Balancing accuracy and speed in the development of inhibitory control

Inhibitory control develops rapidly and nonlinearly, making its accurate assessment challenging. This research investigated the developmental dynamics of accuracy and response latency in inhibitory control assessment of 3- to 6-year-old children in a longitudinal study (N = 431; 212 girls; Mage = 4.86 years, SD = 0.99) and a cross-sectional study (N = 135; 71 girls; Mage = 4.24 years, SD = 0.61). We employed a computerized Stroop task to measure inhibitory control, with fluid intelligence serving as a covariate. A growth curve analysis revealed that children who reached an accuracy threshold of 80% earlier demonstrated faster improvements in response latency. Both the cross-sectional and longitudinal findings demonstrated a positive association between response latency in the inhibitory control task and fluid intelligence, but only when participants had achieved and maintained high accuracy. These results suggest that researchers should consider response latency as an indicator of inhibitory control only in children who manage to respond accurately in an inhibitory control task.

Media exposure and preschoolers' social-cognitive development

Exposure to narratives may have beneficial effects on children's social-cognitive development because narratives provide information about the social world and often require social understanding for story comprehension. In the current study, we examined the influence of narratives presented via different media (books, audiobooks, TV/films) on theory-of-mind performance and mental verb comprehension in a sample of 114 three- to six-year-old preschool children. Parents' reports on the number of (children's) books at home, the overall duration of TV/film and audio media exposure, the frequency of shared book reading, watching children's TV/films and audiobook listening, and parent-child discussions about media content were collected. Children's theory-of-mind performance and mental verb comprehension were measured as dependent variables. When gender, age, language skills and parental education were controlled, only the number of children's books, shared book reading frequency, audio-media exposure and audiobook usage significantly predicted children's theory-of-mind scores. None of the media exposure or the parent-child discussion variables had significant incremental effects above the family and child characteristics on mental verb comprehension.

Anaesthetic efficacy and postinduction hypotension with remimazolam compared with propofol: a multicentre randomised controlled trial

Remimazolam, a short-acting benzodiazepine, may be used for induction and maintenance of total intravenous anaesthesia, but its role in the management of patients with multiple comorbidities remains unclear. In this phase 3 randomised controlled trial, we compared the anaesthetic efficacy and the incidence of postinduction hypotension during total intravenous anaesthesia with remimazolam vs. propofol. A total of 365 patients (ASA physical status 3 or 4) scheduled for elective surgery were assigned randomly to receive total intravenous anaesthesia with remimazolam (n = 270) or propofol (n = 95). Primary outcome was anaesthetic effect, quantified as the percentage of time with Narcotrend® Index values ≤ 60, during surgery (skin incision to last skin suture), with a non-inferiority margin of -10%. Secondary outcome was the incidence of postinduction hypotensive events. Mean (SD) percentage of time with Narcotrend Index values ≤ 60 during surgery across all patients receiving remimazolam (93% (20.7)) was non-inferior to propofol (99% (4.2)), mean difference (97.5%CI) -6.28% (-8.89-infinite); p = 0.003. Mean (SD) number of postinduction hypotension events was 62 (38.1) and 71 (41.1) for patients allocated to the remimazolam and propofol groups, respectively; p = 0.015. Noradrenaline administration events (requirement for a bolus and/or infusion) were also lower in patients allocated to remimazolam compared with propofol (14 (13.5) vs. 20 (14.6), respectively; p < 0.001). In conclusion, in patients who were ASA physical status 3 or 4, the anaesthetic effect of remimazolam was non-inferior to propofol.

Projected climate and canopy change lead to thermophilization and homogenization of forest floor vegetation in a hotspot of plant species richness

