@article{ZieglerEhlisWeberetal.2021,
  author    = {Ziegler, Georg C. and Ehlis, Ann-Christine and Weber, Heike and Vitale, Maria Rosaria and Z{\"o}ller, Johanna E. M. and Ku, Hsing-Ping and Schiele, Miriam A. and K{\"u}rbitz, Laura I. and Romanos, Marcel and Pauli, Paul and Kalisch, Raffael and Zwanzger, Peter and Domschke, Katharina and Fallgatter, Andreas J. and Reif, Andreas and Lesch, Klaus-Peter},
  title     = {A Common CDH13 Variant is Associated with Low Agreeableness and Neural Responses to Working Memory Tasks in ADHD},
  series = {Genes},
  volume    = {12},
  journal   = {Genes},
  number    = {9},
  issn      = {2073-4425},
  doi       = {10.3390/genes12091356},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-245220},
  year      = {2021},
  abstract  = {The cell—cell signaling gene CDH13 is associated with a wide spectrum of neuropsychiatric disorders, including attention-deficit/hyperactivity disorder (ADHD), autism, and major depression. CDH13 regulates axonal outgrowth and synapse formation, substantiating its relevance for neurodevelopmental processes. Several studies support the influence of CDH13 on personality traits, behavior, and executive functions. However, evidence for functional effects of common gene variation in the CDH13 gene in humans is sparse. Therefore, we tested for association of a functional intronic CDH13 SNP rs2199430 with ADHD in a sample of 998 adult patients and 884 healthy controls. The Big Five personality traits were assessed by the NEO-PI-R questionnaire. Assuming that altered neural correlates of working memory and cognitive response inhibition show genotype-dependent alterations, task performance and electroencephalographic event-related potentials were measured by n-back and continuous performance (Go/NoGo) tasks. The rs2199430 genotype was not associated with adult ADHD on the categorical diagnosis level. However, rs2199430 was significantly associated with agreeableness, with minor G allele homozygotes scoring lower than A allele carriers. Whereas task performance was not affected by genotype, a significant heterosis effect limited to the ADHD group was identified for the n-back task. Heterozygotes (AG) exhibited significantly higher N200 amplitudes during both the 1-back and 2-back condition in the central electrode position Cz. Consequently, the common genetic variation of CDH13 is associated with personality traits and impacts neural processing during working memory tasks. Thus, CDH13 might contribute to symptomatic core dysfunctions of social and cognitive impairment in ADHD.},
  language  = {en}
}
@article{SeibelVolmer2021,
  author    = {Seibel, Sebastian and Volmer, Judith},
  title     = {A Diary Study on Anticipated Leisure Time, Morning Recovery, and Employees' Work Engagement},
  series = {International Journal of Environmental Research and Public Health},
  volume    = {18},
  journal   = {International Journal of Environmental Research and Public Health},
  number    = {18},
  issn      = {1660-4601},
  doi       = {10.3390/ijerph18189436},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-246090},
  year      = {2021},
  abstract  = {Recovery during yesterday's leisure time is beneficial for morning recovery, and morning recovery fosters employees' work engagement, a positive, motivational state associated with job performance. We extended existing research by assuming that both, morning recovery (considered a resource) and anticipated leisure time (considered an anticipated resource gain), relate to work engagement. Anticipated leisure time comprises two constructs: general anticipation of leisure time, which refers to employees' cognitive evaluation of their entire upcoming leisure time, and pleasant anticipation of a planned leisure activity, which describes a positive affective reaction because of one specific, upcoming leisure activity. We suggested that employees with high pleasant anticipation generate more thoughts of a planned leisure activity (ToPLA), which may distract them from their work, reducing their work engagement. A diary study over five days showed that morning recovery and general anticipation of leisure time were positively related to work engagement. Furthermore, employees with higher pleasant anticipation of a planned leisure activity reported more ToPLA. In contrast to our expectations, neither pleasant anticipation nor ToPLA was related to work engagement. In sum, this study introduced anticipated leisure time as a novel antecedent of work engagement and demonstrated that anticipated resource gains are important for high work engagement.},
  language  = {en}
}
@article{BreilKanskePittigetal.2021,
  author    = {Breil, Christina and Kanske, Philipp and Pittig, Roxana and B{\"o}ckler, Anne},
  title     = {A revised instrument for the assessment of empathy and Theory of Mind in adolescents: Introducing the EmpaToM-Y},
  series = {Behavior Research Methods},
  volume    = {53},
  journal   = {Behavior Research Methods},
  doi       = {10.3758/s13428-021-01589-3},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-302877},
  pages     = {2487-2501},
  year      = {2021},
  abstract  = {Empathy and Theory of Mind (ToM) are two core components of social understanding. The EmpaToM is a validated social video task that allows for independent manipulation and assessment of the two capacities. First applications revealed that empathy and ToM are dissociable constructs on a neuronal as well as on a behavioral level. As the EmpaToM has been designed for the assessment of social understanding in adults, it has a high degree of complexity and comprises topics that are inadequate for minors. For this reason, we designed a new version of the EmpaToM that is especially suited to measure empathy and ToM in youths. In experiment 1, we successfully validated the EmpaToM-Y on the original EmpaToM in an adult sample (N = 61), revealing a similar pattern of results across tasks and strong correlations of all constructs. As intended, the performance measure for ToM and the control condition of the EmpaToM-Y showed reduced difficulty. In experiment 2, we tested the feasibility of the EmpaToM-Y in a group of teenagers (N = 36). Results indicate a reliable empathy induction and higher demands of ToM questions for adolescents. We provide a promising task for future research targeting inter-individual variability of socio-cognitive and socio-affective capacities as well as their precursors and outcomes in healthy minors and clinical populations.},
  language  = {en}
}
@article{KirschKitzmannKunde2021,
  author    = {Kirsch, Wladimir and Kitzmann, Tim and Kunde, Wilfried},
