bluuebunny/crossref_metadata_2025_split huggingface dataset:
Evaluation of 0.01 M CaCl 2 Extractable Nitrogen Forms in a Long-term Experiment
Authors: Lazányi János , Loch J. 
Published: June 2007

Soil nitrogen undergoes a series of chemical and
biological transformations, which influence their availability to plants and
the leaching losses. Methods for measuring various forms of nitrogen in soil
are important in order to improve N management and to minimize losses of
essential nutrients in soils. In the
present study 0.01
M
CaCl
2
extraction was used to
determine the concentrations of ammonium, nitrate and N-organic forms, as these
are closely related to the N mineralization potential of the soil and play a
major role in nitrogen availability to plants. Improving the precision of
nitrogen requirement estimation is essential for increasing the efficiency and
minimizing potential losses of nitrogen in agricultural production. A better
knowledge of the plant-availability of nitrogen may help improve the efficient
use of fertilizers and organic manure. In the present study the amounts of N-NO
3
,
N-NH
4
and N organic were studied in Westsik's crop rotation
experiment. The crop rotation experiment was established in 1929, and is the
best known and most remarkable example of continuous production in Hungary,
enabling the study of the long-term effects of organic manure treatment, the
development of models and the prediction of the probable influences of
different cropping systems on soil properties and crop yields in the Nyírség
(sandy soil) region of Hungary. The
study aimed the optimization of the fertilizer recommendation system by
considering the soil N-organic content as a measurement of site-specific
mineralization potential. The 0.01
M
CaCl
2
extraction
method measures soluble organic N compounds that are related to the
mineralization of organic nitrogen in the soil.
The introduction of this concept can possibly result in a more
environment-friendly nitrogen fertilization, without negative effects on the
yield or the quality of produced crops. Taking practicability and costs into
consideration, the 0.01
M
CaCl
2
extraction method is
suitable for the routine analysis of measuring easily available organic nitrogen.
The Effect of Phosphate Rocks on Spring Barley Shoot Yield in a Pot Trial
Authors: Csathó Péter , Osztoics E. , Csillag J. , Lengyel T. , Gonda L. , Radimszky L. , Baczó G. , Magyar M. , R. Végh K. , Karátsonyi M. , Takács T. , Lukács A. , Németh T. 
Published: June 2007

Depending on their origin, sedimentary phosphate
rocks (PRs) may differ in their P solubility, and, as a consequence, in their
agronomic effectiveness. The effect of six phosphate rocks (PR) - originating
from Algeria (ALG), North Florida (FLO), North Carolina (NCA), Senegal (SEN)
Morocco (MOR) and Hyperphosphate (HYP) with various P solubility (evaluated by
2% formic acid, 2% citric acid, and neutral ammonium citrate) - as well as
single superphosphate (SSP) and superphosphate + lime (SSP + Ca) (each P source
on 4 P levels, with doses of 0, 100, 400 and 1600 mg P
2
O
5
·kg
-1

soil) on the shoot yield of tillering stage spring barley, soil available
P (i.e. H
2
O, Olsen, Bray1, Lakanen-Erviö (LE) and ammonium lactate
(AL) extractable P contents) were studied in pot experiments set up with acidic
sandy soil (Nyírlugos, Hungary) and acidic clay loam soil (Ragály, Hungary),
both with low P supplies. The average
spring barley shoot yield at the beginning of shooting was 95% higher on the
colloid-rich acidic (pH
KCl
: 4.5) clay loam soil than on the
colloid-poor acidic (pH
KCl
: 3.8) sandy soil. The differences in the
solubility of phosphate rocks showed close correlation to the differences in P
responses. On both soils, the correlation between total PR-P added and P
responses in spring barley shoot yield was much weaker than that between
neutral ammonium citrate soluble PR-P added and P responses in spring barley
shoot yield. When phosphate rocks were applied as P sources, the comparison of
soil test P methods showed a different picture on the two soils. In the case of
the acidic sandy soil (Nyírlugos), the strongly acid LE-P (r² = 0.83) and
AL-P (r² =0.74) tests gave the highest correlation coefficients with
spring barley responses to P, while on the acidic clay loam soil (Ragály) these
were achieved by the Olsen-P (r² = 0.88) and Bray1-P (r² =0.88)
methods.
Inter- and Intraspecific Variability in Infectivity and Effectiveness of Five Glomus sp . Strains and Growth Response of Tomato Host
Authors: Takács Tünde , Biró I. , Anton A. , Chaoxing He 
Published: June 2007