Mountain forests are plant diversity hotspots, but changing climate and increasing forest disturbances will likely lead to far-reaching plant community change. Projecting future change, however, is challenging for forest understory plants, which respond to forest structure and composition as well as climate. Here, we jointly assessed the effects of both climate and forest change, including wind and bark beetle disturbances, using the process-based simulation model iLand in a protected landscape in the northern Alps (Berchtesgaden National Park, Germany), asking: (1) How do understory plant communities respond to 21st-century change in a topographically complex mountain landscape, representing a hotspot of plant species richness? (2) How important are climatic changes (i.e., direct climate effects) versus forest structure and composition changes (i.e., indirect climate effects and recovery from past land use) in driving understory responses at landscape scales? Stacked individual species distribution models fit with climate, forest, and soil predictors (248 species currently present in the landscape, derived from 150 field plots stratified by elevation and forest development, overall area under the receiving operator characteristic curve = 0.86) were driven with projected climate (RCP4.5 and RCP8.5) and modeled forest variables to predict plant community change. Nearly all species persisted in the landscape in 2050, but on average 8% of the species pool was lost by the end of the century. By 2100, landscape mean species richness and understory cover declined (-13% and -8%, respectively), warm-adapted species increasingly dominated plant communities (i.e., thermophilization, +12%), and plot-level turnover was high (62%). Subalpine forests experienced the greatest richness declines (-16%), most thermophilization (+17%), and highest turnover (67%), resulting in plant community homogenization across elevation zones. Climate rather than forest change was the dominant driver of understory responses. The magnitude of unabated 21st-century change is likely to erode plant diversity in a species richness hotspot, calling for stronger conservation and climate mitigation efforts.

Nascent craft specialization in the Pre-Pottery Neolithic A? Bead making at Shubayqa 6 (northeast Jordan)

The emergence of craft specialisation is a key area of interest for archaeologists investigating the socio-economic history and development of past societies. In southwest Asia, as elsewhere, the origins of craft specialisation have been associated with the emergence of surplus food production, households and social stratification. We present evidence for nascent skilled production of green stone beads at the Pre-Pottery Neolithic A (PPNA) site Shubayqa 6, northeast Jordan. Thousands of pieces of debitage, roughouts and finished beads exhibit signs of standardised production that was probably geared towards exchange. This hints towards incipient skilled craft production that was likely part-time and seasonal. We therefore argue that the appearance of specialist artisans in this autonomous and non-hierarchical society has no correlation with surplus food production, households, or social stratification.

An international stratigraphic dataset and geological map of the Ahr River catchment, Germany

This dataset provides detailed chronostratigraphic and lithological maps of the entire Ahr River catchment, which is located in Western Germany. The geological information was acquired using a transfer of the German chronostratigraphic terms into the international stratigraphic notation. Information about the geology and lithology was provided by publicly sourced data released by the German federal states North Rhine-Westphalia and Rhineland-Palatinate. The dataset includes information about the international stratigraphy, the corresponding German unit, and the lithology in English and German. The dataset is essentially useful for catchment-scale research, for example with regard to the causes and consequences of the July 2021 flooding of the Ahr River.

Differential Switch Costs in Typically Achieving Children and Children With Mathematical Difficulties

Children with mathematical difficulties need to spend more time than typically achieving children on solving even simple equations. Since these tasks already require a larger share of their cognitive resources, additional demands imposed by the need to switch between tasks may lead to a greater decline of performance in children with mathematical difficulties. We explored differential task switch costs with respect to switching between addition versus subtraction with a tablet-based arithmetic verification task and additional standardized tests in elementary school children in Grades 1 to 4. Two independent studies were conducted. In Study 1, we assessed the validity of a newly constructed tablet-based arithmetic verification task in a controlled classroom-setting (n = 165). Then, effects of switching between different types of arithmetic operations on accuracy and response latency were analyzed through generalized linear mixed models in an online-based testing (Study 2; n = 3,409). Children with mathematical difficulties needed more time and worked less accurately overall. They also exhibited a stronger performance decline when working in a task-switching condition, when working on subtraction (vs. addition) items and in operations with two-digit (vs. one-digit) operations. These results underline the value of process data in the context of assessing mathematical difficulties.

Single chest drain is not inferior to double chest drain after robotic esophagectomy: a propensity score-matched analysis

Background

Chest drain management has a significant influence on postoperative recovery after robot-assisted minimally invasive esophagectomy (RAMIE). The use of chest drains increases postoperative pain by irritating intercostal nerves and hinders patients from early postoperative mobilization and recovery. To our knowledge, no study has investigated the use of two vs. one intercostal chest drains after RAMIE.