  title     = {Action affects perception through modulation of attention},
  series = {Attention, Perception \& Psychophysics},
  volume    = {83},
  journal   = {Attention, Perception \& Psychophysics},
  number    = {5},
  issn      = {1943-393X},
  doi       = {10.3758/s13414-021-02277-2},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-273176},
  pages     = {2320-2330},
  year      = {2021},
  abstract  = {The present study explored the origin of perceptual changes repeatedly observed in the context of actions. In Experiment 1, participants tried to hit a circular target with a stylus movement under restricted feedback conditions. We measured the perception of target size during action planning and observed larger estimates for larger movement distances. In Experiment 2, we then tested the hypothesis that this action specific influence on perception is due to changes in the allocation of spatial attention. For this purpose, we replaced the hitting task by conditions of focused and distributed attention and measured the perception of the former target stimulus. The results revealed changes in the perceived stimulus size very similar to those observed in Experiment 1. These results indicate that action's effects on perception root in changes of spatial attention.},
  language  = {en}
}
@phdthesis{Schmidts2021,
  author    = {Schmidts, Constantin},
  title     = {Affective regulation of cognitive conflict},
  doi       = {10.25972/OPUS-21989},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-219897},
  school      = {Universit{\"a}t W{\"u}rzburg},
  year      = {2021},
  abstract  = {Kognitive Kontrolle beschreibt Prozesse die n{\"o}tig sind um zielgerichtetes Handeln im Angesicht von internen oder externen Widerst{\"a}nden zu erm{\"o}glichen. Wenn wir aus eigenen St{\"u}cken oder inspiriert durch unsere Umwelt Handlungen vorbereiten die unseren aktuellen Zielen entgegen stehen, kommt es zu Konflikten. Solche Konflikte k{\"o}nnen sich auf nachfolgendes Erleben und Verhalten auswirken. Aversive Konsequenzen von Konflikt k{\"o}nnten in einem Konflikt{\"u}berwachungsmodul registriert werden, welches anschließend Aufmerksamkeits{\"a}nderungen und Handlungstendenzen zur Reduzierung dieses negativen Affektes in Gang setzt. Wenn das der Fall w{\"a}re, k{\"o}nnten die vielfach beobachteten Verhaltensanpassungen an kognitiven Konflikt ein Ausdruck von Emotionsregulation sein. Ein theoretischer Eckpfeiler der gegenw{\"a}rtigen Forschung zur Emotionsregulation ist das Prozessmodell der Emotionsregulation, das aus den Regulationsstrategien Situationsauswahl, Situationsmodifikation, Aufmerksamkeitslenkung, kognitiven Ver{\"a}nderungen und Reaktionsmodulation besteht. Unter der Annahme, dass Konfliktanpassung und Affektregulation auf gemeinsamen Mechanismen fußen, habe ich aus dem Prozessmodell der Emotionsregulation Vorhersagen zur kognitiven Kontrolle abgeleitet und diese in elf Experimenten getestet (N = 509). Die Versuchsteilnehmer zeigten Situationsauswahl in Bezug auf Konflikte, allerdings nur dann, wenn sie ausdr{\"u}cklich auf Handlungs- und Ergebniskontingenzen hingewiesen wurden (Experimente 1 bis 3). Ich fand Anzeichen f{\"u}r einen Mechanismus, der der Situationsmodifikation {\"a}hnelt, aber keine Hinweise auf eine Beteiligung von Affekt (Experimente 4 bis 10). Eine {\"A}nderung der Konfliktbewertung hatte keinen Einfluss auf das Ausmaß der Konfliktadaptation (Experiment 11). Insgesamt gab es Hinweise auf eine explizite Aversivit{\"a}t kognitiver Konflikte, jedoch weniger auf implizite Aversivit{\"a}t, was darauf hindeutet, dass Konflikte vor allem dann Affektregulationsprozesse ausl{\"o}sen, wenn Menschen explizit Affektregulationsziele vor Augen haben.},
  subject      = {Affekt},
  language  = {en}
}
@article{PostemaHoogmanAmbrosinoetal.2021,
  author    = {Postema, Merel C. and Hoogman, Martine and Ambrosino, Sara and Asherson, Philip and Banaschewski, Tobias and Bandeira, Cibele E. and Baranov, Alexandr and Bau, Claiton H.D. and Baumeister, Sarah and Baur-Streubel, Ramona and Bellgrove, Mark A. and Biederman, Joseph and Bralten, Janita and Brandeis, Daniel and Brem, Silvia and Buitelaar, Jan K. and Busatto, Geraldo F. and Castellanos, Francisco X. and Cercignani, Mara and Chaim-Avancini, Tiffany M. and Chantiluke, Kaylita C. and Christakou, Anastasia and Coghill, David and Conzelmann, Annette and Cubillo, Ana I. and Cupertino, Renata B. and de Zeeuw, Patrick and Doyle, Alysa E. and Durston, Sarah and Earl, Eric A. and Epstein, Jeffery N. and Ethofer, Thomas and Fair, Damien A. and Fallgatter, Andreas J. and Faraone, Stephen V. and Frodl, Thomas and Gabel, Matt C. and Gogberashvili, Tinatin and Grevet, Eugenio H. and Haavik, Jan and Harrison, Neil A. and Hartman, Catharina A. and Heslenfeld, Dirk J. and Hoekstra, Pieter J. and Hohmann, Sarah and H{\o}vik, Marie F. and Jernigan, Terry L. and Kardatzki, Bernd and Karkashadze, Georgii and Kelly, Clare and Kohls, Gregor and Konrad, Kerstin and Kuntsi, Jonna and Lazaro, Luisa and Lera-Miguel, Sara and Lesch, Klaus-Peter and Louza, Mario R. and Lundervold, Astri J. and Malpas, Charles B and Mattos, Paulo and McCarthy, Hazel and Namazova-Baranova, Leyla and Nicolau, Rosa and Nigg, Joel T. and Novotny, Stephanie E. and Oberwelland Weiss, Eileen and O'Gorman Tuura, Ruth L. and Oosterlaan, Jaap and Oranje, Bob and Paloyelis, Yannis and Pauli, Paul and Picon, Felipe A. and Plessen, Kerstin J. and Ramos-Quiroga, J. Antoni and Reif, Andreas and Reneman, Liesbeth and Rosa, Pedro G.P. and Rubia, Katya and Schrantee, Anouk and Schweren, Lizanne J.S. and Seitz, Jochen and Shaw, Philip and Silk, Tim J. and Skokauskas, Norbert and Soliva Vila, Juan C. and Stevens, Michael C. and Sudre, Gustavo and Tamm, Leanne and Tovar-Moll, Fernanda and van Erp, Theo G.M. and Vance, Alasdair and Vilarroya, Oscar and Vives-Gilabert, Yolanda and von Polier, Georg G. and Walitza, Susanne and Yoncheva, Yuliya N. and Zanetti, Marcus V. and Ziegler, Georg C. and Glahn, David C. and Jahanshad, Neda and Medland, Sarah E. and Thompson, Paul M. and Fisher, Simon E. and Franke, Barbara and Francks, Clyde},
  title     = {Analysis of structural brain asymmetries in attention-deficit/hyperactivity disorder in 39 datasets},
  series = {Journal of Child Psychology and Psychiatry},
  volume    = {62},
  journal   = {Journal of Child Psychology and Psychiatry},
  number    = {10},
  doi       = {10.1111/jcpp.13396},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-239968},
  pages     = {1202 -- 1219},
  year      = {2021},
