@article{SchieleZieglerKollertetal.2018,
  author    = {Schiele, Miriam A. and Ziegler, Christiane and Kollert, Leonie and Katzorke, Andrea and Schartner, Christoph and Busch, Yasmin and Gromer, Daniel and Reif, Andreas and Pauli, Paul and Deckert, J{\"u}rgen and Herrmann, Martin J. and Domschke, Katharina},
  title     = {Plasticity of Functional MAOA Gene Methylation in Acrophobia},
  series = {International Journal of Neuropsychopharmacology},
  volume    = {21},
  journal   = {International Journal of Neuropsychopharmacology},
  number    = {9},
  doi       = {10.1093/ijnp/pyy050},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-228571},
  pages     = {822-827},
  year      = {2018},
  abstract  = {Epigenetic mechanisms have been proposed to mediate fear extinction in animal models. Here, MAOA methylation was analyzed via direct sequencing of sodium bisulfite-treated DNA extracted from blood cells before and after a 2-week exposure therapy in a sample of n = 28 female patients with acrophobia as well as in n = 28 matched healthy female controls. Clinical response was measured using the Acrophobia Questionnaire and the Attitude Towards Heights Questionnaire. The functional relevance of altered MAOA methylation was investigated by luciferase-based reporter gene assays. MAOA methylation was found to be significantly decreased in patients with acrophobia compared with healthy controls. Furthermore, MAOA methylation levels were shown to significantly increase after treatment and correlate with treatment response as reflected by decreasing Acrophobia Questionnaire/Attitude Towards Heights Questionnaire scores. Functional analyses revealed decreased reporter gene activity in presence of methylated compared with unmethylated pCpGfree_MAOA reporter gene vector constructs. The present proof-of-concept psychotherapy-epigenetic study for the first time suggests functional MAOA methylation changes as a potential epigenetic correlate of treatment response in acrophobia and fosters further investigation into the notion of epigenetic mechanisms underlying fear extinction.},
  language  = {en}
}
@phdthesis{Haspert2023,
  author    = {Haspert, Valentina},
  title     = {Improving acute pain management with emotion regulation strategies: A comparison of acceptance, distraction, and reappraisal},
  doi       = {10.25972/OPUS-29866},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-298666},
  school      = {Universit{\"a}t W{\"u}rzburg},
  year      = {2023},
  abstract  = {Pain conditions and chronic pain disorders are among the leading reasons for seeking medical help and immensely burden patients and the healthcare system. Therefore, research on the underlying mechanisms of pain processing and modulation is necessary and warranted. One crucial part of this pain research includes identifying resilience factors that protect from chronic pain development and enhance its treatment. The ability to use emotion regulation strategies has been suggested to serve as a resilience factor, facilitating pain regulation and management. Acceptance has been discussed as a promising pain regulation strategy, but results in this domain have been mixed so far. Moreover, the allocation of acceptance in Gross's (1998) process model of emotion regulation has been under debate. Thus, comparing acceptance with the already established strategies of distraction and reappraisal could provide insights into underlying mechanisms. This dissertation project consisted of three successive experimental studies which aimed to investigate these strategies by applying different modalities of individually adjusted pain stimuli of varying durations. In the first study (N = 29), we introduced a within-subjects design where participants were asked to either accept (acceptance condition) or react to the short heat pain stimuli (10 s) without using any pain regulation strategies (control condition). In the second study (N = 36), we extended the design of study 1 by additionally applying brief, electrical pain stimuli (20 ms) and including the new experimental condition distraction, where participants should distract themselves from the pain experience by imagining a neutral situation. In the third study (N = 121), all three strategies, acceptance, distraction, and reappraisal were compared with each other and additionally with a neutral control condition in a mixed design. Participants were randomly assigned to one of three strategy groups, including a control condition and a strategy condition. All participants received short heat pain stimuli of 10 s, alternating with tonic heat pain stimuli of 3 minutes. In the reappraisal condition, participants were instructed to imagine the pain having a positive outcome or valence. The self-reported pain intensity, unpleasantness, and regulation ratings were measured in all studies. We further recorded the autonomic measures heart rate and skin conductance continuously and assessed the habitual emotion regulation styles and pain-related trait factors via questionnaires. Results revealed that the strategies acceptance, distraction, and reappraisal significantly reduced the self-reported electrical and heat pain stimulation with both durations compared to a neutral control condition. Additionally, regulatory efforts with acceptance in study 2 and with all strategies in study 3 were reflected by a decreased skin conductance level compared to the