Arbuscular mycorrhizal
(AM) fungi are obligatory biotrophic symbionts living in the roots of most
terrestrial plants. AM fungi (AMF) have a positive effect on plant growth and
plant nutrition, especially under stress conditions. The aim of the present study was to observe
the relationship between the mycorrhizal dependency and nutrient uptake of host
plants and the rate of AMF colonization in a pot experiment. The degree of host
growth responses to AMF colonization is expressed as mycorrhizal dependency
(MD). The pot trial was set up with a
sterilized calcareous chernozem soil from Nagyhörcsök (Hungary) in a growth
chamber under controlled climatic conditions. Tomato
(Lycopersicon
esculentum
L.) plants were inoculated with
Glomus claroideum
(BEG23)
,
Glomus fasciculatum
(BEG53),
Glomus geosporum
(BEG11),
Glomus
mosseae
(BEG12) strains and a
Glomus mosseae
AMF culture produced by
authors. The dry biomass production, the micro- and macronutrient
concentrations of the shoots and the parameters of the mycorrhizal infection
were determined. Each AM fungi species or isolate caused different and
distinct changes in host plant growth and nutrient uptake. The biomass
production of tomato increased significantly in the presence of AM symbiosis.
The mean values of MD, calculated from shoot dry matter, varied between 36% and
55%. Mycorrhizal inoculation improved the P, N and K uptake of tomato. The
highest values for root colonization, frequency of infection or arbuscular
richness were found in the root of tomato inoculated with the two
Glomus
mosseae
strains. The highest MD and nutrient contents appeared in the shoot
of tomato treated withour
Glomus mosseae
strain, which may
indicate a stronger affinity (compatibility) between the symbiotic partners.
The results confirmed that the selected AMF strains are applicable in
sustainable horticulture.
Quantitative Rheological Indicators for Soil Physical Degradation
Authors: Szegi Tamás , Tombácz E. , Czibulya Zs. , Akagi J. , Zsolnay A. 
Published: June 2007

A lot of attention is
being paid to the understanding of the influence of soil degradation on human
life at the beginning of the 21
st
century. Among the many types of
degradation processes, structural degradation is widespread on huge areas in
Europe. For better control, it is needed to get familiar with all the driving
forces, the main reasons that lead to soil degradation (Várallyay, 2003; ESB, 2002). In addition to unfavourable
natural conditions, inappropriate land use has an important impact on
micro-aggregate stability and the rate of tolerance to deformation forces, such
as cultivation and erosion. Rheological
measurements provide new quantitative information on particle-particle
interaction, the colloidal stability and structure of concentrated suspensions
in general. Field samples from loess derived agricultural soils were
investigated. In addition to general laboratory analyses (soil organic matter
content, CaCO
3
content, CEC), conventional, simple aggregate
stability, and water retention measurements and rheology were applied for
investigating the micro-aggregate stability of the samples. The evaluation of
pseudoplastic flow curves indicated close relationships between the strength
and stability of the physical network and the composition of the suspensions.
These soil properties have strong, well-defined connection with tolerating
cultivation and capability for erosion.
The effects of acoustic similarity on memory in children: A comparison between visual and auditory presentation
Authors: Hulme Charles 
Published: June 2007

