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While observing gesture has been shown to benefit narrative recall and learning, research has yet to show whether gestures that provide information that is missing from speech benefit narrative recall. This study explored whether observing gestures that relay the same information as speech and gestures that provide information missing from speech differentially affect narrative recall in university students. Participants were presented with a videotaped narrative told in one of four conditions: with gestures and no missing verbal information, with gestures and missing verbal information, with no gestures and no missing verbal information, or with no gestures and missing verbal information. Results showed that observing gestures that provided additional information to speech (i.e., when the speech was missing vital information) enhanced narrative recall compared to observing no gestures, while observing gestures that did not provide additional information to speech were no more beneficial than observing no gestures at all. Findings from the current study provide valuable insight into the beneficial effect of iconic gesture on narrative recall, with important implications for education and learning.

The number of Arctic glaciers with direct, long-term measurements of mass balance is limited. Here we used satellite-based observations of the glacier snowline altitude (SLA), the location of the transition between snow cover and ice late in the summer, to approximate the position of the equilibrium-line altitude (ELA), a variable important for mass balance assessment and for understanding the response of glaciers to climate change. We mapped the snowline (SL) on a subset of 269 land-terminating glaciers above 60° N latitude in the latest available summer, clear-sky Landsat satellite image between 1984 and 2022. The mean SLA was extracted using the Advanced Spaceborne Thermal Emission and Reflection Radiometer (ASTER) Global Digital Elevation Model (GDEM). We compared the remotely observed SLA observations with available long-term field-based measurements of ELA and with ERA5-Land reanalysis climate data. Over the last 4 decades, Arctic glacier SLAs have risen an average of ∼152 m (3.9±0.4 m yr -1 ; R2=0.74 , p<0.001), with a corresponding summer (June, July, August) temperature shift of +1.2 °C at the glacier locations. This equates to a 127±5 m shift per 1 °C of summer warming. However, we note that the effect of glacier surface thinning could bias our estimates of SLA rise by up to ∼1 m yr -1 , a significant fraction (∼25 %) of the overall rate of change, and thus should be interpreted as a maximum constraint. Along with warming, we observe an overall decrease in snowfall, an increase in rainfall, and a decrease in the total number of days in which the mean daily temperature is less than or equal to 0 °C. Glacier SLA is most strongly correlated with the number of freezing days, emphasizing the dual effect of multi-decadal trends in mean annual temperature on both ablation (increasing melt) and accumulation processes (reducing the number of days in which snow can fall). Although we find evidence for a negative morpho-topographic feedback that occurs as glaciers retreat to higher elevations, we show that more than 50 % of the glaciers studied here could be entirely below the late-summer SLA by 2100, assuming the pace of global warming and the mean rate of SLA rise are maintained. [ABSTRACT FROM AUTHOR]

The number of Arctic glaciers with direct, long–term measurements of mass balance is limited. Here we used satellite–based observations of the glacier snowline altitude (SLA), the location of the transition between snow cover and ice late in the summer, to approximate the position of the equilibrium line altitude (ELA)–a parameter important for mass balance assessment and for understanding the response of glaciers to climate change. We mapped the snowline (SL) on a subset of 269 land–terminating glaciers above 60 °N latitude in the latest available summer, clear–sky Landsat satellite image between 1984 and 2022. The mean SLA was extracted using the Advanced Spaceborne Thermal Emission and Reflection Radiometer (ASTER) Global Digital Elevation Model (GDEM). We compare remotely–observed SLA observations with available long–term field–based measurements of ELA and with ERA5–Land reanalysis climate data. Over the last four decades, Arctic glacier SLAs have risen an average of ~152 m (3.9±0.4 m yr–1; R2=0.74, p<0.001), with a corresponding summer (June, July, August) temperature shift of +1.2 °C at the glacier locations. This equates to a 127±5 m shift per 1 °C of summer warming. However, along with warming, we observe an overall decrease in snowfall, an increase in rainfall, and a decrease in the total number of days in which the mean daily temperature is less than or equal to 0 °C. Glacier SLA is most strongly correlated with the number of freezing days, emphasizing the dual effect of multi–decadal trends in mean annual temperature on both ablation (increasing melt) and accumulation processes (reducing the number of days in which snow can fall). Although we find evidence for a negative morpho–topographic feedback that occurs as glaciers retreat to higher elevations, we show that more than 50 % of the glaciers studied here could be entirely below the SLA by 2100, assuming the pace of global warming and the mean rate of SLA rise is maintained. [ABSTRACT FROM AUTHOR]

Within an increasingly polarized political society, the American university system is a space that is no exception. The authors approach the complex and dynamic issue of community engagement within a polarized space using their unique standpoint of attending and teaching at predominantly white institutions in the American rural Deep South. This piece takes into consideration the perceptions of the student and the instructor that contribute to a continuation of polarized space that inhibits not only our ability to build community but also our ability to "do sociology" in the classroom, promote critical thinking, and use our sociological imaginations to truly explore nuances. Given the two-fold issue of instructors and students often perceiving each other to be at odds within an increasingly politicized society, this commentary offers three pieces of advice on (1) transforming critical thinking for both the instructor and the classroom, (2) avoiding potential pitfalls within polarized spaces, and (3) offering hope for the future through suggestions on applying community-engagement in the classroom. This advice will transform the classroom to fit the ideals of community-engaged sociology and remind us that sociology should not simply be taught from a top-down approach, but rather utilized as a tool for social change. [ABSTRACT FROM AUTHOR]

Live streaming allows streamers and viewers to watch, create, and share videos in real time on topics from gaming, shopping, and social channels to tourism and entertainment. It is distinct from earlier forms of social media in that it allows for real‐time interaction and is extremely synchronous. That makes live streaming an important new area of enquiry. Yet live streaming platforms, streamers, and scholars lack an informed structure from which to build more holistic understanding and strategy. Following the theory–context–characteristics–methodology framework, we undertake a framework‐based systematic literature review of 89 articles to source, review, and synthesize disparate findings in the arena of live streaming and live streaming commerce users' motivation and interactions. A dual stimulus–organism–response integrative framework is developed to further explore the characteristics of interaction and motivation factors. A future research agenda highlights areas of research focus that are critical next steps for scholars. [ABSTRACT FROM AUTHOR]