@phdthesis{Jaeger2018, author = {J{\"a}ger, Dana}, title = {Zur p{\"a}dagogischen Legitimation des W{\"u}rzburger Trainingsprogrammes H{\"o}ren, lauschen, lernen: Trainingseffekte und Trainereffekte}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-174051}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2018}, abstract = {Programmans{\"a}tze und deren Einsatz in vorschulisch, schulisch und außerschulisch bildenden Kontexten erfreuen sich der zunehmenden Beliebtheit. Ein breites und nicht nachlassendes Interesse in Forschung und Praxis kommt insbesondere vorschulischen Trainingskonzepten zuteil, denen das Potenzial zugesprochen wird, sp{\"a}ter auftretenden Schwierigkeiten beim Erwerb der Schriftsprache wirksam vorzubeugen. Das W{\"u}rzburger Trainingsprogramm »H{\"o}ren, lauschen, lernen« stellt einen konzeptionell auf schriftspracherwerbstheoretischen Annahmen fundierten und mit mehreren evaluierenden Studien erprobten Trainingsansatz dar. Dieser bezweckt, Kindern den Erwerb des Lesens und Schreibens zu erleichtern. Dem Anspruch, sp{\"a}teren Lese-Rechtschreibschwierigkeiten effektiv vorzubeugen, unterliegt die vorschulische F{\"o}rderung bereichsspezifischer Kompetenzen des Schriftspracherwerbs, insbesondere der Kompetenz phonologische Bewusstheit. Die F{\"o}rderung wird optimal ausgesch{\"o}pft, sofern Empfehlungen einer qualitativen Implementierung umgesetzt werden, die als Manualtreue, Durchf{\"u}hrungsintensit{\"a}t, Programmdifferenzierung, Programmkomplexit{\"a}t, Implementierungsstrategien, Vermittlungsqualit{\"a}t und Teilnehmerreaktion spezifiziert sind. Zunehmend diskutiert sind in der Trainingsforschung, neben der theoretischen Fundierung und dem zu erbringenden Nachweis an empirischer Evidenz von Programmans{\"a}tzen, Kriterien der Praxistauglichkeit. Daher befasst sich die vorliegende Arbeit mit der Frage der Programmrobustheit gegen{\"u}ber Trainereffekten. Es nahmen 300 Kinder an dem W{\"u}rzburger Trainingsprogramm teil und wurden 64 Kindern gegen{\"u}bergestellt, die dem regul{\"a}ren Kindergartenprogramm folgten. Angeleitet durch das erzieherische Personal fand das 5-monatig andauernde Training innerhalb des Vorschuljahres statt. Die kindliche Entwicklung in den bereichsspezifischen Kompetenzen der phonologischen Bewusstheit und der Graphem-Phonem-Korrespondenz wurde vor und nach der Trainingsmaßnahme sowie zum Schul{\"u}bertritt und in den Kompetenzen des Rechtschreibens und Lesens zum Ende des ersten Schuljahres untersucht. Es ließen sich unmittelbar und langfristig Trainingseffekte des eingesetzten Programmes nachweisen; indessen blieb ein Transfererfolg aus. Der Exploration von Trainereffekten unterlag eine Eruierung der Praxistauglichkeit des Trainingsprogrammes anhand der erfolgten Implementierung durch das anleitende erzieherische Personal. Aus der urspr{\"u}nglich mit 300 Kindern aus 44 involvierten Kinderg{\"a}rten bestehenden Datenbasis wurden drei Subgruppen mit insgesamt 174 Kindern aus 17 Kinderg{\"a}rten identifiziert, bei denen deutliche Diskrepanzen zu unmittelbaren, langfristigen und transferierenden Effekten des Trainingsprogrammes auftraten. Exploriert wurden Unterschiede in der Durchf{\"u}hrung, um R{\"u}ckschl{\"u}sse auf qualitative Aspekte der Programmimplementierung zu ziehen. Die Befunde des Extremgruppenvergleichs deuteten an, dass weniger Aspekte der Manualtreue und Durchf{\"u}hrungsintensit{\"a}t ausschlaggebend f{\"u}r die Programmwirksamkeit waren; vielmehr schien f{\"u}r die Wirksamkeit des Trainingsprogrammes die Implementierung in der Art und Weise, wie die Trainingsinhalte den Kindern durch das erzieherische Personal vermittelt waren, entscheidend zu sein. Befunde zur eruierten Teilnehmerreaktion, die auf differenzielle F{\"o}rdereffekte verweisen, stellten die Trainingswirksamkeit insbesondere f{\"u}r Kinder heraus, bei denen prognostisch ein Risiko unterstellt war, sp{\"a}ter auftretende Schwierigkeiten mit der Schriftsprache zu entwickeln. Ferner zeichnete sich ab, dass neben der Qualit{\"a}t der Programmimplementierung scheinbar auch Unterschiede in der schulischen Instruktionsmethode des Lesens und Schreibens einen nivellierenden Einfluss auf den Transfererfolg des Programmes aus{\"u}bten. Theoretische und praktische Implikationen f{\"u}r den Einsatz des Trainingsprogrammes wurden diskutiert.}, subject = {Phonologische Bewusstheit}, language = {de} } @article{MadanBayerGameretal.2018, author = {Madan, Christopher R. and Bayer, Janine and Gamer, Matthias and Lonsdorf, Tina B. and Sommer, Tobias}, title = {Visual Complexity and Affect: Ratings Reflect More Than Meets the Eye}, series = {Frontiers in Psychology}, volume = {8}, journal = {Frontiers in Psychology}, number = {2368}, issn = {1664-1078}, doi = {10.3389/fpsyg.2017.02368}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-190015}, year = {2018}, abstract = {Pictorial stimuli can vary on many dimensions, several aspects of which are captured by the term 'visual complexity.' Visual complexity can be described as, "a picture of a few objects, colors, or structures would be less complex than a very colorful picture of many objects that is composed of several components." Prior studies have reported a relationship between affect and visual complexity, where complex pictures are rated as more pleasant and arousing. However, a relationship in the opposite direction, an effect of affect on visual complexity, is also possible; emotional arousal and valence are known to influence selective attention and visual processing. In a series of experiments, we found that ratings of visual complexity correlated with affective ratings, and independently also with computational measures of visual complexity. These computational measures did not correlate with affect, suggesting that complexity ratings are separately related to distinct factors. We investigated the relationship between affect and ratings of visual complexity, finding an 'arousal-complexity bias' to be a robust phenomenon. Moreover, we found this bias could be attenuated when explicitly indicated but did not correlate with inter-individual difference measures of affective processing, and was largely unrelated to cognitive and eyetracking measures. Taken together, the arousal-complexity bias seems to be caused by a relationship between arousal and visual processing as it has been described for the greater vividness of arousing pictures. The described arousal-complexity bias is also of relevance from an experimental perspective because visual complexity is often considered a variable to control for when using pictorial stimuli.