control condition. However, there were no significant differences between the strategies for any of the assessed variables. These findings implicate similar mechanisms underlying all three strategies, which led to the proposition of an extended process model of emotion regulation. We identified another sequence in the emotion-generative process and suggest that acceptance can flexibly affect at least four sequences in the process. Correlation analyses further indicated that the emotion regulation style did not affect regulatory success, suggesting that pain regulation strategies can be learned effectively irrespective of habitual tendencies. Moreover, we found indications that trait factors such as optimism and resilience facilitated pain regulation, especially with acceptance. Conclusively, we propose that acceptance could be flexibly used by adapting to different circumstances. The habitual use of acceptance could therefore be considered a resilience factor. Thus, acceptance appears to be a promising and versatile strategy to prevent the development of and improve the treatment of various chronic pain disorders. Future studies should further examine factors and circumstances that support effective pain regulation with acceptance.},
  subject      = {Schmerzforschung},
  language  = {en}
}
@phdthesis{Greving2022,
  author    = {Greving, Carla Elisabeth},
  title     = {Improving Learning from Texts: Distributed Practice and Distributed Learning as Desirable Difficulty in Reading Single and Multiple Texts},
  doi       = {10.25972/OPUS-29685},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-296859},
  school      = {Universit{\"a}t W{\"u}rzburg},
  year      = {2022},
  abstract  = {Distributed practice is a well-known learning strategy whose beneficial effects on long-term learning are well proven by various experiments. In learning from texts, the benefits of distribution might even go beyond distributed practice, i.e. distribution of repeated materials. In realistic learning scenarios as for example school or university learning, the reader might read multiple texts that not repeat but complement each other. Therefore, distribution might also be implemented between multiple texts and benefit long-term learning in analogy to distributed practice. The assumption of beneficial effects of this distributed learning can be deduced from theories about text comprehension as the landscape model of reading (van den Broek et al., 1996) in combination with theories of desirable difficulties in general (R. A. Bjork \& Bjork, 1992) and distributed practice in particular (Benjamin \& Tullis, 2010). This dissertation aims to investigate (1) whether distributed learning benefits learning; (2) whether the amount of domain-specific prior knowledge moderates the effects of distribution, (3) whether distributed learning affects the learner's meta-cognitive judgments in analogy to distributed practice and (4) whether distributed practice is beneficial for seventh graders in learning from single text. In Experiment 1, seventh graders read two complementary texts either massed or distributed by a lag of one week between the texts. Learning outcomes were measured immediately after reading the second text and one week later. Judgements of learning were assessed immediately after each text. Experiment 2 replicated the paradigm of Experiment 1 while shortening the lag between the texts in the distributed condition to 15 min. In both experiments, an interaction effect between learning condition (distributed vs. massed) and retention interval (immediate vs. delayed) was found. In the distributed condition, the participants showed no decrease in performance between the two tests, whereas participants in the massed condition did. However, no beneficial effects were found in the delayed test for the distributed condition but even detrimental effects for the distributed condition in the immediate test. In Experiment 1, participants in the distributed condition perceived learning as less difficult but predicted lower success than the participants in the massed condition. Experiment 3 replicated the paradigm of Experiment 1 with university students in the laboratory. In the preregistered Experiment 4, an additional retention interval of two weeks was realized. In both experiments, the same interaction between learning condition and retention interval was found. In Experiment 3, the participants in the distributed condition again showed no decrease in performance between the two tests, whereas participants in the massed condition did. However, even at the longer retention interval in Experiment 4, no beneficial effects were found for the distributed condition. Domain-specific prior knowledge was positively associated with test performance in both experiments. In Experiment 4, the participants with low prior knowledge seemed to be impaired by distributed learning, whereas no difference was found for participants with medium or high prior knowledge. In the preregistered Experiment 5, seventh graders read a single text twice. The rereading took place either massed or distributed with one week. Immediately after rereading, judgements of learning were assessed. Learning outcomes were assessed four min after second reading or one week later. Participants in the distributed condition predicted lower learning success than participants in the massed condition. An interaction effect between learning condition and retention interval was found, but no advantage for the distributed condition. Participants with low domain-specific prior knowledge showed lower performance in short-answer questions in the distributed condition than in the massed condition. Overall, the results seem less encouraging regarding the effectiveness of distribution on learning from single and multiple texts. However, the experiments reported here can be perceived as first step in the realistic investigation of distribution in learning from texts.},
