Bats are reservoirs of emerging viruses that are highly pathogenic to other mammals, including humans. Despite the diversity and abundance of bat viruses, to date they have not been shown to harbor exogenous retroviruses. Here we report the discovery and characterization of a group of koala retrovirus-related (KoRV-related) gammaretroviruses in Australian and Asian bats. These include the Hervey pteropid gammaretrovirus (HPG), identified in the scat of the Australian black flying fox (Pteropus alecto), which is the first reproduction-competent retrovirus found in bats. HPG is a close relative of KoRV and the gibbon ape leukemia virus (GALV), with virion morphology and Mn2+-dependent virion-associated reverse transcriptase activity typical of a gammaretrovirus. In vitro, HPG is capable of infecting bat and human cells, but not mouse cells, and displays a similar pattern of cell tropism as KoRV-A and GALV. Population studies reveal the presence of HPG and KoRV-related sequences in several locations across northeast Australia, as well as serologic evidence for HPG in multiple pteropid bat species, while phylogenetic analysis places these bat viruses as the basal group within the KoRV-related retroviruses. Taken together, these results reveal bats to be important reservoirs of exogenous KoRV-related gammaretroviruses.
Subsequent recall is improved if students try to recall target material during study (self-testing) versus simply re-reading it. This effect is consistent with the notion of “desirable difficulties.” If the learning experience involves difficulties that induce extra effort, then retention may be improved. Not all difficulties are desirable, however. Difficult-to-read ( disfluent) typefaces yield inconsistent results. A new disfluent font, Sans Forgetica, was developed and alleged to promote deeper processing and improve learning. Although it would be invaluable if changing the font could enhance learning, the few studies on Sans Forgetica have been inconsistent, and focused on short retention intervals (0–5 minutes). We investigated a 1-week interval to increase practical relevance and because some benefits only manifest after a delay. A testing-effect manipulation was also included. Students ( N = 120) learned two passages via different methods (study then re-study vs. study then self-test). Half the students saw the passages in Times New Roman and half in Sans Forgetica. Recall test scores were higher for passages learned via self-testing than restudying, but the effect of font and the interaction were nonsignificant. We suggest that disfluency increases the local (orthographic) processing effort on each word but slowed reading might impair relational processing across words. In contrast, testing and generation effect manipulations often engage relational processing (question: answer; cue: target)—yielding subsequent benefits on cued-recall tests. We elaborate this suggestion to reconcile conflicting results across studies.
Due to lack of visual or auditory perceptual information, many tasks require interpersonal coordination and teaming. Dyadic verbal and/or auditory communication typically results in the two people becoming informationally coupled. This experiment examined coupling by using a two-person remote navigation task where one participant blindly drove a remote-controlled car while another participant provided auditory, visual, or a combination of both cues (bimodal). Under these conditions, we evaluated performance using easy, moderate, and hard task difficulties. We predicted that the visual condition would have higher performance measures overall, and the bimodal condition would have higher performance as difficulty increased. Results indicated that visual coupling performs better overall compared to auditory coupling and that bimodal coupling showed increased performance as task difficulty went from moderate to hard. When auditory coupling occurs, the frequency at which teams communicate affects performance— the faster teams spoke, the better they performed, even with visual communication available.
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