}, language = {en} } @article{RuboGamer2018, author = {Rubo, Marius and Gamer, Matthias}, title = {Social content and emotional valence modulate gaze fixations in dynamic scenes}, series = {Scientific Reports}, volume = {8}, journal = {Scientific Reports}, doi = {10.1038/s41598-018-22127-w}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-227106}, pages = {3804, 1-11}, year = {2018}, abstract = {Previous research has shown that low-level visual features (i.e., low-level visual saliency) as well as socially relevant information predict gaze allocation in free viewing conditions. However, these studies mainly used static and highly controlled stimulus material, thus revealing little about the robustness of attentional processes across diverging situations. Secondly, the influence of affective stimulus characteristics on visual exploration patterns remains poorly understood. Participants in the present study freely viewed a set of naturalistic, contextually rich video clips from a variety of settings that were capable of eliciting different moods. Using recordings of eye movements, we quantified to what degree social information, emotional valence and low-level visual features influenced gaze allocation using generalized linear mixed models. We found substantial and similarly large regression weights for low-level saliency and social information, affirming the importance of both predictor classes under ecologically more valid dynamic stimulation conditions. Differences in predictor strength between individuals were large and highly stable across videos. Additionally, low-level saliency was less important for fixation selection in videos containing persons than in videos not containing persons, and less important for videos perceived as negative. We discuss the generalizability of these findings and the feasibility of applying this research paradigm to patient groups.}, language = {en} } @article{PfisterSchwarz2018, author = {Pfister, Roland and Schwarz, Katharina A.}, title = {Should we pre-date the beginning of scientific psychology to 1787?}, series = {Frontiers in Psychology}, volume = {9}, journal = {Frontiers in Psychology}, number = {2481}, doi = {10.3389/fpsyg.2018.02481}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-177641}, year = {2018}, abstract = {No abstract available.}, language = {en} } @phdthesis{Krishna2018, author = {Krishna, Anand}, title = {Regulatory Focus Theory and Information Processing - A Series of Exploratory Studies}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-163365}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2018}, abstract = {Regulatory focus (RF) theory (Higgins, 1997) states that individuals follow different strategic concerns when focusing on gains (promotion) rather than losses (prevention). Applying the Reflective-Impulsive Model (RIM, Strack \& Deutsch, 2004), this dissertation investigates RF's influence on basic information processing, specifically semantic processing (Study 1), semantic (Study 2) and affective (Study 3) associative priming, and basic reflective operations (Studies 4-7). Study 1 showed no effect of RF on pre-activation of RF-related semantic concepts in a lexical decision task (LDT). Study 2 indicated that primes fitting a promotion focus improve performance in a LDT for chronically promotion-focused individuals, but not chronically prevention-focused individuals. However, the latter performed better when targets fit their focus. Stronger affect and arousal after processing valent words fitting an RF may explain this pattern. Study 3 showed some evidence for stronger priming effects for negative primes in a bona-fide pipeline task (Fazio et al., 1995) for chronically prevention-focused participants, while also providing evidence that situational prevention focus insulates individuals from misattributing the valence of simple primes. Studies 4-7 showed that a strong chronic prevention focus leads to greater negation effects for valent primes in an Affect Misattribution Procedure (Payne et al., 2005), especially when it fits the situation. Furthermore, Study 6 showed that these effects result from stronger weighting of negated valence rather than greater ease in negation. Study 7 showed that the increased negation effect is independent of time pressure. Broad implications are discussed, including how RF effects on basic processing may explain higher-order RF effects.}, subject = {Motivation}, language = {en} } @article{KrishnaPeter2018, author = {Krishna, Anand and Peter, Sebastian M.}, title = {Questionable research practices in student final theses - prevalence, attitudes, and the role of the supervisor's perceived attitudes}, series = {PLoS ONE}, volume = {13}, journal = {PLoS ONE}, number = {8}, doi = {10.1371/journal.pone.0203470}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-177296}, pages = {e0203470}, year = {2018}, abstract = {Although questionable research practices (QRPs) and p-hacking have received attention in recent years, little research has focused on their prevalence and acceptance in students. Students are the researchers of the future and will represent the field in the future. Therefore, they should not be learning to use and accept QRPs, which would reduce their ability to produce and evaluate meaningful research. 