  subject      = {Textverstehen},
  language  = {en}
}
@article{RodriguesMarzbanHewig2021,
  author    = {Rodrigues, Johannes and Marzban, Dorna and Hewig, Johannes},
  title     = {The influence of mental imagery expertise of pen and paper players versus computer gamers upon performance and electrocortical correlates in a difficult mental rotation task},
  series = {Symmetry},
  volume    = {13},
  journal   = {Symmetry},
  number    = {12},
  issn      = {2073-8994},
  doi       = {10.3390/sym13122337},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-252253},
  year      = {2021},
  abstract  = {We investigated the influence of mental imagery expertise in 15 pen and paper role-players as an expert group compared to the gender-matched control group of computer role-players in the difficult Vandenberg and Kuse mental rotation task. In this task, the participants have to decide which two of four rotated figures match the target figure. The dependent measures were performance speed and accuracy. In our exploratory investigation, we further examined midline frontal theta band activation, parietal alpha band activation, and parietal alpha band asymmetry in EEG as indicator for the chosen rotation strategy. Additionally, we explored the gender influence on performance and EEG activation, although a very small female sample section was given. The expected gender difference concerning performance accuracy was negated by expertise in pen and paper role-playing women, while the gender-specific difference in performance speed was preserved. Moreover, gender differences concerning electro-cortical measures revealed differences in rotation strategy, with women using top-down strategies compared to men, who were using top-down strategies and active inhibition of associative cortical areas. These strategy uses were further moderated by expertise, with higher expertise leading to more pronounced activation patters, especially during successful performance. However, due to the very limited sample size, the findings of this explorative study have to be interpreted cautiously.},
  language  = {en}
}
@phdthesis{Leinfelder2022,
  author    = {Leinfelder, Teresa},
  title     = {Untersuchung von Trainingseffekten bei der Verwendung einer auditorischen P300-basierten EEG Gehirn-Computer Schnittstelle mittels fMRI Analyse},
  doi       = {10.25972/OPUS-29068},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-290683},
  school      = {Universit{\"a}t W{\"u}rzburg},
  year      = {2022},
  abstract  = {In dieser Dissertation untersuchten wir die neuronalen Korrelate des Training-Effektes einer auditorischen P300 Gehirn-Computer Schnittstelle mittels fMRI Analyse in einem pr{\"a}-post Design mit zehn gesunden Testpersonen. Wir wiesen in drei Trainings-sitzungen einen Trainingseffekt in der EEG-Analyse der P300 Welle nach und fanden entsprechende Kontraste in einer pr{\"a}-post Analyse von fMRI Daten, wobei in allen f{\"u}nf Sitzungen das gleiche Paradigma verwendet wurde. In der fMRI Analyse fanden wir fol-gende Ergebnisse: in einem Target-/ Nichttarget Kontrast zeigte sich verst{\"a}rkte Aktivie-rung in Generatorregionen der P300 Welle (temporale und inferiore frontale Regionen) und interessanterweise auch in motorassoziierten Arealen, was h{\"o}here kognitiver Pro-zesse wie Aufmerksamkeitslenkung und Arbeitsspeicher widerspiegeln k{\"o}nnte. Der Kon-trast des Trainingseffektes zeigte nach dem Training einen st{\"a}rkeren Rebound Effekt im Sinne einer verst{\"a}rkten Aktivierung in Generatorregionen der P300 Welle, was eine ver-besserte Erkennung und Prozessierung von Target-Stimuli reflektieren k{\"o}nnte. Eine Ab-nahme von Aktivierung in frontalen Arealen in diesem Kontrast k{\"o}nnte durch effizientere Abl{\"a}ufe kognitiver Prozesse und des Arbeitsged{\"a}chtnis erkl{\"a}rt werden.},
  subject      = {Gehirn-Computer-Schnittstelle},
  language  = {de}
}
@phdthesis{Seeger2022,
  author    = {Seeger, Jennifer},
  title     = {Determinanten des Studienerfolgs internationaler Studierender - Das metakognitive Strategiewissen},
  doi       = {10.25972/OPUS-28933},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-289333},
  school      = {Universit{\"a}t W{\"u}rzburg},
  year      = {2022},
