Value-directed remembering (VDR) is typically robust, with people recalling high- over low-value information. The current study examined whether this selectivity survives when value must compete with a demanding conceptual manipulation requiring retrieval and manipulation of information from semantic memory: generating truthful answers versus fabricating lies in response to general-knowledge questions. Across five experiments, participants generated truthful answers or fabricated lies in response to general-knowledge questions tagged as low (1 point) or high value (10 points), provided item-by-item judgments of learning (JOLs), and received a free recall task; Experiments 1–4 used mixed (within-subject) lists, and Experiment 5 used pure (between-subjects) lists. Lie fabrication reliably reduced JOLs yet boosted free recall when mixed with truth-telling; in a pure-list design, lying and truth-telling produced equivalent recall while JOLs still favored truth. Crucially, value increased JOLs but never improved recall in any experiment. A single-paper meta-analysis of JOLs confirmed significant effects of both encoding condition and value, showing that participants can use value in their memory predictions even while fabricating lies. In contrast, the meta-analysis of recall showed a reliable benefit of lie fabrication over truth overall but no effect of high over low value. Thus, the conceptual demands of the encoding task eliminated value-based memory advantages. Taken together, these findings suggest that value cues reliably influence metacognitive judgments but do not necessarily translate into improved memory when encoding involves a concurrent resource-intensive conceptual task These results align with an effortful encoding view, where value guides selective memory only when sufficient cognitive resources remain available, and demanding conceptual tasks can deplete resources, causing value cues to be overlooked.
A novel finite element formulation for Kohn–Sham density functional theory calculations is presented. This formulation employs a background discretization that is overlaid with non-overlapping atomic spheres within which multipole expansions with radial discretizations are invoked as adaptive enrichments. The distinguishing feature of the formulation from typical augmentation schemes is that the overlap between the hybrid and background basis sets facilitates the handling of the continuity requirements. The formulation also deviates from typical enrichment schemes because the radial functions are formulated as part of the solution which enables them to optimally adapt to the requirements of a pseudopotential calculation. The approach is cast in a weak formulation that preserves the variational structure of the energy expression in Kohn–Sham density functional theory. Numerical investigations on atoms and molecules are presented in a non-periodic pseudopotential setting for validation and verification purposes with a particular focus on systematic improvability and accompanying efficiency gains.
In this paper, we study the well-posedness and boundary stabilization of the initial-boundary value problem for the complex Ginzburg-Landau (CGL) equation on a finite interval. First, we establish a local well-posedness theory for the open loop model in L^2-based fractional Sobolev spaces in the case of Dirichlet-Neumann type inhomogeneous mixed boundary conditions. This local well-posedness result is based on linear estimates derived by using the weak solution formula obtained via the unified transform (also known as the Fokas method). Next, we study the global well-posedness properties of the open loop model in presence of inhomogeneous boundary conditions. Then, we turn our attention to the rapid boundary feedback stabilization problem and design a nonlocal controller which uses a finite number of Fourier modes of the state of solution. This design relies on the fact that solutions of the CGL equation can be separated into a slow, finite-dimensional component and a rapidly decaying tail, with the former primarily governing long-term behavior. We determine the necessary number of modes required to stabilize the system at a specified rate. Additionally, we identify the minimum number of modes that ensure stabilization at an unspecified decay rate. These theoretical results are validated by numerical simulations. The spatiotemporal estimates established in the first part of the paper are also employed to obtain local solutions of the controlled system. The existence of global energy solutions follows from stabilization estimates, while uniqueness follows from the uniqueness of an associated initial-boundary value problem with homogeneous boundary conditions whose solutions are in correspondence with the solutions of the original system through a bounded invertible Volterra-type integral transform on Sobolev spaces.
Despite acknowledging the complementary role of chemical equilibrium-based pedagogical treatments on students’ academic performance, the related science education literature has not examined their practical effectiveness and significance via a meta-analysis method. Therefore, this study intends to meta-analytically explore their effectiveness in improving students’ academic performance. It included 55 studies (k) from 51 unique sources. The results of the meta-analysis showed that the overall effect-size (Hedges’ g = 1.028) fell into the large effect. This means that the treatments are more effective in enhancing students’ academic performance of chemical equilibrium than the controlled ones. Nevertheless, the variability in the effect-sizes revealed the importance of the treatment types and educational contexts. Also, the results indicated that the moderator variables were statistically non-significant (p > 0.05) but categorically played a crucial role at predicting the students’ academic performance through the treatments. Given the descriptive findings, the current meta-analysis offers the following individual moderator levels to better teach and measure the topic “chemical equilibrium”: university (for educational level), inquiry-based learning (for type of treatment), open-ended question (for question type) and teacher (for practitioner). Of course, chemistry teachers and science educators should take into consideration the role of educational contexts in learning chemical equilibrium, while deciding the type of treatment to teach it.
Considering the complex linkages between exchange rate pass-through, energy prices, and inflation, involving monetary policy interactions in inflation-targeting and non-targeting economies, we examine the effect of exchange rate pass-through, the central bank's inflation management, and money on aggregate energy price for a sample of 25 countries using panel VAR and Bayesian VAR techniques. Results show that exchange rate pass-through, inflation, oil prices, and liquidity are causally linked, with oil prices impacting inflation, liquidity, and policy rates. We also find that countries that enforce inflation targeting in monetary policy can better manage sudden inflation by a readjustment in policy rates. The findings have insightful consequences for policy-making authorities.
