Relative contribution of feedback processes to Arctic amplification of temperature change in MIROC GCM

2013 ◽  
Vol 42 (5-6) ◽  
pp. 1613-1630 ◽  
Author(s):  
Masakazu Yoshimori ◽  
Masahiro Watanabe ◽  
Ayako Abe-Ouchi ◽  
Hideo Shiogama ◽  
Tomoo Ogura
Atmosphere ◽  
2019 ◽  
Vol 10 (12) ◽  
pp. 748
Author(s):  
Lingna Wei ◽  
Jianzhi Dong ◽  
Xi Chen ◽  
Wei Shao

The likelihood of experiencing hot extremes has drastically increased due to global warming. Using 554 ground-based air temperature stations, changes in the number of hot days (NHD) in the Chinese mainland during 1960 to 2011 was investigated. We found that the NHD of the current period (1991–2011) was 70% higher than that of the base period (1960–1990). This NHD increment was attributed to the increased summer air temperature mean and its extended hot tail length—defined as the range of the mean and 90th percentile of summer air temperature. To distinguish the relative contribution of air temperature mean and hot tail length change to the NHD occurrence, a numerical-based frame work was proposed. Results showed that global warming (mean temperature increase) contributes approximately 75% of the total NHD increment. Although the average contribution of the hot tail length change is relatively small, it dominates the NHD change in regions where global warming is insignificant, e.g., the central part of China. Results suggest that frameworks and models that fail to capture the air temperature tail changes will result in biased low hot extreme occurrence estimations. This low bias would be particularly significant in regions where the mean temperature change is marginal. Hence, capturing the tail change should be the key model evaluation criterion in regions where the annual mean temperature change is relatively insignificant.


2003 ◽  
Vol 8 (4) ◽  
pp. 252-265 ◽  
Author(s):  
Manuel G. Calvo ◽  
P. Avero ◽  
M. Dolores Castillo ◽  
Juan J. Miguel-Tobal

We examined the relative contribution of specific components of multidimensional anxiety to cognitive biases in the processing of threat-related information in three experiments. Attentional bias was assessed by the emotional Stroop word color-naming task, interpretative bias by an on-line inference processing task, and explicit memory bias by sensitivity (d') and response criterion (β) from word-recognition scores. Multiple regression analyses revealed, first, that phobic anxiety and evaluative anxiety predicted selective attention to physical- and ego-threat information, respectively; cognitive anxiety predicted selective attention to both types of threat. Second, phobic anxiety predicted inhibition of inferences related to physically threatening outcomes of ambiguous situations. And, third, evaluative anxiety predicted a response bias, rather than a genuine memory bias, in the reporting of presented and nonpresented ego-threat information. Other anxiety components, such as motor and physiological anxiety, or interpersonal and daily-routines anxiety made no specific contribution to any cognitive bias. Multidimensional anxiety measures are useful for detecting content-specificity effects in cognitive biases.


2019 ◽  
Vol 139 (9) ◽  
pp. 584-591
Author(s):  
Takumi Takashima ◽  
Kazuaki Ikeda

Diabetes ◽  
1993 ◽  
Vol 42 (5) ◽  
pp. 720-731 ◽  
Author(s):  
G. M. Steil ◽  
M. A. Meador ◽  
R. N. Bergman

2019 ◽  
Author(s):  
Krisztina Sára Lukics ◽  
Ágnes Lukács

First language acquisition is facilitated by several characteristics of infant-directed speech, but we know little about their relative contribution to learning different aspects of language. We investigated infant-directed speech effects on the acquisition of a linear artificial grammar in two experiments. We examined the effect of incremental presentation of strings (starting small) and prosody (comparing monotonous, arbitrary and phrase prosody). Presenting shorter strings before longer ones led to higher learning rates compared to random presentation. Prosody marking phrases had a similar effect, yet, prosody without marking syntactic units did not facilitate learning. These studies were the first to test the starting small effect with a linear artificial grammar, and also the first to investigate the combined effect of starting small and prosody. Our results suggest that starting small and prosody facilitate the extraction of regularities from artificial linguistic stimuli, indicating they may play an important role in natural language acquisition.


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