  abstract  = {Die Zahl internationaler Studierender in Deutschland stieg in den letzten Jahrzehnten stetig an. Gleichzeitig haben sich die hohen Abbruchquoten dieser Gruppe an Studierenden wenig ver{\"a}ndert und Forschung zu den Bedingungsfaktoren eines erfolgreichen Studiums internationaler Studierender gewann erst in den vergangenen Jahren an Aufmerksamkeit. Neben den sprachlichen Kompetenzen der Studierenden k{\"o}nnte beim Studium in einem fremden Land eine F{\"a}higkeit zur Anpassung an den neuartigen Studienalltag und zum Umgang mit schwierigen diesbez{\"u}glichen Situationen von Bedeutung sein. In dieser Dissertation wird zun{\"a}chst die angesprochene Internationalisierung der deutschen Hochschulen und Entwicklung der Zahlen internationaler Studierender an denselben betrachtet. Ein Modell des Studienabbruchsprozesses und die durch internationale Studierende angegebenen Schwierigkeiten im Studienalltag f{\"u}hren zum Konstrukt des metakognitiven Strategiewissens, das anhand bisheriger Forschung eingeordnet und beleuchtet wird. Drei im Rahmen dieser Dissertation durchgef{\"u}hrte empirische Studien untersuchten das zu Studienbeginn vorhandene metakognitive Strategiewissen zur Anpassung an schwierige Situationen im Studienalltag und fanden durchweg Zusammenh{\"a}nge mit der sp{\"a}teren Sprachf{\"a}higkeit sowie dem sp{\"a}teren Studienerfolg der internationalen Studierenden. Das zentrale Ergebnis dieser Dissertation besteht somit in der Feststellung eines Einflusses des zu Studienbeginn vorhandenen metakognitiven Strategiewissens internationaler Studierender auf den sp{\"a}teren Studienerfolg an deutschen Hochschulen. Dieser besteht noch {\"u}ber den Einfluss der anf{\"a}nglichen Sprachf{\"a}higkeit hinaus und kann somit zus{\"a}tzlich zur grundlegenden F{\"a}higkeit des Verst{\"a}ndnisses und der Kommunikation in der Sprache des Studienlandes ein gelingendes Studium beeinflussen.},
  subject      = {Metakognition},
  language  = {de}
}
@phdthesis{Karageorgos2022,
  author    = {Karageorgos, Panagiotis},
  title     = {Investigating Reading Fluency in German Primary School Children: Interplay of Word Reading Accuracy, Speed, and Prosody},
  doi       = {10.25972/OPUS-29261},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-292612},
  school      = {Universit{\"a}t W{\"u}rzburg},
  year      = {2022},
  abstract  = {Reading skills are among the most important basic skills in society. However, not all readers are able to adequately understand texts or decode individual words. Findings from the Progress in International Reading Literacy Study (PIRLS; German: IGLU) show that about one fifth of fourth graders can only establish coherence at the local level, and in some cases they only have a rudimentary understanding of the text they read (Bremerich-Vos et al., 2017). In addition, these reading deficits persist and have a negative impact on academic and professional success (Jimerson, 1999). Therefore, identifying the causes of these deficits and creating opportunities for interventions at an early stage is an important research objective. The aim of this dissertation was to examine the relationship between the aspects of reading fluency and their influence on reading comprehension. Despite the increasing scientific interest in reading fluency in recent years, a research gap still exists in the relationship between word recognition accuracy and both speed and the relevance of prosodic patterns for reading comprehension. Study 1 investigated whether German fourth graders (N = 826) were required to reach a certain word-recognition accuracy threshold before their word-recognition speed improved. In addition, a sub-sample (n = 170) with a pre-/posttest design was examined to assess the extent that the existing word-recognition accuracy can influence the effects of a syllable-based reading intervention on word-recognition accuracy and word-recognition speed. Results showed that word-recognition speed improved after children achieved a word-recognition accuracy of 71\%. A positive intervention effect was also found on word-recognition accuracy for children who were below the 71\% threshold before the intervention, whereas the intervention effect on word-recognition speed was positive for all children. However, a positive effect on reading comprehension was only found for children who were above the 71\% threshold before the intervention. Study 2 investigated the relationship between word-recognition accuracy threshold and word-recognition speed shown in the first study in a longitudinal design with German students (N = 1,095). Word-recognition accuracy and speed were assessed from the end of Grade 1 to 4, whereas reading comprehension was assessed from the end of Grade 2 to 4. The results showed that the developmental trajectories of word recognition speed and reading comprehension were steeper in children who reached the word-recognition accuracy threshold by the end of the first grade than in children who later reached or had not reached this threshold. In Study 3, recurrence analysis (RQA) was used to extract prosodic patterns from reading recordings of struggling and skilled readers in the second (n = 67) and fourth grade (n = 69) and was used for the classification into struggling and skilled readers. In addition, the classification based on the prosodic patterns from the recurrence quantification analysis was compared with the classification of prosodic features from the manual transcription of the reading recordings. The results showed that second-grade struggling readers have lengthier pauses within or between words and take more time between pauses on average, whereas fourth-grade struggling readers spend more time between recurring stresses and have multiple diverse patterns in pitch and more recurring accents. Although the recurrence analysis had a good goodness of fit and provided additional information about the relationship of prosody with reading comprehension, the model using prosodic features from transcription had a better fit. In summary, the three studies in this dissertation provide four important insights into reading fluency in German. First, a threshold in word-recognition accuracy must be achieved before word-recognition speed improves. Second, the earlier this accuracy level is reached, the greater the gain in word-recognition speed and reading comprehension. Third, the intervention effects of a primary school reading intervention are influenced by the accuracy level. Fourth, although incorrect pauses within or between words play an important role in identifying and describing struggling readers in second grade, the importance of prosodic patterns increases in fourth grade.},
