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Feedback between plants and the soil is frequently invoked on the basis of evidence of mutual effects. Feedback can operate through pathways involving soil physical properties, chemical and biogeochemical properties and processes, and biological properties, including the community composition of the microbiota and soil fauna. For each pathway, we review the mechanistic basis and assess the evidence that feedback occurs. We suggest that several properties of feedback systems (for example, their complexity, specificity, and strength relative to other ecological factors, as well as the temporal and spatial scales over which they operate) be considered. We find that the evidence of feedback is strongest for plants growing in extreme environments and for plant-mutualist or plant-enemy interactions. We conclude with recommendations for a more critical appraisal of feedback and for new directions of research.

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Eastern deciduous forests have been invaded by two exotic species that often dominate the understory vegetation. Berberis thunbergii, a woody shrub, forms dense thickets, while Microstegium vimineum, a C4 grass, forms continuous lawns; the two species often co‐occur. We hypothesized that a variety of characteristics of the exotic species may cause soil‐based ecosystem processes to change following invasion, and that such changes could establish positive feedback processes that enhance the spread of the exotic. We examined changes in soil pH, nitrogen cycling, and litter dynamics in stands infested with both species in three locations in northern New Jersey (USA). Soils directly beneath each of the two exotics had higher pH values and higher nitrification rates and often had higher net N mineralization rates than did soils beneath adjacent patches of the most common native understory shrub, Vaccinium pallidum. These differences could be replicated in the greenhouse by growing the exotics in previously uninvaded soils. Berberis litter was much higher in N concentration than was litter of the native species; it decomposed more rapidly than litter of native dominant tree species, with little or no immobilization of N. In contrast, Microstegium litter decomposed more slowly than the native species' litters, and it immobilized N. We suggest that the same change in soil—increased pH and nitrification—result from different combinations of mechanisms in the two exotic species. Both species evidently favor uptake of nitrate, which may elevate pH. However, Berberis combines large biomasses of N‐rich roots with N‐rich leaf litter, while Microstegium populations combines small biomasses of N‐rich roots with small biomasses of N‐poor litter that leave much of the surface soil with few roots. The ability to change soil functions may be an important and previously unrecognized characteristic that renders species capable of invading intact communities, while the likelihood that changes in soil functions can alter the growth of the exotics may be an important component of invasibility. For reprints of this Invited Feature, see footnote 1, p. 1259.

Citizen-science programs are often touted as useful for advancing conservation literacy, scientific knowledge, and increasing scientific-reasoning skills among the public. Guidelines for collaboration among scientists and the public are lacking and the extent to which these citizen-science initiatives change behavior is relatively unstudied. Over two years, we studied 82 participants in a three-day program that included education about non-native invasive plants and collection of data on the occurrence of those plants. Volunteers were given background knowledge about invasive plant ecology and trained on a specific protocol for collecting invasive plant data. They then collected data and later gathered as a group to analyze data and discuss responsible environmental behavior with respect to invasive plants. We tested whether participants without experience in plant identification and with little knowledge of invasive plants increased their knowledge of invasive species ecology, participation increased knowledge of scientific methods, and participation affected behavior. Knowledge of invasive plants increased on average 24%, but participation was insufficient to increase understanding of how scientific research is conducted. Participants reported increased ability to recognize invasive plants and increased awareness of effects of invasive plants on the environment, but this translated into little change in behavior regarding invasive plants. Potential conflicts between scientific goals, educational goals, and the motivation of participants must be considered during program design.

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