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Serial dependence entails an attractive bias based on the recent history of stimulation, making the current stimulus appear more similar to the preceding one. Although serial dependence is ubiquitous in perception, its nature and mechanisms remain unclear. Here, in two independent experiments, we test the hypothesis that this bias originates from high-level processing stages at the level of abstract information processing (Exp. 1 ) or at the level of judgment (Exp. 2 ). In Experiment 1 , serial dependence was induced by a task-irrelevant “inducer” stimulus in a numerosity discrimination task, similarly to previous studies. Importantly, in this experiment, the inducers were either arrays of dots similar to the task-relevant stimuli (e.g., 12 dots), or symbolic numbers (e.g., the numeral “12”). Both dots and symbol inducers successfully yielded attractive serial dependence biases, suggesting that abstract information about an image is sufficient to bias the perception of the current stimulus. In Experiment 2 , participants received feedback about their responses in each trial of a numerosity estimation task, which was designed to assess whether providing external information about the accuracy of judgments would modulate serial dependence. Providing feedback significantly increased the attractive serial dependence effect, suggesting that external information at the level of judgment may modulate the weight of past perceptual information during the processing of the current image. Overall, our results support the idea that, although serial dependence may operate at a perceptual level, it originates from high-level processing stages at the level of abstract information processing and at the level of judgment.

* Plantsoil feedbacks can influence plant growth and community structure by modifying soil biota and nutrients. Because most research has been performed at the species level and in monoculture, our ability to predict responses across species and in mixed communities is limited. As plant traits have been linked to both soil properties and plant growth, they may provide a useful approach for an understanding of feedbacks at a generic level. * We measured how monocultures and mixtures of grassland plant species with differing traits responded to soil that had been conditioned by model grassland plant communities dominated by either slow- or fast-growing species. * Soils conditioned by the fast-growing community had higher nitrogen availability than those conditioned by the slow-growing community; these changes influenced future plant growth. Effects were stronger, and plant traits had greater predictive power, in mixtures than in monocultures. In monoculture, all species produced more above-ground biomass in soil conditioned by the fast-growing community. In mixtures, slow-growing species produced more above-ground biomass, and fast-growing species produced more below-ground biomass, in soils conditioned by species with similar traits. * The use of a plant trait-based approach may therefore improve our understanding of differential plant species responses to plantsoil feedbacks, especially in a mixed-species environment.

Soil biota influence plant performance through plant-soil feedback, but it is unclear whether the strength of such feedback depends on plant traits and whether plant-soil feedback drives local plant diversity. We grew 16 co-occurring plant species with contrasting nutrient-acquisition strategies from hyperdiverse Australian shrublands and exposed them to soil biota from under their own or other plant species. Plant responses to soil biota varied according to their nutrient-acquisition strategy, including positive feedback for ectomycorrhizal plants and negative feedback for nitrogen-fixing and nonmycorrhizal plants. Simulations revealed that such strategy-dependent feedback is sufficient to maintain the high taxonomic and functional diversity characterizing these Mediterranean-climate shrublands. Our study identifies nutrient-acquisition strategy as a key trait explaining how different plant responses to soil biota promote local plant diversity.

The assumption that measurement error always reduces effect sizes is false Measurement error adds noise to predictions, increases uncertainty in parameter estimates, and makes it more difficult to discover new phenomena or to distinguish among competing theories. A common view is that any study finding an effect under noisy conditions provides evidence that the underlying effect is particularly strong and robust. Yet, statistical significance conveys very little information when measurements are noisy. In noisy research settings, poor measurement can contribute to exaggerated estimates of effect size. This problem and related misunderstandings are key components in a feedback loop that perpetuates the replication crisis in science.

Drawing upon research on the ways texts work as communication across different disciplines, this study investigated teacher and student feedback practices on three different patterns of writing: comparison-contrast essays, opinion essays, and cause-and-effect essays. The data were collected through three qualitative techniques: interviews, class observations, and an analysis of course documents and student-marked writing. The results showed that the participants did not always adhere to rhetorical features of different writing patterns when giving and responding to feedback. Rather, practices of feedback were majorly shaped by their beliefs about academic writing, assessment, and cognitive issues with rhetorical patterns. The results suggest a need for raising student and teacher awareness of the values of different patterns of writing for subject-domain studies; building a constructive alignment between writing course objectives, course assessment, and feedback practices; and involving students in the academic acculturation process.

Despite the emphasis on effective supervisory feedback formulation on postgraduates’ academic writing, our understanding of effective feedback forms may not be comprehensive without mentoring students’ responses to feedback. Therefore, the current case study explores feedback formulation on research proposal writing and two postgraduates’ responses to feedback in a Malaysian university. Data were collected from written feedback, students’ commenting responses to feedback, their text revisions, and follow-up interviews. The feedback is formulated as directive, referential, and expressive, and it addresses issues related to content, organization, linguistic accuracy, and appropriateness in research proposal writing. The two postgraduates engaged in cognitive (e.g., confusion), metacognitive (e.g., reading feedback), and affective (e.g., appreciating feedback) responses to feedback. They integrated most of the feedback in revising their writing and made additional text revisions. Although this study is primarily qualitative in nature, simple descriptive quantitative measures were applied to the data to determine the prevalence of feedback forms, responding and revision patterns. The study provides useful suggestions for supervisory feedback practices.

