@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} } @article{PfisterSchwarzJanczyketal.2013, author = {Pfister, Roland and Schwarz, Katharina A. and Janczyk, Markus and Dale, Rick and Freeman, Jonathan B.}, title = {Good things peak in pairs: a note on the bimodality coefficient}, series = {Frontiers in Psychology}, volume = {4}, journal = {Frontiers in Psychology}, issn = {1664-1078}, doi = {10.3389/fpsyg.2013.00700}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-190413}, year = {2013}, abstract = {A commentary on Assessing bimodality to detect the presence of a dual cognitive process by Freeman, J. B., and Dale, R. (2013). Behav. Res. Methods 45, 83-97. doi: 10.3758/s13428-012-0225-x}, language = {en} } @article{FoersterPfisterSchmidtsetal.2013, author = {Foerster, Anna and Pfister, Roland and Schmidts, Constantin and Dignath, David and Kunde, Wilfried}, title = {Honesty saves time (and justifications)}, series = {Frontiers in Psychology}, volume = {4}, journal = {Frontiers in Psychology}, issn = {1664-1078}, doi = {10.3389/fpsyg.2013.00473}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-190451}, year = {2013}, abstract = {A commentary on Honesty requires time (and lack of justifications) by Shalvi, S., Eldar, O., and Bereby-Meyer, Y. (2012). Psychol. Sci. 23, 1264-1270. doi: 10.1177/0956797612443835}, language = {en} } @article{MeuleVoegele2013, author = {Meule, Adrian and V{\"o}gele, Claus}, title = {The psychology of eating}, series = {Frontiers in Psychology}, volume = {4}, journal = {Frontiers in Psychology}, issn = {1664-1078}, doi = {10.3389/fpsyg.2013.00215}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-190460}, year = {2013}, abstract = {No abstract available.}, language = {en} } @article{Meule2013, author = {Meule, Adrian}, title = {Impulsivity and overeating: a closer look at the subscales of the Barratt Impulsiveness Scale}, series = {Frontiers in Psychology}, volume = {4}, journal = {Frontiers in Psychology}, issn = {1664-1078}, doi = {10.3389/fpsyg.2013.00177}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-190497}, year = {2013}, abstract = {No abstract available.}, language = {en} } @article{BahnikStrack2016, author = {Bahn{\´i}k, Štěp{\´a}n and Strack, Fritz}, title = {Overlap of accessible information undermines the anchoring effect}, series = {Judgment and Decision Making}, volume = {11}, journal = {Judgment and Decision Making}, number = {1}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-169287}, pages = {92-98}, year = {2016}, abstract = {According to the Selective Accessibility Model of anchoring, the comparison question in the standard anchoring paradigm activates information that is congruent with an anchor. As a consequence, this information will be more likely to become the basis for the absolute judgment which will therefore be assimilated toward the anchor. However, if the activated information overlaps with information that is elicited by the absolute judgment itself, the preceding comparative judgment should not exert an incremental effect and should fail to result in an anchoring effect. The present studies find this result when the comparative judgment refers to a general category and the absolute judgment refers to a subset of the general category that was activated by the anchor value. For example, participants comparing the average annual temperature in New York City to a high 102 °F judged the average winter, but not summer temperature to be higher than participants making no comparison. On the other hand, participants comparing the annual temperature to a low -4 °F judged the average summer, but not winter temperature to be lower than control participants. This pattern of results was shown also in another content domain. It is consistent with the Selective Accessibility Model but difficult to reconcile with other main explanations of the anchoring effect.}, language = {en} } @phdthesis{Flohr2017, author = {Flohr, Elena Leonie Ruth}, title = {The Scents of Interpersonality - On the Influence of Smells on the Evaluation and Processing of Social Stimuli}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-153352}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2017}, abstract = {In daily life, olfactory stimuli are potential generators of affective states, but also have a strong influence on social interaction. Pleasant odors have been shown to increase perceived attractiveness and pro-social behavior, whereas unpleasant body odors are often associated with negative personality traits. Since both pleasant odors and positive affective state facilitate pro-social behavior, it is conceivable that the influence of the odors on social interaction is mediated by the induced affective state elicited by the odor itself. The present thesis aims at exploring the impact of hedonic, i.e., pleasant or unpleasant, odors on the processing and evaluation of social stimuli as assessed by verbal, physiological, and behavioral indices. First, I investigate the effects of initially neutral odors which gained threatening value through an aversive conditioning procedure on social stimuli (Study 1). Second, I study the influence of naturally hedonic odors on social interaction. Third, this thesis aims at disentangling differences in the effects of an odor attributed to either a social interaction partner or the environment where the social encounter takes place (Study 2, 3, and 4). In the first study, a context conditioning procedure was applied, during which one out of two long-lasting neutral odors was paired with an unpredictable aversive unconditioned stimulus (US, i.e., white noise). This odor (CTX+) thereby gained threatening value, while another odor (CTX-) remained unpaired and therefore signaled safety. During a test session, facial stimuli were presented within both conditioned olfactory contexts. Results indicate that autonomic arousal was increased to faces when presented in the threatening odor context. Additionally, participants rated facial stimuli as more aversive when presented in the threatening odor as compared to the safety odor, indicating that faces acquire hedonic value from the odor they were presented in. Strikingly, angry facial expressions received additional processing resources when presented within a threatening olfactory context, as reflected on verbal reports and electrodermal activity (EDA). This latter finding suggests that threat-related stimuli, here angry faces, are preferentially processed within an olfactory context where a threat might happen. Considering that the hedonic value of an odor may be quite subjective, I conducted a pilot study in order to identify odors with pleasant vs. unpleasant properties for most participants. Seven odors (four pleasant and three unpleasant) were rated with respect to their valence (pleasant vs. unpleasant), arousal (arousing vs. calm), and intensity. Additionally, EDA was measured. Two pleasant (Citral and Eucalyptol) and two unpleasant ("Animalis" and Isobutyraldehyde) odors were chosen from the original seven. The unpleasant odors were rated as more negative, arousing, and intense than the positive ones, but no differences were found regarding EDA. These four odors were subsequently used in a virtual reality (VR) paradigm with two odor attribution groups. Participants of the social attribution group (n = 59) were always passively guided into the same room (an office) towards one out of two virtual agents who were either paired with the pleasant or the unpleasant odor. Participants of the contextual attribution group (n = 58) were guided into one out of two rooms which were either paired with the pleasant or the unpleasant odor and where they always met the same agent. For both groups, the agents smiled, frowned or remained with a neutral facial expression. This design allowed evaluating the influence of odor valence as a within-subjects factor and the influence of odor attribution as a between-subjects factor. Unpleasant odors facilitated the processing of social cues as reflected by increased verbal and physiological arousal as well as reduced active approach behavior. Specific influence of odor valence on emotional facial expressions was found for ratings, EDA, and facial mimicry, with the unpleasant odor causing a levelling effect on the differences between facial expressions. The social attribution group exhibited larger differences between odors than the contextual group with respect to some variables (i.e., ratings and EDA), but not to others (i.e., electrocortical potentials - ERPs - and approach behavior). In sum, unpleasant in comparison to pleasant odors diminished emotional responses during social interaction, while an additional enhancing effect of the social attribution was observed on some variables. Interestingly, the awareness that an interaction partner would smell (pleasantly or unpleasantly) boosted the emotional reactivity towards them. In Study 3, I adapted the VR paradigm to a within-subjects design, meaning that the different attribution conditions were now manipulated block-wise. Instead of an approach task, participants had to move away from the virtual agent (withdrawal task). Results on the ratings were replicated from Study 2. Specifically, the difference between pleasant and unpleasant odors on valence, arousal, and sympathy ratings was larger in the social as compared to the contextual attribution condition. No effects of odor or attribution were found on EDA, whereas heart rate (HR) showed a stronger acceleration to pleasant odors while participants were passively guided towards the agent. Instead of an approach task, I focused on withdrawal behavior in this study. Interestingly, independently of the attribution condition, participants spent more time withdrawing from virtual agents, when an unpleasant odor was presented. In sum, I demonstrated that the attribution of the odors to the social agent itself had an enhancing effect on their influence on social interaction. In the fourth and last study, I applied a similar within-subjects protocol as in Study 3 with an additional Ultimatum Game task as a measure of social interaction. Overall findings replicated the results of Study 3 with respect to HR and EDA. Strikingly, participants offered less money to virtual agents in the bad smelling room than in the good smelling room. In contrast to Study 3, no effects of odor attribution were found in Study 4. In sum, again I demonstrated that unpleasant odor may lessen social interaction not only when the interaction partner smells badly, but also in more complex interaction situations. In conclusion, I demonstrated that hedonic odors in general influence social interaction. Thus, pleasant odors seem to facilitate, while unpleasant odors seem to reduce interpersonal exchanges. Therefore, the present thesis extends the body of literature on the influence of odors on the processing of social stimuli. Although I found a direct influence of odors on social preferences as well as on the physiological and behavioral responses to social stimuli, I did not disentangle impact of odor per se from the impact of the affective state. Interestingly, odor attribution might play an additional role as mediator of social interactions such as odor effects in social interactions might be boosted when the smell is attributed to an individual. However, the results in this regard were less straightforward, and therefore further investigations are needed. Future research should also take into account gender or other inter-individual differences like social anxiety.}, subject = {smell}, 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} } @article{KempertGoetzBlatteretal.2016, author = {Kempert, Sebastian and G{\"o}tz, Regina and Blatter, Kristine and Tibken, Catharina and Artelt, Cordula and Schneider, Wolfgang and Stanat, Petra}, title = {Training Early Literacy Related Skills: To Which Degree Does a Musical Training Contribute to Phonological Awareness Development?}, series = {Frontiers in Psychology}, volume = {7}, journal = {Frontiers in Psychology}, number = {1803}, doi = {10.3389/fpsyg.2016.01803}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-165272}, year = {2016}, abstract = {Well-developed phonological awareness skills are a core prerequisite for early literacy development. Although effective phonological awareness training programs exist, children at risk often do not reach similar levels of phonological awareness after the intervention as children with normally developed skills. Based on theoretical considerations and first promising results the present study explores effects of an early musical training in combination with a conventional phonological training in children with weak phonological awareness skills. Using a quasi-experimental pretest-posttest control group design and measurements across a period of 2 years, we tested the effects of two interventions: a consecutive combination of a musical and a phonological training and a phonological training alone. The design made it possible to disentangle effects of the musical training alone as well the effects of its combination with the phonological training. The outcome measures of these groups were compared with the control group with multivariate analyses, controlling for a number of background variables. The sample included N = 424 German-speaking children aged 4-5 years at the beginning of the study. We found a positive relationship between musical abilities and phonological awareness. Yet, whereas the well-established phonological training produced the expected effects, adding a musical training did not contribute significantly to phonological awareness development. Training effects were partly dependent on the initial level of phonological awareness. Possible reasons for the lack of training effects in the musical part of the combination condition as well as practical implications for early literacy education are discussed.}, language = {en} } @article{WunschPfisterHenningetal.2016, author = {Wunsch, Kathrin and Pfister, Roland and Henning, Anne and Aschersleben, Gisa and Weigelt, Matthias}, title = {No Interrelation of Motor Planning and Executive Functions across Young Ages}, series = {Frontiers in Psychology}, volume = {7}, journal = {Frontiers in Psychology}, number = {1031}, doi = {10.3389/fpsyg.2016.01031}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-165281}, year = {2016}, abstract = {The present study examined the developmental trajectories of motor planning and executive functioning in children. To this end, we tested 217 participants with three motor tasks, measuring anticipatory planning abilities (i.e., the bar-transport-task, the sword-rotation-task and the grasp-height-task), and three cognitive tasks, measuring executive functions (i.e., the Tower-of-Hanoi-task, the Mosaic-task, and the D2-attention-endurance-task). Children were aged between 3 and 10 years and were separated into age groups by 1-year bins, resulting in a total of eight groups of children and an additional group of adults. Results suggested (1) a positive developmental trajectory for each of the sub-tests, with better task performance as children get older; (2) that the performance in the separate tasks was not correlated across participants in the different age groups; and (3) that there was no relationship between performance in the motor tasks and in the cognitive tasks used in the present study when controlling for age. These results suggest that both, motor planning and executive functions are rather heterogeneous domains of cognitive functioning with fewer interdependencies than often suggested.}, language = {en} } @article{GressmannJanczyk2016, author = {Gressmann, Marcel and Janczyk, Markus}, title = {The (Un)Clear Effects of Invalid Retro-Cues}, series = {Frontiers in Psychology}, volume = {7}, journal = {Frontiers in Psychology}, number = {244}, doi = {10.3389/fpsyg.2016.00244}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-165296}, year = {2016}, abstract = {Studies with the retro-cue paradigm have shown that validly cueing objects in visual working memory long after encoding can still benefit performance on subsequent change detection tasks. With regard to the effects of invalid cues, the literature is less clear. Some studies reported costs, others did not. We here revisit two recent studies that made interesting suggestions concerning invalid retro-cues: One study suggested that costs only occur for larger set sizes, and another study suggested that inclusion of invalid retro-cues diminishes the retro-cue benefit. New data from one experiment and a reanalysis of published data are provided to address these conclusions. The new data clearly show costs (and benefits) that were independent of set size, and the reanalysis suggests no influence of the inclusion of invalid retro-cues on the retro-cue benefit. Thus, previous interpretations may be taken with some caution at present.}, language = {en} } @article{PeperkornDiemerAlpersetal.2016, author = {Peperkorn, Henrik M. and Diemer, Julia E. and Alpers, Georg W. and M{\"u}hlberger, Andreas}, title = {Representation of Patients' Hand Modulates Fear Reactions of Patients with Spider Phobia in Virtual Reality}, series = {frontiers in Psychology}, volume = {7}, journal = {frontiers in Psychology}, number = {268}, doi = {10.3389/fpsyg.2016.00268}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-165307}, year = {2016}, abstract = {Embodiment (i.e., the involvement of a bodily representation) is thought to be relevant in emotional experiences. Virtual reality (VR) is a capable means of activating phobic fear in patients. The representation of the patient's body (e.g., the right hand) in VR enhances immersion and increases presence, but its effect on phobic fear is still unknown. We analyzed the influence of the presentation of the participant's hand in VR on presence and fear responses in 32 women with spider phobia and 32 matched controls. Participants sat in front of a table with an acrylic glass container within reaching distance. During the experiment this setup was concealed by a head-mounted display (HMD). The VR scenario presented via HMD showed the same setup, i.e., a table with an acrylic glass container. Participants were randomly assigned to one of two experimental groups. In one group, fear responses were triggered by fear-relevant visual input in VR (virtual spider in the virtual acrylic glass container), while information about a real but unseen neutral control animal (living snake in the acrylic glass container) was given. The second group received fear-relevant information of the real but unseen situation (living spider in the acrylic glass container), but visual input was kept neutral VR (virtual snake in the virtual acrylic glass container). Participants were instructed to touch the acrylic glass container with their right hand in 20 consecutive trials. Visibility of the hand was varied randomly in a within-subjects design. We found for all participants that visibility of the participant's hand increased presence independently of the fear trigger. However, in patients, the influence of the virtual hand on fear depended on the fear trigger. When fear was triggered perceptually, i.e., by a virtual spider, the virtual hand increased fear. When fear was triggered by information about a real spider, the virtual hand had no effect on fear. Our results shed light on the significance of different fear triggers (visual, conceptual) in interaction with body representations.}, language = {en} } @article{CitronAbugaberHerbert2016, author = {Citron, Francesca M. M. and Abugaber, David and Herbert, Cornelia}, title = {Approach and Withdrawal Tendencies during Written Word Processing: Effects of Task, Emotional Valence, and Emotional Arousal}, series = {frontiers in Psychology}, volume = {6}, journal = {frontiers in Psychology}, number = {1935}, doi = {10.3389/fpsyg.2015.01935}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-165318}, year = {2016}, abstract = {The affective dimensions of emotional valence and emotional arousal affect processing of verbal and pictorial stimuli. Traditional emotional theories assume a linear relationship between these dimensions, with valence determining the direction of a behavior (approach vs. withdrawal) and arousal its intensity or strength. In contrast, according to the valence-arousal conflict theory, both dimensions are interactively related: positive valence and low arousal (PL) are associated with an implicit tendency to approach a stimulus, whereas negative valence and high arousal (NH) are associated with withdrawal. Hence, positive, high-arousal (PH) and negative, low-arousal (NL) stimuli elicit conflicting action tendencies. By extending previous research that used several tasks and methods, the present study investigated whether and how emotional valence and arousal affect subjective approach vs. withdrawal tendencies toward emotional words during two novel tasks. In Study 1, participants had to decide whether they would approach or withdraw from concepts expressed by written words. In Studies 2 and 3 participants had to respond to each word by pressing one of two keys labeled with an arrow pointing upward or downward. Across experiments, positive and negative words, high or low in arousal, were presented. In Study 1 (explicit task), in line with the valence-arousal conflict theory, PH and NL words were responded to more slowly than PL and NH words. In addition, participants decided to approach positive words more often than negative words. In Studies 2 and 3, participants responded faster to positive than negative words, irrespective of their level of arousal. Furthermore, positive words were significantly more often associated with "up" responses than negative words, thus supporting the existence of implicit associations between stimulus valence and response coding (positive is up and negative is down). Hence, in contexts in which participants' spontaneous responses are based on implicit associations between stimulus valence and response, there is no influence of arousal. In line with the valence-arousal conflict theory, arousal seems to affect participants' approach-withdrawal tendencies only when such tendencies are made explicit by the task, and a minimal degree of processing depth is required.