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Puig-Tintó M, Pazos I, Betancur L, Hernández AC, Gallego O. TRAPPIII requires Drs2 binding to transport Atg9 vesicles at cold temperatures. Autophagy 2023; 19:3017-3018. [PMID: 37415304 PMCID: PMC10549185 DOI: 10.1080/15548627.2023.2233365] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/21/2023] [Revised: 06/30/2023] [Accepted: 06/30/2023] [Indexed: 07/08/2023] Open
Abstract
ABBREVIATIONS Autophagy-related 9 (Atg9); cytoplasm-to-vacuole targeting (Cvt); Golgi-associated retrograde protein (GARP); multisubunit tethering complexes (MTCs); phagophore assembly site (PAS); phosphatidylserine (PS); Protein interactions from Imaging Complexes after Translocation (PICT); transport protein particle III (TRAPPIII); type IV P-type ATPases (P4-ATPases).
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Affiliation(s)
- Marta Puig-Tintó
- Department of Medicine and Life Sciences (MELIS), Universitat Pompeu Fabra (UPF), Barcelona, Spain
| | - Irene Pazos
- Department of Medicine and Life Sciences (MELIS), Universitat Pompeu Fabra (UPF), Barcelona, Spain
| | - Laura Betancur
- Department of Medicine and Life Sciences (MELIS), Universitat Pompeu Fabra (UPF), Barcelona, Spain
| | - Altair C. Hernández
- Department of Medicine and Life Sciences (MELIS), Universitat Pompeu Fabra (UPF), Barcelona, Spain
| | - Oriol Gallego
- Department of Medicine and Life Sciences (MELIS), Universitat Pompeu Fabra (UPF), Barcelona, Spain
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2
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Pazos I, Puig‐Tintó M, Betancur L, Cordero J, Jiménez‐Menéndez N, Abella M, Hernández AC, Duran AG, Adachi‐Fernández E, Belmonte‐Mateos C, Sabido‐Bozo S, Tosi S, Nezu A, Oliva B, Colombelli J, Graham TR, Yoshimori T, Muñiz M, Hamasaki M, Gallego O. The P4-ATPase Drs2 interacts with and stabilizes the multisubunit tethering complex TRAPPIII in yeast. EMBO Rep 2023; 24:e56134. [PMID: 36929574 PMCID: PMC10157312 DOI: 10.15252/embr.202256134] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/16/2022] [Revised: 02/10/2023] [Accepted: 02/17/2023] [Indexed: 03/17/2023] Open
Abstract
Multisubunit Tethering Complexes (MTCs) are a set of conserved protein complexes that tether vesicles at the acceptor membrane. Interactions with other components of the trafficking machinery regulate MTCs through mechanisms that are partially understood. Here, we systematically investigate the interactome that regulates MTCs. We report that P4-ATPases, a family of lipid flippases, interact with MTCs that participate in the anterograde and retrograde transport at the Golgi, such as TRAPPIII. We use the P4-ATPase Drs2 as a paradigm to investigate the mechanism and biological relevance of this interplay during transport of Atg9 vesicles. Binding of Trs85, the sole-specific subunit of TRAPPIII, to the N-terminal tail of Drs2 stabilizes TRAPPIII on membranes loaded with Atg9 and is required for Atg9 delivery during selective autophagy, a role that is independent of P4-ATPase canonical functions. This mechanism requires a conserved I(S/R)TTK motif that also mediates the interaction of the P4-ATPases Dnf1 and Dnf2 with MTCs, suggesting a broader role of P4-ATPases in MTC regulation.
