bluuebunny/crossref_metadata_2025_split huggingface dataset:
Do Individual Differences in Emotion Regulation Mediate the	Relationship Between Mental Toughness and Symptoms of	Depression?
Authors: Mutz Julian , Clough Peter , Papageorgiou Kostas A. 
Published: May 2017

Abstract. Mental Toughness (MT) provides crucial psychological capacities for achievement in sports, education, and work settings. Previous research examined the role of MT in the domain of mental health and showed that MT is negatively associated with and predictive of fewer depressive symptoms in nonclinical populations. The present study aimed at (1) investigating to what extent mentally tough individuals use two emotion regulation strategies: cognitive reappraisal and expressive suppression; (2) exploring whether individual differences in emotion regulation strategy use mediate the relationship between MT and depressive symptoms. Three hundred sixty-four participants (M = 24.31 years, SD = 9.16) provided self-reports of their levels of MT, depressive symptoms, and their habitual use of cognitive reappraisal and expressive suppression. The results showed a statistically significant correlation between MT and two commonly used measures of depressive symptoms. A small statistically significant positive correlation between MT and the habitual use of cognitive reappraisal was also observed. The correlation between MT and the habitual use of expressive suppression was statistically significant, but the size of the effect was small. A statistical mediation model indicated that individual differences in the habitual use of expressive suppression mediate the relationship between MT and depressive symptoms. No such effect was found for the habitual use of cognitive reappraisal. Implications of these findings and possible avenues for future research are discussed.
Sesn2 gene ablation enhances susceptibility to gentamicin-induced hair cell death via modulation of AMPK/mTOR signaling
Authors: Ebnoether Eliane , Ramseier Alessia , Cortada Maurizio , Bodmer Daniel , Levano-Huaman Soledad 
Published: May 2017

AbstractThe process of gentamicin-induced hair cell damage includes the activation of oxidative stress processes. Sestrins, as stress-responsive proteins, protect cells against oxidative stress. Sestrins, particularly Sestrin-2, suppress excessive reactive oxygen species (ROS) accumulation and inhibit mammalian target of rapamycin complex 1 (mTORC1). Thus, we addressed the role of Sestrin-2 in the regulation of sensory hair cell survival after gentamicin exposure. Here, we show that Sestrins were expressed in the inner ear tissues, and Sestrin-2 immunolocalized in sensory hair cells and spiral ganglion (SG). The expression of Sestrin-2 was unchanged, and later downregulated, in gentamicin-treated explants from wild-type mice in vitro. Compared with wild-type mice, Sestrin-2 knockout mice exhibited significantly greater hair cell loss in gentamicin-treated cochlear explants. Significant downregulation of phosphorylation of AMP-activated protein kinase alpha (AMPKα) and upregulation of the 70-kDa ribosomal protein S6 kinase (p70S6K) were measured in wild-type cochlear explants exposed to gentamicin compared with their untreated controls. Such regulatory effect was not observed between explants from untreated and gentamicin-treated knockout mice. The gentamicin effect on mTOR signaling was rapamycin-sensitive. Thus, our data provide evidence that Sestrin-2 plays an important role in the protection of hair cells against gentamicin, and the mTOR signaling pathway appears to be modulated by gentamicin during hair cell death.
Differential cytokine withdrawal-induced death sensitivity of effector T cells derived from distinct human CD8+ memory subsets
Authors: Larsen Sasha E , Voss Kelsey , Laing Eric D , Snow Andrew L 
Published: May 2017