  abstract  = {Objective Some studies have suggested alterations of structural brain asymmetry in attention-deficit/hyperactivity disorder (ADHD), but findings have been contradictory and based on small samples. Here, we performed the largest ever analysis of brain left-right asymmetry in ADHD, using 39 datasets of the ENIGMA consortium. Methods We analyzed asymmetry of subcortical and cerebral cortical structures in up to 1,933 people with ADHD and 1,829 unaffected controls. Asymmetry Indexes (AIs) were calculated per participant for each bilaterally paired measure, and linear mixed effects modeling was applied separately in children, adolescents, adults, and the total sample, to test exhaustively for potential associations of ADHD with structural brain asymmetries. Results There was no evidence for altered caudate nucleus asymmetry in ADHD, in contrast to prior literature. In children, there was less rightward asymmetry of the total hemispheric surface area compared to controls (t = 2.1, p = .04). Lower rightward asymmetry of medial orbitofrontal cortex surface area in ADHD (t = 2.7, p = .01) was similar to a recent finding for autism spectrum disorder. There were also some differences in cortical thickness asymmetry across age groups. In adults with ADHD, globus pallidus asymmetry was altered compared to those without ADHD. However, all effects were small (Cohen's d from -0.18 to 0.18) and would not survive study-wide correction for multiple testing. Conclusion Prior studies of altered structural brain asymmetry in ADHD were likely underpowered to detect the small effects reported here. Altered structural asymmetry is unlikely to provide a useful biomarker for ADHD, but may provide neurobiological insights into the trait.},
  language  = {en}
}
@article{StegmannAndreattaPaulietal.2021,
  author    = {Stegmann, Yannik and Andreatta, Marta and Pauli, Paul and Wieser, Matthias J.},
  title     = {Associative learning shapes visual discrimination in a web-based classical conditioning task},
  series = {Scientific Reports},
  volume    = {11},
  journal   = {Scientific Reports},
  number    = {1},
  doi       = {10.1038/s41598-021-95200-6},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-260480},
  year      = {2021},
  abstract  = {Threat detection plays a vital role in adapting behavior to changing environments. A fundamental function to improve threat detection is learning to differentiate between stimuli predicting danger and safety. Accordingly, aversive learning should lead to enhanced sensory discrimination of danger and safety cues. However, studies investigating the psychophysics of visual and auditory perception after aversive learning show divergent findings, and both enhanced and impaired discrimination after aversive learning have been reported. Therefore, the aim of this web-based study is to examine the impact of aversive learning on a continuous measure of visual discrimination. To this end, 205 participants underwent a differential fear conditioning paradigm before and after completing a visual discrimination task using differently oriented grating stimuli. Participants saw either unpleasant or neutral pictures as unconditioned stimuli (US). Results demonstrated sharpened visual discrimination for the US-associated stimulus (CS+), but not for the unpaired conditioned stimuli (CS-). Importantly, this finding was irrespective of the US's valence. These findings suggest that associative learning results in increased stimulus salience, which facilitates perceptual discrimination in order to prioritize attentional deployment.},
  language  = {en}
}
@article{WeissHeinHewig2021,
  author    = {Weiß, Martin and Hein, Grit and Hewig, Johannes},
  title     = {Between joy and sympathy: Smiling and sad recipient faces increase prosocial behavior in the dictator game},
  series = {International Journal of Environmental Research and Public Health},
  volume    = {18},
  journal   = {International Journal of Environmental Research and Public Health},
  number    = {11},
  doi       = {10.3390/ijerph18116172},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-241106},
  year      = {2021},
  abstract  = {In human interactions, the facial expression of a bargaining partner may contain relevant information that affects prosocial decisions. We were interested in whether facial expressions of the recipient in the dictator game influence dictators´ ehavior. To test this, we conducted an online study (n = 106) based on a modified version of a dictator game. The dictators allocated money between themselves and another person (recipient), who had no possibility to respond to the dictator. Importantly, before the allocation decision, the dictator was presented with the facial expression of the recipient (angry, disgusted, sad, smiling, or neutral). The results showed that dictators sent more money to recipients with sad or smiling facial expressions and less to recipients with angry or disgusted facial expressions compared with a neutral facial expression. Moreover, based on the sequential analysis of the decision and the interaction partner in the preceding trial, we found that decision-making depends upon previous interactions.},
  language  = {en}
}
@article{GrevingRichter2021,
  author    = {Greving, Carla Elisabeth and Richter, Tobias},
  title     = {Beyond the Distributed Practice Effect: Is Distributed Learning Also Effective for Learning With Non-repeated Text Materials?},
  series = {Frontiers in Psychology},
  volume    = {12},
  journal   = {Frontiers in Psychology},
  issn      = {1664-1078},
  doi       = {10.3389/fpsyg.2021.685245},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-247944},
  year      = {2021},
  abstract  = {Distributed learning is often recommended as a general learning strategy, but previous research has established its benefits mainly for learning with repeated materials. In two experiments, we investigated distributed learning with complementary text materials. 77 (Experiment 1) and 130 (Experiment 2) seventh graders read two texts, massed vs. distributed, by 1 week (Experiment 1) or 15 min (Experiment 2). Learning outcomes were measured immediately and 1 week later and metacognitive judgments of learning were assessed. In Experiment 1, distributed learning was perceived as more difficult than massed learning. In both experiments, massed learning led to better outcomes immediately after learning but learning outcomes were lower after 1 week. No such decrease occurred for distributed learning, yielding similar outcomes for massed and distributed learning after 1 week. In sum, no benefits of distributed learning vs. massed learning were found, but distributed learning might lower the decrease in learning outcomes over time.},
  language  = {en}
}
@phdthesis{Zetzl2021,