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Affiliation(s)
- Irene Pazos
- Department of Medicine and Life Sciences (MELIS)Pompeu Fabra University (UPF)BarcelonaSpain
| | - Marta Puig‐Tintó
- Department of Medicine and Life Sciences (MELIS)Pompeu Fabra University (UPF)BarcelonaSpain
| | - Laura Betancur
- Department of Medicine and Life Sciences (MELIS)Pompeu Fabra University (UPF)BarcelonaSpain
| | - Jorge Cordero
- Department of Medicine and Life Sciences (MELIS)Pompeu Fabra University (UPF)BarcelonaSpain
| | | | - Marc Abella
- Department of Medicine and Life Sciences (MELIS)Pompeu Fabra University (UPF)BarcelonaSpain
| | - Altair C Hernández
- Department of Medicine and Life Sciences (MELIS)Pompeu Fabra University (UPF)BarcelonaSpain
| | - Ana G Duran
- Department of Medicine and Life Sciences (MELIS)Pompeu Fabra University (UPF)BarcelonaSpain
| | - Emi Adachi‐Fernández
- Department of Medicine and Life Sciences (MELIS)Pompeu Fabra University (UPF)BarcelonaSpain
| | - Carla Belmonte‐Mateos
- Department of Medicine and Life Sciences (MELIS)Pompeu Fabra University (UPF)BarcelonaSpain
| | - Susana Sabido‐Bozo
- Department of Cell BiologyUniversity of SevilleSevilleSpain
- Instituto de Biomedicina de Sevilla (IBiS)Hospital Universitario Virgen del Rocío/CSIC/Universidad de SevillaSevilleSpain
| | - Sébastien Tosi
- Institute for Research in Biomedicine (IRB Barcelona), The Barcelona Institute of Science and Technology (BIST)BarcelonaSpain
| | - Akiko Nezu
- Department of Genetics, Graduate School of MedicineOsaka UniversityOsakaJapan
- Department of Intracellular Membrane Dynamics, Graduate School of Frontier BiosciencesOsaka UniversityOsakaJapan
| | - Baldomero Oliva
- Department of Medicine and Life Sciences (MELIS)Pompeu Fabra University (UPF)BarcelonaSpain
- Structural Bioinformatics Lab (GRIB‐IMIM)BarcelonaSpain
| | - Julien Colombelli
- Institute for Research in Biomedicine (IRB Barcelona), The Barcelona Institute of Science and Technology (BIST)BarcelonaSpain
| | - Todd R Graham
- Department of Biological SciencesVanderbilt UniversityNashvilleTNUSA
| | - Tamotsu Yoshimori
- Department of Genetics, Graduate School of MedicineOsaka UniversityOsakaJapan
- Department of Intracellular Membrane Dynamics, Graduate School of Frontier BiosciencesOsaka UniversityOsakaJapan
| | - Manuel Muñiz
- Department of Cell BiologyUniversity of SevilleSevilleSpain
- Instituto de Biomedicina de Sevilla (IBiS)Hospital Universitario Virgen del Rocío/CSIC/Universidad de SevillaSevilleSpain
| | - Maho Hamasaki
- Department of Genetics, Graduate School of MedicineOsaka UniversityOsakaJapan
- Department of Intracellular Membrane Dynamics, Graduate School of Frontier BiosciencesOsaka UniversityOsakaJapan
| | - Oriol Gallego
- Department of Medicine and Life Sciences (MELIS)Pompeu Fabra University (UPF)BarcelonaSpain
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Miller P, Betancur L, Coulanges L, Kammerzell J, Libertus M, Bachman HJ, Votruba-Drzal E. Time spent playing predicts early reading and math skills through associations with self-regulation. J Appl Dev Psychol 2022; 83:101470. [PMID: 38037616 PMCID: PMC10688615 DOI: 10.1016/j.appdev.2022.101470] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
Children's play time has declined in recent decades, which could negatively impact early self-regulation-a vital component of school readiness. To date, studies have not fully explored how the time spent playing relates to children's self-regulatory skills, and in turn, their early reading and math competencies. Using data from time diaries and direct assessments of self-regulation, prereading, and math skills, this study examined how minutes spent playing at home predict these skills in a sample of 128 children followed from age four to five. Additionally, it considered whether self-regulation explained links between play time and prereading and math. Results showed that the time spent playing positively related to children's self-regulation. Moreover, through its association with self-regulation, play time had indirect effects on prereading and math skills measured one year later. Results suggest that fostering opportunities for play time during the preschool years may help to boost school readiness skills.
