Distractibility can lead to accidents and academic failures as well as memory problems. Recent evidence suggests that intentional recognition memory can be biased by unintentional recognition of distracting stimuli in the same environment. It is unknown whether unintentional and intentional recognition depend on the same underlying neurocognitive mechanisms. We assessed whether human participants' recognition of previously seen (old) or not seen (new) target stimuli was affected by whether a to-be-ignored distractor was old or new. ERPs were recorded to investigate the neural correlates of this bias. The results showed that the old/new status of salient distractors had a biasing effect on target recognition accuracy. Both intentional and unintentional recognition elicited early ERP effects that are thought to reflect relatively automatic memory processes. However, only intentional recognition elicited the later ERP marker of conscious recollection, consistent with previous suggestions that recollection is under voluntary control. In contrast, unintentional recognition was associated with an enhanced late posterior negativity, which may reflect monitoring or evaluation of memory signals. The findings suggest that unintentional and intentional recognition involve dissociable memory processes.

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<p>In vivo PBMC DNA cross-linking. DNA cross-linking as measured in CD25-negative PBMCs from SCID mice treated with ADCT-301</p>

<p>Table S1. P values of comparing time to endpoint survival among all treatment groups in the LNCaP xenograft study Table S2. Summary of PSMA IHC in xenograft tumors Table S3. P values of comparing time to endpoint survival among all treatment groups in the CWR22Rv1 xenograft study Table S4. P values of comparing time to endpoint survival among all treatment groups in PC-3 xenograft study</p>

This study examines developmental trends in the information processing and reading skills of Native Indian (Tsimshian) children living on the north coast of B.C. and non-Native children from Prince Rupert. Developmental trends in the Kaufman Assessment Battery for Children: Mental Processing, and in reading decoding and comprehension were examined for 225 children ages 8-12. Results of Canonical Analysis and ANOVA revealed significant relationships between group membership, Simultaneous and Sequential Processing subtests, and Reading subtests. Differences between the two Native Indian groups were statistically significant. Experiential background was seen as the major determinant of information processing ability and development of reading skills.