  author    = {Zetzl, Teresa Margarete},
  title     = {Cancer-related fatigue intervention},
  doi       = {10.25972/OPUS-25166},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-251662},
  school      = {Universit{\"a}t W{\"u}rzburg},
  year      = {2021},
  abstract  = {The incidence of cancer cases is rising steadily, while improved early detection and new cancer-specific therapies are reducing the mortality rate. In addition to curing cancer or prolonging life, increasing the quality of life is thus an important goal of oncology, which is why the burdens of cancer and treatment are becoming more important. A common side effect of cancer and its therapy is cancer-related fatigue, a tiredness that manifests itself on physical, emotional and cognitive levels and is not in proportion to previous physical efforts. Since the etiology of fatigue has not yet been fully clarified, symptom-oriented therapy is preferable to cause-specific therapy. In addition to activity management, sleep hygiene, and cognitive behavioral therapy, mind-body interventions such as yoga are recommended for reducing fatigue. Previous studies with small sample sizes were able to examine the efficacy of yoga regarding fatigue predominantly in patients with breast cancer. Long-term effects of yoga have rarely been studied and there have been no attempts to increase long-term effects through interventions such as reminder e-mails. This dissertation takes a closer look at these mentioned aspects of the study sample and long-term effects. An 8-week randomized controlled yoga intervention was conducted, including patients with different cancer types reporting mild to severe fatigue. Following the 8-week yoga therapy, a randomized group of participants received weekly reminder e-mails for 6 months for regular yoga practice, whereas the control group did not receive reminder e-mails. The first paper is a protocol article, which addresses the design and planned implementation of the research project this dissertation is based upon. This serves to ensure better replicability and comparability with other yoga studies. Due to a very low consent rate of patients in the pilot phase, it was necessary to deviate from the protocol article in the actual implementation and the planned inclusion criterion of fatigue >5 was reduced to fatigue >1. The second paper examines the efficacy of the eight-week yoga intervention. Patients in the intervention group who participated in the yoga classes seven times or more showed a significantly greater reduction in general and physical fatigue than those who participated less often. The efficacy of yoga was related to the number of attended yoga sessions. Women with breast cancer who participated in yoga reported greater reductions in fatigue than women with other cancer types. There was also an improvement for depression and quality of life after eight weeks of yoga therapy compared to no yoga therapy. These results imply that yoga is helpful in reducing depression and cancer-related fatigue, especially in terms of physical aspects and improving quality of life. The third paper focuses on the efficacy of reminder e-mails in terms of fatigue and practice frequency. Patients who received reminder e-mails reported greater reductions in general and emotional fatigue, as well as significant increases in practice frequency, compared to patients who did not receive reminder e-mails. Compared to fatigue scores before yoga, significantly lower fatigue and depression scores and higher quality of life were reported after yoga therapy and at follow-up six months later. Weekly e-mail reminders after yoga therapy may have positive effects on general and emotional fatigue and help cancer patients with fatigue establish a regular yoga practice at home. However, higher practice frequency did not lead to higher improvement in physical fatigue as found in Paper 2. This may indicate other factors that influence the efficacy of yoga practice on physical fatigue, such as mindfulness or side effects of therapy. This research project provides insight into the efficacy of yoga therapy for oncology patients with fatigue. It is important that such interventions be offered early, while fatigue symptoms are not too severe. Regular guided yoga practice can reduce physical fatigue, but subsequent yoga practice at home does not further reduce physical fatigue. Reminder emails after completed yoga therapy could only reduce patients' emotional fatigue. It may be that physical fatigue was reduced as much as possible by the previous yoga therapy and that there was a floor effect, or it may be that reminder emails are not suitable as an intervention to reduce physical fatigue at all. Further research is needed to examine the mechanisms of the different interventions in more detail and to find appropriate interventions that reduce all levels of fatigue equally.},
  subject      = {Erm{\"u}dungssyndrom},
  language  = {en}
}
@phdthesis{Seger2021,
  author    = {Seger, Benedikt Thomas},
  title     = {Children's Comprehension of Illustrated Narrative Text: The Role of Tripartite Representations and Perceptual Simulation},
  doi       = {10.25972/OPUS-24228},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-242280},
  school      = {Universit{\"a}t W{\"u}rzburg},
  year      = {2021},
  abstract  = {This doctoral thesis is part of a research project on the development of the cognitive compre-hension of film at W{\"u}rzburg University that was funded by the German Research Foundation (Deutsche Forschungsgemeinschaft) between 2013 and 2019 and awarded to Gerhild Nied-ing. That project examined children's comprehension of narrative text and its development in illustrated versus non-illustrated formats. For this purpose, van Dijk and Kintsch's (1983) tri-partite model was used, according to which text recipients form text surface and textbase rep-resentations and construct a situation model. In particular, predictions referring to the influ-ence of illustrations on these three levels of text representation were derived from the inte-grated model of text and picture comprehension (ITPC; Schnotz, 2014), which holds that text-picture units are processed on both text-based (descriptive) and picture-based (depictive) paths. Accordingly, illustrations support the construction of a situation model. Moreover, in line with the embodied cognition account (e.g., Barsalou, 1999), it was assumed that the situa-tion model is grounded in perception and action; text recipients mentally simulate the situation addressed in the text through their neural systems related to perception (perceptual simulation) and action (motor resonance). Therefore, the