AbstractCD8+central memory (CM) and effector memory (EM) T-cell subsets exhibit well-established differences in proliferative and protective capacity after infectious challenge. However, their relative sensitivity to apoptosis has been largely overlooked, despite the importance of programmed cell death in regulating effector T-cell homeostasis. Here we demonstrate that primary human effector T cells derived from the CD8+EM subset exhibit significantly higher sensitivity to cytokine withdrawal-induced cell death (CWID), a critical intrinsic apoptosis program responsible for culling cells once an infection is cleared and interleukin-2 (IL-2) levels diminish. Interestingly, we found no differences in the expression of IL-2 or IL-2 receptor components in cells originating from either subset. Relative to CM-derived effectors, however, EM-derived T cells displayed more mitochondrial instability and greater caspase activity. Indeed, we found that heightened CWID sensitivity in EM-derived effectors coincided with higher expression of the pro-apoptotic Bcl-2 family protein BIM, both at steady state and withde novoinduction following withdrawal of exogenous IL-2. These data point to ‘imprinted’ differences in BIM protein regulation, preserved by CD8+CM and EM progeny, which govern their relative sensitivity to CWID. In addition, we detected a burst of autophagy after IL-2 withdrawal, which was better maintained in CM-derived T cells. Both subsets showed increased, equivalent CWID sensitivity upon treatment with autophagy inhibitors, suggesting sustained autophagy could preferentially protect CM-derived T cells from apoptosis. These findings offer new insight into how CM CD8+T cells display superior effector cell expansion and more persistent memory responsesin vivorelative to EM-derived T cells, based in part on decreased CWID sensitivity.
Endogenous miRNA Sponge LincRNA-ROR promotes proliferation, invasion and stem cell-like phenotype of pancreatic cancer cells
Authors: Fu Zhiqiang , Li Guolin , Li Zhihua , Wang Yingxue , Zhao Yue , Zheng Shangyou , Ye Huilin , Luo Yuming , Zhao Xiaohui , Wei Lusheng , Liu Yimin , Lin Qing , Zhou Quanbo , Chen Rufu 
Published: May 2017

AbstractThe long intergenic non-coding RNA, regulator of reprogramming (linc-ROR) is an oncogene and plays a key role in the embryonic stem cell maintenance and is involved in cancer progression. The objective of this study was to analyze linc-ROR expression in pancreatic ductal adenocarcinoma (PDAC) and determine the regulation effects of linc-ROR on proliferation and invasion of cancer cells, as well as properties of cancer stem-like cells (CSLCs). In this study, we found that linc-ROR was up-regulated in PDAC tissues and related to poor prognosis. Linc-ROR knockdown in pancreatic cancer cells inhibited cell growth and arrested in G1 phrase. Suppressed linc-ROR expression also attenuated cancer cell migration, invasion, and epithelial-mesenchymal transition. We observed that linc-ROR expression was increased in CSLCs. Importantly, linc-ROR knockdown impaired the properties and tumorigenesis of pancreatic CSLCs in vivo. Mechanistically, we found that linc-ROR functioned as a competing endogenous RNA (ceRNA) to several tumor suppressor microRNAs, particularly some members of let-7 family. We conclude that, as a crucial oncogene, linc-ROR promotes cell proliferation, invasiveness and contributes to stem cell properties of CSLCs in PDAC via acting as a ceRNA to regulate function of microRNAs. The linc-ROR is a potential therapeutic target for PDAC.
Some results about component factors in graphs
Authors: Zhou Sizhong 
Published: May 2017

For a set ℋ of connected graphs, a spanning subgraph H of a graph G is called an
ℋ-factor of G if every component of H is isomorphic to a member ofℋ. An H-factor is also referred as a component factor. If each component of H is a star (resp. path), H is called a star (resp. path) factor. By a P≥ k-factor (k positive integer) we mean a path factor in which each component path has at least k vertices (i.e. it has length at least k − 1). A graph G is called a P≥ k-factor covered graph, if for each edge e of G, there is a P≥ k-factor covering e. In this paper, we prove that (1) a graph G has a {K1,1,K1,2, … ,K1,k}-factor if and only if bind(G) ≥ 1/k,
where k ≥ 2 is an integer; (2) a connected graph G is a P≥ 2-factor covered graph if
bind(G) > 2/3; (3) a connected graph G is a P≥ 3-factor covered graph if
bind(G) ≥ 3/2. Furthermore, it is shown that the results in this paper are best possible in some sense.
The effects of cognitive aptitudes on the process and product of L2 interaction
Authors: Li Shaofeng 
Published: May 2017