}, language = {en} } @article{LugoQuitadamoBianchietal.2016, author = {Lugo, Zulay R. and Quitadamo, Lucia R. and Bianchi, Luigi and Pellas, Fr{\´e}deric and Veser, Sandra and Lesenfants, Damien and Real, Ruben G. L. and Herbert, Cornelia and Guger, Christoph and Kotchoubey, Boris and Mattia, Donatella and K{\"u}bler, Andrea and Laureys, Steven and Noirhomme, Quentin}, title = {Cognitive Processing in Non-Communicative Patients: What Can Event-Related Potentials Tell Us?}, series = {Frontiers in Human Neuroscience}, volume = {10}, journal = {Frontiers in Human Neuroscience}, number = {569}, doi = {10.3389/fnhum.2016.00569}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-165165}, year = {2016}, abstract = {Event-related potentials (ERP) have been proposed to improve the differential diagnosis of non-responsive patients. We investigated the potential of the P300 as a reliable marker of conscious processing in patients with locked-in syndrome (LIS). Eleven chronic LIS patients and 10 healthy subjects (HS) listened to a complex-tone auditory oddball paradigm, first in a passive condition (listen to the sounds) and then in an active condition (counting the deviant tones). Seven out of nine HS displayed a P300 waveform in the passive condition and all in the active condition. HS showed statistically significant changes in peak and area amplitude between conditions. Three out of seven LIS patients showed the P3 waveform in the passive condition and five of seven in the active condition. No changes in peak amplitude and only a significant difference at one electrode in area amplitude were observed in this group between conditions. We conclude that, in spite of keeping full consciousness and intact or nearly intact cortical functions, compared to HS, LIS patients present less reliable results when testing with ERP, specifically in the passive condition. We thus strongly recommend applying ERP paradigms in an active condition when evaluating consciousness in non-responsive patients.}, language = {en} } @article{ZhouAllisonKuebleretal.2016, author = {Zhou, Sijie and Allison, Brendan Z. and K{\"u}bler, Andrea and Cichocki, Andrzej and Wang, Xingyu and Jin, Jing}, title = {Effects of Background Music on Objective and Subjective Performance Measures in an Auditory BCI}, series = {Frontiers in Computational Neuroscience}, volume = {10}, journal = {Frontiers in Computational Neuroscience}, number = {105}, doi = {10.3389/fncom.2016.00105}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-165101}, year = {2016}, abstract = {Several studies have explored brain computer interface (BCI) systems based on auditory stimuli, which could help patients with visual impairments. Usability and user satisfaction are important considerations in any BCI. Although background music can influence emotion and performance in other task environments, and many users may wish to listen to music while using a BCI, auditory, and other BCIs are typically studied without background music. Some work has explored the possibility of using polyphonic music in auditory BCI systems. However, this approach requires users with good musical skills, and has not been explored in online experiments. Our hypothesis was that an auditory BCI with background music would be preferred by subjects over a similar BCI without background music, without any difference in BCI performance. We introduce a simple paradigm (which does not require musical skill) using percussion instrument sound stimuli and background music, and evaluated it in both offline and online experiments. The result showed that subjects preferred the auditory BCI with background music. Different performance measures did not reveal any significant performance effect when comparing background music vs. no background. Since the addition of background music does not impair BCI performance but is preferred by users, auditory (and perhaps other) BCIs should consider including it. Our study also indicates that auditory BCIs can be effective even if the auditory channel is simultaneously otherwise engaged.}, language = {en} } @article{RieplMusselOsinskyetal.2016, author = {Riepl, Korbinian and Mussel, Patrick and Osinsky, Roman and Hewig, Johannes}, title = {Influences of State and Trait Affect on Behavior, Feedback-Related Negativity, and P3b in the Ultimatum Game}, series = {PLoS One}, volume = {7}, journal = {PLoS One}, number = {11}, doi = {10.1371/journal.pone.0146358}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-147386}, pages = {e0146358}, year = {2016}, abstract = {The present study investigates how different emotions can alter social bargaining behavior. An important paradigm to study social bargaining is the Ultimatum Game. There, a proposer gets a pot of money and has to offer part of it to a responder. If the responder accepts, both players get the money as proposed by the proposer. If he rejects, none of the players gets anything. Rational choice models would predict that responders accept all offers above 0. However, evidence shows that responders typically reject a large proportion of all unfair offers. We analyzed participants' behavior when they played the Ultimatum Game as responders and simultaneously collected electroencephalogram data in order to quantify the feedback-related negativity and P3b components. We induced state affect (momentarily emotions unrelated to the task) via short movie clips and measured trait affect (longer-lasting emotional dispositions) via questionnaires. State happiness led to increased acceptance rates of very unfair offers. Regarding neurophysiology, we found that unfair offers elicited larger feedback-related negativity amplitudes than fair offers. Additionally, an interaction of state and trait affect occurred: high trait negative affect (subsuming a variety of aversive mood states) led to increased feedback-related negativity amplitudes when participants were in an angry mood, but not if they currently experienced fear or happiness. We discuss that increased rumination might be responsible for this result, which might not occur, however, when people experience happiness or fear. Apart from that, we found that fair offers elicited larger P3b components than unfair offers, which might reflect increased pleasure in response to fair offers. Moreover, high trait negative affect was associated with decreased P3b amplitudes, potentially reflecting decreased motivation to engage in activities. We discuss implications of our results in the light of theories and research on depression and anxiety.}, language = {en} } @article{MusselUlrichAllenetal.2016, author = {Mussel, Patrick and Ulrich, Nathalie and Allen, John J. B. and Osinsky, Roman and Hewig, Johannes}, title = {Patterns of theta oscillation reflect the neural basis of individual differences in epistemic motivation}, series = {Scientific Reports}, volume = {6}, journal = {Scientific Reports}, doi = {10.1038/srep29245}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-146957}, pages = {29245}, year = {2016}, abstract = {Theta oscillations in the EEG have been shown to reflect ongoing cognitive processes related to mental effort. Here, we show that the pattern of theta oscillation in response to varying cognitive demands reflects stable individual differences in the personality trait epistemic motivation: Individuals with high levels of epistemic motivation recruit relatively more cognitive resources in response to situations possessing high, compared to low, cognitive demand; individuals with low levels do not show such a specific response. Our results provide direct evidence for the theory of the construct need for cognition and add to our understanding of the neural processes underlying theta oscillations. More generally, we provide an explanation how individual differences in personality traits might be represented on a neural level.}, language = {en} } @phdthesis{Erle2016, author = {Erle, Thorsten Michael}, title = {A Grounded Approach to Psychological Perspective-Taking}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-143247}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2016}, abstract = {„Perspektiven{\"u}bernahme" bezeichnet die F{\"a}higkeit des Menschen, sich in die Lage eines anderen hineinzuversetzen. In der psychologischen Forschung unterscheidet man drei Arten der Perspektiven{\"u}bernahme, n{\"a}mlich perzeptuelle (visuo-spatiale), affektive (Empathie) und kognitive (Theory of Mind). Die letztgenannten Arten der Perspektiven{\"u}bernahme werden oft als „psychologische Perspektiven{\"u}bernahme" zusammengefasst. Diese Dissertation befasst sich mit der Frage, ob diese verschiedenen Arten der Perspektiven{\"u}bernahme als theoretisch unterscheidbare Konstrukte oder lediglich als Facetten ein und desselben Konstrukts angesehen werden sollten. Die Befundlage in der psychologischen Fachliteratur ist diesbez{\"u}glich nicht eindeutig. W{\"a}hrend einige Autoren Korrelationen zwischen verschiedenen Arten der Perspektiven{\"u}bernahme f{\"u}r zu gering erachten, um ein einheitliches Konstrukt zu konstatieren, bewerten andere Autoren Korrelationen derselben Gr{\"o}ße als Evidenz hierf{\"u}r. Ein weniger arbitr{\"a}res Vorgehen w{\"a}re es, experimentalpsychologisch zugrunde liegende Mechanismen zu identifizieren, die allen Arten der Perspektiven{\"u}bernahme gemein sind, und zu untersuchen, ob eine Manipulation dieser Mechanismen abh{\"a}ngige Maße affektiver, kognitiver und perzeptueller Perspektiven{\"u}bernahme gleichermaßen beeinflusst. Diesem Ansatz folgend macht die vorliegende Arbeit die Annahme, dass die mentale Selbstrotation des K{\"o}rperschemas in die Position einer anderen Person, der zentrale Mechanismus visuo-spatialer Perspektiven{\"u}bernahme, ein gemeinsamer Mechanismus aller Arten der Perspektiven{\"u}bernahme ist. Entgegen fr{\"u}herer Ans{\"a}tze wird diese Einheit somit nicht nur {\"u}ber die zentrale gemeinsame Funktionalit{\"a}t aller Arten von Perspektiven{\"u}bernahme, also dem Verlassen des egozentrischen Referenzrahmens zugunsten einer (visuellen, affektiven oder kognitiven) Fremdperspektive, gerechtfertigt, sondern mit der Annahme eines gemeinsamen zugrundeliegenden Mechanismus. Daraus wird die einfache Hypothese abgeleitet, dass visuo-spatiale Perspektiven{\"u}bernahme zu psychologischen Konsequenzen f{\"u}hren kann. Dies wurde in 6 Experimenten getestet. In diesen Experimenten mussten die Probanden zun{\"a}chst immer die visuelle Perspektive einer anderen Person einnehmen. Hierzu sahen die Probanden eine Person, die mit zwei Objekten an einem Tisch sitzt. In jedem Durchgang mussten die Probanden sich entscheiden, mit welcher Hand diese Person eines der beiden Objekte greifen w{\"u}rde. Dabei wurde die Position der Zielperson so manipuliert, dass sie in der H{\"a}lfte der F{\"a}lle im selben visuo-spatialen Referenzrahmen wie der Proband saß, was Perspektiven{\"u}bernahme zur L{\"o}sung der Aufgabe obsolet machte, w{\"a}hrend sie sich in den verbleibenden Durchg{\"a}ngen in einem anderen visuo-spatialen Referenzrahmen befand, so dass die Probanden die visuelle Perspektive der Zielperson {\"u}bernehmen mussten um die Aufgabe korrekt zu l{\"o}sen. Nach jedem Durchgang wurde dem Ziel dieser visuo-spatialen Aufgabe eine psychologische Eigenschaft zugeschrieben. Dies geschah im Rahmen eines abgewandelten Paradigmas zur Untersuchung der Ankerheuristik. Hierzu wurde den Probanden nach jedem Durchgang der visuo-spatialen Aufgabe eine Sch{\"a}tzfrage gestellt. Zeitgleich wurde die Antwort des Ziels bekannt gegeben. Entsprechend der Haupthypothese, dass visuo-spatiale Perspektiven{\"u}bernahme psychologische Konsequenzen erzeugen kann, konnte gezeigt werden, dass die Probanden nach visuo-spatialer Perspektiven{\"u}bernahme in h{\"o}herem Maße die Gedanken der Zielperson {\"u}bernahmen. Dies konnte sowohl anhand der absoluten Gr{\"o}ße des Ankereffekts, als auch anhand der Differenz zwischen den Urteilen der Probanden und der Zielperson, gezeigt werden. Weitere Experimente schlossen Stichprobeneigenschaften, die verwendeten Stimuli oder die Aufgabenschwierigkeit als Alternativerkl{\"a}rungen f{\"u}r diese Effekte aus. Die beiden letzten Experimente zeigten zudem, dass dieser Effekt spezifisch f{\"u}r alle Konstellationen ist, in denen eine mentale Selbstrotation in die Zielperspektive notwendig war und dass die {\"U}bernahme fremder Gedanken mit einem Gef{\"u}hl von {\"A}hnlichkeit assoziiert war. Zusammengenommen unterst{\"u}tzen die Ergebnisse dieser Arbeit die theoretisch abgeleitete Sicht eines einheitlichen Perspektiven{\"u}bernahme-Konstrukts und grenzen dieses zus{\"a}tzlich von verwandten Konstrukten ab. In der abschließenden Diskussion werden die Bedeutung dieser Befunde f{\"u}r die Forschung in den Bereichen Empathie, Theory of Mind, und Perspektiven{\"u}bernahme und ebenfalls praktische Implikationen der Ergebnisse aufgezeigt.}, subject = {Perspektiven{\"u}bernahme}, language = {en} } @phdthesis{Rodrigues2016, author = {Rodrigues, Johannes}, title = {Let me change your mind… Frontal brain activity in a virtual T-maze}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-143280}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2016}, abstract = {Frontal asymmetry, a construct invented by Richard Davidson, linking positive and negative valence as well as approach and withdrawal motivation to lateralized frontal brain activation has been investigated for over thirty years. The frontal activation patterns described as relevant were measured via alpha-band frequency activity (8-13 Hz) as a measurement of deactivation in electroencephalography (EEG) for homologous electrode pairs, especially for the electrode position F4/ F3 to account for the frontal relative lateralized brain activation. Three different theories about frontal activation patterns linked to motivational states were investigated in two studies. The valence theory of Davidson (1984; 1998a; 1998b) and its extension to the motivational direction theory by Harmon-Jones and Allen (1998) refers to the approach motivation with relative left frontal brain activity (indicated by relative right frontal alpha activity) and to withdrawal motivation with relative right frontal brain activation (indicated by relative left frontal alpha activity). The second theory proposed by Hewig and colleagues (2004; 2005; 2006) integrates the findings of Davidson and Harmon - Jones and Allen with the reinforcement sensitivity theory of Jeffrey A. Gray (1982, 1991). Hewig sees the lateralized frontal approach system and withdrawal system proposed by Davidson as subsystems of the behavioral activation system proposed by Gray and bilateral frontal activation as a biological marker for the behavioral activation system. The third theory investigated in the present studies is the theory from Wacker and colleagues (2003; 2008; 2010) where the frontal asymmetrical brain activation patterns are linked to the revised reinforcement sensitivity theory of Gray and McNaughton (2000). Here, right frontal brain activity (indicated by lower relative right frontal alpha activity) accounts for conflict, behavioral inhibition and activity of the revised behavioral inhibition system, while left frontal brain activation (indicated by lower relative left frontal alpha activity) stands for active behavior and the activity of the revised behavioral activation system as well as the activation of the revised flight fight freezing system. In order to investigate these three theories, a virtual reality T-maze paradigm was introduced to evoke motivational states in the participants, offering the opportunity to measure frontal brain activation patterns via EEG and behavior simultaneously in the first study. In the second study the virtual reality paradigm was additionally compared to mental imagery and a movie paradigm, two well-known state inducing paradigms in the research field of frontal asymmetry. In the two studies, there was confirming evidence for the theory of Hewig and colleages (2004; 2005; 2006), showing higher bilateral frontal activation for active behavior and lateralized frontal activation patterns for approach (left frontal brain activation) and avoidance (right frontal brain activation) behavior. Additionally a limitation for the capability model of anterior brain asymmetry proposed by Coan and colleagues (2006), where the frontal asymmetry should be dependent on the relevant traits driving the frontal asymmetry pattern if a relevant situation occurs, could be found. As the very intense virtual reality paradigm did not lead to a difference of frontal brain activation patterns compared to the mental imagery paradigm or the movie paradigm for the traits of the participants, the trait dependency of the frontal asymmetry in a relevant situation might not be given, if the intensity of the situation exceeds a certain level. Nevertheless there was an influence of the traits in the virtual reality T-maze paradigm, because the shown behavior in the maze was trait-dependent. The implications of the findings are multifarious, leading from possible objective personality testing via diversification of the virtual reality paradigm to even clinical implications for depression treatments based on changes in the lateralized frontal brain activation patterns for changes in the motivational aspects, but also for changes in bilateral frontal brain activation when it comes to the drive and preparedness for action in patients. Finally, with the limitation of the capability model, additional variance in the different findings about frontal asymmetry can be explained by taking the intensity of a state manipulation into account.