Methods

This retrospective cohort study evaluated patients undergoing elective RAMIE with gastric conduit pull-up and intrathoracic anastomosis. Patients were divided into two groups according to placement of one (11/2020-08/2022) or two (08/2018-11/2020) chest drains. Propensity score matching was performed in a 1:1 ratio, and the incidences of overall and pulmonary complications, drainage-associated re-interventions, radiological diagnostics, analgesic use, and length of hospital stay were compared between single drain and double drain groups.

Results

During the study period, 194 patients underwent RAMIE. Twenty-two patients were included after propensity score matching in the single and double chest drain group, respectively. Time until removal of the last chest drain [postoperative day (POD) 6.7 ± 4.4 vs. POD 9.4 ± 2.7, p = 0.004] and intensive care unit stay (4.2 ± 5.1 days vs. 5.3 ± 3.5 days, p = 0.01) were significantly shorter in the single drain group. Overall and pulmonary complications, drainage-associated events, re-interventions, number of diagnostic imaging, analgesic use, and length of hospital stay were comparable between both groups.

Conclusion

This study is the first to demonstrate the safety of single intercostal chest drain use and, at least, non-inferiority to double chest drains in terms of perioperative complications after RAMIE.

Adolescent leisure reading and its longitudinal association with prosocial behavior and social adjustment

Reading is a popular leisure activity for children, teenagers, and adults. Several theories agree that reading might improve social cognition, but the empirical evidence remains tentative, with research on adolescents especially lacking. We employed a very large, and nationally representative, longitudinal dataset from the National Educational Panel Study (NEPS) in Germany to examine this hypothesis. Specifically, we tested whether reading prospectively predicted future self-reported prosocial behavior and social adjustment in adolescents, controlling for a number of covariates. Two-way cross-lagged panel analyses probed the longitudinal relationship between leisure reading and these social outcomes from Grade 6 to Grade 9. In addition, we examined the effect of cumulative reading experience across Grades 5-8 on future social outcomes, using structural equation modeling. We also explored the unique contributions of cumulative reading experience in different literary genres (classic literature, popular literature, nonfiction, comic books). Cumulative reading in general did not predict future prosocial behavior and social adjustment. However, cumulative reading of modern classic literature was positively associated with later prosocial behavior and social adjustment. PROTOCOL REGISTRATION: The stage 1 protocol for this Registered Report was accepted in principle on 08 November 2021. The protocol, as accepted by the journal, can be found at: https://doi.org/10.17605/OSF.IO/KSWY7 .

Text Generation Benefits Learning: a Meta-Analytic Review

Learning can be made more efficient when learners generate the to-be-learned text contents instead of passively receiving them. A multi-level meta-analysis was conducted to provide an overall estimate of the text generation effect’s magnitude and to identify theoretically and practically relevant moderators. Overall, generation interventions improved learning with texts compared to reading them (Hedges’ g = .41). This benefit was not attributable to time-on-task and was found across several learning conditions and settings (e.g., narratives and expository texts, multiple generation, and learning assessment tasks). The meta-analysis further suggests that generation benefits learning most strongly if the cognitive processes stimulated by the generation task complement those processes already stimulated by the text. In sum, the findings suggest that text generation can be suitable for educational applications especially if certain conditions are observed.

Drainless robot-assisted minimally invasive oesophagectomy-randomized controlled trial (RESPECT)

BACKGROUND

The purpose of this randomized trial is to evaluate the early removal of postoperative drains after robot-assisted minimally invasive oesophagectomy (RAMIE). Evidence is lacking about feasibility, associated pain, recovery, and morbidity.

METHODS/DESIGN

This is a randomized controlled multicentric trial involving 72 patients undergoing RAMIE. Patients will be allocated into two groups. The "intervention" group consists of 36 patients. In this group, abdominal and chest drains are removed 3 h after the end of surgery in the absence of contraindications. The control group consists of 36 patients with conventional chest drain management. These drains are removed during the further postoperative course according to a standard algorithm. The primary objective is to investigate whether postoperative pain measured by NRS on the second postoperative day can be significantly reduced in the intervention group. Secondary endpoints are the intensity of pain during the first week, analgesic use, number of postoperative chest X-ray and CT scans, interventions, postoperative mobilization (steps per day as measured with an activity tracker), postoperative morbidity and mortality.

