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Institution

Vanderbilt University

EducationNashville, Tennessee, United States
About: Vanderbilt University is a education organization based out in Nashville, Tennessee, United States. It is known for research contribution in the topics: Population & Cancer. The organization has 45066 authors who have published 106528 publications receiving 5435039 citations. The organization is also known as: Vandy.


Papers
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Journal ArticleDOI
TL;DR: The challenge for future researchers is to understand how this complex system in monkeys analyzes and utilizes auditory information.
Abstract: The auditory system of monkeys includes a large number of interconnected subcortical nuclei and cortical areas. At subcortical levels, the structural components of the auditory system of monkeys resemble those of nonprimates, but the organization at cortical levels is different. In monkeys, the ventral nucleus of the medial geniculate complex projects in parallel to a core of three primary-like auditory areas, AI, R, and RT, constituting the first stage of cortical processing. These areas interconnect and project to the homotopic and other locations in the opposite cerebral hemisphere and to a surrounding array of eight proposed belt areas as a second stage of cortical processing. The belt areas in turn project in overlapping patterns to a lateral parabelt region with at least rostral and caudal subdivisions as a third stage of cortical processing. The divisions of the parabelt distribute to adjoining auditory and multimodal regions of the temporal lobe and to four functionally distinct regions of the frontal lobe. Histochemically, chimpanzees and humans have an auditory core that closely resembles that of monkeys. The challenge for future researchers is to understand how this complex system in monkeys analyzes and utilizes auditory information.

953 citations

Journal ArticleDOI
TL;DR: This model is used to identify ∼1,000 genes that are significantly lacking in functional coding variation in non-ASD samples and are enriched for de novo loss-of-function mutations identified in ASD cases, suggesting that the role of de noVO mutations in ASDs might reside in fundamental neurodevelopmental processes.
Abstract: Mark Daly and colleagues present a statistical framework to evaluate the role of de novo mutations in human disease by calibrating a model of de novo mutation rates at the individual gene level. The mutation probabilities defined by their model and list of constrained genes can be used to help identify genetic variants that have a significant role in disease.

952 citations

Journal ArticleDOI
TL;DR: This review focuses on recent findings and knowledge gaps in the area of EV biogenesis, release, and uptake and highlights examples whereby EV cargoes control basic cellular functions, including motility and polarization, immune responses, and development, and contribute to diseases such as cancer and neurodegeneration.

952 citations

Journal ArticleDOI
TL;DR: In this article, the authors discuss transfer from both a retrospective and a prospective perspective: what has past transfer research taught us that is especially important for education? What might research on transfer look like in the future? Our discussion of past research is brief, not because it is unimportant but because of space limitations and the fact that our primary emphasis is on the future.
Abstract: A belief in transfer lies at the heart of our educational system. Most educators want learning activities to have positive effects that extend beyond the exact conditions of initial learning. They are hopeful that students will show evidence of transfer in a variety of situations: from one problem to another within a course, from one course to another, from one school year to the next, and from their years in school to their years in the workplace. Beliefs about transfer often accompany the claim that it is better to ' 'educate'' people broadly than simply to \"train\" them to perform particular tasks (e.g., Broudy, 1977). In this chapter, we discuss research on transfer from both a retrospective and a prospective perspective. What has past transfer research taught us that is especially important for education? What might research on transfer look like in the future? Our discussion of past research is brief, not because it is unimportant but because of space limitations and the fact that our primary emphasis is on the future. We argue that prevailing theories and methods of measuring transfer are limited in scope; we propose an alternative that complements and extends current approaches; and we sketch this alternative's implications for education. Our discussion is organized into five sections. First, we briefly summarize some of the key findings from the literature on transfer—both the successes and the disappointments. Second, we contrast the \"traditional\" view of transfer with an alternative that emphasizes the ability to learn during transfer. Third, we discuss mechanisms for transfer that emphasize Broudy's analysis of \"knowing with\" (which he adds to the more familiar replicative \"knowing that\" and applicative \"knowing how\"). Fourth, we show how our alternate view of transfer affects assumptions about what is valuable for students to learn. Finally, we show

952 citations


Authors

Showing all 45403 results

NameH-indexPapersCitations
Walter C. Willett3342399413322
Meir J. Stampfer2771414283776
John Q. Trojanowski2261467213948
Robert M. Califf1961561167961
Matthew Meyerson194553243726
Scott M. Grundy187841231821
Tony Hunter175593124726
David R. Jacobs1651262113892
Donald E. Ingber164610100682
L. Joseph Melton16153197861
Ralph A. DeFronzo160759132993
David W. Bates1591239116698
Charles N. Serhan15872884810
David Cella1561258106402
Jay Hauser1552145132683
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Performance
Metrics
No. of papers from the Institution in previous years
YearPapers
2023141
2022540
20215,134
20205,232
20194,883
20184,649