thesis also examines whether perceptual simula-tion takes place during story reception, whether it improves the comprehension of illustrated stories, and whether motor resonance is related to the comprehension of text accompanied by dynamic illustrations. Finally, predictions concerning the development of comprehending illus-trated text were made in line with Springer's (2001) hypotheses according to which younger children, compared with older children and adults, focus more on illustrations during text comprehension (perceptual boundedness) and use illustrations for the development of cogni-tive skills (perceptual support). The first research question sought to validate the tripartite model in the context of children's comprehension of narrative text, so Hypothesis 1 predicted that children yield representations of the text surface, the textbase, and the situation model during text reception. The second research question comprised the assumptions regarding the impact of illustrations on text comprehension. Accordingly, it was expected that illustrations improve the situation model (Hypothesis 2a), especially when they are processed before their corresponding text passages (Hypothesis 2b). Both hypotheses were derived from the ITPC and the assumption that per-ceptual simulation supports the situation model. It was further predicted that dynamic illustra-tions evoke more accurate situation models than static ones (Hypothesis 2c); this followed from the assumption that motor resonance supports the situation model. In line with the ITPC, it was assumed that illustrations impair the textbase (Hypothesis 2d), especially when they are presented after their corresponding text passages (Hypothesis 2e). In accordance with earlier results, it was posited that illustrations have a beneficial effect for the text surface (Hypothesis 2f). The third research question addressed the embodied approach to the situation model. Here, it was assumed that perceptual simulation takes place during text reception (Hypothesis 3a) and that it is more pronounced in illustrated than in non-illustrated text (Hypothesis 3b); the latter hypothesis was related to a necessary premise of the assumption that perceptual sim-ulation improves the comprehension of illustrated text. The fourth research question was relat-ed to perceptual boundedness and perceptual support and predicted age-related differences; younger children were expected to benefit more from illustrations regarding the situation model (Hypothesis 4a) and to simulate vertical object movements in a more pronounced fash-ion (Hypothesis 4b) than older children. In addition, Hypothesis 4c held that perceptual simu-lation is more pronounced in younger children particularly when illustrations are present. Three experiments were conducted to investigate these hypotheses. Experiment 1 (Seger, Wannagat, \& Nieding, submitted).compared the tripartite representations of written text without illustrations, with illustrations presented first, and with illustrations presented after their corresponding sentences. Students between 7 and 13 years old (N = 146) took part. Ex-periment 2 (Seger, Wannagat, \& Nieding, 2019) investigated the tripartite representations of auditory text, audiovisual text with static illustrations, and audiovisual text with dynamic il-lustrations among children in the same age range (N = 108). In both experiments, a sentence recognition method similar to that introduced by Schmalhofer and Glavanov (1986) was em-ployed. This method enables the simultaneous measurement of all three text representations. Experiment 3 (Seger, Hauf, \& Nieding, 2020) determined the perceptual simulation of vertical object movements during the reception of auditory and audiovisual narrative text among chil-dren between 5 and 11 years old and among adults (N = 190). For this experiment, a picture verification task based on Stanfield and Zwaan's (2001) paradigm and adapted from Hauf (2016) was used. The first two experiments confirmed Hypothesis 1, indicating that the tripartite model is appli-cable to the comprehension of auditory and written narrative text among children. A benefi-cial effect of illustrations to the situation model was observed when they were presented syn-chronously with auditory text (Hypotheses 2a), but not when presented asynchronously with written text (Hypothesis 2b), so the ITPC is partly supported on this point. Hypothesis 2c was rejected, indicating that motor resonance does not make an additional contribution to the comprehension of narrative text with dynamic illustrations. Regarding the textbase, a general negative effect of illustrations was not observed (Hypothesis 2d), but a specific negative effect of illustrations that follow their corresponding text passages was seen (Hypothesis 2e); the latter result is also in line with the ITPC. The text surface (Hypothesis 2f) appears to benefit from illustrations in auditory but not written text. The results obtained in Experiment 3 sug-gest that children and adults perceptually simulate vertical object movements (Hypothesis 3a), but there appears to be no difference between auditory and audiovisual text (Hypothesis 3b), so there is no support for a functional relationship between perceptual simulation and the situ-ation model in illustrated text. Hypotheses 4a-4c were investigated in all three experiments and did not receive support in any of them, which indicates that representations of illustrated and non-illustrated narrative text remain stable within the age range examined here.},
  subject      = {Textverstehen},
  language  = {en}
}
@article{SegerWannagatNieding2021,
  author    = {Seger, Benedikt T. and Wannagat, Wienke and Nieding, Gerhild},
  title     = {Children's surface, textbase, and situation model representations of written and illustrated written narrative text},
  series = {Reading and Writing},
  volume    = {34},
  journal   = {Reading and Writing},
  number    = {6},
  issn      = {1573-0905},
  doi       = {10.1007/s11145-020-10118-1},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-269813},
  pages     = {1415-1440},
  year      = {2021},
