@article{BetzSegerNieding2022, author = {Betz, Ann-Katrin and Seger, Benedikt T. and Nieding, Gerhild}, title = {How can carbon labels and climate-friendly default options on restaurant menus contribute to the reduction of greenhouse gas emissions associated with dining?}, series = {PLOS Climate}, volume = {1}, journal = {PLOS Climate}, number = {5}, doi = {10.1371/journal.pclm.0000028}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-301039}, year = {2022}, abstract = {In this study, we aimed to understand how restaurants can contribute to climate change mitigation via menu design. We investigated two types of interventions: changing the configuration of menu entries with variable side dishes so that the most climate-friendly option is set as the default and indicating the greenhouse gas emission of each dish via carbon labels. In an online simulation experiment, 265 participants were shown the menus of nine different restaurants and had to choose exactly one dish per menu. In six menus, the main dishes were presented with different default options: the side dish was associated either with the highest or with the lowest greenhouse gas emissions. The other three menus consisted of unitary dishes for which the default rules did not apply. All menus were presented either with or without carbon labels for each dish option. The results indicated that more climate-friendly dish choices resulting in lower greenhouse gas emissions were made with the low-emission than the high-emission default condition, and when carbon labels were present rather than absent. The effects of both interventions interacted, which indicates that the interventions partly overlap with regard to cognitive predecessors of choice behavior, such as attentional focus and social norms. The results suggest that the design of restaurant menus has a considerable effect on the carbon footprint of dining.}, language = {en} } @article{BerlijnHildebrandtGamer2022, author = {Berlijn, Adam M. and Hildebrandt, Lea K. and Gamer, Matthias}, title = {Idiosyncratic viewing patterns of social scenes reflect individual preferences}, series = {Journal of Vision}, volume = {22}, journal = {Journal of Vision}, number = {13}, doi = {10.1167/jov.22.13.10}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-301029}, year = {2022}, abstract = {In general, humans preferentially look at conspecifics in naturalistic images. However, such group-based effects might conceal systematic individual differences concerning the preference for social information. Here, we investigated to what degree fixations on social features occur consistently within observers and whether this preference generalizes to other measures of social prioritization in the laboratory as well as the real world. Participants carried out a free viewing task, a relevance taps task that required them to actively select image regions that are crucial for understanding a given scene, and they were asked to freely take photographs outside the laboratory that were later classified regarding their social content. We observed stable individual differences in the fixation and active selection of human heads and faces that were correlated across tasks and partly predicted the social content of self-taken photographs. Such relationship was not observed for human bodies indicating that different social elements need to be dissociated. These findings suggest that idiosyncrasies in the visual exploration and interpretation of social features exist and predict real-world behavior. Future studies should further characterize these preferences and elucidate how they shape perception and interpretation of social contexts in healthy participants and patients with mental disorders that affect social functioning.}, language = {en} } @article{SchneiderNaeslund1993, author = {Schneider, Wolfgang and N{\"a}slund, Jan Carol}, title = {The impact of early metalinguistic competencies and memory capacity on reading and spelling in elementary school: Results of the Munich Longitudinal Study on the Genesis of Individual Competencies (LOGIC)}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-87421}, year = {1993}, abstract = {This paper reports on a longitudinal study dealing with the development of literacy in young children. A total of 163 children were first tested during their last year in kindergarten using a variety of tasks that tapped phonological processing, memory capacity, early literacy, and intelligence. Children's ward decoding, reading comprehension, and spelling skills were assessed in elementary school several years later. As a main result, all of the predictor domains had a significant impact on the acquisition of literacy in elementary school, although the contribution of each domain differed as a function of the criterion measure. An attempt to identify children-at-risk using a kindergarten screening test provided encouraging results. Nonetheless, it was shown that whereas group predictions of reading and spelling performance can be quite accurate, the individual prognosis of school problems is far from perfect.}, subject = {Lese- und Schreibf{\"a}higkeit}, language = {en} } @article{Schneider1993, author = {Schneider, Wolfgang}, title = {Introduction: The early prediction of reading and spelling}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-87418}, year = {1993}, abstract = {No abstract available.}, subject = {Prognose}, language = {en} } @article{KurtzSchneider1988, author = {Kurtz, Beth E. and Schneider, Wolfgang}, title = {The effects of age, study time, and importance of text units on strategy use and memory for texts}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-87408}, year = {1988}, abstract = {This study investigated study behavior and recall of a narrative text as a function of the reader's age, study time, and importance level of text units. Fifth graders, seventh graders, young- and older adults were asked to read a fairy tale, and do anything they liked to prepare for verbatim recall. Half of the subjects in each age group were assigned to an immediate recall condition; half were given additional study time. Examination of recall data showed that all subjects showed higher recall of important units in the text than unimportant units. This effect was independent of age and study time condition. Study behaviors varied significantly across age groups and study conditions: while adults underlined or took notes with equal frequency, children preferred note-taking as a study strategy. With additional study time, fifth graders, seventh graders, and older adults increased their strategic behavior; young adults did not.