The I3RC - Bringing Together the Most Advanced Radiative Transfer Tools for Cloudy Atmospheres

The interaction of clouds with solar and terrestrial radiation is one of the most important topics of climate research. In recent years it has been recognized that only a full three-dimensional (3D) treatment of this interaction can provide answers to many climate and remote sensing problems, leading to the worldwide development of numerous 3D radiative transfer (RT) codes. The international Intercomparison of 3D Radiation Codes (I3RC), described in this paper, sprung from the natural need to compare the performance of these 3D RT codes used in a variety of current scientific work in the atmospheric sciences. I3RC supports intercomparison and development of both exact and approximate 3D methods in its effort to 1) understand and document the errors/limits of 3D algorithms and their sources; 2) provide “baseline” cases for future code development for 3D radiation; 3) promote sharing and production of 3D radiative tools; 4) derive guidelines for 3D radiative tool selection; and 5) improve atmospheric science education in 3D RT. Results from the two completed phases of I3RC have been presented in two workshops and are expected to guide improvements in both remote sensing and radiative energy budget calculations in cloudy atmospheres

Individual differences in RAN and reading: A response timing analysis

Thirty 8–11-year-old children were administered tests of rapid naming (RAN letters and digits) and reading-related skills. Consistent with the hypothesis that RAN predicts reading because it assesses the ability to establish arbitrary mappings between visual symbols and verbal labels, RAN accounted for independent variance in exception word reading when phonological skills were controlled. Response timing analysis of different components of RAN digits and letters revealed that neither average item duration nor average pause duration were unique predictors of reading skill. However, the number of pauses on digit naming predicted unique variance in exception word reading. Moreover, better readers paused more strategically than poorer readers (e.g. more often at the ends of lines). We suggest that rapid automatised naming may in part reflect differences in strategic control that are a result of differences in reading practice and experience

On the association between serial naming speed for letters and digits and word-reading skill: Towards a developmental account

The current study examined several alternative explanations of the association between serial naming speed within fourth-grade children by determining the extent to which the association between word reading and naming speed for letters and numbers is mediated by global processing speed, alphanumeric symbol processing efficiency and phonological processing ability. Children were given multiple measures of key constructs, i.e. word-level reading, serial naming of both alphanumeric and non-alphanumeric items, phonological processing ability, articulation rate and global processing speed. The robust association between alphanumeric naming speed and reading within fourth-grade children was largely mediated by phonological processing ability. Markedly different patterns of results were observed for naming speed for letters and digits and naming speed for colours and pictures in children of this age. Relative to the latter, alphanumeric naming speed better assesses an underlying phonological processing ability that is common to word-reading ability. We argue that item identification processes contribute little to individual differences in alphanumeric naming speed within relatively proficient readers and that the extent to which alphanumeric naming speed primarily reflects phonological processing is likely to vary with the level of overlearning of letters and numbers and their names