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Affiliation(s)
- Portia Miller
- Learning Research and Development Center, University of Pittsburgh, 3420 Forbes Ave, Pittsburgh, PA 15260, United States
| | - Laura Betancur
- Department of Psychology, University of Pittsburgh, 210 South Bouquet Street, Pittsburgh, PA 15260, United States
| | - Linsah Coulanges
- Learning Research and Development Center, University of Pittsburgh, 3420 Forbes Ave, Pittsburgh, PA 15260, United States
- Department of Psychology, University of Pittsburgh, 210 South Bouquet Street, Pittsburgh, PA 15260, United States
| | - Juliana Kammerzell
- University of Michigan School of Social Work, Ann Arbor, MI, United States
| | - Melissa Libertus
- Learning Research and Development Center, University of Pittsburgh, 3420 Forbes Ave, Pittsburgh, PA 15260, United States
- Department of Psychology, University of Pittsburgh, 210 South Bouquet Street, Pittsburgh, PA 15260, United States
| | - Heather J Bachman
- Learning Research and Development Center, University of Pittsburgh, 3420 Forbes Ave, Pittsburgh, PA 15260, United States
- Department of Health and Human Development, University of Pittsburgh, 230 South Bouquet Street, Pittsburgh, PA 15260, United States
| | - Elizabeth Votruba-Drzal
- Learning Research and Development Center, University of Pittsburgh, 3420 Forbes Ave, Pittsburgh, PA 15260, United States
- Department of Psychology, University of Pittsburgh, 210 South Bouquet Street, Pittsburgh, PA 15260, United States
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Bachman HJ, Elliott L, Duong S, Betancur L, Navarro MG, Votruba-Drzal E, Libertus M. Triangulating multi-method assessments of parental support for early math skills. Front Educ (Lausanne) 2020; 5:589514. [PMID: 33860149 PMCID: PMC8046029 DOI: 10.3389/feduc.2020.589514] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Past research has examined parental support for math during early childhood using parent-report surveys and observational measures of math talk. However, since most studies only present findings from one of these methods, the construct (parental support for early math) and the method are inextricably linked, and we know little about whether these methods provide similar or unique information about children's exposure to math concepts. This study directly addresses the mono-operation bias operating in past research by collecting and comparing multiple measures of support for number and spatial skills, including math talk during semi-structured observations of parent-child interactions, parent reports on a home math activities questionnaire, and time diaries. Findings from 128 parents of 4-year-old children reveal substantial within-measure variability across all three data sources in the frequency of number and spatial activities and the type and content of parent talk about number and spatial concepts. Convergence in parental math support measures was evident among parent reports from the questionnaire and time diaries, such that scale composites about monthly number activities were related to number activities on the previous work day, and monthly spatial activities were correlated with spatial activities the prior non-work days. However, few parent report measures from the survey or time diary were significantly correlated with observed quantity or type of math talk in the semi-structured observations. Future research implications of these findings are discussed.
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Affiliation(s)
- Heather J. Bachman
- Department of Health and Human Development and the Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, United States
| | - Leanne Elliott
- Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, United States
| | - Shirley Duong
- Department of Psychology and the Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, United States
| | - Laura Betancur
- Department of Psychology and the Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, United States
| | - Monica G. Navarro
- Department of Health and Human Development and the Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, United States
| | - Elizabeth Votruba-Drzal
- Department of Psychology and the Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, United States
| | - Melissa Libertus
- Department of Psychology and the Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, United States
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Binning KR, Kaufmann N, McGreevy EM, Fotuhi O, Chen S, Marshman E, Kalender ZY, Limeri LB, Betancur L, Singh C. Changing Social Contexts to Foster Equity in College Science Courses: An Ecological-Belonging Intervention. Psychol Sci 2020; 31:1059-1070. [PMID: 32845825 DOI: 10.1177/0956797620929984] [Citation(s) in RCA: 19] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/07/2023] Open
Abstract
In diverse classrooms, stereotypes are often "in the air," which can interfere with learning and performance among stigmatized students. Two studies designed to foster equity in college science classrooms (Ns = 1,215 and 607) tested an intervention to establish social norms that make stereotypes irrelevant in the classroom. At the beginning of the term, classrooms assigned to an ecological-belonging intervention engaged in discussion with peers around the message that social and academic adversity is normative and that students generally overcome such adversity. Compared with business-as-usual controls, intervention students had higher attendance, course grades, and 1-year college persistence. The intervention was especially impactful among historically underperforming students, as it improved course grades for ethnic minorities in introductory biology and for women in introductory physics. Regardless of demographics, attendance in the intervention classroom predicted higher cumulative grade point averages 2 to 4 years later. The results illustrate the viability of an ecological approach to fostering equity and unlocking student potential.