DISCUSSION

Until now, there have been no trials investigating different intraoperative chest drain strategies in patients undergoing RAMIE for oesophageal cancer with regard to perioperative complications until discharge. Minimally invasive approaches combined with enhanced recovery after surgery (ERAS) protocols lower morbidity but still include the insertion of chest drains. Reduction and early removal have been proposed after pulmonary surgery but not after RAMIE. The study concept is based on our own experience and the promising current results of the RAMIE procedure. Therefore, the presented randomized controlled trial will provide statistical evidence of the effectiveness and feasibility of the "drainless" RAMIE.

TRIAL REGISTRATION

ClinicalTrials.gov NCT05553795. Registered on 23 September 2022.

Distinguishing between struggling and skilled readers based on their prosodic speech patterns in oral reading: An exploratory study in grades 2 and 4

The purpose of this study was to examine if prosodic patterns in oral reading derived from Recurrence Quantification Analysis (RQA) could distinguish between struggling and skilled German readers in Grades 2 (n = 67) and 4 (n = 69). Furthermore, we investigated whether models estimated with RQA measures outperformed models estimated with prosodic features derived from prosodic transcription. According to the findings, struggling second graders appear to have a slower reading rate, longer intervals between pauses, and more repetitions of recurrent amplitudes and pauses, whereas struggling fourth graders appear to have less stable pause patterns over time, more pitch repetitions, more similar amplitude patterns over time, and more repetitions of pauses. Additionally, the models with prosodic patterns outperformed models with prosodic features. These findings suggest that the RQA approach provides additional information about prosody that complements an established approach.

General knowledge norms: Updated and expanded for German

The general knowledge questions introduced by Nelson and Narens (Journal of Verbal Learning and Verbal Behavior, 19(3), 338-368, 1980) have been a valuable research tool in various areas of cognitive research. We translated, updated, and expanded the set of questions for German. We present a total set of 356 general knowledge questions with their recall probability as well as metacognitive measures-confidence and peer judgments-based on a university student sample (N = 512). Furthermore, we present response latencies, pairwise correlations between recall probability and metacognitive judgments as well as the most common commission errors. These general knowledge questions can be used in studies with German speaking participants in a broad range of research fields, such as memory, illusory truth, misinformation, and metacognitive processes.

The Testing Effect in the Lecture Hall: Does it Depend on Learner Prerequisites?

The benefits of practice testing for long-term learning are well established in many contexts. However, little is known about learner characteristics that might moderate its effectiveness. The effects of practice tests might depend on individual prerequisites for learning, especially in real-world educational settings. We explored whether the effects of practice testing in a regular university lecture would depend on cognitive (e.g., prior knowledge), motivational (e.g., learning motivation), or emotional (test anxiety) dispositions. We implemented an experimental intervention design in psychology courses for teacher students ( N  =  208). One week before the lecture, focal learner characteristics were assessed. Immediately after the lecture, participants completed an online review session with short-answer questions (practice testing with corrective feedback) or summarizing statements (restudy), alternating within each participant. One week later, retention of learning contents was assessed with a criterial test containing short-answer and multiple-choice questions. A testing effect emerged (ηp²  =  .07), with better retention for the tested compared with the restudied contents. Some learner characteristics affected learning outcomes, but no interactions with testing vs. restudy occurred. These results suggest that the testing effect in the university classroom is a robust phenomenon that benefits learning irrespective of primary individual learning prerequisites.

How to Promote Lasting Learning in Schools

Abstract. Creating lasting knowledge is an important goal of education. But how much do students retain what they have learned in school beyond the next class assignment? Is school instruction suitable for creating lasting knowledge and skills? And what can teachers do to foster the learning of lasting knowledge? We present a selective overview of research on these questions. The two theoretical strands that deal with lasting learning are meaningful learning and desirable difficulties in learning. We propose combining ideas from these two approaches to develop a comprehensive theoretical account of lasting learning and sketch questions that research should clarify to enable such a theory.

