抗原变异可使得多种致病微生物易于逃避宿主免疫应答。表达在感染红细胞表面的恶性疟原虫红细胞表面蛋白1（PfPMP1）与感染红细胞、内皮细胞、树突状细胞以及胎盘的单个或多个受体作用，在黏附及免疫逃避中起关键的作用。每个单倍体基因组var基因家族编码约60种成员，通过启动转录不同的var基因变异体为抗原变异提供了分子基础。

疟原虫var基因转换速率变化导致抗原变异[英]／Paul H, Robert P, Christodoulou Z, et al//Proc Natl Acad Sci U S A

Naming and necessity

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Mindset The New Psychology Of Success

Although deep learning has historical roots going back decades, neither the term "deep learning" nor the approach was popular just over five years ago, when the field was reignited by papers such as Krizhevsky, Sutskever and Hinton's now classic (2012) deep network model of Imagenet. What has the field discovered in the five subsequent years? Against a background of considerable progress in areas such as speech recognition, image recognition, and game playing, and considerable enthusiasm in the popular press, I present ten concerns for deep learning, and suggest that deep learning must be supplemented by other techniques if we are to reach artificial general intelligence.

Deep Learning: A Critical Appraisal

Women obtain more than half of U.S. undergraduate degrees in biology, chemistry, and mathematics, yet they earn less than 20% of computer science, engineering, and physics undergraduate degrees (National Science Foundation, 2014a). Gender differences in interest in computer science, engineering, and physics appear even before college. Why are women represented in some science, technology, engineering, and mathematics (STEM) fields more than others? We conduct a critical review of the most commonly cited factors explaining gender disparities in STEM participation and investigate whether these factors explain differential gender participation across STEM fields. Math performance and discrimination influence who enters STEM, but there is little evidence to date that these factors explain why women's underrepresentation is relatively worse in some STEM fields. We introduce a model with three overarching factors to explain the larger gender gaps in participation in computer science, engineering, and physics than in biology, chemistry, and mathematics: (a) masculine cultures that signal a lower sense of belonging to women than men, (b) a lack of sufficient early experience with computer science, engineering, and physics, and (c) gender gaps in self-efficacy. Efforts to increase women's participation in computer science, engineering, and physics may benefit from changing masculine cultures and providing students with early experiences that signal equally to both girls and boys that they belong and can succeed in these fields. (PsycINFO Database Record

https://psycnet.apa.org/journals/bul/143/1/1.pdf

Why are some STEM fields more gender balanced than others

The gender imbalance in STEM subjects dominates current debates about women's underrepresentation in academia. However, women are well represented at the Ph.D. level in some sciences and poorly represented in some humanities (e.g., in 2011, 54% of U.S. Ph.D.'s in molecular biology were women versus only 31% in philosophy). We hypothesize that, across the academic spectrum, women are underrepresented in fields whose practitioners believe that raw, innate talent is the main requirement for success, because women are stereotyped as not possessing such talent. This hypothesis extends to African Americans' underrepresentation as well, as this group is subject to similar stereotypes. Results from a nationwide survey of academics support our hypothesis (termed the field-specific ability beliefs hypothesis) over three competing hypotheses.

http://science.sciencemag.org/content/sci/347/6219/262.full.pdf

Expectations of brilliance underlie gender distributions across academic disciplines

Common stereotypes associate high-level intellectual ability (brilliance, genius, etc.) with men more than women. These stereotypes discourage women’s pursuit of many prestigious careers; that is, women are underrepresented in fields whose members cherish brilliance (such as physics and philosophy). Here we show that these stereotypes are endorsed by, and influence the interests of, children as young as 6. Specifically, 6-year-old girls are less likely than boys to believe that members of their gender are “really, really smart.” Also at age 6, girls begin to avoid activities said to be for children who are “really, really smart.” These findings suggest that gendered notions of brilliance are acquired early and have an immediate effect on children’s interests.

