@article{WoloshynPressleySchneider1992, author = {Woloshyn, Vera E. and Pressley, Michael and Schneider, Wolfgang}, title = {Elaborative interrogation as a function of prior knowledge}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-62187}, year = {1992}, abstract = {No abstract available}, subject = {Psychologie}, language = {en} } @article{WimmerLanderlSchneider1994, author = {Wimmer, Heinz and Landerl, Karin and Schneider, Wolfgang}, title = {The role of rhyme awareness in learning to read a regular orthography}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-50508}, year = {1994}, abstract = {The present research examined whether children's awareness of phonological similarities between words with respect to rhyme and consonantal word onset is of the same importance for learning to read German as it was found to be for learning to read English. In two longitudinal studies differences in phonological sensitivity among children before learning to read (at age 6 to 7) were tested with versions of Bradley \& Bryant's (1985) oddity detection task. Children's reading and spelling achievements were tested about one year later at the end of grade one, and again at around the age of 10. The main finding was a developmental change in the predictive relationship of rhyme and word-onset awareness. Rhyme awareness was only minimally predictive for reading and spelling achievement at the end of grade one, but gained substantially in predictive importance for reading and spelling achievement in grades three and four. No such predictive improvement was observed for word-onset awareness. It is proposed that rhyme awareness is initially of little importance, because in the first phase of learning to read German children rely heavily on indirect word recognition via grapheme--phoneme translation and blending. The gain in the predictive importance of rhyme awareness is explained by its helpful effect on the establishment of mental representations of written words. Such mental representations allow fast, direct word recognition and orthographically correct spellings. A wareness of larger phonological units is helpful for the efficient establishment of such representations, by allowing connections of recurring grapheme clusters in written words with phonology.}, subject = {Psychologie}, language = {en} } @article{WeyersJankeMachtetal.1993, author = {Weyers, P. and Janke, W. and Macht, Michael and Weijers, H.-G.}, title = {Social and nonsocial open field behaviour of rats under light and noise stimulation}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-61246}, year = {1993}, abstract = {ln two experiments, male rats were observed in pairs under different environmental stimulations in an open field. ln Experiment 1, white noise of 85 dB(A) reduced social activities and increased defecation compared to 75 dB(A) and 65 dß(A). ln Experiment 2, the illumination of the open field was varied in addition to a variation of the noise intensity. Again, 85 dB(A) as compared to 50 dB(A) reduced social activities and increased defecation, but also led to changes in non-social behaviours such as sniffing, grooming, and rearing. ln contrast, 400 lx did not differ substantially in its effects from 40 lx in any of the observed behavioural categories. Altogether, the behaviour pattern under 85 dß(A) white noise cannot satisfactorily be explained only by increased anxiety or fear. Alternative explanations are discussed.}, subject = {Psychologie}, language = {en} } @article{TobiasVoelkerGuneschetal.2012, author = {Tobias, Kaufmann and V{\"o}lker, Stefan and Gunesch, Laura and K{\"u}bler, Andrea}, title = {Spelling is just a click away - a user-centered brain-computer interface including auto-calibration and predictive text entry}, doi = {10.3389/fnins.2012.00072}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-75739}, year = {2012}, abstract = {Brain-computer interfaces (BCI) based on event-related potentials (ERP) allow for selection of characters from a visually presented character-matrix and thus provide a communica- tion channel for users with neurodegenerative disease. Although they have been topic of research for more than 20 years and were multiply proven to be a reliable communication method, BCIs are almost exclusively used in experimental settings, handled by qualified experts. This study investigates if ERP-BCIs can be handled independently by laymen without expert support, which is inevitable for establishing BCIs in end-user's daily life situations. Furthermore we compared the classic character-by-character text entry against a predictive text entry (PTE) that directly incorporates predictive text into the character- matrix. N = 19 BCI novices handled a user-centered ERP-BCI application on their own without expert support. The software individually adjusted classifier weights and control parameters in the background, invisible to the user (auto-calibration). All participants were able to operate the software on their own and to twice correctly spell a sentence with the auto-calibrated classifier (once with PTE, once without). Our PTE increased spelling speed and, importantly, did not reduce accuracy. In sum, this study demonstrates feasi- bility of auto-calibrating ERP-BCI use, independently by laymen and the strong benefit of integrating predictive text directly into the character-matrix.