Using Spacing to Promote Lasting Learning in Educational Contexts

Abstract. Spacing repeated study phases across multiple sessions instead of studying and restudying the learning material in one session only is an effective strategy to promote lasting learning. However, most studies demonstrating the spacing effect were conducted in the laboratory, using simple verbal material. Learning in educational contexts differs regarding the complexity and coherence of the learning material and concerning the role of motivational and affective learner characteristics. Studies conducted in educational contexts suggest that the spacing effect is not as robust here. For example, acquiring mathematical skills or nonrepeated, consecutive information does not reliably benefit from spacing. After an overview of studies addressing the spacing effect in the laboratory and in educational contexts, we discuss various open questions that need to be addressed by future research before recommending spacing as a learning strategy to promote meaningful and lasting learning at schools and universities.

Using Interleaving to Promote Inductive Learning in Educational Contexts

Abstract. Inductive learning, that is, abstracting conceptual knowledge, rules, or principles from exemplars, plays a major role in educational settings, from literacy acquisition to mathematics and science learning. Interleaving exemplars of different categories rather than presenting blocks might be a simple but powerful way to improve inductive learning by supporting discriminative contrast. Although a consistent advantage of interleaving has been demonstrated for visual materials, relatively few studies have examined educationally relevant materials, such as mathematical tasks, science problems, and verbal materials, and their results are mixed. We discuss how interleaving could be made fruitful for school learning of mathematics, science, and literacy acquisition. We conclude that interleaving should be tailored to the specific learning content and combined with supportive instructional measures that assist students in comparing exemplars for discriminating features. Finally, we sketch research gaps that revolve around the use of interleaved learning in the classroom.

Phenotypic screen and transcriptomics approach complement each other in functional genomics of defensive stink gland physiology

Background

Functional genomics uses unbiased systematic genome-wide gene disruption or analyzes natural variations such as gene expression profiles of different tissues from multicellular organisms to link gene functions to particular phenotypes. Functional genomics approaches are of particular importance to identify large sets of genes that are specifically important for a particular biological process beyond known candidate genes, or when the process has not been studied with genetic methods before.

Results

Here, we present a large set of genes whose disruption interferes with the function of the odoriferous defensive stink glands of the red flour beetle Tribolium castaneum. This gene set is the result of a large-scale systematic phenotypic screen using RNA interference applied in a genome-wide forward genetics manner. In this first-pass screen, 130 genes were identified, of which 69 genes could be confirmed to cause phenotypic changes in the glands upon knock-down, which vary from necrotic tissue and irregular reservoir size to irregular color or separation of the secreted gland compounds. Gene ontology analysis revealed that many of those genes are encoding enzymes (peptidases and cytochromes P450) as well as proteins involved in membrane trafficking with an enrichment in lysosome and mineral absorption pathways. The knock-down of 13 genes caused specifically a strong reduction of para-benzoquinones in the gland reservoirs, suggesting a specific function in the synthesis of these toxic compounds. Only 14 of the 69 confirmed gland genes are differentially overexpressed in stink gland tissue and thus could have been detected in a transcriptome-based analysis. However, only one out of eight genes identified by a transcriptomics approach known to cause phenotypic changes of the glands upon knock-down was recognized by this phenotypic screen, indicating the limitation of such a non-redundant first-pass screen.

Conclusion

Our results indicate the importance of combining diverse and independent methodologies to identify genes necessary for the function of a certain biological tissue, as the different approaches do not deliver redundant results but rather complement each other. The presented phenotypic screen together with a transcriptomics approach are now providing a set of close to hundred genes important for odoriferous defensive stink gland physiology in beetles.

Supplementary Information

The online version contains supplementary material available at 10.1186/s12864-022-08822-z.

Ladies First or Ladies Last: Do Masculine Generics Evoke a Reduced and Later Retrieval of Female Exemplars?

The use of masculine generics (i.e., grammatically masculine forms that refer to both men and women) is prevalent in many languages but has been criticized for potentially triggering male bias. Empirical evidence for this claim exists but is often based on small and selective samples. This study is a high-powered and pre-registered replication and extension of a 20-year-old study on this biasing effect in German speakers. Under 1 of 4 conditions (masculine generics vs. three gender-inclusive alternatives), 344 participants listed 3 persons of 6 popular occupational categories (e.g., athletes, politicians). Despite 20 years of societal changes, results were remarkably similar, underscoring the high degree of automaticity involved in language comprehension (large effects of 0.71 to 1.12 of a standard deviation). Male bias tended to be particularly pronounced later rather than early in retrieval, suggesting that salient female exemplars may be recalled first but that male exemplars still dominate the overall categorical representations.