}, subject = {Electroencephalographie}, language = {en} } @phdthesis{Pieczykolan2016, author = {Pieczykolan, Aleksandra}, title = {Cross-Modal Action Control}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-142356}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2016}, abstract = {Multitasking als allgegenw{\"a}rtiges Ph{\"a}nomen wird heutzutage in verschiedenen wissenschaftlichen Disziplinen diskutiert. In der vorliegenden Arbeit wird Multitasking aus der Perspektive der kognitiven Verhaltenswissenschaften beleuchtet mit dem Fokus auf der Rolle von Konfliktl{\"o}sungs- prozessen bei der Verarbeitung von Mehrfacht{\"a}tigkeiten. Insbesondere liegt der Fokus auf kognitiven Mechanismen der crossmodalen Handlungskontrolle, d.h. der Kontrolle von zwei Handlungen in verschiedenen Effektorsystemen. Mit dem Ziel, den bisherigen Umfang derjenigen Handlungsmodalit{\"a}ten zu erweitern, die {\"u}blicherweise in Studien eingesetzt wurden, wurden okulomotorische Reaktionen (d.h. Sakkaden), die bisher als Handlungsmodalit{\"a}t in der Forschung vernachl{\"a}ssigt wurden, in Kombination mit Reaktionen in anderen Efffektorsystemen untersucht (d.h. mit manuellen und vokalen Reaktionen). Weiterhin wurde beabsichtigt, Mechanismen von Crosstalk zu spezifizieren, welches ein Erkl{\"a}rungskonzept darstellt, das sich auf den Aufgabeninhalt bezieht. Crosstalk erscheint besonders relevant f{\"u}r crossmodale Handlungen, da sich Handlungsmodalit{\"a}ten vor allem bez{\"u}glich ihrer Reaktionsmerkmale unterscheiden. In der vorliegenden Arbeit werden vier Studien berichtet, die auf jeweils zwei oder drei Experimenten beruhen. In Studie A wurden crossmodale Doppelreaktionen auf einen einzelnen Stimulus untersucht mit der Fragestellung, wie sich das Zusammenspiel des Vorhandenseins von Reaktionsalternativen und der Kompatibilit{\"a}t zwischen Reaktionen (also dem Crosstalkpotential) auswirkt. In drei Experimenten zeigte sich, dass Crosstalk in mehrere Komponenten dissoziiert werden kann, n{\"a}mlich eine Komponente, die auf der aktuellen Konfliktst{\"a}rke (Online-Crosstalk) basiert, und eine ged{\"a}chtnisbasierte Komponente, die entweder durch Restaktivit{\"a}t vergangener Handlungsanforderungen bestimmt wird (retrospektiver Crosstalk), oder durch Vorbereitung auf zuk{\"u}nftige Handlungsanforderungen (prospektiver Crosstalk). Studie B lieferte Evidenz daf{\"u}r, dass okulomotorische Reaktionen sowohl struktureller als auch inhaltsbasierte Interferenz unterliegen. In drei Experimenten wurde das Paradigma zeitlich {\"u}berlappender Aufgaben verwendet, bei dem zwei Stimuli mit zeitlichem Versatz pr{\"a}sentiert wurden, auf die jeweils mit einer okulomotorischen und einer manuellen Handlung reagiert werden musste. Dabei wurden sowohl Hinweise auf einen seriellen als auch auf einen parallelen Verarbeitungsmodus gefunden. Weiterhin deuteten die Ergebnisse darauf hin, dass abh{\"a}ngig von der Aufgabenkompatibilit{\"a}t zwischen diesen Verarbeitungsmodi gewechselt wurde, d.h. zu eher paralleler Verarbeitung bei kompatiblen Aufgabenanforderungen und zu eher serieller Verarbeitung bei inkompatiblen Aufgabenanforderungen. In Studie C wurden Verarbeitungspriorit{\"a}ten zwischen Effektorsystemen untersucht. In zwei Experimenten zeigte sich, dass das zuvor berichtete Verarbeitungsdominanzmuster repliziert werden konnte, bei der okulomotorische Reaktionen vokale Reaktionen dominieren und diese wiederum manuelle Reaktionen dominieren. Die relative St{\"a}rke der Dominanz konnte allerdings bei vorhandenem Reaktionskonflikt angepasst werden. Die Verarbeitungspriorit{\"a}ten wurden hierbei zum Teil in Richtung derjenigen Reaktion verschoben, in der bereits ein Konflikt im Bezug auf die Kompatibilit{\"a}t zwischen Stimulus und Reaktion gel{\"o}st werden musste. Dieses Ergebnis zeigt, dass Verarbeitungspriorit{\"a}ten flexibel an die spezifischen Handlungsanforderungen angepasst werden k{\"o}nnen. Studie D besch{\"a}ftigte sich mit einem bisher weitgehend vernachl{\"a}ssigten Bereich innerhalb der Doppelaufgabenforschung, n{\"a}mlich der Kontrolle der zeitlichen Reaktionsreihenfolge. In einer drei Experimente umfassenden Untersuchung wurden mehrere Faktoren variiert, die sich in fr{\"u}heren Studien bereits als relevant f{\"u}r Mechanismen der Doppelaufgabeninterferenz gezeigt haben. In der vorliegenden Studie wurde gezeigt, dass die finale Reaktionsreihenfolge in einem Handlungsdurchgang das Ergebnis eines kontinuierlichen Anpassungsprozesses ist, welcher auf dem Zusammenspiel mehrerer top-down-Faktoren, z.B. der Antizipation von Reaktionsmerkmalen, und mehrerer bottom-up-Faktoren, wie z.B. der Stimulusreihenfolge oder der Aufgabenkompatibilit{\"a}t, basiert. Die vorliegende Arbeit liefert somit einen wichtigen Beitrag zum Fortschritt des Verst{\"a}ndnisses der Verarbeitung komplexer Handlungsanforderungen aus der Perspektive crossmodaler Handlungen. Insbesondere wurden Spezifikationen f{\"u}r Mechanismen der Effektorpriorisierung und der Kontrolle der Reaktionsreihenfolge als auch eine neuartige Taxonomie von Crosstalk vorgestellt, welche als umfassende Rahmenvorstellung zur Erkl{\"a}rung von Interferenzmechanismen bei Kontrollprozessen von Mehrfachanforderungen dienlich sein kann.}, subject = {Kognition}, language = {en} } @article{GlotzbachMuehlbergerGschwendtneretal.2011, author = {Glotzbach, Evelyn and M{\"u}hlberger, Andreas and Gschwendtner, Kathrin and Fallgatter, Andreas J and Pauli, Paul and Herrmann, Martin J}, title = {Prefrontal Brain Activation During Emotional Processing: A Functional Near Infrared Spectroscopy Study (fNIRS)}, series = {The Open Neuroimaging Journal}, volume = {5}, journal = {The Open Neuroimaging Journal}, doi = {10.2174/1874440001105010033}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-141714}, pages = {33-39}, year = {2011}, abstract = {The limbic system and especially the amygdala have been identified as key structures in emotion induction and regulation. Recently research has additionally focused on the influence of prefrontal areas on emotion processing in the limbic system and the amygdala. Results from fMRI studies indicate that the prefrontal cortex (PFC) is involved not only in emotion induction but also in emotion regulation. However, studies using fNIRS only report prefrontal brain activation during emotion induction. So far it lacks the attempt to compare emotion induction and emotion regulation with regard to prefrontal activation measured with fNIRS, to exclude the possibility that the reported prefrontal brain activation in fNIRS studies are mainly caused by automatic emotion regulation processes. Therefore this work tried to distinguish emotion induction from regulation via fNIRS of the prefrontal cortex. 20 healthy women viewed neutral pictures as a baseline condition, fearful pictures as induction condition and reappraised fearful pictures as regulation condition in randomized order. As predicted, the view-fearful condition led to higher arousal ratings than the view-neutral condition with the reappraise-fearful condition in between. For the fNIRS results the induction condition showed an activation of the bilateral PFC compared to the baseline condition (viewing neutral). The regulation condition showed an activation only of the left PFC compared to the baseline condition, although the direct comparison between induction and regulation condition revealed no significant difference in brain activation. Therefore our study underscores the results of previous fNIRS studies showing prefrontal brain activation during emotion induction and rejects the hypothesis that this prefrontal brain activation might only be a result of automatic emotion regulation processes.}, language = {en} } @phdthesis{Will2017, author = {Will, Sebastian}, title = {Development of a presence model for driving simulators based on speed perception in a motorcycle riding simulator}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-149748}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2017}, abstract = {Driving simulators are powerful research tools. Countless simulator studies have contributed to traffic safety over the last decades. Constant improvements in simulator technology call for a measureable scale to assess driving simulators with regard to their utility in human factors research. A promising psychological construct to do so is presence. It is commonly defined as the feeling of being located in a remote or virtual environment that seems to be real. Another aspect of presence describes the ability to act there successfully. The main aim of this thesis is to develop a presence model dedicated to the application in driving simulators. Established models have been combined and extended in order to gain a comprehensive model of presence that allows understanding its emergence and deriving recommendations on how to design or improve driving simulators. The five studies presented in this thesis investigate specific postulated model components and their interactions. All studies deal with motorcycling or a motorcycle riding simulator as exemplary field of application. The first study used a speed estimation task to investigate the contribution of different sensory cues to presence. While visualization plays a particularly important role, further improvements could be achieved by adding more consistent sensory stimuli to the virtual environment. Auditory, proprioceptive and vestibular cues have been subject to investigation. In the second study, the speed production method was applied. It confirmed the positive contribution of action to presence as predicted by psychocybernetic models. The third study dealt with the effect of training on presence. Hence, no positive effect was observed. The fourth study aimed at replicating previous findings on sensory fidelity and diversity in a more complex riding situation than only longitudinal vehicle control. The riders had to cross an unexpectedly appearing deep pit with the virtual motorcycle. The contribution of more consistent sensory stimulation on presence was successfully shown in this scenario, too. The final study was a real riding experiment that delivered reference values for the speed estimation capabilities of motorcycle riders. Besides higher variations in the simulator data, the general speed estimation performance was on a comparable level. Different measures, such as subjective ratings, behavioral responses, performance, and physiological reactions, have been applied as presence indicators. These studies' findings deliver evidence for the meaningful application of the proposed presence model in driving simulator settings. The results suggest that presence can be interpreted as a quality measure for perception in virtual environments. In line with psychocybernetic models, taking action, which is seen as controlling perception, enhances this quality even further. Describing the psychological construct of presence in a theoretical framework that takes the diversity of perception and action in driving simulator settings into account closes a gap in traffic psychological research.}, subject = {Fahrsimulator}, language = {en} } @phdthesis{Muenchow2016, author = {M{\"u}nchow, Hannes}, title = {I feel, therefore I learn - Effectiveness of affect induction interventions and possible covariates on learning outcomes}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-148432}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2016}, abstract = {Affective states in the context of learning and achievement can influence the learning process essentially. The impact of affective states can be both directly on the learning performance and indirectly mediated via, for example, motivational processes. Positive activating affect is often associated with increased memory skills as well as advantages in creative problem solving. Negative activating affect on the other hand is regarded to impair learning outcomes because of promoting task-irrelevant thinking. While these relationships were found to be relatively stable in correlation studies, causal relationships have been examined rarely so far. This dissertation aims to investigate the effects of positive and negative affective states in multimedia learning settings and to identify potential moderating factors. Therefore, three experimental empirical studies on university students were conducted. In Experiment 1, N = 57 university students were randomly allocated to either a positive or negative affect induction group. Affects were elicited using short film clips. After a 20-minute learning phase in a hypertext-based multimedia learning environment on "functional neuroanatomy" the learners' knowledge as well as transfer performance were measured. It was assumed that inducing positive activating affect should enhance learning performance. Eliciting negative activating affect on the other hand should impair learning performance. However, it was found that the induction of negative activating affect prior to the learning phase resulted in slight deteriorations in knowledge. Contrary to the assumptions, inducing positive activating affect before the learning phase did not improve learning performance. Experiment 2 induced positive activating affect directly during learning. To induce affective states during the entire duration of the learning phase, Experiment 2 used an emotional design paradigm. Therefore, N = 111 university students were randomly assigned to learn either in an affect inducing multimedia learning environment (use of warm colours and round shapes) or an affectively neutral counterpart (using shades of grey and angular shapes) on the same topic as in Experiment 1. Again, knowledge as well as transfer performance were measured after learning for 20 minutes. In addition, positive and negative affective states were measured before and after learning. Complex interaction patterns between the treatment and initial affective states were found. Specifically, learners with high levels of positive affect before learning showed better transfer performance when they learned in the affect inducing learning environment. Regarding knowledge, those participants who reported high levels of negative activating affect prior to the learning period performed worse. However, the effect on knowledge did not occur for those students learning in the affect inducing learning environment. For knowledge, the treatment therefore protected against poorer performance due to high levels of negative affective states. Results of Experiment 2 showed that the induction of positive activating affect influenced learning performance positively when taking into account affective states prior to the learning phase. In order to confirm these interaction effects, a conceptual replication of the previous experiment was conducted in Experiment 3. Experiment 3 largely retained the former study design, but changed the learning materials and tests used. Analogous to Experiment 2, N = 145 university students learning for 20 minutes in either an affect inducing or an affectively neutral multimedia learning environment on "eukaryotic cell". To strengthen the treatment, Experiment 3 also used anthropomorphic design elements to induce affective states next to warm colours and round shapes. Moreover, in order to assess the change in affective states more exactly, an additional measurement of positive and negative affective states after half of the learning time was inserted. Knowledge and transfer were assessed again to measure learning performance. The learners' memory skills were used as an additional learning outcome. To control the influence of potential confounding variables, the participants' general and current achievement motivation as well as interest, and emotion regulation skills were measured. Contrary to the assumptions, Experiment 3 could not confirm the interaction effects of Experiment 2. Instead, there was a significant impact of positive activating affect prior to the learning phase on transfer, irrespective of the learners' group affiliation. This effect was further independent of the control variables that were measured. Nevertheless, the results of Experiment 3 fit into the picture of findings regarding "emotional design" in hypermedia learning settings. To date, the few publications that have used this approach propose heterogeneous results, even when using identical materials and procedures.}, subject = {Affekt}, language = {en} } @phdthesis{Loeffler2016, author = {L{\"o}ffler, Elisabeth Therese}, title = {Die Entwicklung des prozeduralen Metaged{\"a}chtnisses {\"u}ber die Lebensspanne}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-150424}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2016}, abstract = {Der Entwicklungsverlauf metakognitiver {\"U}berwachungsprozesse und das Zusammenspiel von {\"U}berwachungs- und Kontrollprozessen ist {\"u}ber die gesamte Lebensspanne hinweg nur f{\"u}r isolierte Altersgruppen, nicht aber in Studien, die Teilnehmer vom Kindes- bis zum h{\"o}heren Erwachsenenalter einschließen, untersucht worden. Diese L{\"u}cke sollte mit der vorliegenden Arbeit geschlossen werden, denn gerade solche Designs k{\"o}nnen dazu beitragen, Aufbau- und Abbauprozesse zu kontrastieren, und Hinweise auf fr{\"u}hzeitig vorhandene sowie im Altersverlauf bestehende F{\"a}higkeiten geben, die dann kompensatorisch genutzt werden k{\"o}nnen. Die eigene Arbeit befasste sich dabei mit dem Verlauf einer Vielzahl von pro- und retrospektiven {\"U}berwachungsvorg{\"a}ngen {\"u}ber die Lebensspanne. Der Schwerpunkt lag auf dem Einfluss verschiedener Kontextfaktoren (z.B. Komplexit{\"a}t des Lernmaterials, Vorwissen, Strategienutzung) auf die {\"U}berwachungsleistung in den jeweiligen Altersstufen. Außerdem wurde {\"u}berpr{\"u}ft, inwieweit wechselseitige Zusammenh{\"a}nge zwischen {\"U}berwachungs- und Steuerungsprozessen in den untersuchten Altersgruppen unterschiedlich stark ausgepr{\"a}gt sind. Diese Fragestellungen wurden in sechs Experimenten mit insgesamt 816 Teilnehmern untersucht. Es handelte sich dabei um Drittkl{\"a}ssler im Alter zwischen 7 und 9 Jahren, Jugendliche zwischen 12 und 14 Jahren, j{\"u}ngere Erwachsene zwischen ca. 18 und 25 Jahren sowie {\"a}ltere Erwachsene zwischen ca. 60 und 80 Jahren. Erhoben wurden Ease-of-Learning-Urteile (EOLs) bzw. ein globales Verst{\"a}ndnisurteil als Maß der {\"U}berwachung vor dem eigentlichen Lernprozess, Judgments of Learning (JOLs) als Maß der {\"U}berwachung nach dem Lernvorgang und Sicherheitsurteile (SUs) als Maß der {\"U}berwachung nach dem Erinnerungsabruf. Es zeigte sich, dass die {\"U}berwachungsleistung sowohl, was die Differenzierungsf{\"a}higkeit zwischen richtigen und falschen Antworten, als auch, was die Genauigkeit betrifft, bez{\"u}glich der JOLs und der SUs {\"u}ber die gesamte untersuchte Altersspanne hinweg im Wesentlichen konstant und auf recht hohem Niveau blieb. Lediglich bei den EOLs ergaben sich Alterseffekte: Die j{\"u}ngeren Erwachsenen schnitten besser ab als die anderen Altersgruppen, was mit besseren F{\"a}higkeiten, sp{\"a}tere Lern- und Erinnerungsvorg{\"a}nge zu antizipieren, erkl{\"a}rt werden kann. In Bezug auf den Einfluss von Kontextfaktoren konnte nachgewiesen werden, dass sich die {\"U}berwachungsleistungen bei verschieden komplexen Materialien (Paar-Assoziationen versus Film- oder Textmaterial) unter g{\"u}nstigen Bedingungen, z.B. wenn die Leistungsvorhersagen stark mit der Erinnerungsabfrage korrespondieren, kaum unterscheiden. Bei Rekognitionsaufgaben fielen die {\"U}berwachungsleistungen im Vergleich zu Aufgaben zur freien Erinnerung insgesamt schlechter aus. Ein großes bereichsspezifisches Vorwissen resultierte {\"u}ber alle Maße hinweg eher in einer {\"U}bersch{\"a}tzung der eigenen Leistung, bei den SUs jedoch auch in einer verbesserten Leistung im Vergleich zu Personen mit weniger Vorwissen. Ein Strategietraining wirkte sich besonders bei den Grundsch{\"u}lern und den {\"a}lteren Erwachsenen positiv auf die {\"U}berwachungsleistung aus. Die eher gering ausgepr{\"a}gten Alterseffekte weisen darauf hin, dass die einzelnen Kontextfaktoren {\"u}ber die Lebensspanne hinweg einen vergleichbaren Einfluss zu haben scheinen. Hinsichtlich sequenzieller Zusammenh{\"a}nge zwischen {\"U}berwachungs- und Steuerungsprozessen (hier operationalisiert durch JOLs und die selbst gesteuerte Lernzeiteinteilung) zeigte sich, dass die Teilnehmer aller Altersgruppen in der Lage waren, sowohl Informationen aus den JOLs f{\"u}r die Anpassung der Lernzeit (Monitoring-affects-control-Modell) als auch - in etwas geringerem Ausmaß - Informationen aus der Lernzeit f{\"u}r die Anpassung der JOLs zu nutzen (Control-affects-monitoring-Modell). Der simultane Wechsel zwischen beiden Modellen stellt einen deutlich komplexeren Vorgang dar und konnte deshalb vor allem bei den Jugendlichen und den {\"a}lteren Erwachsenen nachgewiesen werden. Insgesamt gesehen belegen die Ergebnisse der sechs Experimente, dass metakognitive {\"U}berwachungsf{\"a}higkeiten bereits recht fr{\"u}h, d.h. im mittleren Grundschulalter, gut ausgepr{\"a}gt sind und auch bei {\"a}lteren Erwachsenen noch lange auf gutem Niveau erhalten bleiben. Lediglich der flexible Wechsel zwischen {\"U}berwachungs- und Kontrollprozessen scheint in diesen beiden Altersgruppen noch Schwierigkeiten zu bereiten. Die {\"a}hnliche Wirkweise der Kontextfaktoren in den einzelnen Altersgruppen weist auf vergleichbare zugrunde liegende Prozesse hin. Die grunds{\"a}tzlich guten metakognitiven Leistungen bei Kindern und {\"a}lteren Erwachsenen sollten demnach genutzt werden, um Ged{\"a}chtnisprozesse insbesondere in diesen Altersgruppen zu f{\"o}rdern.