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This study investigates whether the use of prosodic cues during instruction facilitates the processing of German accusative case markers. Two groups of third semester L1 English learners of L2 German completed Processing Instruction (PI) with aural input: Learners in the PI+P group heard sentences that included focused prosodic cues; learners in the PI group heard sentences with monotone prosody. The effects of training were assessed through an offline comprehension task, a written production task, and an online self-paced reading (SPR) task. The results for the offline tasks showed that the groups were similar with respect to their offline comprehension and production. The SPR task showed that both groups used case markers to interpret word order online to some extent; however, only the PI+P group did so in all conditions. These results suggest that prosody does play a role in (morpho)syntactic processing, and that covert activation of prosodic structures can facilitate processing during online reading tasks.

This article explores how multiple linguistic cues interact in predictive processing among second language (L2) learners. In a visual-world eye-tracking experiment, we investigated whether learners of German use case and prosody cues together to assign thematic roles and predict post-verbal arguments. During the experiment, participants listened to subject-first and object-first sentences that contained (1) case cues only, or (2) both case and prosody. The results showed that the learners successfully predicted post-verbal arguments on the basis of lexical-semantic information but were less successful in using case cues. However, prediction success increased when both case and prosody were present, suggesting that predictive processing is supported by prosodic cues. Additionally, results show that higher proficiency was associated with faster processing and a greater ability to generate predictions. We conclude that the presence of cue coalitions allows L2 learners to process information more efficiently, and that the L2 processor can exploit the additive use of cues for prediction.

Dialogue journals (DJs) are a type of extensive writing assignment, in which students write for the purpose of communication with their instructor. Previous research has shown that DJs can help students develop writing skills; however, few studies have analyzed how DJs compare with traditional prompt‐based assignments (TAs). The present study, therefore, presents a quasi‐experimental comparison of texts from first‐ and second‐year German classrooms that used either DJs or TAs. Analysis focused on five metrics: (1) word count, (2) sentence count, (3) words per sentence, (4) text‐type ratio (TTR), and (5) measure of textual lexical diversity (MTLD). Results for word and sentence count indicated that TA texts were longer. However, DJs resulted in more complex writing, as measured by sentence length, MTLD, and TTR. Taken together, results suggest that journals can promote writing that is both communicatively oriented and linguistically complex. The article concludes by offering suggestions for practical implementation of DJs. The Challenge: Most language programs focus on communication, but this is not always reflected in prompted writing assignments that center linguistic structure. Dialogue journals provide an alternative that allows students to communicate with their instructor on a topic they choose. This article aims to understand how journals compare to more traditional approaches. [ABSTRACT FROM AUTHOR]

Background: Our objective was to evaluate the effect of garden-based learning on outlook and behaviors toward vegetables among primarily Latinx students. An educational strategy, garden-based learning is a teaching tool that complements other disciplines. Methods: Third- and fourth-grade students at 4 elementary schools with different garden programs completed a bingo survey and participated in class discussions to measure outlook and behaviors toward vegetables. Results: Students in schools with more garden exposure were more likely to answer "Yes" to survey questions reflecting a positive attitude and behaviors toward vegetables. In class discussions, students most often mentioned vegetables grown in the school garden as their favorite vegetables. Conclusion: For third- and fourth-grade students, the length of exposure to a school garden appears to have a positive impact on both perceptions of and desire to consume vegetables. Other studies have shown that positive outlook and behaviors toward vegetables can change vegetable consumption habits in children. Integrating garden-based learning into the school curriculum may positively influence eating behaviors over the long-term future.