Non-strategic detection of identity-threatening information: Epistemic validation and identity defense may share a common cognitive basis

Readers use prior knowledge to evaluate the validity of statements and detect false information without effort and strategic control. The present study expands this research by exploring whether people also non-strategically detect information that threatens their social identity. Participants (N = 77) completed a task in which they had to respond to a “True” or “False” probe after reading true, false, identity-threatening, or non-threatening sentences. Replicating previous studies, participants reacted more slowly to a positive probe (“True”) after reading false (vs. true) sentences. Notably, participants also reacted more slowly to a positive probe after reading identity-threatening (vs. non-threatening) sentences. These results provide first evidence that identity-threatening information, just as false information, is detected at a very early stage of information processing and lends support to the notion of a routine, non-strategic identity-defense mechanism.

In welchen Branchen und für welche beruflichen Tätigkeiten werden Psychologinnen und Psychologen gesucht und was sollten sie können?

Zusammenfassung. Über die Struktur des Arbeitsmarkts für Psychologinnen und Psychologen, insbesondere über die quantitative Verteilung von Stellen auf verschiedene Beschäftigungsbereiche, berufliche Tätigkeiten, geforderte Kompetenzen und Abschlüsse, liegen keine zuverlässigen und aktuellen Informationen vor. Wir berichten die Ergebnisse einer systematischen Inhaltsanalyse von 2025 Stellenanzeigen, die im Zeitraum von jeweils einem Monat in den Jahren 2018 und 2020 in gängigen deutschen Online-Stellenbörsen veröffentlicht wurden. Die Ergebnisse zeigen, dass der Arbeitsmarkt für Psychologinnen und Psychologen äußerst vielfältig ist und eine große Bandbreite beruflicher Tätigkeiten im Gesundheits-‍, Bildungs- und Sozialwesen, der Wirtschaft, der Wissenschaft sowie bei Polizei, Justiz und Verwaltung umfasst. Die Psychotherapie war mit 35 % das größte Berufsfeld, während sich die Mehrzahl der Stellen auf berufliche Tätigkeiten verteilte, die sich in der Regel keinem einzelnen Fachgebiet der Psychologie zuordnen ließen. Für 27 % der ausgeschriebenen Stellen war eine Approbation erforderlich, und 28 % der Stellen waren befristet. Die Ergebnisse liefern wichtige Informationen für die Konzeption und professionsorientierte Gestaltung von psychologischen Studiengängen.

Beyond the Distributed Practice Effect: Is Distributed Learning Also Effective for Learning With Non-repeated Text Materials?

Distributed learning is often recommended as a general learning strategy, but previous research has established its benefits mainly for learning with repeated materials. In two experiments, we investigated distributed learning with complementary text materials. 77 (Experiment 1) and 130 (Experiment 2) seventh graders read two texts, massed vs. distributed, by 1 week (Experiment 1) or 15 min (Experiment 2). Learning outcomes were measured immediately and 1 week later and metacognitive judgments of learning were assessed. In Experiment 1, distributed learning was perceived as more difficult than massed learning. In both experiments, massed learning led to better outcomes immediately after learning but learning outcomes were lower after 1 week. No such decrease occurred for distributed learning, yielding similar outcomes for massed and distributed learning after 1 week. In sum, no benefits of distributed learning vs. massed learning were found, but distributed learning might lower the decrease in learning outcomes over time.

Here I sit, making men in my own image: how learning disorder labels affect teacher student’s expectancies

Teacher’s evaluation of students is sometimes negatively affected by diagnostic labels. We explored such negative effects caused by the labels “dyscalculia”, “dyslexia”, and “ADHD” in teacher students. In Experiment 1, we varied the presence of the dyscalculia and dyslexia label in vignettes between participants. The dyslexia but not the dyscalculia label had a negative effect on participant’s academic expectations. In our preregistered Experiment 2, the presence of the ADHD label in vignettes was manipulated within participants. To understand the cognitive mechanisms driving label effects, we explored participants’ attributions regarding the students’ problems. Furthermore, a short dissonance-based intervention for counteracting negative label effects was implemented. Unexpectedly, we found both negative and positive label effects. The label led to more positive performance expectations and to more negative ratings of problem stability and problem control. The dissonance-based intervention led to more positive evaluations regardless of whether the ADHD label was mentioned or not. Overall, our findings suggest that learning-disorder labels affect teachers’ expectations in different ways.