}, subject = {Metakognition}, language = {de} } @phdthesis{Baur2016, author = {Baur, Ramona}, title = {Adult Attention-Deficit/Hyperactivity Disorder (ADHD), Emotion Processing, and Emotion Regulation in Virtual Reality}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-142064}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2016}, abstract = {Attention-Deficit/Hyperactivity Disorder (ADHD) is characterized by symptoms of inattentiveness and hyperactivity/impulsivity. Besides, increasing evidence points to ADHD patients showing emotional dysfunctions and concomitant problems in social life. However, systematic research on emotional dysfunctions in ADHD is still rare, and to date most studies lack conceptual differentiation between emotion processing and emotion regulation. The aim of this thesis was to systematically investigate emotion processing and emotion regulation in adult ADHD in a virtual reality paradigm implementing social interaction. Emotional reactions were assessed on experiential, physiological, and behavioral levels. Experiment 1 was conducted to develop a virtual penalty kicking paradigm implying social feedback and to test it in a healthy sample. This paradigm should then be applied in ADHD patients later on. Pleasant and unpleasant trials in this paradigm consisted of hits respectively misses and subsequent feedback from a virtual coach. In neutral trials, participants were teleported to different spots of the virtual stadium. Results indicated increased positive affectivity (higher valence and arousal ratings, higher zygomaticus activations, and higher expression rates of positive emotional behavior) in response to pleasant compared to neutral trials. Reactions to unpleasant trials were contradictory, indicating increased levels of both positive and negative affectivity, compared to neutral trials. Unpleasant vs. neutral trials revealed lower valence ratings, higher arousal ratings, higher zygomaticus activations, slightly lower corrugator activations, and higher expression rates of both positive and negative emotional behavior. The intensity of emotional reactions correlated with experienced presence in the virtual reality. To better understand the impact of hits or misses per se vs. hits or misses with coach feedback healthy participants' emotional reactions, only 50\% of all shots were followed by coach feedback in experiment 2. Neutral trials consisted of shots over the free soccer field which were followed by coach feedback in 50 \% of all trials. Shots and feedback evoked more extreme valence and arousal ratings, higher zygomaticus activations, lower corrugator activations, and higher skin conductance responses than shots alone across emotional conditions. Again, results speak for the induction of positive emotions in pleasant trials whereas the induction of negative emotions in unpleasant trials seems ambiguous. Technical improvements of the virtual reality were reflected in higher presence ratings than in experiment 1. Experiment 3 investigated emotional reactions of adult ADHD patients and healthy controls after emotion processing and response-focused emotion regulation. Participants successively went through an ostensible online ball-tossing game (cyber ball) inducing negative emotions, and an adapted version of the virtual penalty kicking game. Throughout cyber ball, participants were included or ostracized by two other players in different experimental blocks. Participants were instructed to explicitly show, not regulate, or hide their emotions in different experimental blocks. Results provided some evidence for deficient processing of positive emotions in ADHD. Patients reported slightly lower positive affect than controls during cyber ball, gave lower valence ratings than controls in response to pleasant penalty kicking trials, and showed lower zygomaticus activations than controls especially during penalty kicking. Patients in comparison with controls showed slightly increased processing of unpleasant events during cyber ball (higher ratings of negative affect, especially in response to ostracism), but not during penalty kicking. Patients showed lower baseline skin conductance levels than controls, and impaired skin conductance modulations. Compared to controls, patients showed slight over-expression of positive as well as negative emotional behavior. Emotion regulation analyses revealed no major difficulties of ADHD vs. controls in altering their emotional reactions through deliberate response modulation. Moreover, patients reported to habitually apply adaptive emotion regulation strategies even more frequently than controls. The analyses of genetic high-risk vs. low-risk groups for ADHD across the whole sample revealed similar results as analyses for patients vs. controls for zygomaticus modulations during emotion processing, and for modulations of emotional reactions due to emotion regulation. To sum up, the virtual penalty kicking paradigm proved to be successful for the induction of positive, but not negative emotions. The importance of presence in virtual reality for the intensity of induced emotions could be replicated. ADHD patients showed impaired processing of primarily positive emotions. Aberrations in negative emotional responding were less clear and need further investigation. Results point to adult ADHD in comparison to healthy controls suffering from baseline deficits in autonomic arousal and deficits in arousal modulation. Deficits of ADHD in the deliberate application of response-focused emotion regulation could not be found.}, subject = {Aufmerksamkeitsdefizit-Syndrom}, language = {en} } @article{MirallesVargiuDauwalderetal.2015, author = {Miralles, Felip and Vargiu, Eloisa and Dauwalder, Stefan and Sol{\`a}, Marc and M{\"u}ller-Putz, Gernot and Wriessnegger, Selina C. and Pinegger, Andreas and K{\"u}bler, Andrea and Halder, Sebastian and K{\"a}thner, Ivo and Martin, Suzanne and Daly, Jean and Armstrong, Elaine and Guger, Christoph and Hinterm{\"u}ller, Christoph and Lowish, Hannah}, title = {Brain computer interface on track to home.}, series = {The Scientific World Journal}, volume = {2015}, journal = {The Scientific World Journal}, number = {623896}, doi = {10.1155/2015/623896}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-149575}, year = {2015}, abstract = {The novel BackHome system offers individuals with disabilities a range of useful services available via brain-computer interfaces (BCIs), to help restore their independence. This is the time such technology is ready to be deployed in the real world, that is, at the target end users' home. This has been achieved by the development of practical electrodes, easy to use software, and delivering telemonitoring and home support capabilities which have been conceived, implemented, and tested within a user-centred design approach. The final BackHome system is the result of a 3-year long process involving extensive user engagement to maximize effectiveness, reliability, robustness, and ease of use of a home based BCI system. The system is comprised of ergonomic and hassle-free BCI equipment; one-click software services for Smart Home control, cognitive stimulation, and web browsing; and remote telemonitoring and home support tools to enable independent home use for nonexpert caregivers and users. BackHome aims to successfully bring BCIs to the home of people with limited mobility to restore their independence and ultimately improve their quality of life.}, language = {en} } @article{ReussPohlKieseletal.2011, author = {Reuss, Heiko and Pohl, Carsten and Kiesel, Andrea and Kunde, Wilfried}, title = {Follow the sign! Top-down contingent attentional capture of masked arrow cues}, series = {Advances in Cognitive Psychology}, volume = {7}, journal = {Advances in Cognitive Psychology}, doi = {10.2478/v10053-008-0091-3}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-140030}, pages = {82-91}, year = {2011}, abstract = {Arrow cues and other overlearned spatial symbols automatically orient attention according to their spatial meaning. This renders them similar to exogenous cues that occur at stimulus location. Exogenous cues trigger shifts of attention even when they are presented subliminally. Here, we investigate to what extent the mechanisms underlying the orienting of attention by exogenous cues and by arrow cues are comparable by analyzing the effects of visible and masked arrow cues on attention. In Experiment 1, we presented arrow cues with overall 50\% validity. Visible cues, but not masked cues, lead to shifts of attention. In Experiment 2, the arrow cues had an overall validity of 80\%. Now both visible and masked arrows lead to shifts of attention. This is in line with findings that subliminal exogenous cues capture attention only in a top-down contingent manner, that is, when the cues fit the observer's intentions.}, language = {en} } @phdthesis{Huestegge2019, author = {Huestegge, Sujata Maya}, title = {Cognitive mechanisms of voice processing}, doi = {10.25972/OPUS-18608}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-186086}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2019}, abstract = {The present thesis addresses cognitive processing of voice information. Based on general theoretical concepts regarding mental processes it will differentiate between modular, abstract information processing approaches to cognition and interactive, embodied ideas of mental processing. These general concepts will then be transferred to the context of processing voice-related information in the context of parallel face-related processing streams. One central issue here is whether and to what extent cognitive voice processing can occur independently, that is, encapsulated from the simultaneous processing of visual person-related information (and vice versa). In Study 1 (Huestegge \& Raettig, in press), participants are presented with audio-visual stimuli displaying faces uttering digits. Audiovisual gender congruency was manipulated: There were male and female faces, each uttering digits with either a male or female voice (all stimuli were AV- synchronized). Participants were asked to categorize the gender of either the face or the voice by pressing one of two keys in each trial. A central result was that audio-visual gender congruency affected performance: Incongruent stimuli were categorized slower and more error-prone, suggesting a strong cross-modal interaction of the underlying visual and auditory processing routes. Additionally, the effect of incongruent visual information on auditory classification was stronger than the effect of incongruent auditory information on visual categorization, suggesting visual dominance over auditory processing in the context of gender classification. A gender congruency effect was also present under high cognitive load. Study 2 (Huestegge, Raettig, \& Huestegge, in press) utilized the same (gender-congruent and -incongruent) stimuli, but different tasks for the participants, namely categorizing the spoken digits (into odd/even or smaller/larger than 5). This should effectively direct attention away from gender information, which was no longer task-relevant. Nevertheless, congruency effects were still observed in this study. This suggests a relatively automatic processing of cross-modal gender information, which eventually affects basic speech-based information processing. Study 3 (Huestegge, subm.) focused on the ability of participants to match unfamiliar voices to (either static or dynamic) faces. One result was that participants were indeed able to match voices to faces. Moreover, there was no evidence for any performance increase when dynamic (vs. mere static) faces had to be matched to concurrent voices. The results support the idea that common person-related source information affects both vocal and facial features, and implicit corresponding knowledge appears to be used by participants to successfully complete face-voice matching. Taken together, the three studies (Huestegge, subm.; Huestegge \& Raettig, in press; Huestegge et al., in press) provided information to further develop current theories of voice processing (in the context of face processing). On a general level, the results of all three studies are not in line with an abstract, modular view of cognition, but rather lend further support to interactive, embodied accounts of mental processing.}, subject = {Stimme}, language = {en} } @article{BollBartholomaeusPeteretal.2016, author = {Boll, Sabine and Bartholomaeus, Marie and Peter, Ulrike and Lupke, Ulrike and Gamer, Matthias}, title = {Attentional mechanisms of social perception are biased in social phobia}, series = {Journal of Anxiety Disorders}, volume = {40}, journal = {Journal of Anxiety Disorders}, doi = {10.1016/j.janxdis.2016.04.004}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-189046}, pages = {83-93}, year = {2016}, abstract = {Previous studies of social phobia have reported an increased vigilance to social threat cues but also an avoidance of socially relevant stimuli such as eye gaze. The primary aim of this study was to examine attentional mechanisms relevant for perceiving social cues by means of abnormalities in scanning of facial features in patients with social phobia. In two novel experimental paradigms, patients with social phobia and healthy controls matched on age, gender and education were compared regarding their gazing behavior towards facial cues. The first experiment was an emotion classification paradigm which allowed for differentiating reflexive attentional shifts from sustained attention towards diagnostically relevant facial features. In the second experiment, attentional orienting by gaze direction was assessed in a gaze-cueing paradigm in which non-predictive gaze cues shifted attention towards or away from subsequently presented targets. We found that patients as compared to controls reflexively oriented their attention more frequently towards the eyes of emotional faces in the emotion classification paradigm. This initial hypervigilance for the eye region was observed at very early attentional stages when faces were presented for 150 ms, and persisted when facial stimuli were shown for 3 s. Moreover, a delayed attentional orienting into the direction of eye gaze was observed in individuals with social phobia suggesting a differential time course of eye gaze processing in patients and controls. Our findings suggest that basic mechanisms of early attentional exploration of social cues are biased in social phobia and might contribute to the development and maintenance of the disorder.}, language = {en} } @article{WieserReichertsJuravleetal.2016, author = {Wieser, Matthias J. and Reicherts, Philipp and Juravle, Georgiana and von Leupoldt, Andreas}, title = {Attention mechanisms during predictable and unpredictable threat - a steady-state visual evoked potential approach}, series = {NeuroImage}, volume = {139}, journal = {NeuroImage}, doi = {10.1016/j.neuroimage.2016.06.026}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-187365}, pages = {167-175}, year = {2016}, abstract = {Fear is elicited by imminent threat and leads to phasic fear responses with selective attention, whereas anxiety is characterized by a sustained state of heightened vigilance due to uncertain danger. In the present study, we investigated attention mechanisms in fear and anxiety by adapting the NPU-threat test to measure steady-state visual evoked potentials (ssVEPs). We investigated ssVEPs across no aversive events (N), predictable aversive events (P), and unpredictable aversive events (U), signaled by four-object arrays (30 s). In addition, central cues were presented during all conditions but predictably signaled imminent threat only during the P condition. Importantly, cues and context events were flickered at different frequencies (15 Hz vs. 20 Hz) in order to disentangle respective electrocortical responses. The onset of the context elicited larger electrocortical responses for U compared to P context. Conversely, P cues elicited larger electrocortical responses compared to N cues. Interestingly, during the presence of the P cue, visuocortical processing of the concurrent context was also enhanced. The results support the notion of enhanced initial hypervigilance to unpredictable compared to predictable threat contexts, while predictable cues show electrocortical enhancement of the cues themselves but additionally a boost of context processing.}, language = {en} } @article{MeulePlatte2016, author = {Meule, Adrian and Platte, Petra}, title = {Attentional bias toward high-calorie food-cues and trait motor impulsivity interactively predict weight gain}, series = {Health Psychology Open}, journal = {Health Psychology Open}, doi = {10.1177/2055102916649585}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-168504}, year = {2016}, abstract = {Strong bottom-up impulses and weak top-down control may interactively lead to overeating and, consequently, weight gain. In the present study, female university freshmen were tested at the start of the first semester and again at the start of the second semester. Attentional bias toward high- or low-calorie food-cues was assessed using a dot-probe paradigm and participants completed the Barratt Impulsiveness Scale. Attentional bias and motor impulsivity interactively predicted change in body mass index: motor impulsivity positively predicted weight gain only when participants showed an attentional bias toward high-calorie food-cues. Attentional and non-planning impulsivity were unrelated to weight change. Results support findings showing that weight gain is prospectively predicted by a combination of weak top-down control (i.e. high impulsivity) and strong bottom-up impulses (i.e. high automatic motivational drive toward high-calorie food stimuli). They also highlight the fact that only specific aspects of impulsivity are relevant in eating and weight regulation.}, language = {en} } @article{PieczykolanHuestegge2017, author = {Pieczykolan, Aleks and Huestegge, Lynn}, title = {Cross-modal Action Complexity: Action- and Rule-related Memory Retrieval in Dual-response Control}, series = {Frontiers in Psychology}, volume = {8}, journal = {Frontiers in Psychology}, number = {529}, doi = {10.3389/fpsyg.2017.00529}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-157794}, year = {2017}, abstract = {Normally, we do not act within a single effector system only, but rather coordinate actions across several output modules (cross-modal action). Such cross-modal action demands can vary substantially with respect to their complexity in terms of the number of task-relevant response combinations and to-be-retrieved stimulus-response (S-R) mapping rules. In the present study, we study the impact of these two types of cross-modal action complexity on dual-response costs (i.e., performance differences between single- and dual-action demands). In Experiment 1, we combined a manual and an oculomotor task, each involving four response alternatives. Crucially, one (unconstrained) condition involved all 16 possible combinations of response alternatives, whereas a constrained condition involved only a subset of possible response combinations. The results revealed that preparing for a larger number of response combinations yielded a significant, but moderate increase in dual-response costs. In Experiment 2, we utilized one common lateralized auditory (e.g., left) stimulus to trigger incompatible response compounds (e.g., left saccade and right key press or vice versa). While one condition only involved one set of task-relevant S-R rules, another condition involved two sets of task-relevant rules (coded by stimulus type: noise/tone), while the number of task-relevant response combinations was the same in both conditions. Here, an increase in the number of to-be-retrieved S-R rules was associated with a substantial increase in dual-response costs that were also modulated on a trial-by-trial basis when switching between rules. Taken together, the results shed further light on the dependency of cross-modal action control on both action- and rule-related memory retrieval processes.}, language = {en} } @article{SeibtMuehlbergerLikowskietal.2015, author = {Seibt, Beate and M{\"u}hlberger, Andreas and Likowski, Katja U. and Weyers, Peter}, title = {Facial mimicry in its social setting}, series = {Frontiers in Psychology}, volume = {6}, journal = {Frontiers in Psychology}, number = {1122}, doi = {10.3389/fpsyg.2015.01122}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-151415}, year = {2015}, abstract = {In interpersonal encounters, individuals often exhibit changes in their own facial expressions in response to emotional expressions of another person. Such changes are often called facial mimicry. While this tendency first appeared to be an automatic tendency of the perceiver to show the same emotional expression as the sender, evidence is now accumulating that situation, person, and relationship jointly determine whether and for which emotions such congruent facial behavior is shown. We review the evidence regarding the moderating influence of such factors on facial mimicry with a focus on understanding the meaning of facial responses to emotional expressions in a particular constellation. From this, we derive recommendations for a research agenda with a stronger focus on the most common forms of encounters, actual interactions with known others, and on assessing potential mediators of facial mimicry. We conclude that facial mimicry is modulated by many factors: attention deployment and sensitivity, detection of valence, emotional feelings, and social motivations. We posit that these are the more proximal causes of changes in facial mimicry due to changes in its social setting.}, language = {en} } @article{HuesteggeBoeckler2016, author = {Huestegge, Lynn and B{\"o}ckler, Anne}, title = {Out of the corner of the driver's eye: Peripheral processing of hazards in static traffic scenes}, series = {Journal of Vision}, volume = {16}, journal = {Journal of Vision}, number = {11}, doi = {10.1167/16.2.11}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-147726}, pages = {1-15}, year = {2016}, abstract = {Effective gaze control in traffic, based on peripheral visual information, is important to avoid hazards. Whereas previous hazard perception research mainly focused on skill-component development (e.g., orientation and hazard processing), little is known about the role and dynamics of peripheral vision in hazard perception. We analyzed eye movement data from a study in which participants scanned static traffic scenes including medium-level versus dangerous hazards and focused on characteristics of fixations prior to entering the hazard region. We found that initial saccade amplitudes into the hazard region were substantially longer for dangerous (vs. medium-level) hazards, irrespective of participants' driving expertise. An analysis of the temporal dynamics of this hazard-level dependent saccade targeting distance effect revealed that peripheral hazard-level processing occurred around 200-400 ms during the course of the fixation prior to entering the hazard region. An additional psychophysical hazard detection experiment, in which hazard eccentricity was manipulated, revealed better detection for dangerous (vs. medium-level) hazards in both central and peripheral vision. Furthermore, we observed a significant perceptual decline from center to periphery for medium (but not for highly) dangerous hazards. Overall, the results suggest that hazard processing is remarkably effective in peripheral vision and utilized to guide the eyes toward potential hazards.