Chronic sleep disruption is a risk factor for Alzheimer’s disease (AD), yet mechanisms by which sleep disturbances might promote or exacerbate AD are not understood. Short-term sleep loss acutely increases hippocampal amyloid β (Aβ) in wild type (WT) mice and long-term sleep loss increases amyloid plaque in AD transgenic mouse models. Both effects can be influenced by the wake-promoting neuropeptide, hypocretin (HCRT), but whether HCRT influences amyloid accumulation independent of sleep and wake timing modulation remains unclear. Here, we induced chronic fragmentation of sleep (CFS) in WT and HCRT-deficient mice to elicit similar arousal indices, sleep bout lengths and sleep bout numbers in both genotypes. We then examined the roles of HCRT in CFS-induced hippocampal Aβ accumulation and injury. CFS in WT mice resulted in increased Aβ42 in the hippocampus along with loss of cholinergic projections and loss of locus coeruleus neurons. Mice with HCRT deficiency conferred resistance to CFS Aβ42 accumulation and loss of cholinergic projections in the hippocampus yet evidenced similar CFS-induced loss of locus coeruleus neurons. Collectively, the findings demonstrate specific roles for orexin in sleep disruption hippocampal injury.Significance statementChronic fragmentation of sleep (CFS) occurs in common conditions, including sleep apnea syndromes and chronic pain disorders, yet CFS can induce neural injury. Our results demonstrate that under conditions of sleep fragmentation, hypocretin/orexin is essential for the accumulation of amyloid-β and loss of cholinergic projections in the hippocampus observed in response to CFS yet does not influence locus coeruleus neuron response to CFS.

The acquisition of verbal morphology presents challenges for many second language (L2) learners, in part because they do not readily process those forms during sentence comprehension. Instead, L2 learners rely on lexical-semantic cues (e.g., temporal adverbs and explicit subjects). This study investigated the role of task-essential training in changing learners' processing tendencies and tested whether such changes were related to increased performance with the L2 Spanish present, preterite, and future tenses and first- and third-person morphology. The experiment compared a no-training control group to three groups of learners who completed a multisession task-essential training following the principles of structured input (SI). Groups varied in the type of feedback they received. Results of a cue-reliance assessment indicated that each SI group relied significantly more on verbal inflections after training while the control group did not. Furthermore, the extent to which groups relied on verbal inflections on posttest measures correlated moderately to strongly with performance on interpretation and written production measures. Implications are discussed for input processing, learned attention, and pedagogy, in particular the impact of feedback on cue reliance and learning outcomes.

Research on input processing and processing instruction has often employed a scoring method known as trials to criterion to observe the effects of instruction that emerge during training. Despite its common use in this research (see Fernández, 2021) this metric has never been evaluated critically. The present study first discusses several challenges associated with trials to criterion, including issues with its conceptual and methodological implementation. The study then introduces three alternative approaches for analyzing accuracy data collected during training sequences: trials to accuracy threshold, growth curve analysis, and bootstrapped differences of timeseries. For each approach, advantages and disadvantages are discussed and example analyses are presented using data from previous research. This discussion shows how these alternative approaches can supplement current trials-to-criterion-based analyses, expand the methodological choices available to researchers, and permit new and interesting research questions. [ABSTRACT FROM AUTHOR]

This study investigates the role of prosodic cues and explicit information (EI) in the acquisition of German accusative case markers. We compared 4 groups of 3rd-semester learners (low intermediate level) who completed 1 of 4 Processing Instruction (PI) treatments that manipulated the presence or absence of EI and focused prosody. The results showed that, when training included EI or prosodic cues, the groups improved on comprehension and production tasks in an immediate posttest. Four weeks after training, the groups sustained gains on the comprehension task, but not on the production task. Participants who did not receive EI or prosody only showed improvement on the comprehension task in the immediate posttest and did not sustain these gains. These findings replicate previous findings on the role of EI in PI, showing an advantage for EI with the target form (e.g., Henry, Culman, & VanPatten, 2009). Moreover, the results suggest that prosodic cues help learners process morphosyntactic forms, and that they can enhance grammar instruction.