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Affiliation(s)
- Kevin R Binning
- Learning Research and Development Center, University of Pittsburgh.,Department of Psychology, University of Pittsburgh
| | - Nancy Kaufmann
- Department of Biological Sciences, University of Pittsburgh
| | | | - Omid Fotuhi
- Learning Research and Development Center, University of Pittsburgh
| | - Susie Chen
- Department of Psychology, University of Pittsburgh
| | - Emily Marshman
- Department of Physics, Community College of Allegheny County
| | | | - Lisa B Limeri
- Department of Biochemistry and Molecular Biology, University of Georgia
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Chen S, Binning KR, Manke KJ, Brady ST, McGreevy EM, Betancur L, Limeri LB, Kaufmann N. Am I a Science Person? A Strong Science Identity Bolsters Minority Students' Sense of Belonging and Performance in College. Pers Soc Psychol Bull 2020; 47:593-606. [PMID: 32659167 PMCID: PMC7961640 DOI: 10.1177/0146167220936480] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Identifying as a “science person” is predictive of science success, but the mechanisms involved are not well-understood. We hypothesized that science identity predicts success because it fosters a sense of belonging in science classrooms. Thus, science identity should be particularly important for first-generation and racial-minority students, who may harbor doubts about belonging in science. Two field studies in college Introductory Biology classes (Ns = 368, 639) supported these hypotheses. A strong science identity predicted higher grades, particularly for minority students. Also consistent with hypotheses, Study 2 found that self-reported belonging in college mediated the relationship between science identity and performance. Furthermore, a social belonging manipulation eliminated the relationship between science identity and performance among minority students. These results support the idea that a strong science identity is particularly beneficial for minority students because it bolsters belonging in science courses. Practical and theoretical implications are discussed.
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Votruba-Drzal E, Miller P, Betancur L, Spielvogel B, Kruzik C, Coley RL. Family and community resource and stress processes related to income disparities in school-aged children’s development. Journal of Educational Psychology 2020. [DOI: 10.1037/edu0000589] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Abstract
BACKGROUND In contrast to the extensive research on socioeconomic gaps in reading and math achievement, little attention has been given to socioeconomic disparities in science skills, particularly during the early years of schooling. This emphasis on later years may be problematic because large socioeconomic disparities emerge in the early years, thus it is crucial to document the size of disparities in science achievement and begin unpacking the range of factors that contribute to these disparities. Additionally, it is crucial to know which components of socioeconomic status are more strongly linked to children's science skills so that resources can be more effectively targeted to address disparities. Using nationally representative data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (N = 9250), this study examines disparities in science achievement across elementary and middle school related to parental income and parental education separating their effects from each other and from a range of confounding factors. Additionally, it considers whether characteristics of children, families, and schools are pathways through which socioeconomic disparities emerge. RESULTS Results show moderate gaps in science achievement related to both household income and parental education. The primary pathways through which parental education and family income influenced science achievement was through mathematics and reading achievement. For parental education gaps, smaller indirect effects also operated through access to informal science learning opportunities both inside and outside of the home environment. CONCLUSION First, this study highlights the importance of considering the contributions of multiple measures of socioeconomic status, instead of a composite. Second, it shows that socioeconomic disparities in science achievement emerge early and that programs and policies aimed at addressing these gaps may need to target children during the early elementary and preschool years. Third, our findings suggest that elementary instructional approaches that simultaneously address science instruction with reading and/or mathematics instruction will likely be especially important for improving overall science outcomes.
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Affiliation(s)
- Laura Betancur
- Department of Psychology & Learning Research and Development Center, University of Pittsburgh, 210 South Bouquet Street, Pittsburgh, PA 15260 USA
| | - Elizabeth Votruba-Drzal
- Department of Psychology & Learning Research and Development Center, University of Pittsburgh, 210 South Bouquet Street, Pittsburgh, PA 15260 USA
| | - Christian Schunn
- Department of Psychology & Learning Research and Development Center, University of Pittsburgh, 210 South Bouquet Street, Pittsburgh, PA 15260 USA
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Cadavid A, Betancur L, Ossa J. A possible mechanism for Heparin in protection against Recurrent Spontaneous Abortion. Placenta 1996. [DOI: 10.1016/s0143-4004(96)90246-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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