Porcine deltacoronavirus (PDCoV) causes severe diarrhea and vomiting in affected piglets. The aim of this study was to establish the basic, in vitro characteristics of the life cycle such as replication kinetics, cellular ultrastructure, virion morphology, and induction of autophagy of PDCoV. Time-course analysis of viral subgenomic and genomic RNA loads and infectious titers indicated that one replication cycle of PDCoV takes 5 to 6 h. Electron microscopy showed that PDCoV infection induced the membrane rearrangements with double-membrane vesicles and large virion-containing vacuoles. The convoluted membranes structures described in alpha- and beta-coronavirus were not observed. PDCoV infection also increased the number of autophagosome-like vesicles in the cytoplasm of cells, and the autophagy response was detected by LC3 I/II and p62 Western blot analysis. For the first time, this study presents the picture of the PDCoV infection cycle, which is crucial to help elucidate the molecular mechanism of deltacoronavirus replication.
The rise of new media has greatly changed our lifestyles, leading to increased time spent on these digital platforms and less time spent reading. This shift has a particularly profound impact on children and adolescents, who are in a critical stage of brain development. Previous studies have found associations between screen use and mental health in children. However, it remains unclear whether these effects are mediated by other variables or if they directly cause the observed outcomes. Here, we utilized the ABCD dataset to examine the causal relationships between screen use and brain development (cognitive, behavioral, or neuroimaging outcomes), and tested the potential displacement effect of screen use on reading habits, based on Mendelian Randomization analysis. Our results revealed adverse causal effects of screen use on language ability and behavior (e.g. withdrawn/depressed symptoms and social problems) in early adolescents between 9 - 13 years old while reading had positive causal effects on their language ability and brain volume in the bilateral frontal and temporal regions. Interestingly, increased screen use was identified as a result, rather than a cause, of behavioral issues such as rule-breaking and aggressive behaviors. Furthermore, our analysis uncovered an indirect influence of screen use, mediated by changes in reading habits, on brain development, e.g., screen indirectly reduced brain volume by reducing reading time although no direct causal effect was found. These findings provide new evidence for a causal influence of screen use and reading habits on brain development and highlight the importance of monitoring media use and related habits change in children.
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