Gene/Protein Disease Symptom Drug Enzyme Compound
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Query: EC:3.4.24.64 (MPP)
 1,876 document(s) hit in 31,850,051 MEDLINE articles (0.00 seconds)

The purpose of this study was to determine whether the morphology of the midface differed in normal (Class I) and midfacially-retrognathic (Class III) prepubertal subjects, and to localize differences morphometrically. Lateral cephalographs of 133 European-American children between 5-11 years of age were traced and average geometries, scaled to an equivalent size, were generated based upon seven nodes (pterygoid point, PTS; rhinion, RO; posterior nasal spine, PNS; midpalatal point, MPP; anterior nasal spine, ANS; subspinale, A; and prosthion, Pr). The samples also were subdivided into seven age- and sex-matched groups for morphometric comparisons. Procrustes analysis indicated that the overall midfacial configurations differed statistically (P < 0.05). Therefore, a color-coded finite element (FEM) program was used to localize differences in morphology graphically. Comparing Class I and III groups for size-change, FEM revealed that negative allometry was evident in the posterior half of the midfacial configuration localized between PTS, PNS, and MPP. The anterior half was more isotropic, however, but the anterior-most aspect of the configuration between Pr and RO showed some positive allometry particularly in the premaxillary and incisor regions. For shape-change, major differences in shape over the entire midface were not as evident, with an isotropic midfacial morphology for normal and Class III subjects. It is concluded that an identifiable pattern of deformation is evident for the Class III subjects during the prepubertal growth period. Therefore, midfacial retrognathia associated with Class III malocclusions results, at least in part, from deficient anteroposterior elongation of the midfacial complex allied with deformation of the premaxillary region.
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PMID:Finite element morphometry of the midfacial complex in subjects with Angle's Class III malocclusions. 933 54

The purpose of this study was to determine whether the morphology of the midface differed in subjects with a retrognathic midfacial appearance (Class III malocclusions) using a combination of morphometric and cephalometric analyses. After obtaining appropriate consent, lateral cephalographs of 133 children of European-American descent, ages 5-11 years, were compared: 73 had Class III malocclusion, 60 had normal (Class I) occlusion. The cephalographs were traced and subdivided into seven age- and sex-matched groups. Average geometries based upon seven nodes (pterygoid point, PTS; rhinion, RO; posterior nasal spine, PNS; midpalatal point, MPP; anterior nasal spine, ANS; subspinale, A; prosthion, Pr), scaled to an equivalent size, were compared using a Procrustes routine. Euclidean distance matrix analysis (EDMA) was employed to localize differences in morphology. Bivariate analyses on unscaled data utilizing nine linear and six angular measurements were also undertaken. Results from Procrustes and EDMA analyses indicated that although the overall midfacial configurations differed statistically (P < 0.05), only about half of the seven age sub-groups maintained significance. Similarly, only four of the nine linear measures (PNS-MPP, MPP-ANS, A-Pr and PTS-RO) and two of the six angular parameters (PTS-RO-ANS and ANS-A-Pr) tested were significantly different (P < 0.05). Therefore, midfacial morphometric variability and morphological diversity may mask statistical differences. It is concluded that the midface may be the defining craniofacial component in the final appearance of Class III malocclusions compared to other craniofacial components, including the cranial base and mandible.
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PMID:Morphometry of the midfacial complex in subjects with class III malocclusions: Procrustes, Euclidean, and cephalometric analyses. 957 88

In the past few years, many studies have suggested that subjects with high sensory precision in the processing of non-symbolic numerical quantities (approximate number system; ANS) also have higher math abilities. At the same time, there has been interest in another non-cognitive factor affecting mathematical learning: mathematical anxiety (MA). MA is defined as a debilitating emotional reaction to mathematics that interferes with the manipulation of numbers and the solving of mathematical problems. Few studies have been dedicated to uncovering the interplay between ANS and MA and those have provided conflicting evidence. Here we measured ANS precision (numerosity discrimination thresholds) in a cohort of university students with either a high (>75th percentile; n = 49) or low (<25th percentile; n = 39) score on the Abbreviate Math Anxiety Scale (AMAS). We also assessed math proficiency using a standardized test (MPP: Mathematics Prerequisites for Psychometrics), visuo-spatial attention capacity by means of a Multiple Objects Tracking task (MOT) and sensory precision for non-numerical quantities (disk size). Our results confirmed previous studies showing that math abilities and ANS precision correlate in subjects with high math anxiety. Neither precision in size-discrimination nor visuo-spatial attentional capacity were found to correlate with math capacities. Interestingly, within the group with high MA, our data also revealed a relationship between ANS precision and MA, with MA playing a key role in mediating the correlation between ANS and math achievement. Taken together, our results suggest an interplay between extreme levels of MA and the sensory precision in the processing of non-symbolic numerosity.
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PMID:Math Anxiety Mediates the Link Between Number Sense and Math Achievements in High Math Anxiety Young Adults. 3252 92