The Lorentz Integral Transform (LIT) method and its applications to perturbation induced reactions

The LIT method has allowed ab initio calculations of electroweak cross sections in light nuclear systems. This review presents a description of the method from both a general and a more technical point of view, as well as a summary of the results obtained by its application. The remarkable features of the LIT approach, which make it particularly efficient in dealing with a general reaction involving continuum states, are underlined. Emphasis is given on the results obtained for electroweak cross sections of few--nucleon systems. Their implications for the present understanding of microscopic nuclear dynamics are discussed.Comment: 83 pages, 31 figures. Topical review. Corrected typo

The Factorial Structure of Spatial Abilities in Russian and Chinese Students

Background: Recent research suggested a unifactorial structure of spatial ability (SA). Research is needed to replicate this finding in different populations. Objective: This study aims to explore the factorial structure of SA in samples of 921 Russian and 229 Chinese university students. Design: A gamified spatial abilities battery was administered to all participants. The battery consists of 10 different domains of SA, including 2D and 3D visualization, mental rotation, spatial pattern assembly, spatial relations, spatial planning, mechanical reasoning, spatial orientation and spatial decision making speed and flexibility. Results: The results of the factor analysis showed a somewhat different pattern for different samples. In the Russian sample, the unifactorial structure, shown previously in a large UK sample (Rimfeld et al., 2017), was replicated. A single factor explained 40% of the variance. In the Chinese sample two factors emerged: first factor explained 26% of the variance and the second factor, including only Mechanical reasoning and Cross-Sections tests, explained 14%. The results also showed that the Chinese sample significantly outperformed the Russian sample in 5 out of the 10 tests. Russian students showed better performance only in two of the tests. The effects of all group comparisons were small. Conclusion: Overall, a similar amount of variance in the 10 tests was explained in the two samples, replicating results from the UK sample. Future research is needed to explain the observed differences in the structure of SA