  abstract  = {According to the tripartite model of text representation (van Dijk \& Kintsch, 1983), readers form representations of the text surface and textbase, and construct a situation model. In this study, an experiment was conducted to investigate whether these levels of representation would be affected by adding illustrations to narrative text and whether the order of text and illustrations would make a difference. Students aged between 7 and 13 years (N = 146) read 12 narrative texts, 4 of them with illustrations presented before their corresponding sentences, 4 with illustrations presented after, and 4 without any illustration. A sentence recognition task was used to assess the accuracy for text surface, textbase, and situation model. For the text surface and situation model, neither the presence of illustrations nor the order of text and illustrations influenced accuracy. However, the textbase was negatively affected by illustrations when they followed their corresponding sentences. We suggest that illustrations can initiate model inspection after situation model construction (Schnotz, 2014), a process that can make substantial changes to the textbase representation.},
  language  = {en}
}
@article{WannagatWaizeneggerNiedling2021,
  author    = {Wannagat, Wienke and Waizenegger, Gesine and Niedling, Gerhild},
  title     = {Coherence formation during narrative text processing: a comparison between auditory and audiovisual text presentation in 9- to 12-year-old children},
  series = {Cognitive Processing},
  volume    = {22},
  journal   = {Cognitive Processing},
  issn      = {1612-4782},
  doi       = {10.1007/s10339-020-01008-z},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-235744},
  pages     = {299-310},
  year      = {2021},
  abstract  = {In an experiment with 114 children aged 9-12 years, we compared the ability to establish local and global coherence of narrative texts between auditory and audiovisual (auditory text and pictures) presentation. The participants listened to a series of short narrative texts, in each of which a protagonist pursued a goal. Following each text, we collected the response time to a query word that was either associated with a near or a distant causal antecedent of the final sentence. Analysis of these response times indicated that audiovisual presentation has advantages over auditory presentation for accessing information relevant for establishing both local and global coherence, but there are indications that this effect may be slightly more pronounced for global coherence.},
  language  = {en}
}
@article{CaoSteinbornHaendel2021,
  author    = {Cao, Liyu and Steinborn, Michael B. and Haendel, Barbara F.},
  title     = {Delusional thinking and action binding in healthy individuals},
  series = {Scientific Reports},
  volume    = {11},
  journal   = {Scientific Reports},
  number    = {1},
  doi       = {10.1038/s41598-021-97977-y},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-264707},
  year      = {2021},
  abstract  = {Action binding is the effect that the perceived time of an action is shifted towards the action related feedback. A much larger action binding effect in schizophrenia compared to normal controls has been shown, which might be due to positive symptoms like delusions. Here we investigated the relationship between delusional thinking and action binding in healthy individuals, predicting a positive correlation between them. The action binding effect was evaluated by comparing the perceived time of a keypress between an operant (keypress triggering a sound) and a baseline condition (keypress alone), with a novel testing method that massively improved the precision of the subjective timing measurement. A positive correlation was found between the tendency of delusional thinking (measured by the 21-item Peters et al. delusions inventory) and action binding across participants after controlling for the effect of testing order between operant and baseline conditions. The results indicate that delusional thinking in particular influences action time perception and support the notion of a continuous distribution of schizotypal traits with normal controls at one end and clinical patients at the other end.},
  language  = {en}
}
@phdthesis{HartliebgebFaust2021,
  author    = {Hartlieb [geb. Faust], Verena},
  title     = {Die Bedeutung der phonologischen Bewusstheit f{\"u}r die Entwicklung mathematischer Kompetenzen bei Kindern mit und ohne Migrationshintergrund : Ergebnisse einer L{\"a}ngsschnittstudie vom Beginn des Vorschuljahres bis zum Ende der ersten Klasse},
  doi       = {10.25972/OPUS-24404},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-244047},
  school      = {Universit{\"a}t W{\"u}rzburg},
  year      = {2021},
  abstract  = {Die Entwicklung mathematischer Kompetenzen beginnt bereits vor Schuleintritt und wird durch viele Faktoren beeinflusst. In der vorliegenden Arbeit wird prim{\"a}r untersucht, ob die phonologische Bewusstheit als (meta-)sprachliche Kompetenz auch f{\"u}r die fr{\"u}he mathematische Kompetenzentwicklung bedeutsam ist und ob sich bei Kindern mit und ohne Migrationshintergrund vergleichbare Zusammenh{\"a}nge finden lassen. Ein weiterer Schwerpunkt bildet die {\"U}berpr{\"u}fung von differenziellen Effekten von ausgew{\"a}hlten, mathematischen Vorschultrainings sowie eines Trainings der phonologischen Bewusstheit auf die mathematischen Kompetenzen unter Ber{\"u}cksichtigung des Migrationshintergrundes. Die statistischen Analysen basieren auf einer Stichprobe von {\"u}ber 370 Kindern, die im Verlauf der L{\"a}ngsschnittstudie zu vier Messzeitpunkten, jeweils am Beginn und Ende des Vorschul- bzw. ersten Schuljahres, untersucht wurden. Durch Berechnung hierarchischer Regressionsanalysen ließ sich global kein zus{\"a}tzlicher Erkl{\"a}rungsbeitrag der phonologischen Bewusstheit neben den mathematischen Ausgangskompetenzen feststellen. Der Vergleich der beiden Migrationsgruppen ergab keine strukturellen Unterschiede. Die {\"U}berpr{\"u}fung von spezifischen Effekten durch mathematische Vorschulprogramme (Krajewski et al., 2007; Friedrich \& de Galg{\´o}czy, 2004; Preiß, 2004, 2005) und von unspezifischen Effekten durch ein Training der phonologischen Bewusstheit und der Buchstaben-Laut-Zuordnung (K{\"u}spert \& Schneider, 2008; Plume \& Schneider, 2004) auf die mathematischen Kompetenzen lieferte nur vereinzelt positive Effekte, die jedoch bei Ber{\"u}cksichtigung von individuellen und famili{\"a}ren Kontrollvariablen reduziert wurden. Die Generalisierbarkeit der Ergebnisse ist durch die komplexe Datenstruktur verbunden mit kleinen Stichprobengr{\"o}ßen in den jeweiligen Faktorenstufen limitiert. Insgesamt erm{\"o}glicht die vorliegende Arbeit eine differenzierte Betrachtung der mathematischen Kompetenzentwicklung bei Kindern mit und ohne Migrationshintergrund und liefert wichtige Implikationen f{\"u}r Forschung und Praxis.},
  subject      = {Mathematik},
  language  = {de}
}
@article{SchindlerRichterMar2021,
  author    = {Schindler, Julia and Richter, Tobias and Mar, Raymond},
  title     = {Does generation benefit learning for narrative and expository texts? A direct replication attempt},