AbstractChildren from 4 to 10 years old were presented with a serial recall task with pictures of common objects which had acoustically similar or dissimilar names, or with the spoken names of the pictures. Children of all ages showed consistently better recall of the pictures with dissimilar names. It is concluded, in contrast to some earlier studies, that children as young as 4 years are able to utilize a speech code as a means of memorizing pictures. With auditory presentation as in previous studies acoustic similarity had progressively more effect on recall with increasing age. The implications of these finding for current theories of short‐term memory and its development are discussed.
Face recognition, pose and ecological validity
Authors: Logie Robert H. , Baddeley Alan D. , Woodhead Muriel M. 
Published: June 2007

AbstractThis paper describes five experiments with two main aims; first, to assess the effects of variations in photographic facial pose on recognizability. A second, more fundamental aim was to examine the reliability of laboratory findings relevant to face recognition, in more ecologically valid settings, and to develop a methodology to further this aim. In Experiment 1 best performance was achieved with provision of three facial poses, namely full‐face, three‐quarter and profile views. With a single pose a three‐quarter view was the most helpful. Experiments 2 and 3 attempted to evaluate these findings in a real‐life setting using the general public or paid volunteers who attempted to identify a live target in a town centre from a previously presented photograph. The general public produced a very poor response, and the volunteers produced a low detection and high false recognition rate. Experiment 4 increased constraints on the experimental environment and produced a reasonable hit rate, but no effects of pose. Experiment 5 was a laboratory study where the presentation of a live target preceded photographic recognition. Effects of pose reappeared in line with results of Experiment 1. These results underline the danger involved in making practical recommendations arising from purely laboratory based research.
Conversation and remembering: Bartlett revisited
Authors: Edwards Derek , Middleton David 
Published: June 2007

AbstractBartlett's book Remembering (1932) is frequently cited as a major forerunner of the information processing approach to memory and cognition. This approach has itself been criticized by one of its founders, Ulric Neisser (1982), for its narrowness and artificiality compared with the nature of remembering in natural contexts. A re‐examination of Bartlett's work demonstrates that it offers little basis for an information processing approach, but rather that it offers the foundation of a much broader, culturally contextualized and functional approach to the study of everyday remembering. Three particular themes are discussed: the integration of social judgements and affective reactions with cognition, the role of conventional symbols in the coding and communication of experience, and the importance of conversational discourse. Bartlett's best‐known studies, involving the method of serial reproduction, are shown to be microcosmic demonstrations of the process that he was most concerned with—that of conventionalization of symbols rather than of the workings of an individual's memory. It is argued, again beginning with Bartlett, that everyday remembering may be most fruitfully studied in terms of its personal and social functions, and particularly through its realization in discourse.
Macro‐contexts for learning: Initial findings and issues
Authors: Sherwood Robert D. , Kinzer Charles K. , Hasselbring Ted S. , Bransford John D. 
Published: June 2007

AbstractThe purpose of this paper is to explore the use of video‐based technologies to create macro‐contexts that can facilitate comprehension and learning. A theoretical rationale for the use of macro‐contexts is considered, and the results of three experiments are described. The experiments involve very simple uses of technology yet show positive results. The results suggest that more sophisticated uses of technology, especially computer‐controlled interactive videodiscs, should have even greater benefits on comprehension and learning. The findings provide a rationale for conducting more extensive investigations that utilize sophisticated technologies.
The basis of the 3/4 view advantage in face recognition
Authors: Bruce Vicki , Valentine Tim , Baddeley Alan 
Published: June 2007