}, language = {en} } @article{KleihGottschaltTeichleinetal.2016, author = {Kleih, Sonja C. and Gottschalt, Lea and Teichlein, Eva and Weilbach, Franz X.}, title = {Toward a P300 Based Brain-Computer Interface for Aphasia Rehabilitation after Stroke: Presentation of Theoretical Considerations and a Pilot Feasibility Study}, series = {Frontiers in Human Neuroscience}, volume = {10}, journal = {Frontiers in Human Neuroscience}, number = {547}, doi = {10.3389/fnhum.2016.00547}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-147929}, year = {2016}, abstract = {People with post-stroke motor aphasia know what they would like to say but cannot express it through motor pathways due to disruption of cortical circuits. We present a theoretical background for our hypothesized connection between attention and aphasia rehabilitation and suggest why in this context, Brain-Computer Interface (BCI) use might be beneficial for patients diagnosed with aphasia. Not only could BCI technology provide a communication tool, it might support neuronal plasticity by activating language circuits and thereby boost aphasia recovery. However, stroke may lead to heterogeneous symptoms that might hinder BCI use, which is why the feasibility of this approach needs to be investigated first. In this pilot study, we included five participants diagnosed with post-stroke aphasia. Four participants were initially unable to use the visual P300 speller paradigm. By adjusting the paradigm to their needs, participants could successfully learn to use the speller for communication with accuracies up to 100\%. We describe necessary adjustments to the paradigm and present future steps to investigate further this approach.}, 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{BilalicKieselPohletal.2011, author = {Bilalic, Merim and Kiesel, Andrea and Pohl, Carsten and Erb, Michael and Grodd, Wolfgang}, title = {It Takes Two-Skilled Recognition of Objects Engages Lateral Areas in Both Hemispheres}, series = {PLoS ONE}, volume = {6}, journal = {PLoS ONE}, number = {1}, doi = {10.1371/journal.pone.0016202}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-176935}, pages = {e16202}, year = {2011}, abstract = {Our object recognition abilities, a direct product of our experience with objects, are fine-tuned to perfection. Left temporal and lateral areas along the dorsal, action related stream, as well as left infero-temporal areas along the ventral, object related stream are engaged in object recognition. Here we show that expertise modulates the activity of dorsal areas in the recognition of man-made objects with clearly specified functions. Expert chess players were faster than chess novices in identifying chess objects and their functional relations. Experts' advantage was domain-specific as there were no differences between groups in a control task featuring geometrical shapes. The pattern of eye movements supported the notion that experts' extensive knowledge about domain objects and their functions enabled superior recognition even when experts were not directly fixating the objects of interest. Functional magnetic resonance imaging (fMRI) related exclusively the areas along the dorsal stream to chess specific object recognition. Besides the commonly involved left temporal and parietal lateral brain areas, we found that only in experts homologous areas on the right hemisphere were also engaged in chess specific object recognition. Based on these results, we discuss whether skilled object recognition does not only involve a more efficient version of the processes found in non-skilled recognition, but also qualitatively different cognitive processes which engage additional brain areas}, language = {en} } @article{KaethnerKueblerHalder2015, author = {K{\"a}thner, Ivo and K{\"u}bler, Andrea and Halder, Sebastian}, title = {Comparison of eye tracking, electrooculography and an auditory brain-computer interface for binary communication: a case study with a participant in the locked-in state}, series = {Journal of NeuroEngineering and Rehabilitation}, volume = {12}, journal = {Journal of NeuroEngineering and Rehabilitation}, number = {76}, doi = {10.1186/s12984-015-0071-z}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-145305}, year = {2015}, abstract = {Background In this study, we evaluated electrooculography (EOG), an eye tracker and an auditory brain-computer interface (BCI) as access methods to augmentative and alternative communication (AAC). The participant of the study has been in the locked-in state (LIS) for 6 years due to amyotrophic lateral sclerosis. He was able to communicate with slow residual eye movements, but had no means of partner independent communication. We discuss the usability of all tested access methods and the prospects of using BCIs as an assistive technology. Methods Within four days, we tested whether EOG, eye tracking and a BCI would allow the participant in LIS to make simple selections. We optimized the parameters in an iterative procedure for all systems. Results The participant was able to gain control over all three systems. Nonetheless, due to the level of proficiency previously achieved with his low-tech AAC method, he did not consider using any of the tested systems as an additional communication channel. However, he would consider using the BCI once control over his eye muscles would no longer be possible. He rated the ease of use of the BCI as the highest among the tested systems, because no precise eye movements were required; but also as the most tiring, due to the high level of attention needed to operate the BCI. Conclusions In this case study, the partner based communication was possible due to the good care provided and the proficiency achieved by the interlocutors. To ease the transition from a low-tech AAC method to a BCI once control over all muscles is lost, it must be simple to operate. For persons, who rely on AAC and are affected by a progressive neuromuscular disease, we argue that a complementary approach, combining BCIs and standard assistive technology, can prove valuable to achieve partner independent communication and ease the transition to a purely BCI based approach. Finally, we provide further evidence for the importance of a user-centered approach in the design of new assistive devices.}, language = {en} } @phdthesis{Rubo2019, author = {Rubo, Marius}, title = {Social Attention in the Laboratory, in Real Life and in Virtual Reality}, doi = {10.25972/OPUS-18845}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-188452}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2019}, abstract = {Social attention is a ubiquitous, but also enigmatic and sometimes elusive phenomenon. We direct our gaze at other human beings to see what they are doing and to guess their intentions, but we may also absorb social events en passant as they unfold in the corner of the eye. We use our gaze as a discrete communication channel, sometimes conveying pieces of information which would be difficult to explicate, but we may also find ourselves avoiding eye-contact with others in moments when self-disclosure is fear-laden. We experience our gaze as the most genuine expression of our will, but research also suggests considerable levels of predictability and automaticity in our gaze behavior. The phenomenon's complexity has hindered researchers from developing a unified framework which can conclusively accommodate all of its aspects, or from even agreeing on the most promising research methodologies. The present work follows a multi-methods approach, taking on several aspects of the phenomenon from various directions. Participants in study 1 viewed dynamic social scenes on a computer screen. Here, low-level physical saliency (i.e. color, contrast, or motion) and human heads both attracted gaze to a similar extent, providing a comparison of two vastly different classes of gaze predictors in direct juxtaposition. In study 2, participants with varying degrees of social anxiety walked in a public train station while their eye movements were tracked. With increasing levels of social anxiety, participants showed a relative avoidance of gaze at near compared to distant people. When replicating the experiment in a laboratory situation with a matched participant group, social anxiety did not modulate gaze behavior, fueling the debate around appropriate experimental designs in the field. Study 3 employed virtual reality (VR) to investigate social gaze in a complex and immersive, but still highly controlled situation. In this situation, participants exhibited a gaze behavior which may be more typical for real-life compared to laboratory situations as they avoided gaze contact with a virtual conspecific unless she gazed at them. This study provided important insights into gaze behavior in virtual social situations, helping to better estimate the possible benefits of this new research approach. Throughout all three experiments, participants showed consistent inter-individual differences in their gaze behavior. However, the present work could not resolve if these differences are linked to psychologically meaningful traits or if they instead have an epiphenomenal character.}, subject = {Aufmerksamkeit}, language = {en} } @phdthesis{Ghafoor2020, author = {Ghafoor, Hina}, title = {Coping with Psychosocial Stress: Examining the Roles of Emotional Intelligence and Coping Strategies in Germany and Pakistan}, doi = {10.25972/OPUS-19351}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-193519}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2020}, abstract = {Maladaptive coping mechanisms influence health-related quality of life (HRQoL) of individuals facing acute and chronic stress. Trait emotional intelligence (EI) may provide a protective shield against the debilitating effects of maladaptive coping thus contributing to maintained HRQoL. Low trait EI, on the other hand, may predispose individuals to apply maladaptive coping, consequently resulting in lower HRQoL. The current research is comprised of two studies. Study 1 was designed to investigate the protective effects of trait EI and its utility for efficient coping in dealing with the stress caused by chronic heart failure (CHF) in a cross-cultural setting (Pakistan vs Germany). N = 200 CHF patients were recruited at cardiology institutes of Multan, Pakistan and W{\"u}rzburg as well as Brandenburg, Germany. Path analysis confirmed the expected relation between low trait EI and low HRQoL and revealed that this association was mediated by maladaptive metacognitions and negative coping strategies in Pakistani but not German CHF patients. Interestingly, also the specific coping strategies were culture-specific. The Pakistani sample considered religious coping to be highly important, whereas the German sample was focused on adopting a healthy lifestyle such as doing exercise. These findings are in line with cultural characteristics suggesting that German CHF patients have an internal locus of control as compared to an external locus of control in Pakistani CHF patients. Finally, the findings from study 1 corroborate the culture-independent validity of the metacognitive model of generalized anxiety disorder. In addition to low trait EI, high interoception accuracy (IA) may predispose individuals to interpret cardiac symptoms as threatening, thus leading to anxiety. To examine this proposition, Study 2 compared individuals with high vs low IA in dealing with a psychosocial stressor (public speaking) in an experimental lab study. In addition, a novel physiological intervention named transcutaneous vagus nerve stimulation (t-VNS) and cognitive reappraisal (CR) were applied during and after the anticipation of the speech in order to facilitate coping with stress. N= 99 healthy volunteers participated in the study. Results showed interesting descriptive results that only reached trend level. They suggested a tendency of high IA individuals to perceive the situation as more threatening as indicated by increased heart rate and reduced heart rate variability in the high-frequency spectrum as well as high subjective anxiety during anticipation of and actual performance of the speech. This suggests a potential vulnerability of high IA individuals for developing anxiety disorders, specifically social anxiety disorder, in case negative self-focused attention and negative evaluation is applied to the (more prominently perceived) increased cardiac responding during anticipation of and the actual presentation of the public speech. The study did not reveal any significant protective effects of t-VNS and CR. In summary, the current research suggested that low trait EI and high IA predicted worse psychological adjustment to chronic and acute distress. Low trait EI facilitated maladaptive metacognitive processes resulting in the use of negative coping strategies in Study 1; however, increased IA regarding cardioceptions predicted high physiological arousal in study 2. Finally, the German vs. the Pakistani culture greatly affected the preference for specific coping strategies. These findings have implications for caregivers to provide culture-specific treatments on the one hand. On the other hand, they highlight high IA as a possible vulnerability to be targeted for the prevention of (social) anxiety.}, subject = {Deutschland}, language = {en} } @phdthesis{SchelpgebTheis2023, author = {Schelp [geb. Theis], Leonie}, title = {Zielorientierung am Arbeitsplatz - Ans{\"a}tze f{\"u}r die Mitarbeiterentwicklung}, doi = {10.25972/OPUS-20160}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-201602}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2023}, abstract = {Die aktuellen Ver{\"a}nderungen der Arbeitswelt erfordern eine stetige Anpassung an immer neue Herausforderungen seitens der Arbeitgeber und Arbeitnehmer. Lebenslanges Lernen und damit eine kontinuierliche Weiterbildung der Mitarbeiter ist essentiell f{\"u}r Unternehmen, um auf dem schnelllebigen Arbeitsmarkt wettbewerbsf{\"a}hig zu sein. Die Bereitschaft und die Motivation von Menschen, dazuzulernen, ist jedoch sehr unterschiedlich. Eine m{\"o}gliche Erkl{\"a}rung daf{\"u}r liefert die dispositionelle Zielorientierung, welche der Achievement-Goal-Theorie entstammt. Das Konstrukt beschreibt, ob Menschen eine individuelle Pr{\"a}ferenz f{\"u}r Lernziele (z.B. Kompetenzzuwachs) oder Leistungsziele (z.B. gute Beurteilungen bekommen oder schlechte Beurteilungen vermeiden) haben. Neben den Pers{\"o}nlichkeitsaspekten konzentriert sich die Forschung im Rahmen der Achievement-Goal-Theorie auch auf den Einfluss der Umgebung auf Lern- und Leistungsprozesse. Die sogenannte arbeitsplatzbezogene Zielorientierung beschreibt die wahrgenommene Zielstruktur der Arbeitsumgebung und stellt das situationsbedingte Gegenst{\"u}ck der Dispositionen dar. Zahlreiche Befunde aus dem Bereich der p{\"a}dagogischen Psychologie zu Zielstrukturen der Umgebung zeigen einen Einfluss auf beispielsweise Lernerfolg, Motivation, Selbstregulationsprozesse oder Leistung. Zielstrukturen im Arbeitskontext stellen hingegen ein bisher wenig beachtetes Konstrukt dar. Ausgehend von den aktuellen Befunden zu Zielstrukturen, k{\"o}nnte die arbeitsplatzbezogene Zielorientierung jedoch einen wichtigen Beitrag leisten, wenn es um die Frage geht, wie Mitarbeiter unterst{\"u}tzt und zu Lernprozessen angeregt werden k{\"o}nnen. Die Identifizierung von lern- und leistungsf{\"o}rderlichen Zielstrukturen der Arbeitsumgebung w{\"u}rde wertvolle Ansatzpunkte f{\"u}r die Mitarbeiterentwicklung in der betrieblichen Praxis liefern. Im Rahmen von drei empirischen Studien wird der Relevanz der Zielorientierung im Arbeits-kontext nachgegangen. Neben der {\"U}berpr{\"u}fung eines ins Deutsche {\"u}bertragenen und angepassten Mess-instruments zur Erhebung der arbeitsplatzbezogenen Zielorientierung (Studie 1) steht vor allem die Untersuchung m{\"o}glicher Einfl{\"u}sse des Konstrukts auf arbeitsrelevante Variablen im Vordergrund, um f{\"o}rderliche Zielstrukturen zu identifizieren (Studie 1 \& 2). Dar{\"u}ber hinaus werden erstmalig m{\"o}gliche Person-Situation-Interaktionen in diesem Zusammenhang untersucht (Studie 2). Abschließend erfolgt eine Untersuchung m{\"o}glicher Antezedenten der arbeitsplatzbezogenen Zielorientierung, woraus sich erste wichtige Anhaltspunkte f{\"u}r Interventionsmaßnahmen am Arbeitsplatz ableiten lassen (Studie 3). Die Ergebnisse der Studien zeigen, dass insbesondere ein lernzielorientierter Arbeitsplatz f{\"o}rderlich f{\"u}r die untersuchten Variablen wie Lernerfolg, Leistung oder auch berufliche Selbstwirksamkeit ist. In Bezug auf die Interaktion von Person und Situation ergaben sich gemischte Befunde, die kein eindeutiges Interaktionsmuster aufweisen. Bei der Frage, wie ein lernzielorientierter Arbeitsplatz gef{\"o}rdert werden kann, erwies sich vor allem die Art und Weise, wie F{\"u}hrungskr{\"a}fte mit Fehlern umgehen, als relevant. Die Studien liefern demnach wichtige erste Ans{\"a}tze f{\"u}r theoretische und praktische Implikationen, wie Mitarbeiter in Lern- und Leistungsprozessen unterst{\"u}tzt werden k{\"o}nnen.}, subject = {Handlung}, language = {de} } @article{Pfister2011, author = {Pfister, Roland}, title = {Wardrobe Malfunctions and the Measurement of Internet Behaviour}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-69067}, year = {2011}, abstract = {The wardrobe malfunction—an unanticipated exposure of bodily parts in the public—has become a prevailing issue in concerts, shows and other celebrity events that is reliably reported by the media. The internet as the fastest source for celebrity gossip allows measuring the impact of such wardrobe malfunctions on the public in-terest in a celebrity. This measurement in turn allows conclusions about intention, motivation, and internet be-haviour of a wide variety of internet users. The present study exemplifies the use of an innovative non-reactive measure of active interest—the Search Volume Index—to assess the impact of a variety of internet-related phe-nomena, including wardrobe malfunctions. Results indicate that interest in a celebrity increases immediately af-ter such an event and stays at a high level for about three weeks (the wardrobe plateau). This special form of ce-lebrity gossip thus meets a constant interest of a substantial proportion of internet users.}, subject = {Psychologie}, language = {en} } @phdthesis{Anderson2011, author = {Anderson, Christina}, title = {Idiosyncratic Facial Movement in Face Perception and Recognition}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-70355}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2011}, abstract = {It has been proposed that different features of a face provide a source of information for separate perceptual and cognitive processes. Properties of a face that remain rather stable over time, so called invariant facial features, yield information about a face's identity, and changeable aspects of faces transmit information underlying social communication such as emotional expressions and speech movements. While processing of these different face properties was initially claimed to be independent, a growing body of evidence suggests that these sources of information can interact when people recognize faces with whom they are familiar. This is the case because the way a face moves can contain patterns that are characteristic for that specific person, so called idiosyncratic movements. As a face becomes familiar these idiosyncratic movements are learned and hence also provide information serving face identification. While an abundance of experiments has addressed the independence of invariant and variable facial features in face recognition, little is known about the exact nature of the impact idiosyncratic facial movements have on face recognition. Gaining knowledge about the way facial motion contributes to face recognition is, however, important for a deeper understanding of the way the brain processes and recognizes faces. In the following dissertation three experiments are reported that investigate the impact familiarity of changeable facial features has on processes of face recognition. Temporal aspects of the processing of familiar idiosyncratic facial motion were addressed in the first experiment via EEG by investigating the influence familiar facial movement exerts on event-related potentials associated to face processing and face recognition. After being familiarized with a face and its idiosyncratic movement, participants viewed familiar or unfamiliar faces with familiar or unfamiliar facial movement while their brain potentials were recorded. Results showed that familiarity of facial motion influenced later event-related potentials linked to memory processes involved in face recognition. The second experiment used fMRI to investigate the brain areas involved in processing familiar facial movement. Participants' BOLD-signal was registered while they viewed familiar and unfamiliar faces with familiar or unfamiliar idiosyncratic movement. It was found that activity of brain regions, such as the fusiform gyrus, that underlie the processing of face identity, was modulated by familiar facial movement. Together these two experiments provide valuable information about the nature of the involvement of idiosyncratic facial movement in face recognition and have important implications for cognitive and neural models of face perception and recognition. The third experiment addressed the question whether idiosyncratic facial movement could increase individuation in perceiving faces from a different ethnic group and hence reduce impaired recognition of these other-race faces compared to own-race faces, a phenomenon named the own-race bias. European participants viewed European and African faces that were each animated with an idiosyncratic smile while their attention was either directed to the form or the motion of the face. Subsequently recognition memory for these faces was tested. Results showed that the own-race bias was equally present in both attention conditions indicating that idiosyncratic facial movement was not able to reduce or diminish the own-race bias. In combination the here presented experiments provide further insight into the involvement of idiosyncratic facial motion in face recognition. It is necessary to consider the dynamic component of faces when investigating face recognition because static facial images are not able to provide the full range of information that leads to recognition of a face. In order to reflect the full process of face recognition, cognitive and neural models of face perception and recognition need to integrate dynamic facial features as a source of information which contributes to the recognition of a face.