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Extraction of a PP from an NP in German is possible only if the head noun and the governing verb together form a natural predicate. We show that this corresponds to collocational frequency of the verb-noun combinations in corpora, based on the metric of ΔP. From this we conclude that frequency should be conceived of as a language-external grammatical building block that can directly interact with language-internal grammatical building blocks (like triggers for movement and economy constraints blocking movement) in excitatory and inhibitory ways. Integrating frequency directly into the syntax is not an option in most current grammatical theories. However, things are different in Gradient Harmonic Grammar, a version of Optimality Theory where linguistic objects of various kinds can be assigned strength in the form of numerical values (weights). We show that by combining a Minimalist approach to syntactic derivations with a Gradient Harmonic Grammar approach of constraint evaluation, the role of frequency in licensing extraction from PP in German can be integrated straightforwardly, the only additional prerequisite being that (verb-noun) dependencies qualify as linguistic objects that can be assigned strength (based on their frequency).

Solar wind parameters at different locations in the inner heliosphere can be estimated using various solar wind extrapolation methods. The simple ballistic method extrapolates solar wind parameters from the point of measurement to a chosen heliospheric position by assuming that major solar wind structures are persistent and arrive relatively unaltered to the target position. The method considers the rotation period of the Sun while assuming a constant solar wind speed during radial propagation. We improve the simple ballistic model by considering the interaction between the slow and the fast solar wind with a pressure correction during the propagation. Instead of extrapolating from the position of a single spacecraft, we apply this pressure-corrected ballistic method to 2D speed maps of the solar source surface available from solar coronal models to determine the solar wind speed in the inner heliosphere in 3D, between latitudes of ±50°. We also take into account the effects of the solar differential rotation in our model. Our method is simple and fast, and it can be applied to different source surface datasets. The results of our model are validated with in situ data from the ACE spacecraft. We find that the pressure-corrected ballistic method can give accurate predictions of the solar wind in 3D.

Computation competence (CC) in simple addition and subtraction using non-counting (NC) strategies is an important learning objective in Grade 1 mathematics but many children, especially low achievers in mathematics, struggle to acquire these skills. To provide these students with the support they need, it is important to have valid and reliable tools for assessing progress in CC and NC strategy use. Developing an assessment instrument for use in Grade 1, when some children start the year unable to solve any problems, is challenging, as is ensuring measurement invariance over a school year when children generally make large achievement gains. This paper presents a new assessment tool for CC and NC strategy use in Grade 1 that was tested in a longitudinal study with N = 1,017 children. Analyses using the Rasch model revealed acceptable mean square scores (MNSQ 0.83 - 1.20). Warm's Weighted Likelihood Estimate (WLE) reliability scores were acceptable (pre-test 0.77; post-test 0.87). Measurement invariance over time was given. The instrument is promising for assessing CC and NC strategy use efficiently and accurately in Grade 1.

Corotating Interaction Regions (CIRs) are complex structures in the Heliosphere that arise from the interaction of fast and slow solar wind streams. The interface between fast and slow solar wind is called the stream interface, which often has considerable north-south tilt. We apply a sliding window correlation method on multi-spacecraft data in order to obtain the time delay between the spacecraft. Using these time delays and in-situ solar wind velocity measurements, we can shift the positions of two spacecraft, and, together with the position of the reference spacecraft, we can reconstruct the spatial orientation of the stream interface. We examined four CIRs from two different solar sources at the beginning of 2007 using ACE, WIND, and STEREO-A spacecraft data. The gradually increasing distance between STEREO-A and the other spacecraft provides an opportunity to determine the effects of spacecraft separation on the quality of the results. In three out of the four events, the determined planes generally follow the Parker spiral in the ecliptic, their off-ecliptic tilt is determined by the position of the source of the high-speed stream. For the fourth event, STEREO-A was probably too far away for this method to be successfully applied.

Adaptive learning support provided by kindergarten teachers before and after (macro-adaptive learning support) as well as during mathematical learning activities (micro-adaptive learning support) is a cross-cutting concept of teaching quality. Effective adaptive learning support enhances children's learning. However, providing it is challenging and teachers need professional development (PD) to improve the quality of their support. This study investigates the mediating role of teaching quality between PD programs for kindergarten teachers and the development of children's mathematical competency. 122 kindergarten teachers and their 825 pupils participated in the study. The teachers were randomly assigned to three groups. Two groups attended PD sessions designed to foster either macro- or micro-adaptive learning support. The third was the materials-only control group. The data was analyzed using a self-developed rating instrument focusing on generic and domain-specific elements of teaching quality related to macro- and micro-adaptive learning support. The multilevel latent change model analysis revealed that the PD programs had positive and significant effects on the teaching quality of kindergarten teachers. A significant positive relationship was also found between micro-adaptive learning support and changes in children's mathematical competency. However, an indirect effect of teaching quality could not be detected, and the PD programs did not have a total effect on children's mathematical competency. The study reinforces the importance of PD that specifically targets macro- and micro-adaptive learning support for kindergarten teachers. The mediation between PD and mathematical competency development requires further investigation.