Abstract
This study reports a comprehensive and in-depth synthesis of the theory and research on the role of working memory and language aptitude in mediating the process and product of second language (L2) interaction. The synthesis integrates meta-analysis and narrative review, using the former approach to aggregate the results and the latter to report themes and patterns that emerged from the studies. Altogether 24 studies were retrieved examining the relationships between the two cognitive variables and various aspects of L2 interaction. With regard to working memory, the results showed that (1) it had significant, albeit weak, associations with the effects of corrective feedback, (2) its associations with noticing the gap and producing modified output were variable and inconsistent, and (3) whereas phonological short-term memory may facilitate the development of oral ability, executive working memory may be essential for oral performance. Unlike working memory’s weak predictive power, language aptitude was found to be a strong predictor of the effects of corrective feedback. However, similar to the pattern for working memory, language aptitude was significantly more correlated with the effects of explicit feedback than those of implicit feedback. The overall weak effects of working memory were attributable to the salience of the instructional treatments and the methodological inconsistency of the primary studies such as the diverse measures of noticing. The finding that both working memory and language aptitude were more heavily implicated in explicit than implicit treatments points to the need to explore implicit language learning abilities.
Gender and recasts
Authors: Nakatsukasa Kimi 
Published: May 2017

Abstract
This study investigated the influence of learners’ gender on the effectiveness of verbal recasts and gesture-enhanced recasts. A total of 40 adult English-as-a second-language learners participated. In the first condition, the learners received verbal recasts during two communicative tasks. The results showed no difference across gender. In the second condition, the learners received gesture-enhanced recasts. Females significantly outperformed males with a strong effect size in the immediate to delayed posttests gain score but not in the gain score of pretest to immediate posttests. This indicates that the long-term effectiveness of recasts seems to be influenced by learners’ gender. The results are discussed in relation to learners’ memory and the exposure to visual cues.
Instructor individual characteristics and L2 interaction
Authors: Gurzynski-Weiss Laura 
Published: May 2017

Abstract
This chapter opens the second section of the volume, which focuses on second and foreign language (L2) instructors. After defining the research domain of instructor individual characteristics, the chapter provides an overview of the role(s) of the instructor situated within the interaction approach (Gass & Mackey, 2015). It then examines how instructor individual characteristics may influence the L2 interaction-based learning opportunities instructors provide to learners, focusing on those most relevant for the framework- namely, comprehensible input, usable feedback and negotiation for meaning, opportunities to interact within meaning-based and appropriately complex tasks and task sequences, and opportunities to produce output, including modified output. Alongside this theoretical discussion, the chapter provides a critical and state-of-the-art review of studies that have examined instructor characteristics within this framework and demonstrates how instructor individual characteristics play an important role in L2 interaction-based learning opportunities. It concludes with considerations of how instructor individual characteristics undoubtedly interact with learner individual differences and contextual factors and outlines promising areas for future research on instructor individual characteristics within and beyond the interaction approach.
Vietnamese TESOL teachers’ cognitions and practices
Authors: Chu Thi Le Hoang , Oliver Rhonda 
Published: May 2017

Abstract
Due to its historical and socio-cultural context, the traditional way of teaching and learning in Vietnam follows Confucian traditions and is characterized by teacher-centeredness and passive student learning. To develop learner autonomy and promote the development of communicative competence, especially in English classrooms, recent policy reforms require a shift from traditional teaching to a learner-centered approach and methods that promote meaningful interaction. This study was undertaken in a tertiary teaching setting in Vietnam where English is taught to speakers of other languages. A total of 36 English language teachers participated with a particular focus, a sub-group of 10. We used open-ended survey questions, classroom observations, and in-depth interviews to explore teacher cognitions and the relationship of these to pedagogical practices. Using thematic analysis, we found that teachers’ cognitions centered on five issues: centrality of student need, the acknowledgement of student characteristics, the cultivation of student autonomy, the development of interpersonal relationships in the classroom, and principled pragmatism. Through classroom observations we found individual variation, but overall a complex, and at times inconsistent, relationship between teacher cognitions and their classroom practices.
Linguistic variation in instructor provision of oral input
Authors: Gurzynski-Weiss Laura , Geeslin Kimberly L. , Long Avizia Y. , Daidone Danielle 
Published: May 2017