AbstractThree‐quarter views of faces promote better recognition memory for previously unfamiliar faces than do full‐face views. This paper reports experiments which examine the possible basis of the effect, and, in particular, examine whether the effect reflects some ‘canonical’ role for the 3/4 view of a face. Experiment 1 showed no advantage of 3/4 views over full‐face views when the task was to decide whether or not each of a series of faces was that of a highly familiar colleague. In Experiment 2 a sequential matching task was used, where subjects had to respond positively if both members of a pair of faces were of the same person. When the faces used were highly familiar to the subjects, there was no evidence of an advantage for a 3/4 view in the matching task. Three‐quarter views and full‐face views led to equivalent performance, though profiles produced decrements in performance. When the same faces were shown to subjects who were unfamiliar with the faces, 3/4 views did lead to increased speeds in same trials, compared with full‐face, though profiles again proved difficult. Thus a 3/4 view advantage appeared only where the faces were unfamiliar, and the task had to be performed at the level of visual matching. It appears that the 3/4 view advantage may be obtained only when the task involves explicit matching between test views and remembered target photographs, rather than reflecting any more fundamental properties of the representations used to recognize highly familiar faces.
A language effect in voice identification
Authors: Thompson Charles P. 
Published: June 2007

AbstractBilingual students recorded messages in English, Spanish, and English with a strong Spanish accent. Monolingual English‐speaking subjects heard a single message and attempted to identify the voice in a six‐person line‐up 1 week later. The line‐up message was delivered in the same language and accent as the initial message. Voices were identified best when speaking English and worst when speaking Spanish. Identification accuracy was intermediate for the accent condition. There were no reliable differences among conditions in false alarms when the target voice was absent from the line‐up. The effect of language was replicated using a 30‐min retention interval. Familiarity with the language and language constraints on voice characteristics were discussed as possible explanations of the language effect.
Braille learning: Relative importance of seven variables
Authors: Hall Anthony D. , Newman Slater E. 
Published: June 2007

AbstractA number of experiments have demonstrated that the learning of braille is affected by a variety of factors. The present experiment was carried out to determine the relative importance of these variables for braille learning. The variables were stimulus set discriminability (high, low), study modality (visual, haptic), test modality (visual, haptic), study size (large vs standard braille cell), test size (large vs standard braille cell), study rate (5 or 10 seconds per item), and test rate (5 or 10 seconds per item). The results showed that study modality, stimulus set discriminability, and test modality were the variables mainly responsible for differences in performance during acquisition. Some practical and theoretical implications of these results are considered.
Lay knowledge of eyewitness behaviour: A British survey
Authors: Noon Elizabeth , Hollin Clive R. 
Published: June 2007

AbstractOne of the recent concerns in the study of eyewitness memory is how well lay knowledge, i.e. ‘common sense’, matches the findings of empirical research. A number of American and Canadian studies, some using questionnaire methodology, have found limitations in lay knowledge of eyewitness behaviour. Further studies have extended this general finding beyond the lay public–who are prospective jurors–to legal professionals such as lawyers and policemen. The present study utilized the Knowledge of Eyewitness Behaviour Questionnaire (KEBQ), an inventory used in previous studies, to replicate the North American studies with a British sample of students, including law students, and the general public. The results showed a great similarity between the North American and British samples' knowledge of eyewitness behaviour. A significant number of correct responses were made to eight of the 14 KEBQ items, with a significant number of incorrect responses to the remainder. It was also found that law students were no more knowledgeable than other subjects; that knowledge did not vary with age; and that previous experience as an eyewitness was not related to knowledge of eyewitness behaviour. In responding to some of the criticisms of questionnaire studies it is argued that the evidence is mounting in favour of the need for a recognized system to make jurors aware of the factors known to influence eyewitness testimony.
Readability of instructional text, written for the general public
Authors: Wagenaar Willem A. , Schreuder Rob , Wijlhuizen Gert Jan 
Published: June 2007