207 psychology students and fresh graduates provided self-report data on the prevalence and predictors of QRPs. Attitudes towards QRPs, belief that significant results constitute better science or lead to better grades, motivation, and stress levels were predictors. Furthermore, we assessed perceived supervisor attitudes towards QRPs as an important predictive factor. The results were in line with estimates of QRP prevalence from academia. The best predictor of QRP use was students' QRP attitudes. Perceived supervisor attitudes exerted both a direct and indirect effect via student attitudes. Motivation to write a good thesis was a protective factor, whereas stress had no effect. Students in this sample did not subscribe to beliefs that significant results were better for science or their grades. Such beliefs further did not impact QRP attitudes or use in this sample. Finally, students engaged in more QRPs pertaining to reporting and analysis than those pertaining to study design. We conclude that supervisors have an important function in shaping students' attitudes towards QRPs and can improve their research practices by motivating them well. Furthermore, this research provides some impetus towards identifying predictors of QRP use in academia.}, language = {en} } @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{AlvarezLoeblich2018, author = {Alvarez Loeblich, Paul Sebastian}, title = {Not Here, Not Now!
 - Situational Appropriateness, Negative Affect and the Experience of (Remote) Embarrassment. A Process Model.}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-161354}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2018}, abstract = {Fremdsch{\"a}men or Fremdscham, a negative emotion which arises while observing someone behave inappropriately, comes to fame after the turn of the millennium in german speaking countries. There, they name it literally „other's shame" and it becomes obvious that this emotion happens most commonly while watching TV: reality shows, talent shows and bad comedies. The word even makes it to the dictionaries starting 2009, as its use increases unstoppably in everyday language, starting to get used in more and more situations, seemingly as a synonym of embarrassing or shameful. Still, a look in the emotional research on the subject returns exactly zero results as of 2011, leaving open the question as of what this emotion might be, and what it is not. The present wort aims at explaining not only the phenomenon of Fremdsch{\"a}men, but also the Emotion behind it - Embarrassment -, at a process level.}, subject = {Sozialpsychologie}, language = {en} } @phdthesis{Wandtner2018, author = {Wandtner, Bernhard}, title = {Non-driving related tasks in highly automated driving - Effects of task characteristics and drivers' self-regulation on take-over performance}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-173956}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2018}, abstract = {The rise of automated driving will fundamentally change our mobility in the near future. This thesis specifically considers the stage of so called highly automated driving (Level 3, SAE International, 2014). At this level, a system carries out vehicle guidance in specific application areas, e.g. on highway roads. The driver can temporarily suspend from monitoring the driving task and might use the time by engaging in so called non-driving related tasks (NDR-tasks). However, the driver is still in charge to resume vehicle control when prompted by the system. This new role of the driver has to be critically examined from a human factors perspective. The main aim of this thesis was to systematically investigate the impact of different NDR-tasks on driver behavior and take-over performance. Wickens' (2008) architecture of multiple resource theory was chosen as theoretical framework, with the building blocks of multiplicity (task interference due to resource overlap), mental workload (task demands), and aspects of executive control or self-regulation. Specific adaptations and extensions of the theory were discussed to account for the context of NDR-task interactions in highly automated driving. Overall four driving simulator studies were carried out to investigate the role of these theoretical components. Study 1 showed that drivers focused NDR-task engagement on sections of highly automated compared to manual driving. In addition, drivers avoided task engagement prior to predictable take-over situations. These results indicate that self-regulatory behavior, as reported for manual driving, also takes place in the context of highly automated driving. Study 2 specifically addressed the impact of NDR-tasks' stimulus and response modalities on take-over performance. Results showed that particularly visual-manual tasks with high motoric load (including the need to get rid of a handheld object) had detrimental effects. However, drivers seemed to be aware of task specific distraction in take-over situations and strictly canceled visual-manual tasks compared to a low impairing auditory-vocal task. Study 3 revealed that also the mental demand of NDR-tasks should be considered for drivers' take-over performance. Finally, different human-machine-interfaces were developed and evaluated in Simulator Study 4. Concepts including an explicit pre-alert ("notification") clearly supported drivers' self-regulation and achieved high usability and acceptance ratings. Overall, this thesis indicates that the architecture of multiple resource theory provides a useful framework for research in this field. Practical implications arise regarding the potential legal regulation of NDR-tasks as well as the design of elaborated human-machine-interfaces.}, subject = {Autonomes Fahrzeug}, language = {en} } @article{TrafimowAmrheinAreshenkoffetal.2018, author = {Trafimow, David and Amrhein, Valentin and Areshenkoff, Corson N. and Barrera-Causil, Carlos J. and Beh, Eric J. and Bilgi{\c{c}}, Yusuf K. and Bono, Roser and Bradley, Michael T. and Briggs, William M. and Cepeda-Freyre, H{\´e}ctor A. and Chaigneau, Sergio E. and Ciocca, Daniel R. and Correa, Juan C. and Cousineau, Denis and de Boer, Michiel R. and Dhar, Subhra S. and Dolgov, Igor and G{\´o}mez-Benito, Juana and Grendar, Marian and Grice, James W. and Guerrero-Gimenez, Martin E. and Guti{\´e}rrez, Andr{\´e}s and Huedo-Medina, Tania B. and Jaffe, Klaus and Janyan, Armina and Karimnezhad, Ali and Korner-Nievergelt, Fr{\"a}nzi and Kosugi, Koji and Lachmair, Martin and Ledesma, Rub{\´e}n D. and Limongi, Roberto and Liuzza, Marco T. and Lombardo, Rosaria and Marks, Michael J. and Meinlschmidt, Gunther and Nalborczyk, Ladislas and Nguyen, Hung T. and Ospina, Raydonal