Once upon a time, there was a fabulous funambulist: What children learn about the “high-level” vocabulary they encounter while listening to stories

Previous research has shown that listening to stories supports vocabulary growth in preschool and school-aged children and that lexical entries for even very difficult or rare words can be established if these are defined when they are first introduced. However, little is known about the nature of the lexical representations children form for the words they encounter while listening to stories, or whether these are sufficiently robust to support the child’s own use of such ‘high-level’ vocabulary. This study explored these questions by administering multiple assessments of children’s knowledge about a set of newly-acquired vocabulary. Four- and 6-year-old children were introduced to nine difficult new words (including nouns, verbs and adjectives) through three exposures to a story read by their class teacher. The story included a definition of each new word at its first encounter. Learning of the target vocabulary was assessed by means of two tests of semantic understanding – a forced choice picture-selection task and a definition production task – and a grammaticality judgment task, which asked children to choose between a syntactically-appropriate and syntactically-inappropriate usage of the word. Children in both age groups selected the correct pictorial representation and provided an appropriate definition for the target words in all three word classes significantly more often than they did for a matched set of non-exposed control words. However, only the older group was able to identify the syntactically-appropriate sentence frames in the grammaticality judgment task. Further analyses elucidate some of the components of the lexical representations children lay down when they hear difficult new vocabulary in stories and how different tests of word knowledge might overlap in their assessment of these components.

The Functionality of the three-sited Ferroxidase center of E. coli Bacterial Ferritin (EcFtnA)

At least three ferritins are found in the bacterium Escherichia coli, the heme-containing bacterioferritin (EcBFR) and two non-heme bacterial ferritins (EcFtnA and EcFtnB). In addition to the conserved A- and B-sites of the diiron ferroxidase center, EcFtnA has a third iron-binding site (the C-site) of unknown function that is nearby the diiron site. In the present work, the complex chemistry of iron oxidation and deposition in EcFtnA has been further defined through a combination of oximetry, pH stat, stopped-flow and conventional kinetics, UV-visible, fluorescence and EPR spectroscopic measurements on the wildtype protein and site-directed variants of the A-, B- and C-sites. The data reveal that, while H2O2 is a product of dioxygen reduction in EcFtnA and oxidation occurs with a stoichiometry of Fe(II)/O2 ~ 3:1, most of the H2O2 produced is consumed in subsequent reactions with a 2:1 Fe(II)/H2O2 stoichiometry, thus suppressing hydroxyl radical formation. While the A- and B-sites are essential for rapid iron oxidation, the C-site slows oxidation and suppresses iron turnover at the ferroxidase center. A tyrosyl radical, assigned to Tyr24 near the ferroxidase center, is formed during iron oxidation and its possible significance to the function of the protein is discussed. Taken as a whole, the data indicate that there are multiple iron-oxidation pathways in EcFtnA with O2 and H2O2 as oxidants. Furthermore, the data are inconsistent with the C-site being a transit site, providing iron to the A- and B-sites, and does not support a universal mechanism for iron oxidation in all ferritins as recently proposed.