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.

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.

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 .

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.

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.

The development of metacognitive knowledge from childhood to young adulthood: Major trends and educational implications.

In this chapter, major trends in the development of metacognitive competences and its relationship to various aspects of cognitive/academic performance are described, with a focus on metamemory and reading comprehension. In a first step, classic and more recent theoretical models of metacognitive competences are presented that elaborate on the development of the declarative and procedural components of metacognition. The declarative component focuses on explicit and verbalizable knowledge, whereas the procedural component deals with monitoring and self-regulation processes. Common measures of both components are presented next, followed by a description of major developmental trends, as indicated by cross-sectional and longitudinal studies on developmental differences and changes in declarative knowledge, memory and comprehension monitoring, and self-regulation. Furthermore, research findings illustrating the relationship between metacognitive competences and cognitive performance in childhood and adolescence are presented for the domains of memory and reading comprehension, respectively. The final section focuses on educational implications of research on metacognition, underlining the importance of teacher behavior in the classroom and special instruction programs for students' acquisition of metacognitive competences.

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.

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 (ß = .139). Moreover, declarative metacognition and need for cognition interactively predicted procedural metacognition (ß = .169), which mediated their effect on school achievement.

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.

Herded and hunted goat genomes from the dawn of domestication in the Zagros Mountains.

The Aceramic Neolithic (∼9600 to 7000 cal BC) period in the Zagros Mountains, western Iran, provides some of the earliest archaeological evidence of goat (Capra hircus) management and husbandry by circa 8200 cal BC, with detectable morphological change appearing ∼1,000 y later. To examine the genomic imprint of initial management and its implications for the goat domestication process, we analyzed 14 novel nuclear genomes (mean coverage 1.13X) and 32 mitochondrial (mtDNA) genomes (mean coverage 143X) from two such sites, Ganj Dareh and Tepe Abdul Hosein. These genomes show two distinct clusters: those with domestic affinity and a minority group with stronger wild affinity, indicating that managed goats were genetically distinct from wild goats at this early horizon. This genetic duality, the presence of long runs of homozygosity, shared ancestry with later Neolithic populations, a sex bias in archaeozoological remains, and demographic profiles from across all layers of Ganj Dareh support management of genetically domestic goat by circa 8200 cal BC, and represent the oldest to-this-date reported livestock genomes. In these sites a combination of high autosomal and mtDNA diversity, contrasting limited Y chromosomal lineage diversity, an absence of reported selection signatures for pigmentation, and the wild morphology of bone remains illustrates domestication as an extended process lacking a strong initial bottleneck, beginning with spatial control, demographic manipulation via biased male culling, captive breeding, and subsequently phenotypic and genomic selection.

[Training of Word Recognition with Willy Wordbear: A Syllable-Based Reading Promotion Program for Elementary School]. / Training der Worterkennung mit Willy Wortbär: Ein silbenbasiertes Leseförderprogramm für die Grundschule.

Training of Word Recognition with Willy Wordbear: A Syllable-Based Reading Promotion Program for Elementary School Being able to read words fluently and accurately is an important milestone in learning to read but not all children reach it. For weak readers, it is often difficult to make the transition from letter-by-letter reading to visual word recognition through orthographic comparison processes using larger (sub-)lexical units. The syllable seems to provide a bridge to orthographic decoding for children who learn to read German. Against this background, this replication study investigated the effectiveness of a syllable-based reading training on the visual word recognition and reading comprehension of second graders in an experimental pre-post design. To this end, 101 children whose word recognition performance in a standardized reading test was below the mean value in comparison to the classroom norm were randomly assigned to the experimental group or a waiting control group. Linear models revealed significant improvements in orthographic decoding in the experimental group after completion of the 24-session small group training. Children who received the training of repeated reading and segmentation of frequent syllables were able to recognize words faster and more accurately. These findings are further evidence of the effectiveness of the training for promoting the recognition of written words.

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.

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.

Source credibility modulates the validation of implausible information.

Validation of text information as a general mechanism for detecting inconsistent or false information is an integral part of text comprehension. This study examined how the credibility of the information source affects validation processes. Two experiments investigated combined effects of source credibility and plausibility of information during validation with explicit (ratings) and implicit (reading times) measurements. Participants read short stories with a high-credible versus low-credible person that stated a consistent or inconsistent assertion with general world knowledge. Ratings of plausibility and ratings of source credibility were lower when a credible source stated a world-knowledge inconsistent assertion compared with a low-credible source. Reading times on target sentences and on spillover sentences were slower when a credible source stated an assertion inconsistent with world knowledge compared with a low-credible source, suggesting that source information modulated the validation of implausible information. These results show that source credibility modulates validation and suggest a bidirectional relationship of perceived plausibility and source credibility in the reading process.

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).