and Perezgonzalez, Jose D. and Pfister, Roland and Rahona, Juan J. and Rodr{\´i}guez-Medina, David A. and Rom{\~a}o, Xavier and Ruiz-Fern{\´a}ndez, Susana and Suarez, Isabel and Tegethoff, Marion and Tejo, Mauricio and van de Schoot, Rens and Vankov, Ivan I. and Velasco-Forero, Santiago and Wang, Tonghui and Yamada, Yuki and Zoppino, Felipe C. M. and Marmolejo-Ramos, Fernando}, title = {Manipulating the Alpha Level Cannot Cure Significance Testing}, series = {Frontiers in Psychology}, volume = {9}, journal = {Frontiers in Psychology}, number = {699}, issn = {1664-1078}, doi = {10.3389/fpsyg.2018.00699}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-189973}, year = {2018}, abstract = {We argue that making accept/reject decisions on scientific hypotheses, including a recent call for changing the canonical alpha level from p = 0.05 to p = 0.005, is deleterious for the finding of new discoveries and the progress of science. Given that blanket and variable alpha levels both are problematic, it is sensible to dispense with significance testing altogether. There are alternatives that address study design and sample size much more directly than significance testing does; but none of the statistical tools should be taken as the new magic method giving clear-cut mechanical answers. Inference should not be based on single studies at all, but on cumulative evidence from multiple independent studies. When evaluating the strength of the evidence, we should consider, for example, auxiliary assumptions, the strength of the experimental design, and implications for applications. To boil all this down to a binary decision based on a p-value threshold of 0.05, 0.01, 0.005, or anything else, is not acceptable.}, language = {en} } @article{GrossheinrichFirkSchulteRuetheretal.2018, author = {Grossheinrich, Nicola and Firk, Christine and Schulte-R{\"u}ther, Martin and von Leupoldt, Andreas and Konrad, Kerstin and Huestegge, Lynn}, title = {Looking while unhappy: a mood-congruent attention bias toward sad adult faces in children}, series = {Frontiers in Psychology}, volume = {9}, journal = {Frontiers in Psychology}, number = {2577}, doi = {10.3389/fpsyg.2018.02577}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-177688}, year = {2018}, abstract = {A negative mood-congruent attention bias has been consistently observed, for example, in clinical studies on major depression. This bias is assumed to be dysfunctional in that it supports maintaining a sad mood, whereas a potentially adaptive role has largely been neglected. Previous experiments involving sad mood induction techniques found a negative mood-congruent attention bias specifically for young individuals, explained by an adaptive need for information transfer in the service of mood regulation. In the present study we investigated the attentional bias in typically developing children (aged 6-12 years) when happy and sad moods were induced. Crucially, we manipulated the age (adult vs. child) of the displayed pairs of facial expressions depicting sadness, anger, fear and happiness. The results indicate that sad children indeed exhibited a mood specific attention bias toward sad facial expressions. Additionally, this bias was more pronounced for adult faces. Results are discussed in the context of an information gain which should be stronger when looking at adult faces due to their more expansive life experience. These findings bear implications for both research methods and future interventions.}, language = {en} } @article{WolffWeikampBatinic2018, author = {Wolff, Hans-Georg and Weikamp, Julia G. and Batinic, Bernad}, title = {Implicit Motives as Determinants of Networking Behaviors}, series = {Frontiers in Psychology}, volume = {9}, journal = {Frontiers in Psychology}, number = {411}, issn = {1664-1078}, doi = {10.3389/fpsyg.2018.00411}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-189954}, year = {2018}, abstract = {In today's world of work, networking behaviors are an important and viable strategy to enhance success in work and career domains. Concerning personality as an antecedent of networking behaviors, prior studies have exclusively relied on trait perspectives that focus on how people feel, think, and act. Adopting a motivational perspective on personality, we enlarge this focus and argue that beyond traits predominantly tapping social content, motives shed further light on instrumental aspects of networking - or why people network. We use McClelland's implicit motives framework of need for power (nPow), need for achievement (nAch), and need for affiliation (nAff) to examine instrumental determinants of networking. Using a facet theoretical approach to networking behaviors, we predict differential relations of these three motives with facets of (1) internal vs. external networking and (2) building, maintaining, and using contacts. We conducted an online study, in which we temporally separate measures (N = 539 employed individuals) to examine our hypotheses. Using multivariate latent regression, we show that nAch is related to networking in general. In line with theoretical differences between networking facets, we find that nAff is positively related to building contacts, whereas nPow is positively related to using internal contacts. In sum, this study shows that networking is not only driven by social factors (i.e., nAff), but instead the achievement motive is the most important driver of networking behaviors.