The short timescale of the solar flare reconnection process has long proved to be a puzzle. Recent studies suggest the importance of the formation of plasmoids in the reconnecting current sheet, with quantifying the aspect ratio of the width to length of the current sheet in terms of a negative power $ \alpha $ of the Lundquist number, that is, $ {S}^{-\alpha } $, being key to understanding the onset of plasmoids formation. In this paper, we make the first application of theoretical scalings for this aspect ratio to observed flares to evaluate how plasmoid formation may connect with observations. For three different flares that show plasmoids we find a range of $ \alpha $ values of $ \alpha =0.26 $ to $ 0.31 $. The values in this small range implies that plasmoids may be forming before the theoretically predicted critical aspect ratio ($ \alpha =1/3 $) has been reached, potentially presenting a challenge for the theoretical models.

Previous studies analysing the differences in emotionality in first and second language suggest that affective content of lexical items is modulated in certain contexts. This paper investigates the differences in valence and arousal ratings for 300 early words, in both oral and written modalities, through speakers’ subjective appraisal of words given by two immersion groups of Spanish late bilinguals (Chinese and European) compared with a group of native speakers. The main goal of our study is to identify the lexical areas where variability occurs, regarding to a set of affective (emotional charge and intensity), grammatical (nouns, adjectives and verbs) and semantic (concreteness) features of words. Our results show that valence is the dimension where the greatest variability is observed between native and bilinguals, although the influence of the independent factors differs considerably. Besides, arousal yields illuminating data regarding the grammatical category of words and differentiation between the groups of participants.

Previous research has shown language-specific features play a guiding role in how children develop expression of events with speech and gestures. This study adopts a multimodal approach and examines Mandarin Chinese, a language that features context use and verb serializations. Forty children (four-to-seven years old) and ten adults were asked to describe fourteen video stimuli depicting different types of causal events involving location/state changes. Participants’ speech was segmented into clauses and co-occurring gestures were analyzed in relation to causation. The results show that the older the children, the greater the use of contextual clauses which contribute meaning to event descriptions. It is not until the age of six that children used adult-like structures – namely, using single gestures representing causing actions and aligning them with verb serializations in single clauses. We discuss the implications of these findings for the guiding role of language specificity in multimodal language development.

Prior research on goal self-concordance (GSC) and goal attainment (GA) has studied these dimensions as transversal sections through a person’s life domains. Blending the recent developments in self-determination theory and pro-environmental behavior literature, the current study introduced the concept of non-restricted goals and explored whether work climate (WCQ) and environmental identity (EID) impact GA and, through it, in-role job performance (IRB), organizational citizenship behaviors (OCB) and wellbeing, as well as organizational citizenship behaviors for the environment (OCBE). It also explored GSC along with basic psychological needs’ satisfaction (BPNS) and GA, as explanatory mechanisms. The study relied on data collected at two different moments in time, with a retained sample of 201 employees from different organizations. Results confirmed that WCQ and EID are relevant antecedents for IRB, OCB and wellbeing, as well as OCBE. Except for the direct relationship between EID and OCB/OCBE, most of these impacts were indirect, through BPNS, GSC or GA. The current study did not find a significant relationship between GSC and GA, adding to the line of mixed results regarding their relationship. The findings inform pro-environmental interventions in the workplace, as well as human resource management practices that foster employee wellbeing, work-life balance, and job performance.

Children with autism spectrum disorder (ASD) show heterogeneous language profiles beyond early language delays. Understanding the second language profiles of bilingual children with ASD is important for clinical practice in diverse societies. Accordingly, we examined the narrative abilities of bilinguals with ASD, with developmental language disorder (DLD), and with typical development (TD) to determine which narrative components best differentiate bilinguals with ASD from the other groups. Participants were 29 bilingual children with ASD, DLD, and TD who were matched for age (mean = 6;8), nonverbal intelligence, and receptive vocabulary. Narratives were coded for macrostructure (story grammar (SG) scores, number of individual SG components) and microstructure (syntactic complexity, mean length of utterance, lexical diversity, and story length). The TD group had superior SG scores, included more SG components, and used longer utterances and more complex syntax than the ASD group, whereas no differences were found between the clinical groups. For SG components requiring perspective-taking abilities, the ASD group had worse performance than the TD and DLD groups. Our results suggest that bilingual children with ASD show weaknesses in both macrostructure and microstructure, which can overlap with children with DLD. The linguistic profiles of bilingual children with ASD and DLD are thus both overlapping and distinct.

While there are always differences in children’s input, it is unclear how often these differences impact language development – that is, are developmentally meaningful – and why they do (or do not) do so. We describe a new approach using computational cognitive modeling that links children’s input to predicted language development outcomes, and can identify if input differences are potentially developmentally meaningful. We use this approach to investigate if there is developmentally-meaningful input variation across socio-economic status (SES) with respect to the complex syntactic knowledge called syntactic islands. We focus on four island types with available data about the target linguistic behavior. Despite several measurable input differences for syntactic island input across SES, our model predicts this variation not to be developmentally meaningful: it predicts no differences in the syntactic island knowledge that can be learned from that input. We discuss implications for language development variability across SES.

A common feature of discourse coherence is hierarchical organization: more generally, central relations (characterizing the overall topic or goal) dominate complementary or modifying relations. In this hierarchy, higher levels tend to be marked by stronger prosodic cues than lower levels. This study seeks to understand how such a system emerges in human communication – what is present at the outset, and what takes time to develop. Specifically, we investigate whether the conceptualization of hierarchical organization precedes overt linguistic structuring, and whether distinct types and strengths of prosodic marking at different hierarchical levels can be discerned in the process of emergence. The only empirical evidence for such an investigation comes from sign languages, because they can arise de novo at any time. Sign languages offer the additional advantage of directly linking instantiations of linguistic structure to articulations of different visually perceived bodily articulators. Our study of a young sign language, Israeli Sign Language (ISL), finds that conceptual hierarchical structuring of discourse arises very early. However, the organization of bodily articulators to linguistically mark hierarchical information takes time to emerge: Younger ISL signers use smaller, less salient articulators at lower levels of the hierarchy compared to older signers.

In 1984 Jacobson and colleagues introduced the concept of reliable change, viz the amount of change on a measure that an individual needed to show to determine that it exceeded the extent of change likely due to measurement error alone. Establishing reliable change was a pre-requisite for determining clinical significance. This paper summarizes the rationale for determining reliable change as providing an individual-focused, idiographic alternative to the dominant nomothetic approach to clinical outcome research based on group mean data and statistical significance. The conventional computational steps for calculating an individual’s standardized difference (reliable change) score and the minimum raw change score on the measure (a reliable change index) required to classify individuals as reliably positively changed, indeterminate, or reliably deteriorated are described. Two methods for graphically representing reliable change are presented, and a range of possible uses in both research and practice settings are summarized. A number of issues and debates concerning the calculation of reliable change are reviewed. It is concluded that the concept of reliable change remains useful for both cognitive behavioural researchers and practitioners, but that there are options regarding methods of computation. In any use of reliable change, the rationale for selecting among method options and the exact computations used need clear and careful description so that we can continuously judge the utility and appropriateness of the use of reliable change and enhance its value to the field.

Intervention is considered the ultimate goal of the diagnostic process. However, when diagnostic assessment is largely focused on student (mal)adjustment and when the role and perspective of the teacher is not systematically evaluated, the assessment may fail to generate useful recommendations for intervention or teacher consultation. Based on a descriptive case report, the potential contribution of the Teacher Relationship Interview in making the assessment phase more relevant to intervention is outlined and illustrated.