}, subject = {Gesicht}, language = {en} } @phdthesis{Steinhaeuser2011, author = {Steinh{\"a}user, Nina}, title = {Die Rolle von Sicherheitsverhalten in der Expositionstherapie bei Panikst{\"o}rung mit Agoraphobie - Moderatoren, Mediatoren und Pr{\"a}diktoren}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-69814}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2011}, abstract = {Zusammenfassung Gegenstand der vorliegenden Arbeit ist die Rolle von Sicherheitsverhalten in der Expositionstherapie von Panikst{\"o}rung mit Agoraphobie. Neu an dieser Arbeit ist, dass die Ausgangslage des Patienten bez{\"u}glich des zu Therapiebeginn gezeigten Vermeidungsverhaltens, welches wiederum das in den Expositionen gezeigte Sicherheitsverhalten moderieren sollte, einbezogen wurde. Neben der Kl{\"a}rung dieser spezifischen Variablen sollten weitere Moderatoren, Mediatoren und Pr{\"a}diktoren f{\"u}r Sicherheitsverhalten bzw. Therapieergebnis identifiziert werden. Hierf{\"u}r wurde in dieser Studie erstmals die Wirkung von Faktoren wie Therapeutenbegleitung, Angst vor K{\"o}rpersymptomen und Ver{\"a}nderungen kognitiver Prozesse auf Sicherheitsverhalten und Therapieergebnis mit Hilfe von Pfadanalysemodellen untersucht. Erwartungsangst und das Ausmaß der Depression zu Therapiebeginn wurden als Kovariate einbezogen. In die Berechnungen wurden nach Ausschluss der Drop-Outs N = 242 Patienten eingeschlossen. Nach den in dieser Arbeit durchgef{\"u}hrten Analysen sind weder das Ausmaß der Vermeidung zu Therapiebeginn noch die Therapeutenbegleitung w{\"a}hrend der Expositionen Pr{\"a}diktoren f{\"u}r Sicherheitsverhalten. Es konnte zudem in den berechneten Pfadanalysemodellen kein signifikanter Zusammenhang zwischen Sicherheitsverhalten und Therapieergebnis gezeigt werden. Stattdessen weisen die hier gefundenen Ergebnisse darauf hin, dass sowohl die Reduktion der Angst vor K{\"o}rpersymptomen als auch die Ver{\"a}nderung kognitiver Prozesse signifikant mit dem Therapieergebnis korrelieren. Hinsichtlich der einbezogenen Kovariaten zeigte sich, dass ein positiver Zusammenhang zwischen Erwartungsangst und Sicherheitsverhalten besteht und das Ausmaß der Depression zu Therapiebeginn wie erwartet keinen Einfluss auf Sicherheitsverhalten und Therapieergebnis hatte. Insgesamt best{\"a}tigen die hier gefundenen Ergebnisse, dass insbesondere die Reduktion der Angst vor K{\"o}rpersymptomen und die Ver{\"a}nderung kognitiver Prozesse wichtige Elemente der Expositionstherapie sind und diese somit grunds{\"a}tzlich einen wirkungsvollen Zugang zur Behandlung von Panikst{\"o}rung mit Agoraphobie darstellt. Die Analysen weisen darauf hin, dass Sicherheitsverhalten entgegen den Erwartungen dabei eine eher untergeordnete Rolle zu spielen scheint. Dies sollte in weiterf{\"u}hrenden Studien gekl{\"a}rt werden, wobei Sicherheitsverhalten insbesondere unter dem in dieser Arbeit aufgezeigten definitions- bzw. st{\"o}rungs-spezifischen Blickwinkel untersucht werden sollte.}, subject = {Agoraphobie}, language = {de} } @misc{Molitor2012, type = {Master Thesis}, author = {Molitor, Sabine}, title = {Motivationsentwicklung in Begabtenf{\"o}rderprogrammen}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-75884}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2012}, abstract = {Ziel der vorliegenden Arbeit ist es, herauszufinden, wie sich die Motivation bei Sch{\"u}lerinnen und Sch{\"u}lern in speziellen homogenen Begabtenklassen verglichen mit regul{\"a}ren Schulklassen entwickelt. Dazu wurden im Rahmen des „Projekts zur Untersuchung des Lernens in der Sekundarstufe" (PULSS-Projekt) zu vier Messzeitpunkten die Leistungs- und Lernzielorientierung sowie die intrinsische Motivation in Mathematik und Deutsch erfasst. Der Untersuchungszeitraum erstreckte sich vom Beginn der 5. Jahrgangsstufe bis zum Ende der 7. Klasse. Um eine gr{\"o}ßtm{\"o}gliche Vergleichbarkeit der Begabten- und der Regelkl{\"a}ssler zu gew{\"a}hrleisten, wurden die Stichproben anhand entscheidender Merkmale parallelisiert (Schule, Geschlecht, IQ, sozio{\"o}konomischer Status). Die statistische Auswertung best{\"a}tigte den R{\"u}ckgang der Motivation aller Sch{\"u}lerinnen und Sch{\"u}ler {\"u}ber die vier Messzeitpunkte hinweg. Dar{\"u}ber hinaus zeigten sich keine bedeutsamen Unterschiede zwischen den beiden Klassentypen. Differenzierte man in den einzelnen Klassen nach Sch{\"u}lerinnen und Sch{\"u}lern unterschiedlicher Begabung, so zeigte sich, dass die Auspr{\"a}gung der Intelligenz keinen Einfluss auf die H{\"o}he der Motivation nimmt. Beim akademischen Selbstkonzept verh{\"a}lt es sich teilweise anders. Wurde neben dem Klassentyp zwischen Sch{\"u}lerinnen und Sch{\"u}lern mit hohem und solchen mit niedrigem akademischen Selbstkonzept unterschieden, so war bei einigen Kennwerten die H{\"o}he der Motivation in den Begabtenklassen st{\"a}rker vom Selbstkonzept beeinflusst als in den Regelklassen. Dies {\"a}ußerte sich dahingehend, dass die Begabtenkl{\"a}ssler mit hohem akademischem Selbstkonzept verh{\"a}ltnism{\"a}ßig stark motiviert waren, wohingegen die Begabtenkl{\"a}ssler mit niedrigem akademischem Selbstkonzept die geringste Motivation zeigten. Eine abschließende Bewertung dieser Entwicklung kann aufgrund der in vorliegender Arbeit gefundenen Ergebnisse jedoch nicht vorgenommen werden. Insgesamt konnte die Bef{\"u}rchtung eines ung{\"u}nstigeren Entwicklungsverlaufs in begabungshomogenen Klassen widerlegt werden. Das Ausmaß, inwieweit einzelne Sch{\"u}lerinnen und Sch{\"u}ler von der Beschulung in Begabtenklassen profitieren, scheint hinsichtlich der motivationalen Entwicklung nicht so sehr von der Intelligenz, sondern vielmehr von nicht-kognitiven Pers{\"o}nlichkeitsfaktoren abzuh{\"a}ngen. So legen die Resultate nahe, die Auspr{\"a}gung des akademischen Selbstkonzepts bei Auswahlverfahren st{\"a}rker zu ber{\"u}cksichtigen.}, subject = {Motivation}, language = {de} } @phdthesis{Totzke2012, author = {Totzke, Ingo}, title = {Einfluss des Lernprozesses auf den Umgang mit men{\"u}gesteuerten Fahrerinformationssystemen}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-76869}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2012}, abstract = {Aufgabenstellung dieser Arbeit ist die Prozessdarstellung des Kompetenzerwerbs im Umgang mit men{\"u}gesteuerten Informationssystemen (kurz: Men{\"u}systeme) im Fahrzeug. Hierzu z{\"a}hlen die Darstellung des Lernverlaufs sowie der Bedeutung von f{\"o}rderlichen und hinderlichen Lernbedingungen. Als ein Schwerpunkt der Arbeit werden mentale Repr{\"a}sentationen der Nutzer bez{\"u}glich des Men{\"u}systems betrachtet. Zus{\"a}tzlich wird die Kompatibilit{\"a}t des Kompetenzerwerbs f{\"u}r Men{\"u}systeme mit der Fahrzeugf{\"u}hrung gepr{\"u}ft. Aus diesen Analysen ergeben sich Methoden der {\"U}berpr{\"u}fung des Lernaufwands, -verlaufs und -erfolgs. Zur empirischen {\"U}berpr{\"u}fung werden prototypische Men{\"u}systeme konstruiert. Anhand sog. Raumschiff-Systeme wird z.B. der Umgang des Nutzers mit einem begrifflich weitgehend eindeutigen Men{\"u}system eines Raumschiffs der Bedienung eines Men{\"u}systems ohne bedeutungshaltige Informationen (sog. System sinnloser Silben) gegen{\"u}bergestellt. Um die Auswirkungen des Kompetenzerwerbs f{\"u}r Men{\"u}systeme auf die Fahrsicherheit zu untersuchen, werden fahrkontextnahe Systeme konzipiert. Diese werden sowohl unter Single-Task Bedingungen (z.B. an einem Bildschirmarbeitsplatz, im stehenden Fahrzeug) als auch unter Dual-Task Bedingungen (z.B. w{\"a}hrend der Fahrt) bedient. Zielsetzung weiterer Explorationsstudien ist die Analyse der zeitlichen Struktur einer Bedienhandlung in einem Men{\"u}system in Abh{\"a}ngigkeit des Kompetenzerwerbs. Insgesamt werden sechs Hauptstudien und f{\"u}nf Explorationsstudien in dieser Arbeit berichtet. Es wird gezeigt, dass der Kompetenzerwerb f{\"u}r Men{\"u}systeme dem sog. Potenzgesetz der {\"U}bung folgt: So findet sich zu {\"U}bungsbeginn ein starker Leistungsanstieg im Umgang mit einem Men{\"u}system unter Single-Task Bedingungen, in sp{\"a}teren {\"U}bungsphasen verringert sich dieser Leistungsanstieg. Das erzielte Leistungsniveau in der Men{\"u}bedienung ist nach einer l{\"a}ngeren Lernpause (von bis zu 12 Wochen) weitgehend stabil. Zu {\"U}bungsbeginn treten v.a. Orientierungs- und Bedienfehler auf, in sp{\"a}teren {\"U}bungsphasen vermehrt Fl{\"u}chtigkeitsfehler. Diese Fehler stellen voneinander unabh{\"a}ngige Fehlerklassen dar. Zu Lernbeginn ist v.a. die Bediengenauigkeit von Bedeutung, mit zunehmender {\"U}bung die Bediengeschwindigkeit. Insbesondere antizipative Aspekte der Handlungsvorbereitung und -initiierung im Umgang mit Men{\"u}systemen sind Lerneinfl{\"u}ssen zug{\"a}nglich. F{\"u}r exekutive Aspekte der Handlungsdurchf{\"u}hrung und -kontrolle ist der Kompetenzerwerb von untergeordneter Bedeutung. Als Nutzermerkmale erweisen sich das bereichsspezifische Vorwissen, die kognitive Leistungsf{\"a}higkeit und das Nutzeralter als bedeutsam: Diese Merkmale werden mit zunehmender {\"U}bung weniger wichtig f{\"u}r interindividuelle Leistungsunterschiede. Die realisierten Systemvariationen eines Men{\"u}systems (Men{\"u}struktur und Bedienmodell) wirken sich unabh{\"a}ngig vom Lernstatus auf das Bedienverhalten der Systemnutzer aus. Auf Nutzerseite werden im Umgang mit einem Men{\"u}system mentale Repr{\"a}sentationen konstruiert: Zu Lernbeginn wird insbesondere begriffliches Wissen (sog. Inhaltsstruktur und begriffliche Unterbegriffs-Oberbegriffs-Relationen) angeeignet. Mit zunehmender {\"U}bung wird eine r{\"a}umliche Repr{\"a}sentation, in der die Positionen der einzelnen Men{\"u}inhalte abgebildet sind, aufgebaut. Eine motorische Repr{\"a}sentation als Resultat einer Optimierung des Umgangs mit dem Bedienelement bis hin zu einer (Teil-)Automatisierung der motorischen Handlungssequenz wird erst nach umfangreicher {\"U}bung im Umgang mit einem Men{\"u}system erworben. Diese Repr{\"a}sentationen beeinflussen wiederum die Bedienleistung: Zu {\"U}bungsbeginn ist z.B. das Erkennen der sog. Inhaltsstruktur f{\"u}r die starken Lernzuw{\"a}chse verantwortlich. Die Kompatibilit{\"a}t von Vorwissen auf Nutzerseite und f{\"u}r die Bedienung notwendiges Systemwissen bestimmt den Lernaufwand und -verlauf. Die Ver{\"a}nderung r{\"a}umlicher Positionen von Men{\"u}inhalten geht mit Einbußen in der Bedienleistung einher. Personen mit pr{\"a}zisem r{\"a}umlichem Wissen k{\"o}nnen effizienter mit einem Men{\"u}system umgehen. Bedienfehler treten v.a. zu {\"U}bungsbeginn auf. Mit zunehmender {\"U}bung wird der sensumotorische Umgang mit dem Bedienelement optimiert. Diese Befunde f{\"u}hren zu folgenden Schlussfolgerungen: (1) Der Umgang mit Men{\"u}systemen f{\"u}hrt zu einer trialen Kodierung der f{\"u}r die Men{\"u}bedienung notwendigen Informationen. (2) Das Potenzgesetz der {\"U}bung beschreibt den Kompetenzerwerb f{\"u}r Men{\"u}systeme lediglich summativ und resultiert aus der Kombination der einzelnen Lernfunktionen der zu kodierenden Lerninhalte. Unter Dual-Task Bedingungen treten zu {\"U}bungsbeginn st{\"a}rkere Interferenzen zwischen Fahrzeugf{\"u}hrung und Men{\"u}bedienung auf. Mit zunehmender {\"U}bung verringern sich diese Interferenzen v.a. auf Seiten der Men{\"u}bedienung. Dies ist u.a. auf die Instruktion der Probanden zur{\"u}ckzuf{\"u}hren. {\"U}bungsbedingt schauen die Nutzer seltener bei vergleichbarer Blickdauer auf das Systemdisplay. Insbesondere {\"a}ltere Nutzer haben Probleme mit einer Verschr{\"a}nkung von Fahrzeugf{\"u}hrung und Men{\"u}bedienung. Mit zunehmender {\"U}bung verringern sich diese Alterseffekte, werden aber nicht eliminiert. Wird ein Men{\"u}system parallel zur Fahrzeugf{\"u}hrung bedient, werden zudem st{\"a}rkere und pr{\"a}zisere begriffliche und r{\"a}umliche Repr{\"a}sentationen {\"u}ber das Men{\"u}system vom Nutzer konstruiert. Bei diesen Studien wird ein multimethodaler Messansatz verfolgt, in dem verschiedenartige Werkzeuge zur Bestimmung des Kompetenzerwerbs und seiner Wirkungen auf die Fahrsicherheit eingesetzt werden. Es kann dabei zu einer Dissoziation der Ergebnisse in verschiedenen Messmethoden kommen. Unter Single-Task Bedingungen gewonnene Ergebnisse k{\"o}nnen nicht ohne weiteres auf Dual-Task Bedingungen generalisiert werden.}, subject = {Kraftfahrzeug}, language = {de} } @article{KirschHerbortButzetal.2012, author = {Kirsch, Wladimir and Herbort, Oliver and Butz, Martin V. and Kunde, Wilfried}, title = {Influence of Motor Planning on Distance Perception within the Peripersonal Space}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-75332}, year = {2012}, abstract = {We examined whether movement costs as defined by movement magnitude have an impact on distance perception in near space. In Experiment 1, participants were given a numerical cue regarding the amplitude of a hand movement to be carried out. Before the movement execution, the length of a visual distance had to be judged. These visual distances were judged to be larger, the larger the amplitude of the concurrently prepared hand movement was. In Experiment 2, in which numerical cues were merely memorized without concurrent movement planning, this general increase of distance with cue size was not observed. The results of these experiments indicate that visual perception of near space is specifically affected by the costs of planned hand movements.}, subject = {Psychologie}, language = {en} } @phdthesis{Shiban2013, author = {Shiban, Youssef}, title = {Attenuating Renewal following Exposure Therapy : Mechanisms of Exposure in Multiple Contexts and its Influence on the Renewal of Fear: Studies in Virtual Reality}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-76673}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2013}, abstract = {„Renewal" bezeichnet das Wiederauftreten von Angst nach erfolgreicher Expositionstherapie in Folge einer erneuten Konfrontation mit dem phobischen Stimulus in einem neuen, sich vom Expositionskontext unterscheidenden Kontext. Bouton (1994) zufolge deutet diese Angstr{\"u}ckkehr durch einen Kontextwechsel darauf hin, dass die Angst nicht gel{\"o}scht wurde. Stattdessen wurde w{\"a}hrend der Expositionssitzung eine neue Assoziation gelernt, die das gef{\"u}rchtete Objekt mit „keiner Angst", also den konditionierten Reiz (conditioned stimulus, CS) mit „keinem unkonditionierten Reiz" (no unconditioned stimulus, no US), verbindet. Bouton argumentiert weiter, dass diese Assoziation kontextabh{\"a}ngig ist, wodurch Effekte wie Angst-Renewal erkl{\"a}rt werden k{\"o}nnen. Da in einem neuen Kontext die CS-no US-Assoziation nicht aktiviert wird, wird die Angst auch nicht gehemmt. Die Kontextabh{\"a}ngigkeit der CS-no US-Assoziation wurde in mehreren Studien belegt (Balooch \& Neumann, 2011; Siavash Bandarian Balooch, Neumann, \& Boschen, 2012; Culver, Stoyanova, \& Craske, 2011; Kim \& Richardson, 2009; Neumann \& Kitlertsirivatana, 2010). Aktuell konzentriert sich die Forschung zur Therapie von Angstst{\"o}rungen auf die Frage, wie Angst reduziert und gleichzeitig ein R{\"u}ckfall verhindert werden kann. Hierzu werden verschiedene Expositionsprotokolle untersucht, wie zum Beispiel (1) Exposition in mehreren Kontexten (multiple contexts exposure, MCE), um Renewal zu reduzieren (z.B. Balooch \& Neumann, 2011); (2) verl{\"a}ngerte Exposition (prolonged exposure, PE), um die hemmende Assoziation w{\"a}hrend des Extinktionslernes zu st{\"a}rken (z.B. Thomas, Vurbic, \& Novak, 2009) und (3) Rekonsolidierungs-Updates (reconsolidation update, RU), die den Rekonsolidierungsprozess durch eine kurze Exposition des CS+ vor der eigentlichen Exposition aktualisieren sollen (Schiller et al., 2010). Bisher liegen jedoch nur sehr wenige Studien vor, die diese neuen Expositionsprotokolle an klinischen Stichproben untersucht haben, und - soweit bekannt - keine Studie, welche die Wirkmechanismen dieser Protokolle an einer klinischen Stichprobe erforscht. Die vorliegende Dissertation hat drei Ziele. Das erste Ziel besteht darin zu pr{\"u}fen, ob Expositionstherapie in multiplen Kontexten die Wahrscheinlichkeit von Renewal reduziert. Das zweite Ziel ist die Untersuchung der Mechanismen, die dem Effekt der Exposition in multiplen Kontexten zugrunde liegen und das dritte ist den Kontext im Zusammenhang mit Konditionierung und Extinktion zu konzeptualisieren. Insgesamt wurden drei Studien durchgef{\"u}hrt. Die erste Studie untersuchte den Effekt von Exposition in multiplen Kontexten auf Renewal, die zweite und dritte Studie die Wirkmechanismen von MCE. In der ersten Studie wurden spinnenphobische Probanden (N = 30) viermal mit einer virtuellen Spinne konfrontiert. Die Expositionstrials wurden entweder in einem gleichbleibenden Kontext oder in vier verschiedenen Kontexten durchgef{\"u}hrt. Am Ende der Sitzung absolvierten alle Teilnehmer einen virtuellen Renewaltest, bei dem die virtuelle Spinne in einem neuen Kontext gezeigt wurde, und einen in vivo Verhaltensvermeidungstest (behavioral avoidance test, BAT) mit einer echten Spinne. Die Ergebnisse zeigten, dass Probanden, welche die vier Expositionstrials in unterschiedlichen Kontexten erfuhren, weniger Angst, sowohl im virtuellen Renewaltest als auch im BAT, erlebten. In dieser Studie konnte die Wirksamkeit von MCE f{\"u}r die Reduktion von Renewal erfolgreich nachgewiesen werden. Studie 2 (N = 35) untersuchte die Wirkmechanismen von MCE in einem differentiellen Konditionierungsparadigma. Die Extinktion wurde in multiplen Kontexten durchgef{\"u}hrt. Hierbei war das Ziel, eine {\"a}hnliche Verminderung von Renewal wie in Studie 1 nachzuweisen. Der Extinktion folgten zwei Tests, mit dem Ziel m{\"o}gliche hemmende Effekte des Kontexts, die w{\"a}hrend der Extinktionsphase erworben wurden, aufzudecken. Bez{\"u}glich des Effektes von MCE wurden drei Hypothesen aufgestellt: (1) Der Extinktionskontext wird mit der Exposition assoziiert, fungiert folglich w{\"a}hrend der Extinktion als Sicherheitssignal und konkurriert daher mit dem Sicherheitslernen des CS. Dies f{\"u}hrt zu einem verminderten Extinktionseffekt auf den CS, wenn die Extinktion nur in einem Kontext durchgef{\"u}hrt wird. (2) Die Elemente im Extinktionskontext (z.B. Raumfarbe, M{\"o}bel) stehen im Zusammenhang mit der CS-no US-Assoziation und erinnern daher an die Extinktion, was zu einer gr{\"o}ßeren Angsthemmung f{\"u}hrt, wenn sie w{\"a}hrend eines Tests gezeigt werden. (3) Nach der emotionalen Prozesstheorie (emotional process theory; Bouton, 1994; Foa et al., 1996) bestimmen die Therapieprozessfaktoren die St{\"a}rke des Renewals. Beispielsweise korrelieren initiale Angstaktivierung, Aktivierung in und zwischen den Sitzungen mit der St{\"a}rke des Renewals. Jedoch waren in dieser Studie keine Unterschiede zwischen den Gruppen im Renewaltest zu beobachten, weswegen die Ergebnisse der zwei Nachtests nicht zu interpretieren sind. Das Ziel von Studie 3 (N = 61) war es, das Konzept des Kontexts im Rahmen von Konditionierung und Exposition zu definieren. In Studie 3 wurde das Auftreten der Generalisierungsabnahme (generalization decrement) genutzt, bei der eine konditionierte Reaktion infolge eines Kontextwechsels nur reduziert auftritt. Auf diesem Weg kann Kontext{\"a}hnlichkeit quantifiziert werden. Nach einer Akquisitonsphase in einem Kontext wurden die Teilnehmer in einem von drei verschiedenen Kontexten getestet. Zwei dieser Kontexte unterschieden sich nur in einer Dimension (Anordnung der Objekte vs. Objekteigenschaften). Die dritte Gruppe wurde im Akquisitonskontext getestet und diente als Kontrollgruppe. Es fanden sich jedoch keine Unteschiede zwischen den Gruppen in den Testphasen. Eine m{\"o}gliche Erkl{\"a}rung ist die Neuartigkeit des Testkontextes. Teilnehmer, die nach der Extinktion einem neuen Kontext ausgesetzt waren, erwarteten in einem anderen Kontext eine zweite Extinktionsphase und zeigten daher mehr statt weniger Angst als erwartet.