}, language = {en} } @article{GromerMadeiraGastetal.2018, author = {Gromer, Daniel and Madeira, Oct{\´a}via and Gast, Philipp and Nehfischer, Markus and Jost, Michael and M{\"u}ller, Mathias and M{\"u}hlberger, Andreas and Pauli, Paul}, title = {Height Simulation in a Virtual Reality CAVE System: Validity of Fear Responses and Effects of an Immersion Manipulation}, series = {Frontiers in Human Neuroscience}, volume = {12}, journal = {Frontiers in Human Neuroscience}, number = {372}, issn = {1662-5161}, doi = {10.3389/fnhum.2018.00372}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-196113}, year = {2018}, abstract = {Acrophobia is characterized by intense fear in height situations. Virtual reality (VR) can be used to trigger such phobic fear, and VR exposure therapy (VRET) has proven effective for treatment of phobias, although it remains important to further elucidate factors that modulate and mediate the fear responses triggered in VR. The present study assessed verbal and behavioral fear responses triggered by a height simulation in a 5-sided cave automatic virtual environment (CAVE) with visual and acoustic simulation and further investigated how fear responses are modulated by immersion, i.e., an additional wind simulation, and presence, i.e., the feeling to be present in the VE. Results revealed a high validity for the CAVE and VE in provoking height related self-reported fear and avoidance behavior in accordance with a trait measure of acrophobic fear. Increasing immersion significantly increased fear responses in high height anxious (HHA) participants, but did not affect presence. Nevertheless, presence was found to be an important predictor of fear responses. We conclude that a CAVE system can be used to elicit valid fear responses, which might be further enhanced by immersion manipulations independent from presence. These results may help to improve VRET efficacy and its transfer to real situations.}, language = {en} } @article{RothSteffensVignoles2018, author = {Roth, Jenny and Steffens, Melanie C. and Vignoles, Vivian L.}, title = {Group membership, group change, and intergroup attitudes: a recategorization model based on cognitive consistency principles}, series = {Frontiers in Psychology}, volume = {9}, journal = {Frontiers in Psychology}, number = {479}, doi = {10.3389/fpsyg.2018.00479}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-175569}, year = {2018}, abstract = {The present article introduces a model based on cognitive consistency principles to predict how new identities become integrated into the self-concept, with consequences for intergroup attitudes. The model specifies four concepts (self-concept, stereotypes, identification, and group compatibility) as associative connections. The model builds on two cognitive principles, balance-congruity and imbalance-dissonance, to predict identification with social groups that people currently belong to, belonged to in the past, or newly belong to. More precisely, the model suggests that the relative strength of self-group associations (i.e., identification) depends in part on the (in)compatibility of the different social groups. Combining insights into cognitive representation of knowledge, intergroup bias, and explicit/implicit attitude change, we further derive predictions for intergroup attitudes. We suggest that intergroup attitudes alter depending on the relative associative strength between the social groups and the self, which in turn is determined by the (in)compatibility between social groups. This model unifies existing models on the integration of social identities into the self-concept by suggesting that basic cognitive mechanisms play an important role in facilitating or hindering identity integration and thus contribute to reducing or increasing intergroup bias.}, language = {en} } @phdthesis{vonderMuehlen2018, author = {von der M{\"u}hlen, Sarah}, title = {Fostering Students' Epistemic Competences when Dealing with Scientific Literature}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-167343}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2018}, abstract = {The abilities to comprehend and critically evaluate scientific texts and the various arguments stated in these texts are an important aspect of scientific literacy, but these competences are usually not formally taught to students. Previous research indicates that, although undergraduate students evaluate the claims and evidence they find in scientific documents to some extent, these evaluations usually fail to meet normative standards. In addition, students' use of source information for evaluation is often insufficient. The rise of the internet and the increased accessibility of information have yielded some additional challenges that highlight the importance of adequate training and instruction.The aim of the present work was to further examine introductory students' competences to systematically and heuristically evaluate scientific information, to identify relevant strategies that are involved in a successful evaluation, and to use this knowledge to design appropriate interventions for fostering epistemic competences in university students.To this end, a number of computer-based studies, including both quantitative and qualitative data as well as experimental designs, were developed. The first two studies were designed to specify educational needs and to reveal helpful processing strategies that are required in different tasks and situations. Two expert-novice comparisons were developed, whereby the performance of German students of psychology (novices) was compared to the performance of scientists from the domain of psychology (experts) in a number of different tasks, such as systematic plausibility evaluations of informal arguments (Study 1) or heuristic evaluations of the credibility of multiple scientific documents (Study 2). A think-aloud procedure was used to identify specific strategies that were applied in both groups during task completion, and that possibly mediated performance differences between students and scientists. In addition, relationships between different strategies and between strategy use and relevant conceptual knowledge was examined. Based on the results of the expert-novice comparisons, an intervention study, consisting of two training experiments, was constructed to foster some competences that proved to be particularly deficient in the comparisons (Study 3). Study 1 examined introductory students' abilities to accurately judge the plausibility of informal arguments according to normative standards, to recognise common argumentation fallacies, and to identify different structural components of arguments. The results from Study 1 indicate that many students, compared to scientists, lack relevant knowledge about the structure of arguments, and that normatively accurate evaluations of their plausibility seem to be challenging in this group. Often, common