The role of metacognitive competences in the development of school achievement among gifted adolescents

Gifted underachievers perform worse in school than would be expected based on their high intelligence. Possible causes for underachievement are low motivational dispositions (need for cognition) and metacognitive competences. This study tested the interplay of these variables longitudinally with gifted and non-gifted students from Germany (N = 341, 137 females) in Grades 6 (M = 12.02 years at t1) and 8 (M = 14.07 years). Declarative and procedural metacognitive competences were assessed in the domain of reading comprehension. Path analyses showed incremental effects of procedural metacognition over and above intelligence on the development of school achievement in gifted students (β = .139). Moreover, declarative metacognition and need for cognition interactively predicted procedural metacognition (β = .169), which mediated their effect on school achievement.

Wavelength frame multiplication for reflectometry at long-pulse neutron sources

The European Spallation Source (ESS), which is under construction in Lund (Sweden), will be the next leading neutron facility with an unprecedented brilliance and novel long-pulse time structure. A long-pulse source not only provides a high time-average flux but also opens the possibility to tune the resolution by using pulse shaping choppers. Thus, an instrument can readily be operated in either a high flux or a high resolution mode. Several of the shorter instruments at the ESS will employ Wavelength Frame Multiplication (WFM) in order to enable a sufficient resolution while offering a continuous and broad wavelength range. A test beamline was operated until the end of 2019 at the research reactor in Berlin to test components and methods, including WFM, in order to prepare the new facility for the operation of neutron instruments and successful first science. We herein demonstrate the implementation of WFM for reflectometry. By selecting a short pulse mode under the same geometrical configuration, we compare and discuss the results for two reference samples. The reported experiments not only serve to prove the reliability of the WFM approach but also, for the first time, demonstrate the full instrument control, data acquisition and data reduction chain that will be implemented at the ESS.

Assessment of physiological disturbances during pre- and early postnatal development based on microscopic analysis of human deciduous teeth from the Late Epipaleolithic site of Shubayqa 1 (Jordan)

OBJECTIVES

To study pre- and early postnatal tooth formation and to analyze the effects of physiological disturbances on enamel and dentin formation in deciduous teeth of infants from the Late Epipaleolithic (Natufian) site Shubayqa 1.

MATERIALS AND METHODS

Ten deciduous teeth from six infants (ages at death between 21 and 239 days) were analyzed by light and scanning electron microscopy.

RESULTS

Marked prism cross-striations and an abnormal wavy course of the prisms were recorded in pre- and postnatal enamel of all analyzed teeth. Single or multiple accentuated incremental lines were observed in prenatal enamel of nine teeth and in postnatal enamel of eight teeth. Accentuated Andresen lines and broader zones exhibiting an enhanced calcospheritic pattern were recorded in the pre- and postnatally formed dentin of nine teeth.

DISCUSSION

The structural abnormalities in the pre- and postnatally formed enamel of the infants are considered indicative of chronic stress that negatively affected the activity of secretory ameloblasts. The structural aberrations in pre- and postnatal dentin denote that odontoblasts were also affected by this stress. The presence of single or multiple accentuated incremental lines in pre- and postnatal enamel is interpreted as reflecting (short-term) impacts of higher intensity superimposed on the chronic stress. Our findings suggest compromised maternal health affecting the late fetus and compromised health in newborns. Although limited by the small number of analyzed individuals, the present study contributes to the knowledge of maternal and early infant health conditions in Late Epipaleolithic populations.