Abstract
The current study examines the variable use of verbal subjects (e.g., explicit yo hablo vs. null hablo ‘[I] speak’), in oral production by five native-speaking instructors directed to Spanish foreign language (FL) learners in a university setting. Our data consisted of instructors’ oral presentation of grammar-focused tasks in one to three Spanish FL lessons. Results demonstrate individual differences in patterns of use by instructor, and are interpreted in the context of learners’ acquisition of subject expression (e.g., Abreu, 2009; Geeslin, 2011a, 2011b; Geeslin, Linford, & Fafulas, 2015; Geeslin, Linford, Fafulas, Long, & Díaz-Campos, 2012) and patterns of variable use by native speakers across out-of-classroom settings and tasks (e.g., Abreu, 2009; Geeslin, 2006; Geeslin & Gudmestad, 2008a, 2008b). An exploration of individual characteristics such as country of origin (i.e., regional dialect), age of learning of English, years in the United States, and years teaching Spanish provides further evidence of the complex nature of this phenomenon. Future areas of investigation of instructor classroom input, particularly in relation to learner opportunities for use and development of variable structures, are outlined.
Preservice instructors’ performance on a language learning task
Authors: Polio Charlene , Gass Susan M. 
Published: May 2017

Abstract
Previous research has shown that preservice instructors focus less on language while completing dyadic language learning tasks (Polio, Gass, & Chapin, 2006) and give less feedback than experienced instructors in a classroom setting (Mackey, Polio, & McDonough, 2004). Although most language teacher education programs provide some training in second language acquisition (SLA) to encourage, inter alia, preservice instructors’ understanding of the importance of focusing on language, it is not clear to what extent the information obtained in these courses or course modules is utilized in practice. This paper investigates the extent to which a short intervention based on SLA research findings is successful in modifying the awareness and behaviors of preservice instructors with respect to learners’ output and teachers’ task orientation (i.e., their perceptions of the purpose of the task). An experimental group (n = 17) of preservice teachers was given instruction on the role of output in SLA and training in ways to elicit output. They were then each paired with an English-as-a-second language (ESL) learner and participated in a dyadic interactive task. A control group (n = 14) did not have training prior to the interactive task. Six instructors from the experimental group and five from the control group participated in a stimulated recall session. The results demonstrated that the intervention was successful in raising preservice instructors’ awareness of how they should complete the task. However, with respect to behavioral change, their intended strategy did not always last through the entire interaction; these preservice instructors often reverted to tactics typically used by novice teachers. In light of these results, we argue that extended hands-on activities combined with discussions of SLA constructs can lead to behavior changes for preservice instructors.
Markedness in substance-free and substance-dependent phonology
Authors: Odden David 
Published: May 2017

Abstract
The true nature of “markedness” in the history of phonology is highly uncertain, in that the term is used to refer to a wide array of facts about language, and there is little agreement over what the term even refers to, much less whether it is a valid concept. This paper reviews certain applications of that concept in phonology, in search of some unity behind “markedness”. I show that “markedness” is about two unrelated things: formal properties of language, and functional probability of occurrence. Much effort has been put into forcing these two conceptions under a single computation umbrella, and that effort bears significant responsibility for the development of substance-dependent theories of grammar. As for whether “markedness” is a worthy topic of investigation, it is argued that the original formal question underlying markedness is still worth scrutiny in the theory of grammar: what is the nature of phonological features?
Contrast is irrelevant in phonology
Authors: Reiss Charles 
Published: May 2017

Abstract

Halle’s (1959) argument against a distinction between morphophonemic and phonemic rules can be understood as an argument against the relevance of contrast to phonology. After adducing further arguments against a role for contrast, the paper provides a simple contrast-free analysis of the classic problem of the voicing behavior of Russian /v/. This segment undergoes voicing assimilation (like other obstruents), but does not trigger it (thus acting like the sonorants). In contrast to a long history of treating /v/ as a covert sonorant, the paper attributes the behavior of Russian /v/, which surfaces always as an obstruent, to underspecification with respect to the feature Voice.
What are grammars made of?
Authors: Blevins Juliette 
Published: May 2017