argumentation fallacies were not identified correctly. Importantly, these deficits were partly mediated by differences in strategy use: It was especially difficult for students to pay sufficient attention to the relationship between argument components when forming their judgements. Moreover, they frequently relied on their intuition or opinion as a criterion for evaluation, whereas scientists predominantly determined quality of arguments based on their internal consistency. In addition to students' evaluation of the plausibility of informal arguments, Study 2 examined introductory students' competences to evaluate the credibility of multiple scientific texts, and to use source characteristics for evaluation. The results show that students struggled not only to judge the plausibility of arguments correctly, but also to heuristically judge the credibility of science texts, and these deficits were fully mediated by their insufficient use of source information. In contrast, scientists were able to apply different strategies in a flexible manner. When the conditions for evaluation did not allow systematic processing (i.e. time limit), they primarily used source characteristics for their evaluations. However, when systematic evaluations were possible (i.e. no time limit), they used more sophisticated normative criteria for their evaluations, such as paying attention to the internal consistency of arguments (cf. Study 1). Results also showed that students, in contrast to experts, lacked relevant knowledge about different publication types, and this was related to their ability to correctly determine document credibility. The results from the expert-novice comparisons also suggest that the competences assessed in both tasks might develop as a result of a more fundamental form of scientific literacy and discipline expertise. Performances in all tasks were positively related. On the basis of these results, two training experiments were developed that aimed at fostering university students' competences to understand and evaluate informal arguments (Study 3). Experiment 1 describes an intervention approach in which students were familiarised with the formal structure of arguments based on Toulmin's (1958) argumentation model. The performance of the experimental group to identify the structural components of this model was compared to the performance of a control group in which speed reading skills were practiced, using a pre-post-follow-up design. Results show that the training was successful for improving the comprehension of more complex arguments and relational aspects between key components in the posttest, compared to the control group. Moreover, an interaction effect was found with study performance. High achieving students with above average grades profited the most from the training intervention. Experiment 2 showed that training in plausibility, normative criteria of argument evaluation, and argumentation fallacies improved students' abilities to evaluate the plausibility of arguments and, in addition, their competences to recognise structural components of arguments, compared to a speed-reading control group. These results have important implications for education and practice, which will be discussed in detail in this dissertation.}, subject = {Textverstehen}, language = {en} } @article{GrevingRichter2018, author = {Greving, Sven and Richter, Tobias}, title = {Examining the testing effect in university teaching: retrievability and question format matter}, series = {Frontiers in Psychology}, volume = {9}, journal = {Frontiers in Psychology}, issn = {1664-1078}, doi = {10.3389/fpsyg.2018.02412}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-190802}, year = {2018}, abstract = {Review of learned material is crucial for the learning process. One approach that promises to increase the effectiveness of reviewing during learning is to answer questions about the learning content rather than restudying the material (testing effect). This effect is well established in lab experiments. However, existing research in educational contexts has often combined testing with additional didactical measures that hampers the interpretation of testing effects. We aimed to examine the testing effect in its pure form by implementing a minimal intervention design in a university lecture (N = 92). The last 10 min of each lecture session were used for reviewing the lecture content by either answering short-answer questions, multiple-choice questions, or reading summarizing statements about core lecture content. Three unannounced criterial tests measured the retention of learning content at different times (1, 12, and 23 weeks after the last lecture). A positive testing effect emerged for short-answer questions that targeted information that participants could retrieve from memory. This effect was independent of the time of test. The results indicated no testing effect for multiple-choice testing. These results suggest that short-answer testing but not multiple-choice testing may benefit learning in higher education contexts.}, language = {en} } @phdthesis{Schneider2018, author = {Schneider, Norbert}, title = {Einfluss der haptischen R{\"u}ckmeldung am Lenkrad auf das Fahrerverhalten bei automatischen Eingriffen in die Querf{\"u}hrung}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-166432}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2018}, abstract = {Studien zeigen, dass Fahrer in Notfallsituationen meistens eher bremsen als ausweichen, obwohl ausweichen m{\"o}glicherweise die bessere Strategie zur Kollisionsvermeidung gewesen w{\"a}re. Um Fahrer besser bei der Kollisionsvermeidung zu unterst{\"u}tzen, wurden daher in den letzten Jahren Assistenzsysteme entwickelt, die den Fahrer nicht mehr nur bei Notbremsman{\"o}vern, sondern auch bei Notausweichman{\"o}vern durch einen automatischen Eingriff in die Querf{\"u}hrung unterst{\"u}tzen sollen. Allerdings zeigte sich in mehreren Studien, dass das Verhalten der Fahrer die Wirksamkeit dieser Assistenten reduziert, insbesondere wenn der Eingriff des Assistenten {\"u}ber das Lenkrad r{\"u}ckgemeldet wurde. In dieser Arbeit wurde davon ausgegangen, dass diese