}, subject = {Studienzeit}, language = {en} } @article{SchneiderHelmke1986, author = {Schneider, Wolfgang and Helmke, Andreas}, title = {The role of classroom differences in achievement changes}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-87356}, year = {1986}, abstract = {A combined criterion involving the regression slopes of pretest-posttest achievement scores and achievement gain scores was used to classify similar types of classrooms. Mathematics achievement differences among 632 fifth graders were analysed in a longitudinal design and explained in a structural equation framework provided by LISREL, separately for four types of classrooms. The results replicated the findings of an earlier study (Schneider \& Treiber, 1984) in that the local nature of achievement models could be demonstrated. That is, the structural components of the causal models could not be generalized across the four groups of classrooms. The inclusion of a second grouping criterion (i. e., achievement gainJ proved useful in that a better model fit was always obtained for classrooms with high achievement gains. As a global model test ignoring group and classroom membership did mask the differential validity of the achievement model in the various subgro.ups, the need for multilevel approaches was emphasized.}, subject = {Schulleistung}, language = {en} } @article{WeinertTreiberSchneider1979, author = {Weinert, Franz E. and Treiber, Bernhard and Schneider, Wolfgang}, title = {Educational psychology}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-87234}, year = {1979}, abstract = {This is a report on the more recent developments and the present state of research into educational psychology in German speaking countries. Particular emphasis is given to research on: parental upbringing and its effects on child development; the examination of socialization effects within and across different scbool systems; studies on teaching-leaming processes and on social interaction in the classroom; the systematic promotion of the development of cognitive abilities and motives in students; and, finally, the design of improved instruments in methods of describing, explaining and predicting school success. Subsequently, the report will look into problems in tbe practical application of research findings in educational psychology. Finally, there follows a sbort discussion of various metatheoretical positions in educational psycbology in German speaking countries and their possible effects on the future development of the field.}, subject = {P{\"a}dagogische Psychologie}, language = {en} } @article{NaeslundSchneider1991, author = {N{\"a}slund, Jan Carol and Schneider, Wolfgang}, title = {Longitudinal effects of verbal ability, memory capacity, and phonological awareness on reading performance}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-86606}, year = {1991}, abstract = {This study addresses the longitudinal relationship among verbal ability, memory capacity, phonological awareness, and reading performance. Data from 92 German children were used to explore the exact relation among these variables. Indicators of verbal ability, memory capacity, and phonological awareness were assessed in kindergarten and again after the first grade. The interrelationships among these factors, and the subsequent influence they have on decoding speed and reading comprehension during the second grade were examined via structural equation modefing procedures. Overall, the results of the longitudinal analyses show that the relationship of memory capacity and phonological awareness remains stable over time, and that memory capacity predicts performance on phonological awareness tasks in both kindergarten and second grade. Phonological awareness proved to be a significant predictor of decoding speed, which in turn considerably influenced reading comprehension.}, subject = {Lesef{\"a}higkeit}, language = {en} } @article{VollrathKazenwadelKrueger1992, author = {Vollrath, M. and Kazenwadel, J. and Kr{\"u}ger, Hans-Peter}, title = {A universal constant in temporal segmentation of human speech : a reply to Schleidt and Feldh{\"u}tter (1989)}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-86224}, year = {1992}, abstract = {No abstract available.}, language = {en} } @article{PfisterPohlKieseletal.2012, author = {Pfister, Roland and Pohl, Carsten and Kiesel, Andrea and Kunde, Wilfried}, title = {Your Unconscious Knows Your Name}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-75304}, year = {2012}, abstract = {One's own name constitutes a unique part of conscious awareness - but does this also hold true for unconscious processing? The present study shows that the own name has the power to bias a person's actions unconsciously even in conditions that render any other name ineffective. Participants judged whether a letter string on the screen was a name or a non-word while this target stimulus was preceded by a masked prime stimulus. Crucially, the participant's own name was among these prime stimuli and facilitated reactions to following name targets whereas the name of another, yoked participant did not. Signal detection results confirmed that participants were not aware of any of the prime stimuli, including their own name. These results extend traditional findings on ''breakthrough'' phenomena of personally relevant stimuli to the domain of unconscious processing. Thus, the brain seems to possess adroit mechanisms to identify and process such stimuli even in the absence of conscious awareness.}, subject = {Psychologie}, language = {en} }