Experimental Determination of Nucleation Scaling Law for Small Charged Particles

We investigated the nucleation process at the molecular level. Controlled sticking of individual atoms onto mass selected clusters over a wide mass range has been carried out for the first time. We measured the absolute unimolecular nucleation cross sections of cationic sodium clusters Na_{n}^{+} in the range n=25-200 at several collision energies. The widely used hard sphere approximation clearly fails for small sizes: not only should vapor-to-liquid nucleation theories be modified, but also, through the microreversibility principle, cluster decay rate statistical models

Articulatory suppression during instruction encoding impedes performance in choice reaction time tasks

Theories of instruction following assume that language contributes to our ability to understand and implement instructions. The two experiments reported here investigated that assumption. Participants (total N = 96) were required to learn a series of novel tasks, with each task consisting of six arbitrary stimulus-response rules. All tasks were preceded by an instruction phase (a visual depiction of the correct stimulus-response rules for each task), during which participants performed a verbal distractor task (articulatory suppression), a non-verbal distractor task (foot tapping) or no distractor task. Additionally, the duration of the instruction phase was varied so that it was either long (60 s) or short (30 s in Experiment 1, or 10 s in Experiment 2). In both experiments participants made more errors when they had performed articulatory suppression during the instruction interval, compared to the foot tapping and no distractor task conditions. Furthermore, Experiment 2 found that this detrimental effect of articulatory suppression was especially pronounced with a very short instruction duration. These findings demonstrate that language plays a crucial role in the encoding of novel task instructions, especially when instructions are encoded under time pressure

How will ocean acidification affect marine photosynthetic organisms? A review

Atmospheric carbon dioxide is increasing year on year, mainly as a result of burning fossil fuels. Although carbon dioxide dissolves in the oceans, mitigating atmospheric effects, it does result in a reduction of the alkalinity of sea water; an effect termed Ocean Acidification (OA). The subsequent changes in carbon chemistry will most likely affect marine photosynthetic organisms in a number of ways; including the ability of organisms to build calcium carbonate shells or skeletons (calcification) and primary production. Previous work indicates that both processes respond to OA, but not always in the same way. Consequently the aim of this review is to evaluate how our understanding of the effects of OA on calcification and primary production has progressed in recent years. It is concluded after examining the literature that our understanding has not developed, with recent work either agreeing with or contradicting past studies. However, there has been an increase in the number of multi-factorial studies, and so from this point of view our understanding has increased. To gain a better understanding, it is imperative that more comparable data becomes available, which although this sounds self-evident does mean that a consensus must be reached on the best methodology to use

Impaired Competence for Pretense in Children with Autism: Exploring Potential Cognitive Predictors.

Lack of pretense in children with autism has been explained by a number of theoretical explanations, including impaired mentalising, impaired response inhibition, and weak central coherence. This study aimed to empirically test each of these theories. Children with autism (n=60) were significantly impaired relative to controls (n=65) when interpreting pretense, thereby supporting a competence deficit hypothesis. They also showed impaired mentalising and response inhibition, but superior local processing indicating weak central coherence. Regression analyses revealed that mentalising significantly and independently predicted pretense. The results are interpreted as supporting the impaired mentalising theory and evidence against competing theories invoking impaired response inhibition or a local processing bias. The results of this study have important implications for treatment and intervention

Surface reconstruction induced geometries of Si clusters

We discuss a generalization of the surface reconstruction arguments for the structure of intermediate size Si clusters, which leads to model geometries for the sizes 33, 39 (two isomers), 45 (two isomers), 49 (two isomers), 57 and 61 (two isomers). The common feature in all these models is a structure that closely resembles the most stable reconstruction of Si surfaces, surrounding a core of bulk-like tetrahedrally bonded atoms. We investigate the energetics and the electronic structure of these models through first-principles density functional theory calculations. These models may be useful in understanding experimental results on the reactivity of Si clusters and their shape as inferred from mobility measurements.Comment: 9 figures (available from the author upon request) Submitted to Phys. Rev.

When stimulus variability accelerates the learning of task knowledge in adults and school-aged children

Experience with instances that vary in their surface features helps individuals to form abstract task knowledge, leading to transfer of that knowledge to novel contexts. The current study sought to examine the role of this variability effect in how adults and school-aged children learn to engage cognitive control. We focused on the engagement of cognitive control in advance (proactive control) and in response to conflicts (reactive control) in a cued task-switching paradigm, and conducted four preregistered online experiments with adults (Experiment 1A:N = 100, Experiment 1B: N = 105) and 9- to 10-year-olds (Experiment 2A: N = 98, Experiment 2B: N = 97). It was shown that prior task experience of engaging reactive control makes both adults and 9- to 10-year-olds respond more slowly in a subsequent similar-structured condition with different stimuli in which proactive control could have been engaged. 9- to 10-year-olds (Experiment 2B) exhibited more negative transfer of a reactive control mode when uninformative cue and pre-target stimuli, which do not convey task-relevant information, were fixed, compared to when they were changed in each block. Furthermore, adults showed suggestive evidence of the variability effect both when cue and target stimuli were varied (Experiment 1A) and when uninformative cue and pre-target stimuli were varied (Experiment 1B). The collective findings of these experiments provide important insights into the contribution of stimulus variability to the engagement of cognitive control