  subject      = {Worterkennung},
  language  = {en}
}
@phdthesis{Greving2022,
  author    = {Greving, Sven},
  title     = {Desirable Difficulties in Applied Learning Settings: Mechanisms and Effects},
  doi       = {10.25972/OPUS-28884},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-288848},
  school      = {Universit{\"a}t W{\"u}rzburg},
  year      = {2022},
  abstract  = {Improving retention of learned content by means of a practice test is a learning strategy that has been researched since a century and has been consistently found to be more effective than comparable learning strategies such as restudy (i.e., the testing effect). Most importantly, practicing test questions has been found to outperform restudy even when no additional information about the correct answers was provided to practice test takers, rendering practice tests effective and efficient in fostering retention of learning content. Since 15 years, additional scientific attention is devoted to this memory phenomenon and additional research investigated to what extend practicing test questions is relevant in real-world educational settings. This dissertation first presents the evidence for testing effects in applied educational settings by presenting key publications and presenting findings from a methodological review conducted for this purpose. Within this dissertation, theories are presented why practicing test questions should benefit learning in real-world educational settings even without the provision of additional information and key variables for the effectiveness of practicing test questions are presented. Four studies presented in this dissertation aimed at exploring these assumptions in actual university classrooms while also trying to implement new methods of practicing learning content and thus augment course procedures. Findings from these studies—although not often consistent—will be incorporated and interpreted in the light of the theoretical accounts on the testing effect. The main conclusion that can be drawn from this dissertation is that, given the right circumstances, practicing test questions can elicit beneficial effects on the retention of learning content that are independent of additional information and thus taking a practice test per se, can foster retention of real-world learning content.},
  subject      = {Unterrichtspsychologie},
  language  = {en}
}
@phdthesis{Wertgen2022,
  author    = {Wertgen, Andreas Gabriel},
  title     = {The Role of Source Credibility in the Validation of Text Information},
  doi       = {10.25972/OPUS-28861},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-288619},
  school      = {Universit{\"a}t W{\"u}rzburg},
  year      = {2022},
  abstract  = {Numerous experiments have shown that an evaluative and passive process, known as validation, accompanies activation and integration, which are fundamental processes of text comprehension. During the construction of a mental model, validation implicitly assesses the plausibility of incoming information by checking its consistency with world knowledge, prior beliefs, and contextual information (e.g., the broader discourse context). However, research on potential influences that shape validation processes has just started. One branch of research is investigating how world knowledge and contextual information contribute to integration and validation. World knowledge usually influences validation more strongly because information plausibility is the primary criterion for validation, but strong contextual information can yield influences as well. Contextual information that may be specifically relevant for routine validation is the credibility of a source providing text information. Source credibility bears a strong conceptual relationship to the validity of information. However, a dearth of research has investigated joint effects of plausibility and source credibility for routine validation. To fill this research gap, the aim of the present dissertation was to examine the role of source credibility in routine validation processes of text information. This dissertation argues that both source credibility and plausibility are considered in these processes. In particular, information plausibility is proposed as the primary criterion, but source credibility may modulate validation as an additional criterion. To this end, three studies with five self-paced reading experiments were conducted in which reading times served as an implicit indicator of validation and plausibility judgments as an explicit indicator, and the convergence or divergence between the two indicators was interpreted. The first study examined the interplay of plausibility and source credibility for the validation of world-knowledge consistent