Previous research has suggested that L2 learners often use non-target processing strategies to understand sentences, but that these strategies can be changed through targeted instruction that directs their attention to different linguistic forms or structures. The present study explores the effects of pretraining 'blocking' practice—a novel type of training designed to help learners inhibit the application of a strict word-order based processing strategy—prior to receiving a traditional Structured Input (SI) training focused on OVS word order and accusative case markers in German. The study compares three groups of third-semester German learners who completed three different activities in one training session: (1) SI with blocking practice (+BP), (2) SI preceded by explicit information (+EI), and (3) SI without EI or blocking practice (−EI). The effects of training were measured by sentence-level interpretation and production tasks administered as a pretest, posttest, and four-week delayed posttest. Learner performance was also assessed during training. Results in all assessment measures indicated that EI was most effective, but that blocking practice lent a slight advantage over −EI groups during and after training. These results are discussed in the context of studies on processing instruction and learned attention. [ABSTRACT FROM AUTHOR]

This study investigates whether the use of prosodic cues during instruction facilitates the processing of German accusative case markers. Two groups of third semester L1 English learners of L2 German completed Processing Instruction (PI) with aural input: Learners in the PI+P group heard sentences that included focused prosodic cues; learners in the PI group heard sentences with monotone prosody. The effects of training were assessed through an offline comprehension task, a written production task, and an online self-paced reading (SPR) task. The results for the offline tasks showed that the groups were similar with respect to their offline comprehension and production. The SPR task showed that both groups used case markers to interpret word order online to some extent; however, only the PI+P group did so in all conditions. These results suggest that prosody does play a role in (morpho)syntactic processing, and that covert activation of prosodic structures can facilitate processing during online reading tasks. [ABSTRACT FROM AUTHOR]

This document discusses the need for urban and regional development studies to examine the relationship between ecology and economy, as well as the commodification of nature. It highlights the various initiatives and strategies being implemented in Europe, such as the EU's Green Deal, to address the challenges of ecological crisis and climate change. The special issue of the journal European Urban & Regional Studies focuses on these topics and includes papers that explore transformative resilience, sustainability transition challenges in peripheral regions, entrepreneurial action in local energy clusters, the impact of urban structure on automobile use, the use of green buildings, and energy poverty amelioration policies. [Extracted from the article]

The present study investigated the effects of processing instruction (PI) on the acquisition of accusative case markers in German, focusing on whether PI influences learners' online processing behaviors. Third and fourth semester L1 English-L2 German learners were divided into two groups: a traditional instruction (TI) group and a PI group. Participants completed offline sentence interpretation and production tasks, as well as a self-paced reading (SPR) task, which provides a detailed investigation of how PI alters processing strategies. Results showed that the PI group outperformed the TI group on the sentence interpretation task and matched their performance on the production task. The SPR task revealed that, in some conditions, the PI group showed increased attention to and processing of accusative case markers after training, while the TI group did not. The results provide some support for the claim that PI is effective because it alters learners' processing strategies. [ABSTRACT FROM AUTHOR]

This article explores how multiple linguistic cues interact in predictive processing among second language (L2) learners. In a visual-world eye-tracking experiment, we investigated whether learners of German use case and prosody cues together to assign thematic roles and predict post-verbal arguments. During the experiment, participants listened to subject-first and object-first sentences that contained (1) case cues only, or (2) both case and prosody. The results showed that the learners successfully predicted post-verbal arguments on the basis of lexical-semantic information but were less successful in using case cues. However, prediction success increased when both case and prosody were present, suggesting that predictive processing is supported by prosodic cues. Additionally, results show that higher proficiency was associated with faster processing and a greater ability to generate predictions. We conclude that the presence of cue coalitions allows L2 learners to process information more efficiently, and that the L2 processor can exploit the additive use of cues for prediction. [ABSTRACT FROM AUTHOR]

This article explores how the most recent works of the German Neue Deutsche Härte band Rammstein express a Vergangenheitsbewältigung that is not limited to the history of the Nazi regime and divided Germany, but includes a much broader time and geographical frame that extends to Germany's present and future. In particular, the article argues that Rammstein's members confront their own Heimatsehnsucht, push for a new conceptualization of Germany, and forge an individual Germanness, rooted in their personal and political histories and expressed through their works. [ABSTRACT FROM AUTHOR]