Abstract
The 21st century has brought major advances in our understanding of sound patterns, their phonetic basis, and their cross-linguistic diversity. Properties that were once thought to be universal, from phonological features to prosodic units like the syllable, have shown themselves to be highly variable across languages, and to sometimes fail at the very specific organizational role they are meant to play within sound systems. The goal of this chapter is to summarize evidence from the diversity of phonological systems that may inform areas of disagreement in modeling phonological grammars, with special attention to the locus of explanation in phonological theory. General arguments against phonological universals and phonological markedness in grammar are presented, including distinctive features, the sonority scale, and the prosodic hierarchy. Arguments for language-specific sound patterns and extra-grammatical explanations are also presented, including rare phoneme inventories, rare phonotactics, and distinct modality-specific properties of spoken versus signed languages.
Markedness and formalising phonological representations
Authors: Ulfsbjorninn Shanti 
Published: May 2017

Abstract
As a linguistic concept, markedness is in trouble (Hale & Reiss 2000, 2008; Blevins 2004; Haspelmath 2006; Samuels 2011; Reiss 2017). Accepting many of these criticisms and conclusions, this chapter, nevertheless, claims that there is space for markedness in formal phonology. By examining syllable structure from a highly representational viewpoint, I conclude that ‘markedness by complexity’ does have explanatory value and that markedness is explicable in terms of ‘structural complexity’ and ‘length of description’. The core demonstration is based on Charette’s (1990, 1991, 1992) formal typology of consonant clusters (CCs). These papers contain important implicational universals that Charette relates directly to her representations. My contribution will be to enrich the typology and reorganize those principles and parameters into a decision tree or parameter hierarchy that derives the implicational universals. Moreover, the number of parameter settings (the depth in the parameter hierarchy) increases the markedness of the resultant grammar. Crucially, each parametric ‘yes’ setting corresponds to an extra empty phonological category or extra ability to license, or reflects the distance between heads and dependents in the representation. For this reason, markedness is not merely a ‘metaphor’ ‘for a cognitive state’ (Haspelmath 2006), it is directly convertible into linguistic categories. This markedness is not part of the online computation of forms (contra Optimality Theory) and markedness statements cannot be re-ranked to obtain different grammars. However, markedness is one step in the chain of explanation for: (a) the apparent step-wise variation of complexity and implicational universals of consonant clusters, (b) the Trubetzkoy hypothesis.
Adjectives with adverbial functions in Romance
Authors: Hummel Martin 
Published: May 2017

Abstract
The adjective adverb interface is crucial for the analysis of adverbial modifiers: adjectives are used with adverbial function (Type A), adjectives are morphologically marked as adverbs (Type B) and adverbial paraphrases often contain adjectives (Type C). In the same ‘local context’ of VP, Type A, B and C may activate similar functions (to speak different/differently/in a different way) or different functions (to shine red/*redly). However, even in the group with similar functions, register (formal/informal) and code (oral/written) account for variationist differences. The inflection vs. derivation debate for Type B adverbs and the recent discussion on ‘adverbial agreement’ adds more possible interfaces. This article provides a critical synthesis of these interfaces.
Parameters in Romance adverb agreement
Authors: Ledgeway Adam 
Published: May 2017

Abstract
Many Romance varieties are known to employ adjectives in adverbial function. This paper explores the parameters involved in the distribution of agreement of adjectival manner adverbs across Romance. Agreement is shown to be sensitive to specific structural configurations which can ultimately be retraced to the phenomenon of split intransitivity: agreement is typically controlled by nominals which at some level of representation are associated with the object relation, although some exceptions to this generalization are noted producing what appear to be ergative patterns. Looking at such evidence from within and beyond Italy, the paper sketches a typology of the differing licensing conditions on adjectival adverb agreement in Romance in an attempt to identify the precise semantico-syntactic parameters involved in the relevant patterns.