versus inconsistent text information embedded in short narratives. This highly plausible or highly implausible information was provided by a high- or low-expertise source. In Study 1, plausibility dominated validation as suggested by faster reading times and higher plausibility judgments for world-knowledge consistent information. Importantly, source credibility modulated the validation of highly implausible information but seemed to not matter for plausible information. High-credible sources increased the implausibility of highly implausible information to a greater extent compared with low-credible sources as indicated by longer reading times and lower plausibility judgments. These results diverged from recent findings from Foy et al. (2017). The second study investigated whether the modulating role of source credibility depends on the degree of implausibility of an information. Thus, Study 2 extended Study 1 by an intermediate, somewhat implausible level of plausibility (comparable to the implausible claims in Foy et al., 2017). Similar to Study 1, plausibility dominated validation as indicated by lower reading times and plausibility judgments with higher world-knowledge inconsistency. Again, source credibility had no effect on the routine validation of plausible information. However, high-credible sources mitigated the implausibility of somewhat implausible information as indicated by faster reading times and higher plausibility judgments but exacerbated the implausibility of highly implausible information as indicated by slower reading times and lower plausibility judgments. In short, Study 2 findings not only integrates the seemingly divergent results of Study 1 and Foy et al. (2017) but also provides strong support for the assumption that the degree of implausibility determines the modulating role of source credibility for validation. The third study examined the relationship of source credibility and plausibility in an ecologically valid social media setting with short Twitter messages varying in world-knowledge and text-belief consistency by trustworthy and untrustworthy sources. In sum, plausibility and to a lesser extent source credibility mattered for routine validation and explicit evaluation of text information as indicated by reading times and plausibility judgments. However, the pattern partly diverged from Study 1 and 2, possibly because the source information was more salient. In sum, the present dissertation yielded three insights. First, the findings further extends evidence for routine validation based on world-knowledge and prior beliefs. Second, the studies suggest that source credibility can modulate validation. Readers used source credibility cues for routine validation and the explicit evaluation of text information in all studies. Third, the impact of source credibility seems to depend on the degree of implausibility of information. The present findings have theoretical implications for theories of validation and text comprehension as well as practical implications for targeting threats associated with the prevalence of inaccurate information, for example, on the World Wide Web. Future research using eye-tracking methodology could further disentangle the routine and strategic underlying processes of the relationship between source credibility and plausibility.},
  subject      = {Textverstehen},
  language  = {en}
}
@phdthesis{Liesner2022,
  author    = {Liesner, Marvin Paul},
  title     = {I control it, but does it mean it is part of me? How the relationship between body movements and controlled object movements influences the sense of agency and the sense of ownership},
  doi       = {10.25972/OPUS-28703},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-287030},
  school      = {Universit{\"a}t W{\"u}rzburg},
  year      = {2022},
  abstract  = {The "active self" approach suggests that any object we manipulate voluntarily and foreseeably becomes part of our "self" in the sense that we feel control over this object (sense of agency) and experience it as belonging to our own body (sense of ownership). While there is considerable evidence that we can indeed experience both a sense of agency and a sense of ownership over a broad variety of objects when we control these through our actions, the approach has also been criticized for exaggerating the flexibility of the human self. In this thesis, I investigate the influence that the relationship between the body movements controlling an object and the movements of the object itself has on the process of integrating an object into the self. I demonstrate that fully controlling an object is not sufficient for it to be integrated into the self since both explicit and implicit measures of the sense of agency and the sense of ownership indicate less or no integration when body movements are transformed into inverted object movements. Furthermore, I show that such inversions lead to the downregulation of sensory signals either from the body or from the controlled object in order to deal with the conflicting multisensory information when performing such actions. I argue that this downregulation is the underlying factor behind the diminished or eliminated integration of inverted body and object movements and I discuss further pathways for possible future studies building up on these findings.},
  subject      = {Experimentelle Psychologie},
  language  = {en}
}