  series = {Applied Cognitive Psychology},
  volume    = {35},
  journal   = {Applied Cognitive Psychology},
  number    = {2},
  doi       = {10.1002/acp.3781},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-224496},
  pages     = {559 -- 564},
  year      = {2021},
  abstract  = {Generated information is better recognized and recalled than information that is read. This so-called generation effect has been replicated several times for different types of material, including texts. Perhaps the most influential demonstration was by McDaniel et al. (1986, Journal of Memory and Language, 25, 645-656; henceforth MEDC). This group tested whether the generation effect occurs only if the generation task stimulates cognitive processes not already stimulated by the text. Numerous studies, however, report difficulties replicating this text by generation-task interaction, which suggests that the effect might only be found under conditions closer to the original method of MEDC. To test this assumption, we will closely replicate MEDC's Experiment 2 in German and English-speaking samples. Replicating the effect would suggest that it can be reproduced, at least under limited conditions, which will provide the necessary foundation for future investigations into the boundary conditions of this effect, with an eye towards its utility in applied contexts.},
  language  = {en}
}
@article{MadeiraGromerLatoschiketal.2021,
  author    = {Madeira, Octavia and Gromer, Daniel and Latoschik, Marc Erich and Pauli, Paul},
  title     = {Effects of Acrophobic Fear and Trait Anxiety on Human Behavior in a Virtual Elevated Plus-Maze},
  series = {Frontiers in Virtual Reality},
  volume    = {2},
  journal   = {Frontiers in Virtual Reality},
  doi       = {10.3389/frvir.2021.635048},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-258709},
  year      = {2021},
  abstract  = {The Elevated Plus-Maze (EPM) is a well-established apparatus to measure anxiety in rodents, i.e., animals exhibiting an increased relative time spent in the closed vs. the open arms are considered anxious. To examine whether such anxiety-modulated behaviors are conserved in humans, we re-translated this paradigm to a human setting using virtual reality in a Cave Automatic Virtual Environment (CAVE) system. In two studies, we examined whether the EPM exploration behavior of humans is modulated by their trait anxiety and also assessed the individuals' levels of acrophobia (fear of height), claustrophobia (fear of confined spaces), sensation seeking, and the reported anxiety when on the maze. First, we constructed an exact virtual copy of the animal EPM adjusted to human proportions. In analogy to animal EPM studies, participants (N = 30) freely explored the EPM for 5 min. In the second study (N = 61), we redesigned the EPM to make it more human-adapted and to differentiate influences of trait anxiety and acrophobia by introducing various floor textures and lower walls of closed arms to the height of standard handrails. In the first experiment, hierarchical regression analyses of exploration behavior revealed the expected association between open arm avoidance and Trait Anxiety, an even stronger association with acrophobic fear. In the second study, results revealed that acrophobia was associated with avoidance of open arms with mesh-floor texture, whereas for trait anxiety, claustrophobia, and sensation seeking, no effect was detected. Also, subjects' fear rating was moderated by all psychometrics but trait anxiety. In sum, both studies consistently indicate that humans show no general open arm avoidance analogous to rodents and that human EPM behavior is modulated strongest by acrophobic fear, whereas trait anxiety plays a subordinate role. Thus, we conclude that the criteria for cross-species validity are met insufficiently in this case. Despite the exploratory nature, our studies provide in-depth insights into human exploration behavior on the virtual EPM.},
  language  = {en}
}
@article{BrychHaendelRiechelmannetal.2021,
  author    = {Brych, Mareike and H{\"a}ndel, Barbara F. and Riechelmann, Eva and Pieczykolan, Aleksandra and Huestegge, Lynn},
  title     = {Effects of vocal demands on pupil dilation},
  series = {Psychophysiology},
  volume    = {58},
  journal   = {Psychophysiology},
  number    = {2},
  doi       = {10.1111/psyp.13729},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-224425},
  year      = {2021},
  abstract  = {Pupil dilation is known to be affected by a variety of factors, including physical (e.g., light) and cognitive sources of influence (e.g., mental load due to working memory demands, stimulus/response competition etc.). In the present experiment, we tested the extent to which vocal demands (speaking) can affect pupil dilation. Based on corresponding preliminary evidence found in a reanalysis of an existing data set from our lab, we setup a new experiment that systematically investigated vocal response-related effects compared to mere jaw/lip movement and button press responses. Conditions changed on a trial-by-trial basis while participants were instructed to keep fixating a central cross on a screen throughout. In line with our prediction (and previous observation), speaking caused the pupils to dilate strongest, followed by nonvocal movements and finally a baseline condition without any vocal or muscular demands. An additional analysis of blink rates showed no difference in blink frequency between vocal and baseline conditions, but different blink dynamics. Finally, simultaneously recorded electromyographic activity showed that muscle activity may contribute to some (but not all) aspects of the observed effects on pupil size. The results are discussed in the context of other recent research indicating effects of perceived (instead of executed) vocal action on pupil dynamics.},
  language  = {en}
}
@article{PittigHeinigGoerigketal.2021,
  author    = {Pittig, Andre and Heinig, Ingmar and Goerigk, Stephan and Thiel, Freya and Hummel, Katrin and Scholl, Lucie and Deckert, J{\"u}rgen and Pauli, Paul and Domschke, Katharina and Lueken, Ulrike and Fydrich, Thomas and Fehm, Lydia and Plag, Jens and Str{\"o}hle, Andreas and Kircher, Tilo and Straube, Benjamin and Rief, Winfried and Koelkebeck, Katja and Arolt, Volker and Dannlowski, Udo and Margraf, J{\"u}rgen and Totzeck, Christina and Schneider, Silvia and Neudeck, Peter and Craske, Michelle G. and Hollandt, Maike and Richter, Jan and Hamm, Alfons and Wittchen, Hans-Ulrich},
  title     = {Efficacy of temporally intensified exposure for anxiety disorders: A multicenter randomized clinical trial},
  series = {Depression and Anxiety},