Gender stereotypes about intellectual ability emerge early and influence children’s interests

Philosophers of language sometimes theorize about obscure sentences, rarely found in everyday discourse, or about the applicability of sentences to strange, unrealized possible circumstances. Ordinary speakers of English often lack clear intuitions about the truth or falsity of these sentences, and so the theorizing is based on the judgments of the select few whose intuitions are sufficiently honed. Other times, however, one need not venture into obscurity to find a phenomenon worthy of attention. If one so chooses, one may ask any English speaker whatsoever whether sentences such as ‘tigers have stripes’, ‘birds lay eggs’, or ‘mosquitoes carry the West Nile virus’ are true, or whether ‘mosquitoes don’t carry the West Nile virus’ and ‘birds are female’ are false. The response is invariably confident and immediate. These simple examples present a puzzle with no simple solution. That ‘tigers have stripes’ is true might not seem particularly troubling; even if some tigers lack stripes, most tigers sport them. Examples such as ‘birds lay eggs’, though, indicate that it is not necessary for the truth of these sentences that the majority of the kind in question satisfy the predicate; most birds do not lay eggs, yet ‘birds lay eggs’ is true. Closer

/pdf/generics-cognition-and-acquisition-4fxvmyt7yv.pdf

Generics: Cognition and Acquisition

Social essentialism entails the belief that certain social categories (e.g., gender, race) mark fundamentally distinct kinds of people. Essentialist beliefs have pernicious consequences, supporting social stereotyping and contributing to prejudice. How does social essentialism develop? In the studies reported here, we tested the hypothesis that generic language facilitates the cultural transmission of social essentialism. Two studies found that hearing generic language about a novel social category diverse for race, ethnicity, age, and sex led 4-y-olds and adults to develop essentialist beliefs about that social category. A third study documented that experimentally inducing parents to hold essentialist beliefs about a novel social category led them to produce more generic language when discussing the category with their children. Thus, generic language facilitates the transmission of essentialist beliefs about social categories from parents to children.

/pdf/cultural-transmission-of-social-essentialism-1hjlhcgfkw.pdf

Cultural transmission of social essentialism

Women’s underrepresentation in science, technology, engineering, and mathematics (STEM) fields is a prominent concern in our society and many others. Closer inspection of this phenomenon reveals a more nuanced picture, however, with women achieving parity with men at the PhD level in certain STEM fields, while also being underrepresented in some non-STEM fields. It is important to consider and provide an account of this field-by-field variability. The Field-specific Ability Beliefs (FAB) hypothesis aims to provide such an account, proposing that women are likely to be underrepresented in fields thought to require raw intellectual talent—a sort of talent that women are stereotyped to possess less of than men. In two studies, we provide evidence for the FAB hypothesis, demonstrating that the academic fields believed by laypeople to require brilliance are also the fields with lower female representation. We also found that the field-specific ability beliefs of participants with college-level exposure to a field were more predictive of its female representation than those of participants without college exposure, presumably because the former beliefs mirror more closely those of the field’s practitioners (the direct “gatekeepers”). Moreover, the field-specific ability beliefs of participants with college exposure to a field predicted the magnitude of the field’s gender gap above and beyond their beliefs about the level of mathematical and verbal skills required. Finally, we found that beliefs about the importance of brilliance to success in a field may predict its female representation in part by fostering the impression that the field demands solitary work and competition with others. These results suggest new solutions for enhancing diversity within STEM and across the academic spectrum.

/pdf/women-are-underrepresented-in-fields-where-success-is-4trzii7x81.pdf

Sarah-Jane Leslie

Papers

Expectations of brilliance underlie gender distributions across academic disciplines

Gender stereotypes about intellectual ability emerge early and influence children’s interests

Generics: Cognition and Acquisition

Cultural transmission of social essentialism

Women are underrepresented in fields where success is believed to require brilliance.