Over 20 years ago a series of papers identified a strikingly dominant economic cluster – the UK's Motorsport Valley (MSV) – which led to MSV becoming an international exemplar of concepts such as agglomeration, clusters and knowledge-driven systems of regional development. Utilising an evolutionary perspective on cluster development, this paper asks 'whatever happened to MSV?'. Drawing on the framework of strategic cluster coupling, four cluster development episodes are conceptualised that each depict the dynamic evolution of the cluster's multi-scalar institutional environment, strategic coupling trajectories and economic development outcomes. Reflecting the emerging synthesis between evolutionary economic geography and geographical political economy, the paper describes an extended case study of cluster development, an evolutionary process of strategic cluster coupling and, ultimately, an example of cluster resilience. Through a focus on strategic cluster coupling, the paper provides further understanding of cluster evolution and path development mechanisms at key moments of cluster reconfiguration – and an empirical update and continuation of the economic story and cluster lifecycle of MSV. [ABSTRACT FROM AUTHOR]

A model is presented for assuring the appropriate identification and referral of students with learning disabilities to special education. The model formalizes a regular education component in six steps for implementation in regular education contexts, followed by seven procedural safeguards once a student has been referred for comprehensive evaluation. (PB)

The New Industrial Spaces theory was examined to help explain the appearance of uneven development in advanced capitalist societies. The theory claims, through the use of transactions cost analysis, that special agglomeration of high technology industry is a signal of the new geography of production. An empirical analysis of Britain's Hertfordshire county revealed that the transactions cost mechanism is just but one of the many processes behind the growth of high technology industrial agglomeration.

It was over 25 years ago that European Urban and Regional Studies was launched at a time of epochal change in the composition of the political, economic and social map of Europe. Brexit has been described as an epochal moment – and at such a moment, European Urban and Regional Studies felt it should offer the space for short commentaries on Brexit and its impact on the relationships of place, space and scale across the cultural, economic, social and political maps of the 'new Europes'. Seeking contributions drawing on the theories, processes and patterns of urban and regional development, the following provides 10 contributions on Europe, the UK and/or their relational geographies in a post-Brexit world. What the drawn-out and highly contested process of Brexit has done for the populace, residents and ex-pats of the UK is to reveal the inordinate ways in which our mental, everyday and legal maps of the regions, nations and places of the UK in Europe are powerful, territorially and rationally inconsistent, downright quirky at times but also intensely unequal. First, as the UK exits the Single Market, the nature of the political imagination needed to create alternatives to the construction of new borders and new divisions, even within a discourse of creating a 'global Britain', remains uncertain. European Urban and Regional Studies has always been a journal dedicated to the importance of pan-European scholarly integration and solidarity and we hope that it will continue to intervene in debates over what alternative imaginings to a more closed and introverted future might look like. Second, as the impacts of COVID-19 continue to change in profound ways how we think, work and travel across European space, we will need to find new forms of integration and new forms of engagament in intellectual life and policy development. European Urban and Regional Studies remains commited to forging such forms. [ABSTRACT FROM AUTHOR]

BACKGROUND: Our objective was to evaluate the effect of garden‐based learning on outlook and behaviors toward vegetables among primarily Latinx students. An educational strategy, garden‐based learning is a teaching tool that complements other disciplines. METHODS: Third‐ and fourth‐grade students at 4 elementary schools with different garden programs completed a bingo survey and participated in class discussions to measure outlook and behaviors toward vegetables. RESULTS: Students in schools with more garden exposure were more likely to answer "Yes" to survey questions reflecting a positive attitude and behaviors toward vegetables. In class discussions, students most often mentioned vegetables grown in the school garden as their favorite vegetables. CONCLUSION: For third‐ and fourth‐grade students, the length of exposure to a school garden appears to have a positive impact on both perceptions of and desire to consume vegetables. Other studies have shown that positive outlook and behaviors toward vegetables can change vegetable consumption habits in children. Integrating garden‐based learning into the school curriculum may positively influence eating behaviors over the long‐term future. [ABSTRACT FROM AUTHOR]

