21Obesity and its related disorders have been associated to the presence in the blood of gut bacteria-22 derived lipopolysaccharides (LPS). However, the factors underlying this low-grade elevation in 23 plasma LPS, so-called metabolic endotoxemia, are not fully elucidated. We aimed to investigate the 24 effects of Western diet (WD) feeding on intestinal and hepatic LPS handling mechanisms in a rat 25 model of diet-induced obesity (DIO). Rats were fed either a standard chow diet (C) or a Western Diet 26 (WD, 45% fat) for 6 weeks. They were either fed ad libitum or pair-fed to match the caloric intake of 27 Crats for the first week then fed ad libitum for the remaining 5 weeks. Six-week WD feeding led to a 28 mild obese phenotype with increased adiposity and elevated serum LPS-binding protein (LBP) levels 29 relative to C rats, irrespective of initial energy intake. Serum LPS was not different between dietary 30 groups but exhibited strong variability. Disrupted ileal mucus secretion and decreased ileal Reg3-γ and 31 -β gene expression along with high ileal permeability to LPS were observed in WD compared to C-fed 32 rats. Ileal and caecal intestinal alkaline phosphatase (IAP) activity as well as Verrucomicrobia and 33Bifidobacterium caecal levels were increased in WD-fed rats compared to C-fed rats. WD 34 consumption did not impact mRNA levels of LPS-handling hepatic enzymes. Correlation analysis 35 revealed that ileal passage of LPS, IAP activity, Proteobacteria levels and hepatic aoah gene 36 expression correlated with serum LPS and LBP, suggesting that ileal mucosal defense impairment 37 induced by WD feeding contribute to metabolic endotoxemia. 38 39

Visual categorization improves when object-context associations in scenes are semantically consistent, thus predictable from schemas stored in long-term memory. However, it is unclear whether this is due to differences in early perceptual processing, in matching of memory representations or in later stages of response selection. We tested these three concurrent explanations across five experiments. At each trial, participants had to categorize a scene context and an object briefly presented within the same image (Experiment 1), or separately in simultaneous images (Experiments 2-5). We analyzed unilateral (Experiments 1, 3) and bilateral presentations (Experiments 2, 4, 5), and presentations on the screen's horizontal midline (Experiments 1-2) and in the upper and lower visual fields (Experiments 3, 4). In all the experiments, we found a semantic consistency advantage for both context categorization and object categorization. this shows that the memory for object-context semantic associations is activated regardless of whether these two scene components are integrated in the same percept. Our study suggests that the facilitation effect of semantic consistency on categorization occurs at the stage of matching the percept with previous knowledge, supporting the object selection account and extending this framework to an object-context reciprocal influence on matching processes (objectcontext selection account). Viewers are able to categorize visual images from a brief glance, in a few dozens of milliseconds 1. This ability is a central dimension of cognition 2 : We make sense of the world fundamentally by relating and differentiating its components in terms of known groups, or categories 3,4. This allows us to process large amounts of information, while minimizing cognitive costs, and perceive common structures of elements 4 , even within the complex scenes that characterize everyday visual world. These scenes are composed of multiple objects, organized within a background (the scene's context) following semantic and spatial rules, which define the plausibility of object occurrence in the scene and of the scene's layout, respectively 5. Object-context associations are at the core of the concept of "scene" and a key, omnipresent aspect in our visual experience. However, it is still unclear how they influence visual information processing, namely in which conditions and at what stage they operate. Many studies have focused on the plausibility of object occurrence and have shown better categorization performance in the case of consistent, expected associations than inconsistent, unexpected associations. This semantic consistency advantage has been mainly found for categorization of the objects (e.g., "parasol", "notebook") included in the scene 6-10 but also for the categorization of the scene's context 7,11,12 in terms of its gist 13 (e.g., "beach", "office"). Several studies using even-related potentials (ERPs) 14-18 have reliably reported a greater N400 evoked by inconsistent objects, and interpreted it as reflecti...

As STEAM activities require both the teachers and learners to be creative, it is important to train teachers to instruct and guide creativity not only when students begin a task, but also throughout its entire process persistently to maintain creative behaviors. To assess the creative process in teacher education, a currently limited topic within the literature, we examined 37 in-service teachers, who were participating in a creative pedagogy course, through a divergent creativity test (Alternative Uses Test) and a CreaCube task (a creative problem-solving task involving modular robotics). We used CreaCube as a digital manipulative task that was performed twice to ensure the creative assessment’s authenticity in relation to STEAM education. In the second execution, the participants did not know whether they had to reproduce the same solution or find a new one. Our results show that only a quarter of the teachers proposed new solutions during the task repetition, and that this conservative and repetitive behavior increased the task completion speed. However, this suggests that even in the context of creative pedagogy courses, teachers’ tendencies to prioritize speed and the application of existing solutions tendency remains a barrier to engaging in more creative behaviors that require inhibiting previous solutions and exploring new ideas. This study sheds light on the importance of teachers experimenting with this conservative behavior bias during their training and the significance of persistently applying creative behaviors in STEAM activities. Accordingly, it is essential that teachers consider these factors when developing and delivering their courses.