Pollockmunro2830

In the environment microbes interact with plants and provide them with benefits that include protection against biotic and abiotic stresses as well as improved nutrition. However, plants are also exposed to parasites and pathogens. To manage appropriate responses, evolution has resulted in improved tolerance of plants to beneficial microbes while keeping the ability to recognize detrimental ones and to develop defense responses. Here we review the mechanisms involved in these interactions. We also discuss how the interactions might be handled to improve crop resistance to pathogens without losing the ability to establish beneficial interactions.Young children often prefer people high in status and with access to resources. Children also favor fairness and equality, especially when it comes to sharing. Two studies examined how children (N = 185; age range = 4.0-6.9 years, Mage = 5.49 years; 45% White, 12% Asian, 11% Black, 7% Hispanic, 24% other or undisclosed) reconcile these conflicting preferences by investigating the relation between children's social preferences and resource allocations to White and Black children. FPH1 Race provides an important case to examine how children resolve this conflict given that children show preferences for stereotypically high-status (White) people but also show awareness of systemic racial inequality that disadvantages Black people. In a costly sharing resource allocation task (i.e., Dictator Game) where participants were asked how much of a limited resource they wanted to share with a Black child and a White child, Study 1 revealed that participants sometimes chose to share more with a White child compared with a Black child but that biased giving was unrelated to children's biased feelings of warmth toward White children. Study 2 confirmed that biased giving was unrelated to children's feelings of warmth and instead implicated children's beliefs about race and wealth; children who expected White people to have more wealth showed more pro-White bias in their giving behavior. Together, these results suggest that cultural stereotypes about wealth might shape children's economic decision making in a way that perpetuates disadvantage, but they also indicate that the processes underlying resource allocation decisions warrant further study.Parental criticism is linked to a number of detrimental child outcomes. One mechanism by which parental criticism may increase risk for negative outcomes in children is through children's neural responses to valenced information in the environment. The goal of the current study, therefore, was to examine the relation between maternal criticism and children's neural responses to monetary gains and losses. To represent daily environmental experiences of reward and punishment, we focused on reactivity to monetary gains versus losses in a guessing task. Participants were 202 children and their mothers recruited from the community. The average age of the children was 9.71 years (SD = 1.38, range = 7-11), with 52.0% of them male and 72.8% Caucasian. Mothers completed the Five Minute Speech Sample to assess expressed emotion-criticism, and of these dyads 51 mothers were rated as highly critical. In addition, children completed a simple guessing game during which electroencephalography was recorded. Children of critical mothers displayed less neural reactivity to both monetary gain and loss than children without critical mothers. Our results were at least partially independent of children's and mothers' current levels of internalizing psychopathology. These findings suggest that children exposed to maternal criticism may exhibit disruptions in adaptive responses to environmental experiences regardless of valence. Targeted interventions aimed at reducing expressed emotion-criticism may lead to changes in a child's reward responsiveness and risk for psychopathology.Tool behavior might be based on two strategies associated with specific cognitive mechanisms cued-learning and technical-reasoning strategies. We aimed to explore whether these strategies coexist in young children and whether they are manifest differently through development. We presented 216 3- to 9-year-olds with a vertical maze task consisting in moving a ball from the top to the bottom of a maze. Two tool-use/mechanical actions were possible rotating action and sliding action. Three conditions were tested, each focused on a different strategy. In the Opaque-Cue condition (cued-learning strategy), children could not see the mechanical action of each tool. Nevertheless, a cue was provided according to the tool needed to solve the problem. In the Transparent-No Cue condition (technical-reasoning strategy), no cue was presented. However, children could see the mechanical actions associated with each tool. In the Transparent-Cue condition (cued-learning and/or technical-reasoning strategies) children saw both the mechanical actions and the cues. Results indicated that the Opaque-Cue and Transparent-Cue conditions were easier than the Transparent-No-Cue condition in all children. These findings stress that children can use either cued learning or technical reasoning to use tools, according to the available information. The behavioral pattern observed in the Transparent-Cue condition suggests that children might be inclined to use technical reasoning even when the task can be solved through cued learning.Research has shown that preschoolers developing in Western societies increase sharing after collaborating to earn resources, suggesting that collaboration is an important context for the development of fairness. The current study sought to explore the influence of collaboration on sharing among young children (N = 132, 3-6 years of age) developing in rural India, a population that shows an increased sensitivity to fairness after collaboration among older children. The effect of three forms of social interaction on children's sharing were compared collaborating toward a joint concrete goal of earning resources that could subsequently be shared, collaborating toward a joint concrete goal without earning resources, and playing a social game without earning resources. The only context where children increased sharing was after collaborating toward a joint concrete goal without earning resources. Overall, these findings suggest that increased sharing between collaborators may show greater contextual sensitivity and influence of early sociocultural experience than has been previously understood.