apparent threat? Here, the slogan counts “better safe than sorry”, meaning that it is better to shy away once too often from nothing than once too little from a real threat. Furthermore, in a complex environment it is adaptive to generalize from one threatening situation or stimulus to another similar situation/stimulus. But, the danger hereby is to generalize in a maladaptive manner involving as it is to strong and/or fear too often “harmless” (safety) situations/stimuli, as it is known to be a criterion of anxiety disorders (AD). Fear conditioning and fear generalization paradigms are well suited to investigate fear learning processes. It is remarkable that despite increasing interest in this topic there is only little research on fear generalization. Especially, most research on human fear conditioning and its generalization has focused on adults, whereas only little is known about these processes in children, even though AD is typically developing during childhood. To address this knowledge gap, four experiments were conducted, in which a discriminative fear conditioning and generalization paradigm was used.
In the first two experiments, developmental aspects of fear learning and generalization were of special interest. Therefore, in the first experiment 267 children and 285 adults were compared in the differential fear conditioning paradigm and generalization test. Skin conductance responses (SCRs) and ratings of valence and arousal were obtained to indicate fear learning. Both groups displayed robust and similar differential conditioning on subjective and physiological levels. However, children showed heightened fear generalization compared to adults as indexed by higher arousal ratings and SCRs to the generalization stimuli. Results indicate overgeneralization of conditioned fear as a developmental correlate of fear learning. The developmental change from a shallow to a steeper generalization gradient is likely related to the maturation of brain structures that modulate efficient discrimination between threatening and (ambiguous) safety cues. The question hereby is, at which developmental stage fear generalization gradients of children adapt to the gradients of adults. Following up on this question, in a second experiment, developmental changes in fear conditioning and fear generalization between children and adolescents were investigated. According to experiment 1 and previous studies in children, which showed changes in fear learning with increasing age, it was assumed that older children were better at discriminating threat and safety stimuli. Therefore, 396 healthy participants (aged 8 to 12 years) were examined with the fear conditioning and generalization paradigm. Again, ratings of valence, arousal, and SCRs were obtained. SCRs indicated differences in fear generalization with best fear discrimination in 12-year-old children suggesting that the age of 12 years seems to play an important role, since generalization gradients were similar to that of adults. These age differences were seen in boys and girls, but best discrimination was found in 12-year-old boys, indicating different development of generalization gradients according to sex. This result fits nicely with the fact that the prevalence of AD is higher in women than in men.
In a third study, it was supposed that the developmental trajectory from increased trait anxiety in childhood to manifest AD could be mediated by abnormal fear conditioning and generalization processes. To this end, 394 children aged 8 to 12 years with different scores in trait anxiety were compared with each other. Results provided evidence that children with high trait anxiety showed stronger responses to threat cues and impaired safety signal learning contingent on awareness as indicated by arousal at acquisition. Furthermore, analyses revealed that children with high trait anxiety showed overall higher arousal ratings at generalization. Contrary to what was expected, high trait anxious children did not show significantly more fear generalization than children with low trait anxiety. However, high-trait-anxious (HA) participants showed a trend for a more linear gradient, whereas moderate-trait-anxious (MA) and low-trait-anxious (LA) participants showed more quadratic gradients according to arousal. Additionally, after controlling for age, sex and negative life experience, SCR to the safety stimulus predicted the trait anxiety level of children suggesting that impaired safety signal learning may be a risk factor for the development of AD.
Results provide hints that frontal maturation could develop differently according to trait anxiety resulting in different stimuli discrimination. Thus, in a fourth experiment, 40 typically developing volunteers aged 10 to 18 years were screened for trait anxiety and investigated with the differential fear conditioning and generalization paradigm in the scanner. Functional magnetic resonance imaging (fMRI) were used to identify the neural mechanisms of fear learning and fear generalization investigating differences in this neural mechanism according to trait anxiety, developmental aspects and sex. At acquisition, HA participants showed reduced activation in frontal brain regions, but at generalization, HA participants showed an increase in these frontal regions with stronger linear increase in activation with similarity to CS+ in HA when compared to LA participants. This indicates that there is a hyper-regulation in adolescents to compensate the higher difficulties at generalization in form of a compensatory mechanism, which decompensates with adulthood and/or may be collapsed in manifest AD. Additionally, significant developmental effects were found: the older the subjects the stronger the hippocampus and frontal activation with resemblance to CS+, which could explain the overgeneralization of younger children. Furthermore, there were differences according to sex: males showed stronger activation with resemblance to CS+ in the hippocampus and frontal regions when compared to females fitting again nicely with the observation that prevalence rates for AD are higher for females than males.
In sum, the studies suggest that investigating developmental aspects of (maladaptive) overgeneralization may lead to better understanding of the mechanisms of manifest anxiety disorders, which could result in development and provision of prevention strategies. Although, there is need for further investigations, the present work gives some first hints for such approaches.
While gene expression is a fundamental and tightly controlled cellular process that is regulated at multiple steps, the exact contribution of each step remains unknown in any organism. The absence of transcription initiation regulation for RNA polymerase II in the protozoan parasite Trypanosoma brucei greatly simplifies the task of elucidating the contribution of translation to global gene expression. Therefore, we have sequenced ribosome-protected mRNA fragments in T. brucei, permitting the genome-wide analysis of RNA translation and translational efficiency. We find that the latter varies greatly between life cycle stages of the parasite and ∼100-fold between genes, thus contributing to gene expression to a similar extent as RNA stability. The ability to map ribosome positions at sub-codon resolution revealed extensive translation from upstream open reading frames located within 5' UTRs and enabled the identification of hundreds of previously un-annotated putative coding sequences (CDSs). Evaluation of existing proteomics and genome-wide RNAi data confirmed the translation of previously un-annotated CDSs and suggested an important role for >200 of those CDSs in parasite survival, especially in the form that is infective to mammals. Overall our data show that translational control plays a prevalent and important role in different parasite life cycle stages of T. brucei.