Objective We performed a meta-analysis to quantify the overall incidence and risk of proteinuria associated with five newly approved VEGFR-TKIs (regorafenib, vandetanib, cabozantinib, lenvatinib, axitinib) in cancer patients.Methods Pubmed, Embase, ASCO abstracts, and ESMO abstracts were searched to identify relevant studies. Overall incidence rates, relative risk (RR), and 95% confidence intervals (CI) were estimated using random or fixed effects models according to the heterogeneity of included studies.Results A total of 9,446 patients from 20 RCTs were included for the meta-analysis. The use of newly approved VEGFR-TKIs was associated with an increased risk of all-grade (RR 2.35, 95% CI 1.69-3.27, P less then  0.001) and high-grade (RR 3.70, 95% CI 2.09-6.54, P less then  0.001) proteinuria. On subgroup analysis, lenvatinib, axitinib, and vandetanib significantly increased the risk of all-grade proteinuria, and lenvatinib was associated with an increased risk of high-grade proteinuria. In addition, the risk of developing high-grade proteinuria events was significant for patients with hepatocellular carcinoma (HCC) and renal cell carcinoma (RCC), but not for patients with colorectal cancer (CRC) and thyroid cancer (TC).Conclusion Treatment with newly approved VEGFR-TKIs significantly increases the risk of developing proteinuria events in cancer patients, especially for patients treated with lenvatinib.The present study investigated how response mode (oral vs. manual) modulates the Stroop effect using a picture variant of the Stroop task in which participants named orally, or identified with a manual keypress, line drawings of animals (e.g., camel). Consistent with previous color-response Stroop studies, relative to the nonlinguistic neutral distractor (a row of “#” symbols), incongruent distractors (e.g., GIRAFFE) interfered with responding to pictures, and that interference was reduced for the manual, compared with the oral, response. Additionally, pseudoword distractors with no phonological overlap with the picture name (e.g., NUST-camel) interfered with the oral, but not the manual, response. The novel finding is that relative to this pseudoword distractor, the oral response was facilitated when the distractor shared the onset segment with the picture name, regardless of orthographic overlap (e.g., CUST-camel = KUST-camel less then NUST-camel); in contrast, for the manual response, there was no difference between the three pseudoword distractor conditions. These results are explained in terms of phonological encoding, a speech production process involved in computing a phonetic plan for generating an oral, but not a manual, response. (PsycINFO Database Record (c) 2020 APA, all rights reserved).Building conceptual knowledge that generalizes to novel situations is a key function of human memory. Category-learning paradigms have long been used to understand the mechanisms of knowledge generalization. In the present study, we tested the conditions that promote formation of new concepts. U0126 Participants underwent 1 of 6 training conditions that differed in the number of examples per category (set size) and their relative similarity to the category average (set coherence). Performance metrics included rates of category learning, ability to generalize categories to new items of varying similarity to prototypes, and recognition memory for individual examples. In categorization, high set coherence led to faster learning and better generalization, while set size had little effect. Recognition did not differ reliably among conditions. We also tested the nature of memory representations used for categorization and recognition decisions using quantitative prototype and exemplar models fit to behavioral responses. Prototype models posit abstract category representations based on the category’s central tendency, whereas exemplar models posit that categories are represented by individual category members. Prototype strategy use during categorization increased with increasing set coherence, suggesting that coherent training sets facilitate extraction of commonalities within a category. We conclude that learning from a coherent set of examples is an efficient means of forming abstract knowledge that generalizes broadly. (PsycINFO Database Record (c) 2020 APA, all rights reserved).During recognition memory decisions, external hints or cues alter the accuracy and confidence of correct rejections (valid > uncued > invalid). In contrast, although hits show analogous accuracy effects, hit confidence remains largely unaffected by cue validity. Prior research suggested this confidence validity dissociation (CVD) may depend upon the presence of recollection during hits. If so, confidence during other recollection dependent tasks such as source memory should show the same insensitivity to cue validity, despite clear changes in accuracy. We tested this in 5 source-memory experiments manipulating encoding location (left or right, Experiments 1, 2, and 5) or study list (first or second, Experiments 3 and 4). At test, memoranda were preceded by predictive arrow cues (75% valid/25% invalid) indicating the likely prior location or list of the source memory probe. Cue validity affected accuracy in all 5 Experiments. Nonetheless, mean confidence for both correct and incorrect source judgments was unaffected by cue validity. These data demonstrate that the subjective confidence of source attributions can become untethered from accuracy when external influences are present. Analyses of previously published recognition data elucidated this finding by showing that confidence is not affected by cue validity for items recognized as “old” regardless of accuracy (i.e., hits and false alarms). However, confidence is affected by cue validity for items judged “new” regardless of accuracy (i.e., correct rejections and misses). We suggest this dissociation depends upon the retrieval schemas and decision heuristics that observers use when concluding items arise from candidate experiences held in mind. (PsycINFO Database Record (c) 2020 APA, all rights reserved).Many words are associated with more than a single meaning. Words are sometimes “ambiguous,” applying to unrelated meanings, but the majority of frequent words are “polysemous” in that they apply to multiple related meanings. In a preregistered design that included 2 tasks, we tested adults’ and 4.5- to 7-year-old children’s ability to learn 4 novel polysemous words or 4 novel ambiguous words. Both children and adults demonstrated a polysemy over ambiguity learning advantage on each task after exposure, showing better learning of novel words with multiple related meanings than novel words with unrelated meanings. Stimuli in the polysemy condition were designed and then normed to guard against learners relying on a simple definition to distinguish the multiple target meanings for each word from foils. We retested available participants after a week-long delay without providing additional exposure and found that adults’ performance remained strong in the polysemy condition in 1 task, and children’s performance remained strong in the polysemy condition in both tasks.