Systemic challenges for feedback practice are widely discussed in the research literature. The expanding mass higher education systems, for instance, seem to inhibit regular and sustained teacher-student interactions. The concept of feedback literacy, representing students’ and teachers’ capacities to optimize the benefits of feedback opportunities, has gained widespread attention by offering new ways of tackling these challenges. This study involves a critical review of the first 49 published articles on feedback literacy. Drawing on science and technology studies, and in particular on Popkewitz’s concept of fabrication, we explore how research has invented feedback literacy as a way of reframing feedback processes through the idea of individual skill development. First, we analyze how research has fabricated students and teachers through their feedback literacies that can be tracked, measured, and developed. Here, there exists a conceptual shift from analyzing feedback as external input to feedback literacy as a psychological construct residing within individuals. This interpretation carries positive implications of student and teacher empowerment, whilst downplaying policy-level challenges facing feedback interactions. The second contrasting fabrication positions feedback literate students and teachers as socio-culturally situated, communal agents. We conclude that feedback literacy is a powerful idea that, if used carefully, carries potential for reimagining feedback in higher education. It also, however, risks psychologizing students’ and teachers’ feedback behaviors amidst prevalent assessment and grading policies. We call for further reflexivity in considering whether feedback literacy research aims to challenge or complement the broader socio-political landscapes of higher education.

Hydrogels are highly cross-linked polymer networks that are heavily swollen with water. Hydrogels have been used as dynamic, tunable, degradable materials for growing cells and tissues. Zhang and Khademhosseini review the advances in making hydrogels with improved mechanical strength and greater flexibility for use in a wide range of applications. Science , this issue p. eaaf3627 Hydrogels are formed from hydrophilic polymer chains surrounded by a water-rich environment. They have widespread applications in various fields such as biomedicine, soft electronics, sensors, and actuators. Conventional hydrogels usually possess limited mechanical strength and are prone to permanent breakage. Further, the lack of dynamic cues and structural complexity within the hydrogels has limited their functions. Recent developments include engineering hydrogels that possess improved physicochemical properties, ranging from designs of innovative chemistries and compositions to integration of dynamic modulation and sophisticated architectures. We review major advances in designing and engineering hydrogels and strategies targeting precise manipulation of their properties across multiple scales.

A feedback attribution analysis is conducted for the ENSO‐related atmospheric and surface temperature anomalies in boreal winter. Local temperature anomalies are decomposed into partial temperature changes due to changes in oceanic dynamics/heat storage, water vapor, clouds, atmospheric dynamics, ozone, and surface albedo. It is shown that atmospheric dynamics plays distinctly different roles in establishing the tropical and extratropical temperature response to El Niño. The atmospheric dynamics serves as a primary negative feedback to the tropical (tropospheric) warming by transporting out of the tropics excessive energy production associated with oceanic dynamical forcing. In the northern extratropics, it is the main forcing of atmospheric temperature changes and also modulates surface temperatures via longwave radiative heating and cooling. This provides an alternative view of the “atmospheric bridge” mechanism from the perspective of local energetics and temperature feedback attribution. Substantial tropospheric cooling over the eastern North Pacific is found to be collectively contributed by water vapor, cloud, and atmospheric dynamical feedbacks, driven at least partly by the equatorward shift of the Pacific storm track during El Niño. Polar stratospheric warming (cooling), largely due to atmospheric dynamics, is seen over the Eurasian‐Pacific (Atlantic) sector, with ozone feedback contributing significantly to the midstratospheric cooling over the Atlantic sector. Water vapor (atmospheric dynamical) feedback has an overall warming (cooling) effect throughout the tropical troposphere, and cloud feedback cools (warms) the tropical lower to middle (upper) troposphere. Atmospheric dynamics induces stratospheric warming over the entire northern extratropics and drives over northern midlatitudes (high latitudes) a tropospheric cooling (warming) that generally intensifies with altitude. Key Points Decomposition of global temperature responses to ENSO Contribution of partial temperature to ENSO‐related temperature anomalies Application of the feedback response analysis to temperature decomposition

ObjectiveHypothesis – all members of a service, including those not always thought of as in the multidisciplinary team (MDT), will have helpful views about how NICE standards are met in their service, if they had a platform to share them. We explored this in benchmarking ‘Disabled children and young people up to 25 with severe complex needs: integrated service delivery and organization across health, social care and education NG 213’.MethodsEmail to all staff exploring confidence and motivation to benchmark. Invited to respond numerically with 1 being no confidence/motivation and 10 being highest.Email to all staff inviting comments on 8 of the 330 standards from NICE NG 213Same invitation via a ‘walking board’, where the sample guideline was printed out and also available via a QR code. Board had paper and pens and was left to standalone, or with an author (SR) ready to engage in discussion.ResultsMotivation and confidence survey – 16 responses from a possible 125 emailed. 87% rating their interest in the guideline 7 or above, 69% felt that they had a role in benchmarking process, and 43% rated their confidence in benchmarking greater than 5.Emails – responses decreased both with time and with number of items included. While the response was low (7 teams/individuals) there was representation from therapies, administrative, reception and housekeeping teams.Disappointingly the ‘walking board’ itself received one response when left alone, 8 responses were received when approaching members of the MDT and having face to face discussions.ConclusionWe were delighted that some of the wider team were both enthusiastic and motivated to benchmark – as none of these individuals are in a management position (who would traditionally benchmark) these team members will be used to continue to engage ‘quiet voices’ in benchmarking.We had some unanticipated information. An example of a child’s view being sought came from a member of the domestic team‘I see (dental nurse) walking backwards down the corridor so that she can see how the child is feeling on the way into the clinic room’.We noted that despite the low number of views on benchmarking, the representation of many disciplines allowed benchmarking to be meaningful.We believe that employment of multiple techniques to widen participation from a broader group of people can work, but is not without challenges or time constraints.