Reaktion der Fahrer eine Folge automatischer Korrekturprozesse innerhalb eines psychokybernetischen Regelkreises ist, an dem sensomotorische Regelprozesse zur Steuerung der Lenkradbewegung beteiligt sind. Dazu wurde ein Fahrerverhaltensmodell entwickelt, das den Einfluss der sensomotorischen Regelprozesse im Kontext der Fahraufgabe beschreibt. Auf Basis des Fahrerverhaltensmodells wird angenommen, dass unerwartete haptische Signale am Lenkrad auf Ebene der motorischen Regelung zun{\"a}chst als St{\"o}rung des urspr{\"u}nglichen Handlungsziels interpretiert werden. Um die resultierenden Abweichungen zu korrigieren, wird auf sensomotorischer Ebene ein Korrekturprozess eingeleitet, der erst dann beendet wird, wenn der Fahrer die M{\"o}glichkeit hatte, die Situation visuell zu analysieren und sein Handlungsziel an die Situation anzupassen. Dies sollte sich im zeitlichen Verlauf der Fahrerreaktion am Lenkrad widerspiegeln und k{\"o}nnte eine Erkl{\"a}rung f{\"u}r die vom Fahrer verursachte Reduktion der Wirksamkeit sein. Das Ziel der vorliegenden Arbeit war es, Anhaltspunkte f{\"u}r diese Annahme aufzuzeigen. Im Rahmen von sieben Experimenten wurden der Einfluss von Eingriffen mit haptischer R{\"u}ckmeldung am Lenkrad und das resultierende Zusammenspiel von sensomotorischen und visuellen Kontrollprozessen untersucht. Alle Studien befassten sich mit Eingriffen in die Querf{\"u}hrung, die den Fahrer potenziell bei Notausweichman{\"o}vern unterst{\"u}tzen k{\"o}nnten, und betrachteten sowohl Aspekte der Wirksamkeit als auch der Kontrollierbarkeit. Dabei wurde versucht, durch die Gestaltung des Eingriffs, einer gezielten Beeinflussung der Handlungsziele des Fahrers und einer Manipulation der R{\"u}ckmeldung Unterschiede in der Reaktion des Fahrers auf unerwartete Eingriffe hervorzurufen. Die Lenkreaktionszeit und das Reaktionsmuster der Fahrer dienten hierbei als Indikatoren f{\"u}r die Leistungsf{\"a}higkeit der Fahrer, ihre Handlungsziele an die vorliegende Situation anzupassen. Die Ergebnisse best{\"a}tigen die Relevanz der im Modell angenommenen sensomotorischen Kontrollprozesse und damit auch den Einfluss der haptischen R{\"u}ckmeldung auf das Fahrerverhalten bei automatischen Eingriffen in die Querf{\"u}hrung. Die beschriebene Betrachtung des zeitlichen Verlaufs des Lenkverhaltens erm{\"o}glicht zudem eine fundierte Evaluation der Fahrer-Fahrzeug-Interaktion, um verschiedene Assistenzsysteme miteinander zu vergleichen. Dar{\"u}ber hinaus liefert die vorliegende Arbeit wertvolle Hinweise f{\"u}r die Gestaltung von Assistenzsystemen, die den Fahrer in Notfallsituationen mit automatischen Eingriffen in die Querf{\"u}hrung unterst{\"u}tzen sollen. Insgesamt bietet die Integration sensomotorischer Kontrollprozesse in bestehende Fahrerverhaltensmodelle einen Erkl{\"a}rungsansatz f{\"u}r bestehende Probleme bei der Fahrer-Fahrzeug-Interaktion bei automatischen Eingriffen in die Querf{\"u}hrung, wodurch eine L{\"u}cke in der aktuellen verkehrspsychologischen Forschung geschlossen wurde.}, subject = {Fahrerverhalten}, language = {de} } @article{VenturaBortWirknerGenheimeretal.2018, author = {Ventura-Bort, Carlos and Wirkner, Janine and Genheimer, Hannah and Wendt, Julia and Hamm, Alfons O. and Weymar, Mathias}, title = {Effects of Transcutaneous Vagus Nerve Stimulation (tVNS) on the P300 and Alpha-Amylase Level: A Pilot Study}, series = {Frontiers in Human Neuroscience}, volume = {12}, journal = {Frontiers in Human Neuroscience}, number = {202}, issn = {1662-5161}, doi = {10.3389/fnhum.2018.00202}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-196129}, year = {2018}, abstract = {Recent research suggests that the P3b may be closely related to the activation of the locus coeruleus-norepinephrine (LC-NE) system. To further study the potential association, we applied a novel technique, the non-invasive transcutaneous vagus nerve stimulation (tVNS), which is speculated to increase noradrenaline levels. Using a within-subject cross-over design, 20 healthy participants received continuous tVNS and sham stimulation on two consecutive days (stimulation counterbalanced across participants) while performing a visual oddball task. During stimulation, oval non-targets (standard), normal-head (easy) and rotated-head (difficult) targets, as well as novel stimuli (scenes) were presented. As an indirect marker of noradrenergic activation we also collected salivary alpha-amylase (sAA) before and after stimulation. Results showed larger P3b amplitudes for target, relative to standard stimuli, irrespective of stimulation condition. Exploratory post hoc analyses, however, revealed that, in comparison to standard stimuli, easy (but not difficult) targets produced larger P3b (but not P3a) amplitudes during active tVNS, compared to sham stimulation. For sAA levels, although main analyses did not show differential effects of stimulation, direct testing revealed that tVNS (but not sham stimulation) increased sAA levels after stimulation. Additionally, larger differences between tVNS and sham stimulation in P3b magnitudes for easy targets were associated with larger increase in sAA levels after tVNS, but not after sham stimulation. Despite preliminary evidence for a modulatory influence of tVNS on the P3b, which may be partly mediated by activation of the noradrenergic system, additional research in this field is clearly warranted. Future studies need to clarify whether tVNS also facilitates other processes, such as learning and memory, and whether tVNS can be used as therapeutic tool.