Introduction The inositol polyphosphate‐5‐phosphatase D (INPP5D) gene encodes a dual‐specificity phosphatase that can dephosphorylate both phospholipids and phosphoproteins. Single nucleotide polymorphisms in INPP5D impact risk for developing late onset sporadic Alzheimer's disease (LOAD). Methods To assess the consequences of inducible Inpp5d knockdown in microglia of APPKM670/671NL/PSEN1Δexon9 (PSAPP) mice, we injected 3‐month‐old Inpp5dfl/fl/Cx3cr1CreER/+ and PSAPP/Inpp5dfl/fl/Cx3cr1CreER/+ mice with either tamoxifen (TAM) or corn oil (CO) to induce recombination. Results At age 6 months, we found that the percent area of 6E10+ deposits and plaque‐associated microglia in Inpp5d knockdown mice were increased compared to controls. Spatial transcriptomics identified a plaque‐specific expression profile that was extensively altered by Inpp5d knockdown. Discussion These results demonstrate that conditional Inpp5d downregulation in the PSAPP mouse increases plaque burden and recruitment of microglia to plaques. Spatial transcriptomics highlighted an extended gene expression signature associated with plaques and identified CST7 (cystatin F) as a novel marker of plaques. Highlights Inpp5d knockdown increases plaque burden and plaque‐associated microglia number. Spatial transcriptomics identifies an expanded plaque‐specific gene expression profile. Plaque‐induced gene expression is altered by Inpp5d knockdown in microglia. Our plaque‐associated gene signature overlaps with human Alzheimer's disease gene networks.

This study used a sample of 818 postgraduate students across several universities in China, to explore the effect of the supervisor–student relationship on procrastination in postgraduates, and the mediating roles played by the postgraduates’ academic self-efficacy and learning adaptation. The study employs multiple scales and finds that: (1) the relationship between postgraduates and their supervisors is significantly and negatively correlated with academic procrastination; (2) the academic self-efficacy of postgraduates plays an independent intermediary role in the connection between the supervisor–student relationship and academic procrastination; (3) the learning adaptation of postgraduates also plays an independent intermediary role in the connection between the supervisor–student relationship and academic procrastination; (4) the academic self-efficacy and learning adaptation of postgraduates shows a chain-mediating effect in the connection between the supervisor–student relationship and academic procrastination. Ultimately, the supervisor–student relationship is an important factor that can directly affect academic procrastination, even if postgraduate students display academic self-efficacy and learning adaptation.

A large number of studies have shown that loneliness is a positive predictor of nomophobia (no mobile phobia), but little research has examined the mechanism of this association. Drawing on attachment theory, the present study constructs a moderated mediation model to examine whether smartphone attachment mediates the relation between loneliness and nomophobia and whether this mediating process is moderated by attachment anxiety. A total of 598 college students in China were recruited to complete a questionnaire to measure loneliness, smartphone attachment, attachment anxiety, and nomophobia. A moderated mediation analysis was conducted. Our findings revealed that after controlling for gender, loneliness is positively associated with nomophobia. Meanwhile, smartphone attachment plays a mediating role in the relationship between loneliness and nomophobia. Furthermore, attachment anxiety moderates the mediated path through smartphone attachment, such that an indirect effect is much stronger for individuals with higher attachment anxiety relative to those with low attachment anxiety. The present study provides new insight into the complex processes in the association between loneliness and nomophobia, and the results have important theoretical and practical implications.

Cooperation is a fundamental ingredient of society. However, research on the effects of positive and negative experiences on cooperation remain largely inconsistent. Therefore, through two experiments, the present study examined the effects of positive and negative experiences on cooperative behavior, and the moderation effect of sharedness on this relationship. In Study 1, we directly compared positive and negative experiences in the same context. Seventy-four students participated the experiment (Mage = 19.88, SDage = 2.21). Results showed that participants reported higher levels of cooperative behavior in negative experiences than in positive experiences. In Study 2, we examined the moderation effect of sharedness on the relationship between positive/negative experiences and cooperative behavior. The result of the experiments involving 126 participants (Mage = 19.53, SDage = 1.14) showed a significant interaction effect between positive/negative experiences and sharedness on cooperative behavior. Participants exhibited higher level of cooperative behavior in shared negative experiences than in shared positive experiences, while there were no significant differences in cooperative behavior between unshared negative and positive experiences. These results suggested that shared negative experiences could facilitate cooperative behavior.