}, subject = {Angst}, language = {en} } @phdthesis{Kinateder2012, author = {Kinateder, Max}, title = {Social Influence in Emergency Situations - Studies in Virtual Reality}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-76805}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2012}, abstract = {In 1999, a tragic catastrophe occurred in the Mont Blanc Tunnel, one of the most important transalpine road tunnels. Twenty-seven of the victims never left their vehicles as a result of which they were trapped in smoke and suffocated (Beard \& Carvel, 2005). Immediate evacuation is crucial in tunnel fires, but still many tunnel users stay passive. During emergency situations people strongly influence each other's behavior (e.g. Nilsson \& Johansson, 2009a). So far, only few empirical experimental studies investigated the interaction of individuals during emergencies. Recent developments of advanced immersive virtual worlds, allow simulating emergency situations which makes analogue studies possible. In the present dissertation project, theoretical aspects of human behavior and SI in emergencies are addressed (Chapter 1). The question of Social Influence in emergency situations is investigated in five simulation studies during different relevant stages of the evacuation process from a simulated road tunnel fire (Chapter 2). In the last part, the results are discussed and criticized (Chapter 3). Using a virtual reality (VR) road tunnel scenario, study 1 (pilot study) and 2 investigated the effect of information about adequate behavior in tunnel emergencies as well as Social Influence (SI) on drivers' behavior. Based on a classic study of Darley and Latan{\´e} (1968) on bystander inhibition, the effect of passive bystanders on self-evacuation was analyzed. Sixty participants were confronted with an accident and smoke in a road tunnel. The presence of bystanders and information status was manipulated and consequently, participants were randomly assigned into four different groups. Informed participants read a brochure containing relevant information about safety behavior in emergency situations prior to the tunnel drives. In the bystander conditions, passive bystanders were situated in a car in front of the emergency situation. Participants who had received relevant information left the car more frequently than the other participants. Neither significant effect of bystanders nor interaction with information status on the participants' behavior was observed. Study 3 (pilot study) examined a possible alternative explanation for weak SI in VR. Based on the Threshold Theory of Social Influence (Blascovich, 2002b) and the work of Guadagno et al. (2007), the perception of virtual humans as an avatar (a virtual representation of a real human being) or as an agent (a computer-controlled animated character) was manipulated. Subsequently, 32 participants experienced an accident similar to the one in study 1. However, they were co-drivers and a virtual agent (VA) was the driver. Participants reacted differently in avatar and agent condition. Consequently, the manipulation of the avatar condition was implemented in study 4. In study 4, SI within the vehicle was investigated, as drivers are mostly not alone in their car. In a tunnel scenario similar to the first study, 34 participants were confronted with an emergency situation either as drivers or co-drivers. In the driver group, participants drove themselves and a VA was sitting on the passenger seat. Correspondently, participants in the co-driver group were seated on the passenger seat and the VA drove the vehicle on a pre-recorded path. Like in study 1, the tunnel was blocked by an accident and smoke was coming from the accident in one drive. The VA initially stayed inactive after stopping the vehicle but started to evacuate after ca. 30 seconds. About one third of the sample left the vehicle during the situation. There were no significant differences between drivers and co-drivers regarding the frequency of leaving the vehicle. Co-drivers waited significantly longer than drivers before leaving the vehicle. Study 5 looked at the pre-movement and movement phase of the evacuation process. Forty participants were repeatedly confronted with an emergency situation in a virtual road tunnel filled with smoke. Four different experimental conditions systematically varied the presence and behavior of a VA. In all but one conditions a VA was present. Across all conditions at least 60\% of the participants went to the emergency exit. If the VA went to the emergency exit, the ratio increased to 75\%. If the VA went in the opposite direction of the exit, however, only 61\% went there. If participants were confronted with a passive VA, they needed significantly longer until they started moving and reached the emergency exit. The main and most important finding across all studies is that SI is relevant for self-evacuation, but the degree of SI varies across the phases of evacuation and situation. In addition to the core findings, relevant theoretical and methodological questions regarding the general usefulness and limitations of VR as a research tool are discussed. Finally, a short summary and outlook on possible future studies is presented.}, subject = {Notfall}, language = {en} } @phdthesis{Reuss2013, author = {Reuß, Heiko}, title = {The interplay of unconscious processing and cognitive control}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-76950}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2013}, abstract = {The aim of this study was both to investigate the influence of cognitive control on unconscious processing, and to investigate the influence of unconscious processing on cognitive control. At first, different mechanisms and accounts to explain unconscious priming are presented. Here, perceptual and motor processes, as well as stimulus-response learning, semantic categorization, and the action trigger account as theories to explain motor priming are discussed. Then, the issue of the potential limits of unconscious processing is presented. Findings that indicate that active current intentions and expertise modulate unconscious processing are illustrated. Subsequently, results that imply an influence of unconsciously presented stimuli that goes beyond motor processes are discussed, with a special focus on inhibition processes, orienting of attention, task set activation, and conflict adaptation. Then I present the results of my own empirical work. Experiment 1 shows that the effective processing of unconsciously presented stimuli depends on expertise, even when potentially confounding difference between the expert and novice groups are controlled. The results of Experiments 2 and 3 indicate that the intention to use particular stimuli is a crucial factor for the effectiveness of these stimuli when they are presented unconsciously. Additionally, these findings show that shifts of attention can be triggered by centrally presented masked arrow cues. Experiments 4 and 5 broaden these results to cue stimuli that are not inherently associated with a spatial meaning. The finding corroborate that typically endogenously controlled shifts of attention can also be induced by unconscious stimuli. Experiments 6 and 7 demonstrate that even a central cognitive control process like task set activation is not contingent on conscious awareness, but can in contrast be triggered through unconscious stimulation. Finally, these results are integrated and I discuss how the concept of cognitive control and the limits of unconscious processing may have to be reconsidered. Furthermore, potential future research possibilities in this field are presented.}, subject = {Bewusstsein}, language = {en} } @phdthesis{Walter2012, author = {Walter, Martina}, title = {A new methodological approach to assess drug driving - The German Smartphone Survey}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-75283}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2012}, abstract = {The aim of the present piece of work was to give information about the frequency of psychoactive substances within the German driver population and to identify preventive and promotive circumstances of drug driving. Furthermore, a new methodological approach to gather and link data about the consumption of psychoactive substances and the mobility of drug users is shown. Traditionally, roadside surveys are conducted to estimate the prevalence of drug driving within a population. By the present study, an alternative method is introduced. In total, 195 drug users (mainly cannabis users) and 100 controls out of the normal driving population were queried for four weeks about their driving and drug consumption behaviour by a questionnaire that was deployed on smartphones. The prevalences of drug driving within the sample were extrapolated into representative values. Because the subjects reported all daily activities within the study-period, it was also possible to describe situations in which the subjects decided against driving under influence. Besides, relevant previous experiences, attitudes, the approval of legal regulations, other traffic-specific parameters, social influences and personality variables were queried. So, individual factors that are associated with drug driving can be specified. The results are integrated in a model that shows dependencies of different societal, behavioural and legal variables. They can serve as major input to the discussion on drug driving and can be of practical use for rehabilitation and prevention purposes. The results can be summarised as follows: - Compared to the results of a German roadside survey from 1994, the prevalences that are found within the present study seem pretty low. This finding is discussed and possible explanations for the described trend are lined out. Furthermore, the prevalences that were calculated in the present study are compared to current data from other European countries. - The results show differences between users and controls on several variables. The differences indicate that substance use impacts on the structuring of day-to-day life. Overall, the controls' days proceed more along a daily working routine than the users' (e.g. less mobility at night, more mobility at rush-hour, alcohol consumption mainly at nights out). - The individual extent to which drugs are consumed differs dependent on daytime, day of the week and kind of substance. Of course, these dependencies also influence the occurrence of drug driving. Other factors of influence on drug driving are the distance, the availability of alternative modes of transport as well as the presence of female companions. - Not everybody who uses drugs drives under the influence of drugs. A striking predictor for frequent drug driving and highly intoxicated driving is a high consumption, associated with risky consumption patterns and a low subjective feeling of impairment after drug consumption. - The subjects' attitudes towards drug driving and their beliefs about social norms largely go in line with the behaviour they engage in. Drug users have rather liberal attitudes towards drug use and driving under influence. - A possible deterrence effect of sanctioning and police enforcement and its dependence on the acceptance and awareness of the measures is delineated. - Only small effects are found when examining the objective impairment that is caused by drug use by a computer-based test battery. This result is critically discussed with regards to the operationalisation of the study groups. - Except from driving under influence, there is no evidence to suggest that DUI offenders also show problematic behaviour according to other traffic-related measures. - Parents and peers may have an influence as role models on the development of problematic behaviour. A good relationship between parents and children may have a positive impact on the development of conventional values and behaviour. - Drug use is associated with some crucial personality dimensions and drugs are often used to solve personal problems. A less precise but similar difference was found for users who commit many drives under influence compared to users who never or only sometimes drive under influence. Moreover, users marginally more often have psychological problems compared to controls. Finally, the strengths and weaknesses of the new methodological approach of data collection are discussed as well as the challenges that are faced when implementing it. All in all, it has proved to be a promising method and should serve as a standard to which future studies should aspire.}, subject = {Verkehrspsychologie}, language = {en} } @phdthesis{Stemmler2011, author = {Stemmler, Thomas}, title = {Just do it! Guilt as a moral intuition to cooperate - A parallel constraint satisfaction approach}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-74873}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2011}, abstract = {Nach langer Dominanz rationaler Urteils- und Entscheidungsmodelle in der Moralpsychologie (z.B. Kohlberg, 1969) besteht seit einiger Zeit verst{\"a}rktes Interesse an intuitiven, emotionalen Einfl{\"u}ssen auf moralische Urteile und Entscheidungen (z.B. Greene, 2007; Haidt, 2001; Monin, Pizarro, \& Beer, 2007). Der Einfluss von Emotionen auf moralische Entscheidungen wird in der Literatur u.a. mittels heuristischer, non-kompensatorischer Informationsverarbeitung erkl{\"a}rt (z.B. Sinnott-Armstrong, Young, \& Cushman, 2010; Sunstein, 2005; Tobler, Kalis, \& Kalenscher, 2008). Hierbei wird jedoch der Prozess der Emotionsentstehung ignoriert. Appraisaltheorien postulieren, dass Emotionen durch die Inkoh{\"a}renz (oder Diskrepanz) von Verhaltensrepr{\"a}sentationen wie Zielen und Aktionen entstehen (Moors, 2009). Emotionsentstehung und (intuitives) Entscheiden kann in einem Modell vereint werden sobald man bei beiden Prozessen eine konnektionistische Struktur (z.B. Barnes \& Thagard, 1996) zugrunde legt. Die vorliegende Arbeit kontrastiert beide Perspektiven intuitiv-emotionalen Entscheidens im Hinblick auf Schuld und Kooperation.}, subject = {Kooperation}, language = {en} } @article{HerbertKuebler2011, author = {Herbert, Cornelia and K{\"u}bler, Andrea}, title = {Dogs Cannot Bark: Event-Related Brain Responses to True and False Negated Statements as Indicators of Higher-Order Conscious Processing}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-74907}, year = {2011}, abstract = {The present study investigated event-related brain potentials elicited by true and false negated statements to evaluate if discrimination of the truth value of negated information relies on conscious processing and requires higher-order cognitive processing in healthy subjects across different levels of stimulus complexity. The stimulus material consisted of true and false negated sentences (sentence level) and prime-target expressions (word level). Stimuli were presented acoustically and no overt behavioral response of the participants was required. Event-related brain potentials to target words preceded by true and false negated expressions were analyzed both within group and at the single subject level. Across the different processing conditions (word pairs and sentences), target words elicited a frontal negativity and a late positivity in the time window from 600-1000 msec post target word onset. Amplitudes of both brain potentials varied as a function of the truth value of the negated expressions. Results were confirmed at the single-subject level. In sum, our results support recent suggestions according to which evaluation of the truth value of a negated expression is a time- and cognitively demanding process that cannot be solved automatically, and thus requires conscious processing. Our paradigm provides insight into higher-order processing related to language comprehension and reasoning in healthy subjects. Future studies are needed to evaluate if our paradigm also proves sensitive for the detection of consciousness in non-responsive patients.}, subject = {Psychologie}, language = {en} } @article{GerdesWieserMuehlbergeretal.2010, author = {Gerdes, Antje B. M. and Wieser, Matthias J. and M{\"u}hlberger, Andreas and Weyers, Peter and Alpers, Georg W. and Plichta, Michael M. and Breuer, Felix and Pauli, Paul}, title = {Brain activations to emotional pictures are differentially associated with valence and arousal ratings}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-68153}, year = {2010}, abstract = {Several studies have investigated the neural responses triggered by emotional pictures, but the specificity of the involved structures such as the amygdala or the ventral striatum is still under debate. Furthermore, only few studies examined the association of stimuli's valence and arousal and the underlying brain responses. Therefore, we investigated brain responses with functional magnetic resonance imaging of 17 healthy participants to pleasant and unpleasant affective pictures and afterwards assessed ratings of valence and arousal. As expected, unpleasant pictures strongly activated the right and left amygdala, the right hippocampus, and the medial occipital lobe, whereas pleasant pictures elicited significant activations in left occipital regions, and in parts of the medial temporal lobe. The direct comparison of unpleasant and pleasant pictures, which were comparable in arousal clearly indicated stronger amygdala activation in response to the unpleasant pictures. Most important, correlational analyses revealed on the one hand that the arousal of unpleasant pictures was significantly associated with activations in the right amygdala and the left caudate body. On the other hand, valence of pleasant pictures was significantly correlated with activations in the right caudate head, extending to the nucleus accumbens (NAcc) and the left dorsolateral prefrontal cortex. These findings support the notion that the amygdala is primarily involved in processing of unpleasant stimuli, particularly to more arousing unpleasant stimuli. Reward-related structures like the caudate and NAcc primarily respond to pleasant stimuli, the stronger the more positive the valence of these stimuli is.}, subject = {Psychologie}, language = {en} } @article{MuenssingerHalderKleihetal.2010, author = {M{\"u}nßinger, Jana I. and Halder, Sebastian and Kleih, Sonja C. and Furdea, Adrian and Raco, Valerio and H{\"o}sle, Adi and K{\"u}bler, Andrea}, title = {Brain Painting: first evaluation of a new brain-computer interface application with ALS-patients and healthy volunteers}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-68168}, year = {2010}, abstract = {Brain-computer interfaces (BCIs) enable paralyzed patients to communicate; however, up to date, no creative expression was possible. The current study investigated the accuracy and user-friendliness of P300-Brain Painting, a new BCI application developed to paint pictures using brain activity only. Two different versions of the P300-Brain Painting application were tested: A colored matrix tested by a group of ALS-patients (n = 3) and healthy participants (n = 10), and a black and white matrix tested by healthy participants (n = 10). The three ALS-patients achieved high accuracies; two of them reaching above 89\% accuracy. In healthy subjects, a comparison between the P300-Brain Painting application (colored matrix) and the P300-Spelling application revealed significantly lower accuracy and P300 amplitudes for the P300-Brain Painting application. This drop in accuracy and P300 amplitudes was not found when comparing the P300-Spelling application to an adapted, black and white matrix of the P300-Brain Painting application. By employing a black and white matrix, the accuracy of the P300-Brain Painting application was significantly enhanced and reached the accuracy of the P300-Spelling application. ALS-patients greatly enjoyed P300-Brain Painting and were able to use the application with the same accuracy as healthy subjects. P300-Brain Painting enables paralyzed patients to express themselves creatively and to participate in the prolific society through exhibitions.