Examined the reliability of the Rucker-Gable Educational Programming Scale (RGEPS) in a study involving 200 college students and investigated whether the reduction in reliability was due to either content inequivalence or attribute instability. Findings suggested the scale is only moderately reliable, and that attribute instability contributed to score variability. (JAC)

A study involving 90 regular class teachers indicated that the Rucker-Gable Educational Programming Scale appears a valid measure of the construct of knowledge of appropriate placement for handicapped students and sensitive to training effects. (CL)

This article draws on critiques of 'global cities' to conceptualize Birmingham, the UK's second largest metropole, as a 'global' city by highlighting forms of economic globalization that draw on the city's residents, their histories and their social and cultural networks. The article illustrates some of the diversity and significance of minority ethnic economic activity within Birmingham and the potential this holds for its future economic development, focusing on examples from three transnational networks (Chinese business networks, ethnic food manufacturing and the Bhangra music industry). The article signals a rather different understanding of 'global' as it relates to economic advantage, transnationalism and ethnic diversity within cities in general, and Birmingham in particular. We suggest that this different understanding of the global has important policy implications, not simply in terms of economic representations of the city, but also in terms of developing the possibilities of such transnational networks and engaging with the constraints facing them. We argue that encouraging a more relational way of thinking about cities like Birmingham has the potential for advancing social wellbeing by influencing socio-economic policy and practice. We use the example of Birmingham, therefore, to engage broader debates about alternative paths of 'global' economic, social and cultural investment for UK (and other) cities.

This article discusses the concept of institutional thickness, using southern England's industrial cluster 'Motor Sport Valley' as a model. The authors, focusing on economic systems and development, argue that economically successful regions that contain institutional thickness are not significant factors, but the nature of the institutions in the area and their relationship with economic growth is the crucial issue.

STEVEN PINCH [*] NICK HENRY [+] (Received March 1998; in revised form August 1998) PINCH S. and HENRY N. (1999) Paul Krugman's geographical economics, industrial clustering and the British motor [...]

Abstract: The acquisition of verbal morphology presents challenges for many second language (L2) learners, in part because they do not readily process those forms during sentence comprehension. Instead, L2 learners rely on lexical‐semantic cues (e.g., temporal adverbs and explicit subjects). This study investigated the role of task‐essential training in changing learners’ processing tendencies and tested whether such changes were related to increased performance with the L2 Spanish present, preterite, and future tenses and first‐ and third‐person morphology. The experiment compared a no‐training control group to three groups of learners who completed a multisession task‐essential training following the principles of structured input (SI). Groups varied in the type of feedback they received. Results of a cue‐reliance assessment indicated that each SI group relied significantly more on verbal inflections after training while the control group did not. Furthermore, the extent to which groups relied on verbal inflections on posttest measures correlated moderately to strongly with performance on interpretation and written production measures. Implications are discussed for input processing, learned attention, and pedagogy, in particular the impact of feedback on cue reliance and learning outcomes. [ABSTRACT FROM AUTHOR]

This study tests how the parser adapts to input by considering how multiple redundant cues are integrated in predictive processing. We employ the visual world paradigm to investigate whether German native speakers use case and prosody together to anticipate post-verbal arguments. In Experiment 1, participants heard subject-first and object-first sentences containing either case and prosodic cues or only case cues in a single mixed block. In Experiments 2 and 3, sentences were presented in separate blocks, such that participants heard sentences with prosodic cues in either Block 1 (Experiment 3) or Block 2 (Experiment 2). The results show that participants used prosodic and case-marking cues additively to anticipate post-verbal arguments. Additive effects varied according to the distribution of the cues and their order of presentation. We conclude that the presence of multiple redundant cues facilitates sentence processing and that the parser adapts to the utility of cues based on their availability. [ABSTRACT FROM PUBLISHER]

