Longitudinal studies can identify distinct inflammatory cytokines associated with the inhibition or progression of liver cancer.

BACKGROUND AND AIMS: Chronic diseases such as nonalcoholic fatty liver disease (NAFLD) and hepatocellular carcinoma (HCC) are associated with chronic inflammation. However, controversial reports as to the key cytokines involved in the process of chronic inflammation hinder development of targeted therapies for patients. This is because, chronic inflammatory process cannot be fully understood by studying the mechanisms of the disease in a short-term or isolated fashion. Understanding of the trend of inflammatory cytokines through longitudinal studies could provide a profound insight into the process of disease progression. METHODS: We performed a longitudinal analysis of inflammatory cytokines/chemokines and faecal microbiome dysbiosis associated with the diet-induced progression of NAFLD to HCC in diet-induced animal model of NAFLD comparing males and females, since males show a higher incidence of these diseases than females do. RESULTS: Longitudinal analyses revealed that a transient and timely increase in LIF and TMIP1 was associated with the inhibition of the progression of NAFLD to HCC in females. On the other hand, chronically increasing trends in CCL12, CCL17, CXCL9 and LIX/CXCL5 were associated with the promotion of the progression of NAFLD to HCC in males. CONCLUSIONS: We provided empirical evidence that a methodological shift from snapshot observations to longitudinal data collection and analysis can provide a better understanding of chronic liver diseases.

Does limiting pre-movement time during practice eliminate the benefit of practicing while expecting to teach?

Past research has revealed practicing and studying a motor skill with the expectation of teaching it to another person increases the amount of time participants spend preparing for movement during practice trials of the skill. However, it is unknown whether the increased motor preparation time explains the benefit of expecting to teach on motor learning. To address this question, we had participants practice golf putting with the expectation of teaching the skill to another participant the following day or the expectation of being tested on the skill the following day. We limited the motor preparation time for half of the participants who expected to teach and half of the participants who expected to test, and allowed the remaining participants to take as much motor preparation time as they liked. All participants were tested on their putting the next day. We predicted that participants who expected to teach would exhibit superior posttest performance, but this benefit would be exclusive to those participants who also practiced with unlimited motor preparation. Although the current data did not support this hypothesis, we also conducted an exploratory analysis in which we aggregated data from two prior experiments. This cumulative analysis suggested that expecting to teach does indeed enhance motor learning, but not through motor preparation during practice.