  volume    = {38},
  journal   = {Depression and Anxiety},
  number    = {11},
  doi       = {10.1002/da.23204},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-257331},
  pages     = {1169-1181},
  year      = {2021},
  abstract  = {Background The need to optimize exposure treatments for anxiety disorders may be addressed by temporally intensified exposure sessions. Effects on symptom reduction and public health benefits should be examined across different anxiety disorders with comorbid conditions. Methods This multicenter randomized controlled trial compared two variants of prediction error-based exposure therapy (PeEx) in various anxiety disorders (both 12 sessions + 2 booster sessions, 100 min/session): temporally intensified exposure (PeEx-I) with exposure sessions condensed to 2 weeks (n = 358) and standard nonintensified exposure (PeEx-S) with weekly exposure sessions (n = 368). Primary outcomes were anxiety symptoms (pre, post, and 6-months follow-up). Secondary outcomes were global severity (across sessions), quality of life, disability days, and comorbid depression. Results Both treatments resulted in substantial improvements at post (PeEx-I: d\(_{within}\) = 1.50, PeEx-S: d\(_{within}\) = 1.78) and follow-up (PeEx-I: d\(_{within}\) = 2.34; PeEx-S: d\(_{within}\) = 2.03). Both groups showed formally equivalent symptom reduction at post and follow-up. However, time until response during treatment was 32\% shorter in PeEx-I (median = 68 days) than PeEx-S (108 days; TR\(_{PeEx-I}\)-I = 0.68). Interestingly, drop-out rates were lower during intensified exposure. PeEx-I was also superior in reducing disability days and improving quality of life at follow-up without increasing relapse. Conclusions Both treatment variants focusing on the transdiagnostic exposure-based violation of threat beliefs were effective in reducing symptom severity and disability in severe anxiety disorders. Temporally intensified exposure resulted in faster treatment response with substantial public health benefits and lower drop-out during the exposure phase, without higher relapse. Clinicians can expect better or at least comparable outcomes when delivering exposure in a temporally intensified manner.},
  language  = {en}
}
@phdthesis{Stegmann2021,
  author    = {Stegmann, Yannik},
  title     = {Electrocortical mechanisms of sustained attention during the acquisition and interaction of conditioned fear and anxiety},
  doi       = {10.25972/OPUS-23770},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-237700},
  school      = {Universit{\"a}t W{\"u}rzburg},
  year      = {2021},
  abstract  = {Adapting defensive behavior to the characteristics of a threatening situation is a fundamental function of the brain. Particularly, threat imminence plays a major role for the organization of defensive responses. Acute threat prompts phasic physiological responses, which are usually associated with an intense feeling of fear. In contrast, diffuse and potentially threatening situations elicit a sustained state of anxious apprehension. Detection of the threatening stimulus defines the key event in this framework, initiating the transition from potential to acute threat. Consequently, attention to threat is crucial for supporting defensive behavior. The functions of attention are finely tuned to the characteristics of a threatening situation. Potential threat is associated with hypervigilance, in order to facilitate threat detection. Once a threatening stimulus has been identified, attention is selectively focused on the source of danger. Even though the concepts of selective attention and hypervigilance to threat are well established, evidence for their neural correlates remain scarce. Therefore, a major goal of this thesis is to elucidate the neural correlates of selective attention to acute threat and hypervigilance during potential threat. A second aim of this thesis is to provide a mechanistic account for the interaction of fear and anxiety. While contemporary models view fear and anxiety as mutually exclusive, recent findings for the neural networks of fear and anxiety suggest potential interactions. In four studies, aversive cue conditioning was used to induce acute threat, while context conditioning served as a laboratory model of potential threat. To quantify neural correlates of selective attention and hypervigilance, steady-state visual evoked potentials (ssVEPs) were measured as an index of visuocortical responding. Study 1 compared visuocortical responses to acute and potential threat for high versus low trait-anxious individuals. All individuals demonstrated enhanced electrocortical responses to the central cue in the acute threat condition, suggesting evidence for the neural correlate of selective attention. However, only low anxious individuals revealed facilitated processing of the contexts in the potential threat condition, reflecting a neural correlate of hypervigilance. High anxious individuals did not discriminate among contexts. These findings contribute to the notion of aberrational processing of potential threat for high anxious individuals. Study 2 and 3 realized orthogonal combinations of cue and context conditioning to investigate potential interactions of fear and anxiety. In contrast to Study 1 and 2, Study 3 used verbal instructions to induce potentially threatening contexts. Besides ssVEPs, threat ratings and skin conductance responses (SCRs) were recorded as efferent indices of defensive responding. None of these studies found further evidence for the neural correlates of hypervigilance and selective attention. However, results for ratings and SCRs revealed additive effects of fear and anxiety, suggesting that fear and anxiety are not mutually exclusive, but interact linearly to organize and facilitate defensive behavior. Study 4 tested ssVEPs to more ecologically valid forms of context conditioning, using flickering video stimuli of virtual offices to establish context representations. Contrary to expectations, results revealed decreased visuocortical responses during sustained presentations of anxiety compared to neutral contexts. A disruption of ssVEP signals eventually suggests interferences by continuously changing video streams which are enhanced as a function of motivational relevance. In summary, this thesis provided evidence for the neural correlates of attention only for isolated forms of fear and anxiety, but not for their interaction. In contrast, an additive interaction model of fear and anxiety for measures of defensive responding offers a new perspective on the topography of defensive behavior.},
  subject      = {Furcht},
  language  = {en}
}