Gordon was a long time member of the Geography Department at the University of Durham, which was the birthplace of I European Urban and Regional Studies i as a journal. For many years Gordon acted as Book Reviews Editor before moving to a position as Editorial Board member in 2017. It is with deep sadness and a sense of shock that the Editors of I European Urban and Regional Studies i (EURS) have heard of the loss of our colleague Dr Gordon MacLeod. [Extracted from the article]

This study investigates the effects of Processing Instruction (PI) on the acquisition of grammatical gender and gender-marked pronouns in German. PI was compared to Traditional Instruction, i.e. a traditional, vocabulary-oriented approach using color cues (TI) and a Categorization and Memorization task (CM). The results of an immediate posttest showed that the PI group outperformed both TI and CM with respect to gender assignment on both a gender selection task and a writing task. The PI group also scored higher and responded faster than the TI and CM groups on a comprehension task that required accurate processing of gender-marked pronouns. However, differences between the three groups were not sustained on delayed posttests. These results extend the findings of previous research on PI (e.g. Benati, 2004) by showing that PI can be applied to target forms that are low in communicative value and must be learned item-by-item like grammatical gender in German. Results also lend support to psycholinguistic research that suggests that second language (L2) learners have difficulty acquiring grammatical gender because they do not process nouns together with gender information (Arnon & Ramscar, 2012). [ABSTRACT FROM AUTHOR]

The resilience concept requires greater attention to human livelihoods if it is to address the limits to adaptation strategies and the development needs of the planet's poorest and most vulnerable people. Although the concept of resilience is increasingly informing research and policy, its transfer from ecological theory to social systems leads to weak engagement with normative, social and political dimensions of climate change adaptation. A livelihood perspective helps to strengthen resilience thinking by placing greater emphasis on human needs and their agency, empowerment and human rights, and considering adaptive livelihood systems in the context of wider transformational changes. [ABSTRACT FROM AUTHOR]

The article announces that article "After Florida: towards an economics of diversity" by Max Nathan published in the periodical "European Urban and Regional Studies" has got the Jim Lewis Prize.

M. STORPER and R. SALAIS, Harvard University Press, London (1997). xiv+370 pp. [pounds]29.95 (hbk). ISBN 0 674 96203 6. It is a cliche but it simply is not possible to [...]

This article examines the vulnerability of New Zealand's agriculture and economy to climate disruptions. The issue of climate change and its potential to alter traditional weather patterns is forcing farmers to grapple with the risks and, in some cases, opportunities. As a significant part of New Zealand's gross domestic product, the continued viability of agriculture is of national concern. The author hopes to pinpoint the environmental and economic vulnerabilities of New Zealand farmers, as well as their potential for adaptation.

Examines the policy credentials of economic geography and economics. Several views on political economy; Policy-relevant economic knowledge in geography and economics; Difficulty in defining economics; Role of economics within the social sciences; Factors attributed to the geography's lack of clout with various economic policy audiences.

The Pupil Control Ideology (PCI) scale is a unidimensional instrument which reportedly measures a respondent's pupil control orientation on a humanistic-custodial continuum. In a recent study examining the dimensionality of the PCI, Graham, Halpin, Harris, and Benson (1985) used exploratory and confirmatory factor analytic procedures to analyze the responses of 362 college students. Results of the analyses provided support for the contention that the PCI is unidimensional and that a reduced 10 item, one factor model provided the best description of the data. The present study replicated the Graham et al. (in press) investigation with a sample of practicing classroom teachers. The findings were congruent with the results obtained by Graham and his colleagues. Consequently, it was recommended that the PCI should be refined and that the 10 item, unidimensional scale should be used in future investigations. [ABSTRACT FROM PUBLISHER]

A 13-step procedural model for identification and referral that formalizes a regular education component—an area that is typically overlooked. [ABSTRACT FROM PUBLISHER]