Aims: The solar wind pressure is an important parameter of space weather, which plays a crucial role in the interaction of the solar wind with the planetary plasma environment. Here we investigate the possibility of determining a solar wind pressure proxy from Rosetta magnetic field data, measured deep inside the induced magnetosphere of comet 67P/Churyumov-Gerasimenko. This pressure proxy would be useful not only for other Rosetta related studies but could also serve as a new, independent input database for space weather propagation to other locations in the Solar System. Method: For the induced magnetospheres of comets the magnetic pressure in the innermost part of the pile-up region is balanced by the solar wind dynamic pressure. Recent investigations of Rosetta data have revealed that the maximum magnetic field in the pile-up region can be approximated by magnetic field measurements performed in the inner regions of the cometary magnetosphere, close to the boundary of the diamagnetic cavity, from which the external solar wind pressure can be estimated. Results: We were able to determine a solar wind pressure proxy for the time interval when the Rosetta spacecraft was located near the diamagnetic cavity boundary, between late April 2015 and January 2016. We then compared our Rosetta pressure proxy to solar wind pressure extrapolated to comet 67P from near-Earth. After the exclusion of disturbances caused by transient events, we found a strong correlation between the two datasets.

Benefits of self-testing for learning have been consistently shown for simple materials such as word lists learned by rote memorization. Considerably less evidence for such benefits exists for complex, more educationally relevant materials and its application to new situations. The present study explores the mechanisms underlying this transfer. To this end, a typical retrieval-practice-effect paradigm was applied to foster the learning of an artificial language. Participants either repeatedly studied grammatically correct exemplar sentences of the artificial language or engaged in a cloze test as the interim test after learning. To assess far transfer, participants in both groups of restudy and retrieval practice engaged in a grammaticality judgment test after a delay of 5 min and 1 week. In addition, participants in both groups completed a final memory test (i.e., a cloze test identical to the initial test) 1 week after learning. In addition to a long-term memory benefit of retrieval practice, results revealed also a retrieval-practice benefit in the far-transfer test after the 1-week delay. The findings further support the view that far transfer is supported by learning the underlying grammatical rules as opposed to memorizing the material. Thus, retrieval practice is also effective for fostering learning of complex materials and, even more importantly, for promoting transfer of learning--a crucial goal in modern educational practices.

The study examines the influence of teacher feedback in the relationship between peer rejection and student level predictors of rejection. Feedback on academic performance and social behaviour recorded during a standardised lesson was analysed for each of 36 Grade 1-3 classes (N = 709). Student social behaviour, academic achievement, and language skills were assessed at the start of the school year. Peer rejection was assessed at both the beginning and end of the school year. Three types of feedback behaviour were identified: Teachers who gave most negative feedback on social behaviour, those who gave most positive feedback on academic performance, and those who gave less feedback, positive or negative. Results provide evidence for the moderating role of teacher behaviour in the relationship between student academic achievement and peer rejection. In classrooms with the highest proportion of positive feedback on academic performance, academic achievement predicted peer rejection and there was a decrease in peer rejection over an academic year.

This study investigated the differences between the mathematical profiles of primary school pupils with intellectual disabilities (ID) enrolled in inclusive classrooms and those enrolled in special schools. It also considered whether the instructional setting has an impact on mathematical achievement gain. The mathematical achievement of 100 pupils with ID in inclusive classrooms (group[superscript INCLUSIVE], n = 44) and special schools (group[superscript SPECIAL], n = 56) was assessed at the beginning and the end of one school year. The results show that pupils with ID have a different mathematical profile in each setting. More of the pupils with very low mathematical achievement were enrolled in special schools and they made little progress over the course of the year. More of the pupils with ID who had computational skills were in inclusive classrooms. Due to large differences in age, IQ, and prior mathematical achievement between the two groups, a sample of matched pairs with one pupil from each setting was selected (n = 44). Regression analysis showed that the inclusive setting had a small positive effect on mathematical achievement gain after nine months. The study provides evidence that inclusive education is beneficial for the mathematical achievement gain of pupils with ID.