}, subject = {Psychologie}, language = {en} } @article{Stoeber1994, author = {St{\"o}ber, Gerald}, title = {Schwangerschaftsinfektionen bei M{\"u}ttern von chronisch Schizophrenen: die Bedeutung einer differenzierten Nosologie}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-78438}, year = {1994}, abstract = {In einer retrospektiven Untersuchung erinnerten 16 von 80 M{\"u}ttern von chronisch Schizophrenen eine schwere Infektionserkrankung in der Schwangerschaft. Im zweiten Trimenon waren geh{\"a}uft Infektionen aufgetreten. Zehn von 80 M{\"u}ttern von Kontrollpersonen erinnerten ebenfalls eine Infektion. Im Vergleich zu den Kontrollen halfen M{\"u}tter Schizophrener im 5. Schwangerschaftsmonat h{\"a}ufiger Infektionen als in den anderen Gestationsmonaten (p < 0,05). Bei "famili{\"a}ren" und "sporadischen" Schizophrenen gem{\"a}ß DSM III-R kamen im Vergleich zu Kontrollen Infektionen in gleicher H{\"a}ufigkeit vor. Wurden hingegen in der Diagnostik schizophrener Psychosen die Definitionen von Leonhard zugrunde gelegt, ergaben sich signifikante Unterschiede! Bei den systematischen Schizophrenen (denen nach Leonhard keine erbliche Disposition zugrunde liegt) waren Infektionen geh{\"a}uft im 2. Schwangerschaftsdrittel aufgetreten, sowohl im Vergleich zu Kontrollen (p < 0,01) als auch im Vergleich zu den unsystematischen Schizophrenen, die haupts{\"a}chlich genetisch bedingt zu sein scheinen (p < 0,001). Infektionserkrankungen im 5. Schwangerschaftsmonat waren ausschließlich bei den M{\"u}ttern von systematischen Schizophrenen vorgekommen. Bei diesen Krankheitsformen scheinen Infektionen im 2. Schwangerschaftstrimenon und insbesondere im 5. Schwangerschaftsmonat wichtige {\"a}tiologische Faktoren zu sein und k{\"o}nnten miturs{\"a}chlich sein f{\"u}r die beschriebenen zytoarchitektonischen Aberrationen im Zentralnervensystem von chronisch Schizophrenen.}, subject = {Medizin}, language = {de} } @article{StrackDeutsch2004, author = {Strack, Fritz and Deutsch, Roland}, title = {Reflective and Impulsive Determinants of Social Behavior}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-40447}, year = {2004}, abstract = {This article describes a 2-systems model that explains social behavior as a joint function of reflective and impulsive processes. In particular, it is assumed that social behavior is controlled by 2 interacting systems that follow different operating principles. The reflective system generates behavioral decisions that are based on knowledge about facts and values, whereas the impulsive system elicits behavior through associative links and motivational orientations. The proposed model describes how the 2 systems interact at various stages of processing, and how their outputs may determine behavior in a synergistic or antagonistic fashion. It extends previous models by integrating motivational components that allow more precise predictions of behavior. The implications of this reflective-impulsive model are applied to various phenomena from social psychology and beyond. Extending previous dual-process accounts, this model is not limited to specific domains of mental functioning and attempts to integrate cognitive, motivational, and behavioral mechanisms.}, subject = {Psychologie}, language = {en} } @article{SodianSchneiderPerlmutter1986, author = {Sodian, Beate and Schneider, Wolfgang and Perlmutter, Marion}, title = {Recall, clustering, and metamemory in young children}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-62014}, year = {1986}, abstract = {Thirty-two 4-year-olds and thirty-two 6-year-olds were tested for free and cued recall following either play-and-remember or sort-and-remember instructions and assessed for their metamemory of the efficacy of conceptual and perceptual sorting strategies. The younger children recalled significantly more items under sort-and-remember than under play-and-remember instructions, whereas no significant recall differences between instructional conditions were found for the older children. However, 6-year-olds showed higher levels of recall than 4-year-olds in both instructional conditions. Category cues were much more effective than color cues, regardless of age. In addition, clustering scores indicated that conceptual organization at both encoding and retrieval increased with age and with instruction. These results show that from 4 to 6 years of age children are learning to spontaneously employ memory strategies. In addition, they highlight the increasing importance of conceptual organization to retention of young children. Finally, the metamemory data suggest that there may be a lag between children's articulated declarative knowledge about the usefulness of conceptual organization and their procedural use of it.