AbstractThe readability of nine texts, written for the general public, was assessed by 12 different scores. Five of these scores were obtained from the structural analysis proposed by Kintsch and his colleagues. The analysis was applied on the macro‐level of text composition. Four measures were related to reading speed. The three remaining measures were: subjective assessment of readability, the Flesch index, and the cloze percentage. The pattern of correlations among the twelve measures revealed a close relation between subjective assessments, cloze scores, Flesch indices, the number of propositions per 100 words, and all measures of reading speed. The four remaining measures proposed by Kintsch did not correlate with this group, nor did they correlate amongst each other. A principal‐components analysis revealed two major factors which were identified as text difficulty at the micro‐level and at the macro‐level. It is concluded that a full description of readability requires analyses at both levels. Analysis at the macro‐level will remain extremely time‐consuming, especially since it can only be done by hand.
Autobiographical memories and self‐schemata
Authors: Barclay Craig R. , Subramaniam Gayatri 
Published: June 2007

AbstractSelf‐schemata associated with dependency were assessed in a group of nine adults. Subjects subsequently kept diary‐type records of the three most memorable events occurring in their daily lives during a 3‐week period. Free and cued recall memory tests for reported events were given approximately 5½ weeks after the completion of record keeping. A priori assessments of self‐schemata were correlated with the kinds of daily events reported: independent subjects evaluated their events as more independent than did dependent subjects, and vice‐versa. Free recall results suggested that the degree of schematicity found in assessment, and the nature of reported events, were correlated with memory. In cued recall no significant memory differences were found between independent and dependent subjects for schema‐consistent or inconsistent events. Self‐schemata apparently function as an effective retrieval environment in the absence of observable mnemonics. The data support the view that autobiographical recollections are reconstructions driven, in part, by self‐schemata derived from life experiences.
Learning a procedure from multimedia instructions: The effects of film and practice
Authors: Baggett Patricia 
Published: June 2007

AbstractCollege students were taught to build a model helicopter from an assembly kit. Their instructions consisted of a narrated film (one viewing or two), hands‐on practice using a model as a guide (one building or two), or a combination (see film first, build second; or build first, see film second). Performance on assembly from memory was assessed either immediately or after a 1‐week delay. Both structural and functional measures were used. (A new structural measure is introduced here.) Performance was best immediately for groups who had hands‐on practice, either twice, or in conjunction with a film. After a week, the group who practised first and saw the film second performed significantly better than all others. A theoretical framework, based on multimedia concept formation, is briefly presented to account for the results. In order for lasting concepts to be formed in memory, a precedence is suggested: motoric elements with their accompanying mental components should be put in first, followed by visual, followed by linguistic.
The early stages of reading: A longitudinal study
Authors: Ellis Nick , Large Barbara 
Published: June 2007

AbstractForty children were studied as they began to learn to read at 5 years old and as they developed their skill up to 7 years old. At each year they were tested for ability on 44 variables which measured ability in reading, spelling, vocabulary, short‐term memory, visual perception and discrimination, auditory‐visual integration, language knowledge, phonological awareness, grammatical knowledge, rote knowledge and ordering ability, and performance on the Weschler Intelligence Scale for Children. The data for the whole group of children were analysed in several ways: (1) At each year the patterns of associates of reading skill were determined (with and without control for IQ); (2) the abilities at one point in time which were associated with later reading skill were charted for the whole group, for a subset of children who at 5 years old started with no reading skill, and for another group of children who were progressing rapidly at 7 years old. Cross‐lagged correlation comparisons were made to investigate causal paths. These analyses allowed us to chart the course of reading development and the interactive ways in which associated skills such as spelling, reading, phonological awareness and syntactic knowledge grow from each other differentially at different stages of development. The nature of reading skill changes rapidly in the first 3 years of acquisition. In information processing terms it begins as an undifferentiated skill associated with knowledge of the letters of the alphabet, phonological awareness, and visual symbolic short‐term memory processes. It then changes in character, being associated with holistic visual pattern recognition skills. By 6 years old phonological awareness and verbal short‐term memory processes are by far the strongest associates. By 7 years old the better readers' skills are associated with analytic visual perceptual analysis, the learning of new symbol‐sound associations, and sound blending skill. Reading has become a multifaceted ability tapping a wide range of different skills from language comprehension to analysis of the order of elements in a visual array.