@article{SchwabHennighausenAdleretal.2018, author = {Schwab, Frank and Hennighausen, Christine and Adler, Dorothea C. and Carolus, Astrid}, title = {Television Is Still "Easy" and Print Is Still "Tough"? More Than 30 Years of Research on the Amount of Invested Mental Effort}, series = {Frontiers in Psychology}, volume = {9}, journal = {Frontiers in Psychology}, number = {1098}, issn = {1664-1078}, doi = {10.3389/fpsyg.2018.01098}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-189965}, year = {2018}, abstract = {We provide a literature overview of 30 years of research on the amount of invested mental effort (AIME, Salomon, 1984), illuminating relevant literature in this field. Since the introduction of AIME, this concept appears to have vanished. To obtain a clearer picture of where the theory of AIME has diffused, we conducted a literature search focusing on the period 1985-2015. We examined scientific articles (N = 244) that cite Salomon (1984) and content-analyzed their keywords. Based on these keywords, we identified seven content clusters: affect and motivation, application fields, cognition and learning, education and teaching, media technology, learning with media technology, and methods. We present selected works of each content cluster and describe in which research field the articles had been published. Results indicate that AIME was most commonly (but not exclusively) referred to in the area of educational psychology indicating its importance regarding learning and education, thereby investigating print and TV, as well as new media. From a methodological perspective, research applied various research methods (e.g., longitudinal studies, experimental designs, theoretical analysis) and samples (e.g., children, college students, low income families). From these findings, the importance of AIME for further research is discussed.}, language = {en} } @article{KrauseWeber2018, author = {Krause, Stefan and Weber, Silvana}, title = {Lift me up by looking down: social comparison effects of narratives}, series = {Frontiers in Psychology}, volume = {9}, journal = {Frontiers in Psychology}, issn = {1664-1078}, doi = {10.3389/fpsyg.2018.01889}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-190624}, year = {2018}, abstract = {Stories are a powerful means to change recipients' views on themselves by being transported into the story world and by identifying with story characters. Previous studies showed that recipients temporarily change in line with a story and its characters (assimilation). Conversely, assimilation might be less likely when recipients are less identified with story protagonists or less transported into a story by comparing themselves with a story character. This may lead to changes, which are opposite to a story and its characters (contrast). In two experiments, we manipulated transportation and experience taking via two written reviews (Experiment 1; N = 164) and by varying the perspective of the story's narrator (Experiment 2; N = 79) of a short story about a negligent student. Recipients' self-ratings in comparison to others, motives, and problem-solving behavior served as dependent variables. However, neither the review nor the perspective manipulation affected transportation or experience taking while reading the story. Against our expectations, highly transported recipients (in Study 1) and recipients with high experience taking (in Study 2) showed more persistency working on an anagram-solving task, even when controlling for trait conscientiousness. Our findings are critically discussed in light of previous research.}, language = {en} } @phdthesis{Ruth2018, author = {Ruth, Nicolas}, title = {Gute Musik. Repr{\"a}sentation und Wirkung prosozialer Musik}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-164528}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2018}, abstract = {Die vorliegende Rahmenschrift der kumulativen Dissertation umfasst zun{\"a}chst einen einleitenden Teil, der die zentralen Begriffe „prosoziales Verhalten" und „prosoziale Musik" definiert. Anschließend werden der Stand der Forschung zu den Inhalten popul{\"a}rer Musik und zur Wirkung prosozialer Musik aufgezeigt. Im darauffolgenden Abschnitt werden die theoretischen Grundlagen f{\"u}r die Wirkungsstudien dieser Arbeit dargestellt und diskutiert. Das theoretische Ger{\"u}st bilden das General Learning Model sowie das Reciprocal Feedback Model of Musical Response. Aspekte dieser theoretischen Ans{\"a}tze werden schließlich kombiniert, um sie in ein eigenes Musikwirkungsmodell zu {\"u}berf{\"u}hren. Das {\"u}bergeordnete Forschungsvorhaben wird in zwei zentrale Vorhaben aufgeteilt - die Analyse der Repr{\"a}sentation und die Untersuchung der Wirkung prosozialer Musik - und im anschließenden Kapitel dargestellt. Im Zentrum des Dissertationsprojekts stehen die vier empirischen Arbeiten, mit denen die Forschungsvorhaben realisiert wurden. Um die Repr{\"a}sentation pro-sozialen Verhaltens in popul{\"a}rer Musik zu untersuchen, wurde eine Inhaltsanalyse durchgef{\"u}hrt (erschienen bei Musicae Scientiae). Zur {\"U}berpr{\"u}fung der Wirkung prosozialer Musik wurden eine experimentelle Feldstudie (erschienen bei Psychology of Music), zwei aufeinander aufbau-ende Online-Experimente (erschienen bei Musicae Scientiae) und schließlich ein mehrfaktorielles Online-Experiment (erschienen bei Psychology of Music) realisiert. Diese Studien werden in der anschließenden Synopse kurz dargestellt und zueinander in Bezug gesetzt. Den Schluss der Rahmenschrift bilden eine Zusammenfassung und Diskussion der Ergebnisse sowie ein Fazit mit Ausblick auf m{\"o}gliche weitere Untersuchungen.}, language = {de} } @article{PiegerMengelkampBannert2018, author = {Pieger, Elisabeth and Mengelkamp, Christoph and Bannert, Maria}, title = {Disfluency as a Desirable Difficulty — The Effects of Letter Deletion on Monitoring and Performance}, series = {Frontiers in Education}, volume = {3}, journal = {Frontiers in Education}, number = {101}, issn = {2504-284X}, doi = {10.3389/feduc.2018.00101}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-197179}, year = {2018}, abstract = {Desirable difficulties initiate learning processes that foster performance. Such a desirable difficulty is generation, e.g., filling in deleted letters in a deleted letter text. Likewise, letter deletion is a manipulation of processing fluency: A deleted letter text is more difficult to process than an intact text. Disfluency theory also supposes that disfluency initiates analytic processes and thus, improves performance. However, performance is often not affected but, rather, monitoring is affected. The aim of this study is to propose a specification of the effects of disfluency as a desirable difficulty: We suppose that mentally filling in deleted letters activates analytic monitoring but not necessarily analytic cognitive processing and improved performance. Moreover, once activated, analytic monitoring should remain for succeeding fluent text. To test our assumptions, half of the students (n = 32) first learned with a disfluent (deleted letter) text and then with a fluent (intact) text. Results show no differences in monitoring between the disfluent and the fluent text. This supports our assumption that disfluency activates analytic monitoring that remains for succeeding fluent text. When the other half of the students (n = 33) first learned with a fluent and then with a disfluent text, differences in monitoring between the disfluent and the fluent text were found. Performance was significantly affected by fluency but in favor of the fluent texts, and hence, disfluency did not activate analytic cognitive processing. Thus, difficulties can foster analytic monitoring that remains for succeeding fluent text, but they do not necessarily improve performance. Further research is required to investigate how analytic monitoring can lead to improved cognitive processing and performance.}, language = {en} }