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Sökning: WFRF:(Snow Catherine E.) > (2024)

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1.
  • Zuntini, Alexandre R., et al. (författare)
  • Phylogenomics and the rise of the angiosperms
  • 2024
  • Ingår i: NATURE. - 0028-0836 .- 1476-4687. ; 629, s. 843-850
  • Tidskriftsartikel (refereegranskat)abstract
    • Angiosperms are the cornerstone of most terrestrial ecosystems and human livelihoods(1,2). A robust understanding of angiosperm evolution is required to explain their rise to ecological dominance. So far, the angiosperm tree of life has been determined primarily by means of analyses of the plastid genome(3,4). Many studies have drawn on this foundational work, such as classification and first insights into angiosperm diversification since their Mesozoic origins(5-7). However, the limited and biased sampling of both taxa and genomes undermines confidence in the tree and its implications. Here, we build the tree of life for almost 8,000 (about 60%) angiosperm genera using a standardized set of 353 nuclear genes(8). This 15-fold increase in genus-level sampling relative to comparable nuclear studies(9) provides a critical test of earlier results and brings notable change to key groups, especially in rosids, while substantiating many previously predicted relationships. Scaling this tree to time using 200 fossils, we discovered that early angiosperm evolution was characterized by high gene tree conflict and explosive diversification, giving rise to more than 80% of extant angiosperm orders. Steady diversification ensued through the remaining Mesozoic Era until rates resurged in the Cenozoic Era, concurrent with decreasing global temperatures and tightly linked with gene tree conflict. Taken together, our extensive sampling combined with advanced phylogenomic methods shows the deep history and full complexity in the evolution of a megadiverse clade.
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2.
  • Grover, Vibeke, et al. (författare)
  • Are There Sustained Effects of a Preschool Shared-Reading Intervention Addressing Dual Language Learners?
  • 2024
  • Ingår i: SCIENTIFIC STUDIES OF READING. - 1088-8438 .- 1532-799X.
  • Tidskriftsartikel (refereegranskat)abstract
    • PurposePrevious research has demonstrated that immediate effects of language interventions tend to fade, but has also suggested that differentiating language skill types may be essential for understanding fade-out processes. This paper examines the longer-term effects of participating in a shared-reading intervention.MethodThe study included 464 dual-language learners (DLLs) (49.6% girls) in Norway with a mean age of 52.60 months when the intervention started. They were randomly assigned to an intervention condition receiving a shared-reading program in preschool and at home or a business-as-usual control condition. The children spoke a number of first languages and were second-language speakers of Norwegian. Children's second-language skills were assessed seven months following the completion of the intervention. We asked whether the developmental advantages induced during the intervention faded or remained when the intervention conditions were no longer present, using autoregressive structural modelling and second-order latent growth modelling to answer the question.ResultsWhile some immediate intervention effects disappeared (grammar) or showed tendencies to fade (vocabulary and perspective taking), second-order latent growth modelling suggested that narrative skills emerged.ConclusionThe results demonstrate the need to consider skill type in future research on fade-out and offer a longer-term perspective on how DLLs respond to shared-reading interventions.
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