Dissociative photoionization of the NO molecule studied by photoelectron-photon coincidence technique

Low-energy photoelectron–vacuum ultraviolet (VUV) photon coincidences have been measured using synchrotron radiation excitation in the inner-valence region of the nitric oxide molecule. The capabilities of the coincidence set-up were demonstrated by detecting the 2s−1 → 2p−1 radiative transitions in coincidence with the 2s photoelectron emission in Ne. In NO, the observed coincidence events are attributed to dissociative photoionization with excitation, whereby photoelectron emission is followed by fragmentation of excited NO+ ions into O+ + N* or N+ + O* and VUV emission from an excited neutral fragment. The highest coincidence rate occurs with the opening of ionization channels which are due to correlation satellites of the 3σ photoionization. The decay time of VUV photon emission was also measured, implying that specific excited states of N atoms contribute significantly to observed VUV emission

The role of transient hexagonal phase in crystallization of polymers

Crystn. studies of polyethylene (I) under hydrostatic pressure substantiate the findings by D. C. Bassett et al. that crystn. occurs initially in the hexagonal (h) phase, even within the thermodynamically stable orthorhombic (o) region. Present studies demonstrate that this is, in fact, a necessary condition for crystn., at least in the temp. and pressure range in question; in fact, once a crystal transforms from h to o phase, further growth of crystals stops. Morphol. features show that crystal growth includes both lateral and thickening growth; in the latter case the chains thicken continuously from folded to extended form and beyond. It is the thickness in a crystal which governs the phase inversion from h to o phase. Thickness dependence on phase inversion is explicitly shown in the trans-1,4-polybutadience, where the mobile h phase, similar to I, can exist, even at atm. pressure. [on SciFinder (R)

The role of transient hexagonal phase in crystallization of polymers

Crystn. studies of polyethylene (I) under hydrostatic pressure substantiate the findings by D. C. Bassett et al. that crystn. occurs initially in the hexagonal (h) phase, even within the thermodynamically stable orthorhombic (o) region. Present studies demonstrate that this is, in fact, a necessary condition for crystn., at least in the temp. and pressure range in question; in fact, once a crystal transforms from h to o phase, further growth of crystals stops. Morphol. features show that crystal growth includes both lateral and thickening growth; in the latter case the chains thicken continuously from folded to extended form and beyond. It is the thickness in a crystal which governs the phase inversion from h to o phase. Thickness dependence on phase inversion is explicitly shown in the trans-1,4-polybutadience, where the mobile h phase, similar to I, can exist, even at atm. pressure. [on SciFinder (R)

Crater Morphometry and Scaling in Coarse, Rubble-Like Targets: Insights from Impact Experiments

Spacecraft images reveal that the asteroids Itokawa, Ryugu, and Bennu are covered with coarse, boulder-rich material [13]. Impactors that collide with these bodies encounter a target with extreme physical heterogeneity. Other bodies can also possess significant physical heterogeneity (e.g., megaregolith, layering, etc.). Such heterogeneities establish free surfaces and impedance contrasts that can affect shock propagation and attenuation. Therefore, such heterogeneities may also affect crater formation and excavation [4], melt generation [57] and crater scaling [4]. As described by [8,9], the extent to which target heterogeneity affects crater formation likely depends on how the length scale, d, of the heterogeneity (e.g., boulder size on a rubble-pile asteroid) compares to the width of the shock, w, generated by impact. Here we further test this hypothesis using impact experiments across a broad range of impact velocities and target grain sizes to systematically vary the ratio between the width of the shock and the diameter of target grains

A flexible sequential learning deficit in patients with Parkinson’s disease: a 2 × 8 button-press task

A 2 × 8 button-press task is a sequential hand movement task in which subjects are required to press eight pairs of buttons as accurately and quickly as possible. The 2 × 8 task allows us to examine flexible sequential learning, more aptly called sequence-unselective learning. Sequence-unselective learning is observed after repeated experiences with the task, when subjects have shown good progress in learning, with new sequences as well as previously learned ones. Although cognitive inflexibility has been reported in patients with Parkinson’s disease (PD), there have been few studies investigating their flexibility in sequential learning. We examined PD patients’ ability for sequence-unselective learning through the use of a 2 × 8 button-press task. In the first session, PD patients and subjects from the control group performed a sequential 2 × 8 task until the learning criterion was fulfilled (Session 1). After 1 month, they participated in other sessions: one involving the learned sequence (Session 2) and another involving the new sequence (Session 3). We found that PD patients made more errors than the normal control subjects only when learning the new sequence (Session 3) (P < 0.01). In Session 3, control subjects reached the learning target with fewer errors than in the Session 1 (normal sequence-unselective learning), whereas the PD patients did not exhibit such an improvement. Our results revealed a sequence-unselective deficit in PD patients. The deficit may help to emphasize the cognitive and physical inflexibility of PD

Motor Preparatory Activity in Posterior Parietal Cortex is Modulated by Subjective Absolute Value

For optimal response selection, the consequences associated with behavioral success or failure must be appraised. To determine how monetary consequences influence the neural representations of motor preparation, human brain activity was scanned with fMRI while subjects performed a complex spatial visuomotor task. At the beginning of each trial, reward context cues indicated the potential gain and loss imposed for correct or incorrect trial completion. FMRI-activity in canonical reward structures reflected the expected value related to the context. In contrast, motor preparatory activity in posterior parietal and premotor cortex peaked in high “absolute value” (high gain or loss) conditions: being highest for large gains in subjects who believed they performed well while being highest for large losses in those who believed they performed poorly. These results suggest that the neural activity preceding goal-directed actions incorporates the absolute value of that action, predicated upon subjective, rather than objective, estimates of one's performance

The impact of sound field systems on learning and attention in elementary school classrooms

Purpose: An evaluation of the installation and use of sound field systems (SFS) was carried out to investigate their impact on teaching and learning in elementary school classrooms. Methods: The evaluation included acoustic surveys of classrooms, questionnaire surveys of students and teachers and experimental testing of students with and without the use of SFS. Students ’ perceptions of classroom environments and objective data evaluating change in performance on cognitive and academic assessments with amplification over a six month period are reported. Results: Teachers were positive about the use of SFS in improving children’s listening and attention to verbal instructions. Over time students in amplified classrooms did not differ from those in nonamplified classrooms in their reports of listening conditions, nor did their performance differ in measures of numeracy, reading or spelling. Use of SFS in the classrooms resulted in significantly larger gains in performance in the number of correct items on the nonverbal measure of speed of processing and the measure of listening comprehension. Analysis controlling for classroom acoustics indicated that students ’ listening comprehension score