Crustal rheology of the Himalaya and Southern Tibet inferred from magnetotelluric data.

The Cenozoic collision between the Indian and Asian continents formed the Tibetan plateau, beginning about 70 million years ago. Since this time, at least 1,400 km of convergence has been accommodated by a combination of underthrusting of Indian and Asian lithosphere, crustal shortening, horizontal extrusion and lithospheric delamination. Rocks exposed in the Himalaya show evidence of crustal melting and are thought to have been exhumed by rapid erosion and climatically forced crustal flow. Magnetotelluric data can be used to image subsurface electrical resistivity, a parameter sensitive to the presence of interconnected fluids in the host rock matrix, even at low volume fractions. Here we present magnetotelluric data from the Tibetan-Himalayan orogen from 77 degrees E to 92 degrees E, which show that low resistivity, interpreted as a partially molten layer, is present along at least 1,000 km of the southern margin of the Tibetan plateau. The inferred low viscosity of this layer is consistent with the development of climatically forced crustal flow in Southern Tibet.

Cognitive consequences of contrasting pedagogies: the effects of Quranic preschooling in Morocco.

A study was conducted in Morocco to assess the cognitive consequences of Quranic preschooling. 350 6-7-year-old children were selected in a way which allowed contrasts in terms of preschool experience (none vs. Quranic vs. modern), environment (urban vs. rural), maternal language (Arabic vs. Berber), and gender. 6 different memory tests were employed, as well as other cognitive, reading, and math tests. Results indicated specific and positive effects of Quranic schooling on serial memory but not on other memory or cognitive tasks. These findings replicate earlier reports by Scribner and Cole that Quranic schooling affects specific (and not general) memory skills. The reading measures indicated superior performance among those children with urban background, Arabic maternal language, and, to a lesser extent, Quranic schooling. It was concluded that the corpus of research from this and similar studies supports a "practice theory" of culture and cognition.