The overlooked effects of environmental impacts on root:shoot ratio in experiments and soil-crop models.

Process-based soil-crop models are becoming increasingly important to estimate the effects of agricultural management practices and climate change impacts on soil organic carbon (C). Although work has been done on the effects of crop type and climate on the root:shoot (biomass) ratio, there is a gap in research on the effects of specific environmental or management conditions such as drought, temperature, nutrient limitation, elevated CO or tillage on the root:shoot ratio and thus, atmospheric C sequestration. In this study, we quantified the effects of these factors on the root:shoot biomass ratio by reviewing the current literature, presented common simulation approaches and performed model simulations using different examples.

Root hydraulic properties: An exploration of their variability across scales.

Root hydraulic properties are key physiological traits that determine the capacity of root systems to take up water, at a specific evaporative demand. They can strongly vary among species, cultivars or even within the same genotype, but a systematic analysis of their variation across plant functional types (PFTs) is still missing. Here, we reviewed published empirical studies on root hydraulic properties at the segment-, individual root-, or root system scale and determined its variability and the main factors contributing to it.

On a need-to-know basis: Young children distinguish conventional and privileged information.

Young children are biased to treat new information communicated to them as conventional, shareable, and known by others in their community. However, some information is privileged in the sense that is not intended to be shared with or known by all. The current study compared judgements regarding sharing conventional versus privileged information.

Child word learning in song and speech.

Listening to sung words rather than spoken words can facilitate word learning and memory in adults and school-aged children. To explore the development of this effect in young children, this study examined word learning (assessed as forming word-object associations) in 1- to 2-year olds and 3- to 4-year olds, and word long-term memory (LTM) in 4- to 5-year olds several days after the initial learning. In an intermodal preferential looking paradigm, children were taught a pair of words utilising adult-directed speech (ADS) and a pair of sung words.