}, subject = {Psychologie}, language = {en} } @article{SodianSchneider1990, author = {Sodian, Beate and Schneider, Wolfgang}, title = {Children's understanding of cognitive cueing: How to manipulate cues to fool a competitor}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-62132}, year = {1990}, abstract = {4-6-year-old children's understanding of cognitive cuing was studied in 2 experiments using a strategic interaction paradigm. Ghildren could fool a competitor by hiding targets in locations that were labeled with semantically weakly associated cues and help a cooperative partner by hiding them in semantically highly associated locations. Very few 4-year-olds, half the 5-year-olds, and almost all 6-year-olds appropriately chose semantically highly vs. weakly associated hiding places to make the targets easy vs. difficult to find. The second experiment showed that 4-year-olds did not strategically manipulate cues as sources of information, although they themselves proficiently used them as such in a search task. These findings are discussed with regard to research on children's developing understanding of origins of knowledge and belief and with regard to recent claims that young preschoolers possess a metacognitive understanding of cognitive cuing.}, subject = {Psychologie}, language = {en} } @article{SchwerdtleKanisKahletal.2012, author = {Schwerdtle, Barbara and Kanis, Julia and Kahl, Lena and K{\"u}bler, Andrea and Schlarb, Angelika A.}, title = {Children's Sleep Comic: development of a new diagnostic tool for children with sleep disorders [original research]}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-75722}, year = {2012}, abstract = {Background: A solid diagnosis of sleep disorders in children should include both self-ratings and parent ratings. However, there are few standardized self-assessment instruments to meet this need. The Children's Sleep Comic is an adapted version of the unpublished German questionnaire "Freiburger Kinderschlafcomic" and provides pictures for items and responses. Because the drawings were outdated and allowed only for qualitative analysis, we revised the comic, tested its applicability in a target sample, and suggest a procedure for quantitative analysis. Methods: All items were updated and pictures were newly drawn. We used a sample of 201 children aged 5-10 years to test the applicability of the Children's Sleep Comic in young children and to run a preliminary analysis. Results: The Children's Sleep Comic comprises 37 items covering relevant aspects of sleep disorders in children. Application took on average 30 minutes. The procedure was well accepted by the children, as reflected by the absence of any dropouts. First comparisons with established questionnaires indicated moderate correlations. Conclusion: The Children's Sleep Comic is appropriate for screening sleep behavior and sleep problems in children. The interactive procedure can foster a good relationship between the investigator and the child, and thus establish the basis for successful intervention if necessary.}, subject = {Psychologie}, language = {en} } @article{SchneiderTreiber1984, author = {Schneider, Wolfgang and Treiber, Bernhard}, title = {Classroom differences in the determination of achievement changes}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-61991}, year = {1984}, abstract = {This study addresses three themes that recur in the research on student achievement: (a) developmental modeling ofintraindividual changes in achievement over time; (b) examination of the differences among subgroups within a classroom in the determinants of achievement; (c) description of the interactions among instructional variables in determining achievement differences. Eight classrooms were preselected on the basis of their widely differing slopes obtained in a regression analysis of pre- and posttest achievement scores. Mathematics achievement differences among sixth graders were analyzed in a four-wave design and explained by aptitude and instructional variables in a structural equation framework provided by LISREL. The results demonstrate the local nature of achievement models in that neither their measurement nor structural components proved generalizable across both groups of classrooms. Mention is also made, however, of technical problems and analytical ambiguities in the interpretation of these results.}, subject = {Psychologie}, language = {en} }