}, language = {en} } @phdthesis{Wannagat2018, author = {Wannagat, Wienke Charlotte}, title = {Cognitive Processes of Discourse Comprehension in Children and Adults - Comparisons between Written, Auditory, and Audiovisual Modes of Presentation -}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-162515}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2018}, abstract = {In drei Studien wurde untersucht, wie sich unterschiedliche Darbietungsformate (schriftlich, auditiv, audiovisuell (auditiv + Bilder) auf das Verst{\"a}ndnis semantisch identischer Inhalte auswirken. Dabei interessierte insbesondere der Entwicklungsverlauf von der ersten Klasse bis zum Erwachsenenalter. Dass sich Bilder f{\"o}rderlich auf die Verst{\"a}ndnisleistung auswirken k{\"o}nnen, gilt als gut untersucht (z.B. Carney \& Levin, 2002). Anders als viele bisherige Studien erfassen wir Textverstehen mit impliziten Maßen, die differenziertere R{\"u}ckschl{\"u}sse auf die, g{\"a}ngigen Theorien zufolge, zugrundeliegenden Prozesse zulassen: Textverstehen geht mit der Konstruktion von drei Ebenen mentaler Repr{\"a}sentationen einher (vgl. Kintsch, 1998). Weiterhin bedeutet erfolgreiches Textverstehen, eine auf lokaler und globaler Ebene koh{\"a}rente mentale Repr{\"a}sentation zu konstruieren (z.B. Schnotz \& Dutke, 2004). Mit einem Satz-Rekognitionstest (vgl. Schmalhofer \& Glavanov, 1986) untersuchten wir, ob sich das Ged{\"a}chtnis f{\"u}r die Textoberfl{\"a}che, die Textbasis und das Situationsmodell bei 103 8- und 10-J{\"a}hrigen zwischen schriftlicher, auditiver und audiovisueller (Studie 1) und bei 106 7-, 9- und 11-J{\"a}hrigen zwischen auditiver und audiovisueller Darbietung narrativer Texte (Studie 2) unterscheidet. Weiterhin (Studie 3) untersuchten wir mit 155 9- und 11-J{\"a}hrigen, inwieweit sich die F{\"a}higkeit der Inferenzbildung zur Herstellung lokaler und globaler Koh{\"a}renz zwischen schriftlicher, auditiver und audiovisueller Darbietung unterscheidet. Als Indikator dienten die Reaktionszeiten auf W{\"o}rter, die mit einem {\"u}ber (global)- oder untergeordneten (lokal) Protagonistenziel assoziiert sind. Insgesamt zeigte sich, dass Sch{\"u}ler bis zu einem Alter von 11 Jahren nicht nur die Textoberfl{\"a}che besser erinnern, sondern auch besser in der Lage sind ein Situationsmodell zu konstruieren, wenn einem Text Bilder beigef{\"u}gt sind. Dies zeigte sich sowohl im Vergleich mit auditiver als auch mit schriftlicher Darbietung. Bei Erwachsenen zeigte sich kein Effekt der Darbietungsform. Sowohl 9- als auch 11-J{\"a}hrigen gelingt außerdem die Herstellung globaler Koh{\"a}renz bei audiovisueller Darbietung besser als bei auditiver. Die schriftliche Darbietung zeigte sich im Vergleich zur auditiven sowohl im Hinblick auf lokale als auch auf globale Koh{\"a}renz {\"u}berlegen.}, subject = {Textverstehen}, language = {en} } @phdthesis{Botrel2018, author = {Botrel, Loic}, title = {Brain-computer interfaces (BCIs) based on sensorimotor rhythms - Evaluating practical interventions to improve their performance and reduce BCI inefficiency}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-168110}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2018}, abstract = {Brain computer interfaces based on sensorimotor rhythms modulation (SMR-BCIs) allow people to emit commands to an interface by imagining right hand, left hand or feet movements. The neurophysiological activation associated with those specific mental imageries can be measured by electroencephalography and detected by machine learning algorithms. Improvements for SMR-BCI accuracy in the last 30 years seem to have reached a limit. The currrent main issue with SMR-BCIs is that between 15\% to 30\% cannot use the BCI, called the "BCI inefficiency" issue. Alternatively to hardware and software improvements, investigating the individual characteristics of the BCI users has became an interesting approach to overcome BCI inefficiency. In this dissertation, I reviewed existing literature concerning the individual sources of variation in SMR-BCI accuracy and identified generic individual characteristics. In the empirical investigation, attention and motor dexterity predictors for SMR-BCI performance were implemented into a trainings that would manipulate those predictors and lead to higher SMR-BCI accuracy. Those predictors were identified by Hammer et al. (2012) as the ability to concentrate (associated with relaxation levels) and "mean error duration" in a two-hand visuo-motor coordination task (VMC). Prior to a SMR-BCI session, a total of n=154 participants in two locations took part of 23 min sessions of either Jacobson's Progressive Muscle Relaxation session (PMR), a VMC session, or a control group (CG). No effect of PMR or VMC manipulation was found, but the manipulation checks did not consistently confirm whether PMR had an effect of relaxation levels and VMC on "mean error duration". In this first study, correlations between relaxation levels or "mean error duration" and accuracy were found but not in both locations. A second study, involving n=39 participants intensified the training in four sessions on four consecutive days or either PMR, VMC or CG. The effect or manipulation was assessed for in terms of a causal relationship by using a PRE-POST study design. The manipulation checks of this second study validated the positive effect of training on both relaxation and "mean error duration". But the manipulation did not yield a specific effect on BCI accuracy. The predictors were not found again, displaying the instability of relaxation levels and "mean error duration" in being associated with BCI performance. An effect of time on BCI accuracy was found, and a correlation between State Mindfulness Scale and accuracy were reported. Results indicated that a short training of PMR or VMC were insufficient in increasing SMR-BCI accuracy. This study contrasted with studies succeeding in increasing SMR-BCI accuracy Tan et al. (2009, 2014), by the shortness of its training and the relaxation training that did not include mindfulness. It also contrasted by its manipulation checks and its comprehensive experimental approach that attempted to replicate existing predictors or correlates for SMR-BCI accuracy. The prediction of BCI accuracy by individual characteristics is receiving increased attention, but requires replication studies and a comprehensive approach, to contribute to the growing base of evidence of predictors for SMR-BCI accuracy. While short PMR and VMC trainings could not yield an effect on BCI performance, mindfulness meditation training might be beneficial for SMR-BCI accuracy. Moreover, it could be implemented for people in the locked-in-syndrome, allowing to reach the end-users that are the most in need for improvements in BCI performance.}, subject = {Gehirn-Computer-Schnittstelle}, language = {en} }