Verstehen von Argumenten in wissenschaftlichen Texten

Zusammenfassung. Informelle Argumente sind in wissenschaftlichen Texten allgegenwärtig. Um solche Argumente verstehen und bewerten zu können, müssen Studierende ihre Struktur entschlüsseln. Zur Erfassung dieser Kompetenz wurde der computergestützte Argumentstrukturtest (AST) für Studierende sozial- und erziehungswissenschaftlicher Fächer sowie Lehramtsstudierende entwickelt. Die Testpersonen lesen kurze Texte mit informellen Argumenten und identifizieren ihre funktionalen Komponenten (z. B. Behauptung, Begründung, Schlussregel). Anhand einer Stichprobe von 225 Studierenden wurde der AST einer ersten Überprüfung seiner Reliabilität und Validität unterzogen. Dabei erwies sich der AST als intern valide, mit einer breiten Streuung der Itemschwierigkeiten. In einem explanatorischen Item-Response-Modell konnten die Itemschwierigkeiten sehr präzise durch theoretisch relevante Itemmerkmale, die das Argumentverstehen beeinflussen, vorhergesagt werden. Korrelationen mit verbaler Intelligenz und Schul- und Studienleistungen sprechen darüber hinaus für die Kriteriumsvalidität des Instruments.

Spelling Error Detection

Abstract. The ability to spell words correctly is a key competence for educational and professional achievement. Economical procedures are essential to identifying children with spelling problems as early as possible. Given the strong evidence showing that reading and spelling are based on the same orthographic knowledge, error-detection tasks (EDTs) could be considered such an economical procedure. Although EDTs are widely used in English-speaking countries, the few studies in German-speaking countries investigated only pupils in secondary school. The present study investigated N = 1,513 children in elementary school. We predicted spelling competencies (measured by dictation or gap-fill dictation) based on an EDT via linear regression. Error-detection abilities significantly predicted spelling competencies ( R² between .509 and .679), indicating a strong connection. Predictive values in identifying children with poor spelling abilities with an EDT proved to be sufficient. Error detection for the assessment of spelling skills is therefore a valid instrument for transparent languages as well.

Similarity matters: A meta-analysis of interleaved learning and its moderators

An interleaved presentation of items (as opposed to a blocked presentation) has been proposed to foster inductive learning (interleaving effect). A meta-analysis of the interleaving effect (based on 59 studies with 238 effect sizes nested in 158 samples) was conducted to quantify the magnitude of the interleaving effect, to test its generalizability across different settings and learning materials, and to examine moderators that could augment the theoretical models of interleaved learning. A multilevel meta-analysis revealed a moderate overall interleaving effect (Hedges' g = 0.42). Interleaved practice was best for studies using paintings (g = 0.67) and other visual materials. Results for studies using mathematical tasks revealed a small interleaving effect (g = 0.34), whereas results for expository texts and tastes were ambiguous with nonsignificant overall effects. An advantage of blocking compared with interleaving was found for studies based on words (g = -0.39). A multiple metaregression analysis revealed stronger interleaving effects for learning material more similar between categories, for learning material less similar within categories, and for more complex learning material. These results are consistent with the theoretical account of interleaved learning, most notably with the sequential theory of attention (attentional bias framework). We conclude that interleaving can effectively foster inductive learning but that the setting and the type of learning material must be considered. The interleaved learning, however, should be used with caution in certain conditions, especially for expository texts and words. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

The ability to evaluate arguments in scientific texts: Measurement, cognitive processes, nomological network, and relevance for academic success at the university

Background

The evaluation of informal arguments is a key component of comprehending scientific texts and scientific literacy.

Aim

The present study examined the nomological network of university students’ ability to evaluate informal arguments in scientific texts and the relevance of this ability for academic success.

Sample

A sample of 225 university students from the social and educational sciences participated in the study.

Methods

Judgements of plausibility and the ability to recognize argumentation fallacies were assessed with a novel computer‐based diagnostic instrument (Argument Judgement Test; AJT).

Results

The items of the AJT partly conform to a 1‐PL model and test scores were systematically related to epistemological beliefs and verbal intelligence. Item‐by‐item analyses of responses and response times showed that implausible arguments were more difficult to process and correct responses to these items required increased cognitive effort. Finally, the AJT scores predicted academic success at university even if verbal intelligence and grade point average were controlled for.

Conclusion

These findings suggest that the ability to evaluate arguments in scientific texts is an aspect of rationality, relies on reflective processes, and is relevant for academic success.