}, subject = {Psychologie}, language = {en} } @article{GaultneyBjorklundSchneider1992, author = {Gaultney, Jane F. and Bjorklund, David F. and Schneider, Wolfgang}, title = {The role of children's expertise in a Strategie memory task}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-62190}, year = {1992}, abstract = {In a study intended to replicate and extend the findings from a recent experiment by Schneider and Bjorklund (1992), the expert/novice paradigm was used with second- and fourth-grade children in a sort/recall task. Children were classified as experts or novices for their knowledge of baseball, then given two sort/recall tasks, with a list consisting of either baseball or nonbaseball terms. Experts recalled more than novices on the baseball list only. While both groups used organizational strategies at sorting on the nonbaseball list, experts were marginally more strategic than novices on the baseball list, and no differences were found between the groups on either list for clustering. Baseball experts used more adultlike categories, suggesting that their enhanced levels of recall were attributed in part to strategy use, although there was also evidence that most of the substantial recall difference between the groups was attributed to item-specific effects associated with a more elaborated knowledge base. A second experiment using fifth-grade children on a multitrial sort/recall task using the baseball list also found increased recall by experts, and also found evidence of strategic behavior at the sort phase for trials 3 and 4.}, subject = {Psychologie}, language = {en} } @phdthesis{Haefner2011, author = {H{\"a}fner, Alexander}, title = {Zeitmanagement und seine Wirkung auf Leistung und Befinden}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-70784}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2011}, abstract = {Die Arbeit gliedert sich in drei Schwerpunkte. Zun{\"a}chst wird Zeitmanagement aus psychologischer Perspektive genauer betrachtet. W{\"a}hrend Zeitmanagement bislang, auch in der Forschung, vor allem vor dem Hintergrund popul{\"a}rer Ratgeberliteratur beschrieben wurde (z.B. Macan, Shahani, Dipboye \& Phillips, 1990, S. 761ff; Orpen, 1994, S. 394) ist es ein besonderes Anliegen im Rahmen dieser Arbeit gutes Zeitmanagement aus psychologischer Perspektive zu diskutieren: Was kann vor dem Hintergrund psychologischer Theorien und Forschungsbefunde unter gutem Zeitmanagement verstanden werden? Welche konkreten Verhaltensweisen zeichnen gutes Zeitmanagement aus? Verschiedene Zeitmanagementtechniken werden hierzu m{\"o}glichst verhaltensnah expliziert. Das so beschriebene Zeitmanagementverhalten diente als Grundlage f{\"u}r die korrelativen Studien sowie die Interventionsstudien zur Evaluation von Zeitmanagementtrainings. Koch und Kleinmann (2002, S. 212) verwiesen auf das Problem der unklaren theoretischen Fundierung von Zeitmanagementtrainings und sahen darin eine Ursache f{\"u}r die uneinheitliche Befundlage zur Wirksamkeit solcher Trainings. F{\"u}r den zweiten Teil der Arbeit wurde in drei korrelativen Studien untersucht, ob die Nutzung von Zeitmanagementtechniken mit Befinden und Leistung dergestalt assoziiert ist, dass sich Leistung und Befinden mit zunehmender Nutzungsh{\"a}ufigkeit von Zeitmanagementtechniken verbessern. Zu diesem Zweck wurden korrelative Studien mit Auszubildenden, Sachbearbeitern und F{\"u}hrungskr{\"a}ften durchgef{\"u}hrt. Ein besonderes Anliegen ist in diesem Kontext auch die Diskussion von gefundenen Unterschieden bez{\"u}glich der Zusammenh{\"a}nge zwischen Zeitmanagementverhalten, Leistung und Befinden zwischen den drei Zielgruppen. Im dritten Teil werden die Ergebnisse dreier Evaluationsstudien berichtet, in denen die Wirkung von Zeitmanagementtrainings auf Leistung und Befinden untersucht wurde. Im Mittelpunkt steht dabei eine Interventionsstudie mit Sachbearbeitern (kaufm{\"a}nnischen Angestellten), die um zwei weitere Interventionsstudien mit Studierenden erg{\"a}nzt wurde. Als wichtige Ergebnisse der Studien k{\"o}nnen festgehalten werden, dass (a) gutes Zeitmanagementverhalten insbesondere bei F{\"u}hrungskr{\"a}ften und Sachbearbeitern in Zusammenhang mit Befinden, weniger mit Leistung, steht, (b) Zeitmanagementtrainings geeignet sind, die erlebte Zeitkontrolle zu steigern und das Stresserleben zu reduzieren, (c), Zeitmanagementtrainings auch eine pr{\"a}ventive Wirkung in Bezug auf das Stresserleben bei steigenden Anforderungen haben k{\"o}nnen, (d) einem wesentlichen Zeitmanagementproblem, dem Aufschieben der Bearbeitung von Aufgaben bis kurz vor eine deadline, durch ein Zeitmanagementtraining erfolgreich begegnet und (e) lediglich eine tendenzielle Wirkung eines Zeitmanagementtrainings auf Leistungsvariablen nachgewiesen werden konnte.}, subject = {Terminplanung}, language = {de} } @phdthesis{Dresler2011, author = {Dresler, Thomas}, title = {Die neuronale Verarbeitung emotionaler Reize bei Patienten mit Panikst{\"o}rung - eine Betrachtung der neuroanatomischen Hypothese}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-64932}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2011}, abstract = {Hintergrund: Die Panikst{\"o}rung ist eine die Lebensqualit{\"a}t beeintr{\"a}chtigende psychische St{\"o}rung, die unbehandelt einen chronischen Verlauf zeigt, jedoch sowohl durch Psychotherapie als auch Psychopharmakotherapie erfolgreich behandelt werden kann. Die der Panikst{\"o}rung zugrundeliegenden neuronalen Schaltkreise werden in der von Gorman et al. (1989, 2000) ver{\"o}ffentlichten neuroanatomischen Hypothese beschrieben. In der stark an der Tierforschung angelehnten revidierten Version (2000) wird die Amygdala als Zentrum eines komplexen Furchtnetzwerks angesehen, deren Aktivit{\"a}t durch h{\"o}here kortikale Areale im pr{\"a}frontalen Kortex moduliert wird. Trotz der Popularit{\"a}t der Hypothese sind deren Annahmen bislang kaum explizit {\"u}berpr{\"u}ft worden. Ziel: Ziel der Untersuchung war es, die neuronale Verarbeitung emotionaler Reize in empirischen Experimenten genauer zu untersuchen, da die Datenlage in diesem Bereich noch gering und inkonsistent ist und Replikationsstudien fehlen. Außerdem sollte ein {\"U}berblick {\"u}ber die bereits ver{\"o}ffentlichten empirischen Studien gegeben werden, welche mit bildgebenden Verfahren Aussagen {\"u}ber die Beteiligung bestimmter neuronaler Strukturen bei der Panikst{\"o}rung erlauben. Methoden: An den Standorten W{\"u}rzburg und Hamburg wurden Patienten mit Panikst{\"o}rung (n = 18/20) und gesunde Kontrollen (n = 27/23) mit zwei Paradigmen zur Verarbeitung emotionaler Reize (emotionaler Stroop-Test und Gesichterverarbeitung) mit der funktionellen Magnetresonanztomographie untersucht. Hierbei sollten insbesondere die in der neuroanatomischen Hypothese wichtigen Strukturen Amygdala und pr{\"a}frontaler Kortex betrachtet werden. Bildgebende Studien, die Patienten mit Panikst{\"o}rung untersuchten, wurden {\"u}ber eine Literaturrecherche ermittelt, in Untergruppen von Studien eingeteilt und bewertet. Ergebnisse: In beiden untersuchten Stichproben zeigten die Patienten im Vergleich zu den Kontrollen auf Reaktionszeitebene einen signifikanten emotionalen Stroop-Effekt mit verl{\"a}ngerten Antwortlatenzen f{\"u}r panikrelevante W{\"o}rter. In den funktionellen Daten zeigten sich keine Unterschiede in der Amygdalaaktivierung, jedoch zeigten die Patienten f{\"u}r den Kontrast ‚panikrelevante vs. neutrale W{\"o}rter' im Gruppenvergleich eine erh{\"o}hte Aktivierung in pr{\"a}frontalen Arealen. Bei der Verarbeitung emotionaler Gesichter gab es kaum Unterschiede zwischen den Gruppen, {\"a}ngstliche Gesichter l{\"o}sten im Vergleich zu neutralen Gesichtern keine erh{\"o}hte Amygdalaaktivierung aus. Hinweise auf eine generelle Hypofrontalit{\"a}t ließen sich bei den Patienten - zumindest bei der Verarbeitung emotionaler Reize - in den angewandten Paradigmen nicht finden. Schlussfolgerung: Die Ergebnisse der experimentellen Untersuchung und des Literatur{\"u}berblicks zeigen, dass - trotz durchaus mit der neuroanatomischen Hypothese in Einklang stehender Befunde - Inkonsistenzen zu finden sind, die mit der aktuellen Hypothese nicht erkl{\"a}rt werden k{\"o}nnen. Die Ergebnisse der vorliegenden Untersuchung im emotionalen Stroop-Test konnten bisher gefundene pr{\"a}frontale Aktivierungsmuster replizieren, f{\"u}r die Amygdala gilt das nicht. Eine Erweiterung der Hypothese durch die Ber{\"u}cksichtigung neuer Aspekte k{\"o}nnte helfen, diese Befunde besser zu erkl{\"a}ren und zu einem umfassenderen Bild der neuronalen Grundlagen der St{\"o}rung beitragen. Modifikationen werden vorgeschlagen, die der Weiterentwicklung der Hypothese dienen k{\"o}nnten und bei der Planung zuk{\"u}nftiger Studien ber{\"u}cksichtigt werden sollten. Die vermutete prominente Rolle der Amygdala bei der Panikst{\"o}rung ist nach wie vor nicht hinreichend untersucht und der modulierende Einfluss pr{\"a}frontaler Strukturen sollte zuk{\"u}nftig insbesondere im direkten Zusammenspiel mit der Amygdala, z. B. im Rahmen psychotherapeutischer Interventionen, genauer analysiert werden.}, subject = {Paniksyndrom}, language = {de} } @article{Ellgring1989, author = {Ellgring, Johann Heinrich}, title = {Facial expression as a behavioral indicator of emotional states}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-58753}, year = {1989}, abstract = {This article gives an overview of possibilities for the assessment offacial behavior. With regard to validity, results from a longitudinal study of 36 depressed patients and nine controls as weil as often schizophrenic patients and their relatives will be referred to. These results are used to illustrate the following principles which have to be taken into account when studying facial behavior: a) communication strongly facilitates facial expression, b) activation of facial behavior follows the "principle of least effort", and c) the principle of individual specificity applies to the association of nonverbal behavior and mood states. Making allowance for these principles has, among others, consequences a) for situations or conditions under which to asses behavior (specifically conditions of communication), b) for data analysis (e.g., dealing with frequent and rare events), and c) for empirical or experimental strategies (e.g., aggregation of single-case longitudinal comparisons). From the results on facial behavior during depression it can be concluded that the nonverbal reaction tendencies of endogenous and neurotic depressed patients differ. Moreover, the differential behavioral pattems observed cast doubt on the assumption of a homogeneity of affects in depression. Taking into account the conditions which govern it, facial behavior has proved to be a valid and, especially, a differential indicator for pathoIogic affective states and their changes. Given the fact that a psychiatric illness generally incorporates emotional problems it is more than surprising that little attention has been paid to the systematic study of emotional behavior. Some of the reasons for this will be clarified in the following.}, subject = {Psychologie}, language = {en} } @inproceedings{BossertMeilerLaessleetal.1989, author = {Bossert, Sabine and Meiler, Caroline and Laessle, Reinhold and Ellgring, Heiner and Pirke, Karl-Martin}, title = {Responses to visual perception of food in eating disorders}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-58762}, year = {1989}, abstract = {No abstract available}, subject = {Psychologie}, language = {en} } @phdthesis{Likowski2011, author = {Likowski, Katja U.}, title = {Facial mimicry, valence evaluation or emotional reaction? Mechanisms underlying the modulation of congruent and incongruent facial reactions to emotional facial expressions}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-65013}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2011}, abstract = {Humans have the tendency to react with congruent facial expressions when looking at an emotional face. Interestingly, recent studies revealed that several situational moderators can modulate strength and direction of these reactions. In current literature, congruent facial reactions to emotional facial expressions are usually described in terms of "facial mimicry" and interpreted as imitative behavior. Thereby, facial mimicry is understood as a process of pure motor resonance resulting from overlapping representations for the perception and the execution of a certain behavior. Motor mimicry, however, is not the only mechanism by which congruent facial reactions can occur. Numerous studies have shown that facial muscles also indicate valence evaluations. Furthermore, facial reactions are also determined by our current emotional state. These thoughts suggest that the modulation of congruent facial reactions to emotional expressions can be based on both motor and affective processes. However, a separation of motor and affective processes in facial reactions is hard to make. None of the published studies that tried that could show a clear involvement of one or the other process so far. Therefore, the aim of the present line of experiments is to shed light on the involvement of motor and affective processes in the modulation of congruent and incongruent facial reactions. Specifically, the experiments are designed to test the assumptions of a working model on mechanisms underlying the modulation of facial reactions and to examine the neuronal correlates involved in such modulations with a broad range of methods. Experiments 1 and 2 experimentally manipulate motor and affective mechanisms by using specific contexts. In the chose settings, motor process models and affective models of valence evaluations make competing predictions about resulting facial reactions. The results of Experiment 1 did not support the involvement of valence evaluations in the modulation of congruent and incongruent facial reactions to facial expressions. The results of Experiments 2a and 2b suggest that emotional reactions are the predominant determinant of facial reactions. Experiment 3 aimed at identifying the psychological mediators that indicate motor and affective mechanisms. Motor mechanisms are assessed via the psychological mediator empathy. Additionally, as a psychological mediator for clarifying the role of affective mechanisms subjective measures of the participants' current emotional state in response to the presented facial expressions were taken. Mediational analyses show that the modulation of congruent facial reactions can be explained by a decrease of state cognitive empathy. This suggests that motor processes mediate the effects of the context on congruent facial reactions. However, such a mechanism could not be observed for incongruent reactions. Instead, it was found that affective processes in terms of emotional reactions are involved in incongruent facial reactions. Additionally, the involvement of a third class of processes, namely strategic processes, was observed. Experiment 4 aimed at investigating whether a change in the strength of perception can explain the contextual modulation of facial reactions to facial expressions. According to motor process models the strength of perception is directly related to the strength of the spread of activation from perception to the execution of an action and thereby to the strength of the resulting mimicry behavior. The results suggest that motor mechanisms were involved in the modulation of congruent facial reactions by attitudes. Such an involvement of motor mechanisms could, however, not be observed for the modulation of incongruent reactions. In Experiment 5 the investigation of neuronal correlates shall be extended to the observation of involved brain areas via fMRI. The proposed brain areas depicting motor areas were prominent parts of the mirror neuron system. The regions of interest depicting areas involved in the affective processing were amygdala, insula, striatum. Furthermore, it could be shown that changes in the activity of parts of the MNS are related to the modulation of congruent facial reactions. Further on, results revealed the involvement of affective processes in the modulation of incongruent facial reactions. In sum, these results lead to a revised working model on the mechanisms underlying the modulation of facial reactions to emotional facial expressions. The results of the five experiments provide strong support for the involvement of motor mechanisms in congruent facial reactions. No evidence was found for the involvement of motor mechanisms in the occurrence or modulation of incongruent facial reactions. Furthermore, no evidence was found for the involvement of valence evaluations in the modulation of facial reactions. Instead, emotional reactions were found to be involved in the modulation of mainly incongruent facial reactions.}, subject = {Gef{\"u}hl}, language = {en} } @misc{Schneider1988, author = {Schneider, Wolfgang}, title = {Book Reviews: Cognition, Metacognition, and Reading}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-62079}, year = {1988}, abstract = {No abstract available}, subject = {Psychologie}, language = {en} } @article{CarrKurtzSchneideretal.1989, author = {Carr, Martha and Kurtz, Beth E. and Schneider, Wolfgang and Turner, Lisa A. and Borkowski, John G.}, title = {Strategy acquisition and transfer among American and German children: Environmental influences on metacognitive development}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-62082}, year = {1989}, abstract = {This study explored the differential effects of strategy training on German and American elementaryschool children and assessed the role of parents in the development of their children's strategic behavior and metacognition. 184 German and 161 American children were pretested on memory and metamemory tasks. Children were then assigned to either an organizational strategy training condition or a control condition. All children were tested on the maintenance and far-transfer of the strategy and task-related metamemory 1 week following training. Parents completed questionnaires about strategy instruction in the home. Strategy maintenance and metacognition were reassessed 6 months following training. German children were more strategic than American children. Instructed children performed better than control children. German parents reported more instruction of strategies in the home. These data suggest that formal education is responsible for aspects of cognitive development that have sometimes been viewed as a function of age.}, subject = {Psychologie}, language = {en} } @article{KurtzSchneiderCarretal.1990, author = {Kurtz, Beth E. and Schneider, Wolfgang and Carr, Martha and Borkowski, John G. and Rellinger, Elizabeth}, title = {Strategy instruction and attributional beliefs in West Germany and the United States: Do teachers foster metacognitive development?}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-62145}, year = {1990}, abstract = {Previous research has shown German children to be more strategic on sort-recall memory tasks than their American age-mates, and to show fewer effort-related attributions. We conducted this study to determine if those differences are due to systematic differences in the strategy instruction and attributional beliefs of German and U.S. teachers, and to explore metacognitive instructional practices in the two countries. Teachers responded to a questionnaire that inquired about their use of strategy instructions, fostering of reflective thinking in pupils, sources of children's learning problems, and modeling of metacognitive skills such as monitoring. The second part of the questionnaire asked about the reasons underlying children's academic successes and failures. German teachers reported more instruction of task-specific strategies, while American teachers showed more effort-related attributions. The types of strategies instructed and types of learning problems most frequently described varied across the two countries, and also according to how many years the teachers had taught. Results were discussed regarding their implications for metacognitive developmental theory, particularly regarding culture and other environmental influences on the development of controlled processing.}, subject = {Psychologie}, language = {en} } @article{CarrSchneider1991, author = {Carr, Martha and Schneider, Wolfgang}, title = {Long-term maintenance of organizational strategies in kindergarten children}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-62157}, year = {1991}, abstract = {The goal of the present study was to determine whether 4- and 5-year-old kindergarten children could be trained to maintain an organizational strategy over 2- and 8 week periods through an elaborate training program. A second goal was to assess the effects of the training program on strategy awareness. Twenty-eight kindergarten children were pretested on two sort-recall tasks and their awareness of the use of the clustering strategy was assessed through a protocol type procedure. Half the children received seven half-hour sessions of individual training in the clustering strategy and half the children participated in a control group. Both groups were post-tested on two sort-recall tasks 2 weeks following training and again 8 weeks following training. Strategy awareness, as measured by verbal protocol, was assessed at both post-test points. The elaborate strategy training program was successful in inducing short- and long-term strategy maintenance of the clustering strategy. Trained children's clustering during sorting and clustering during recall was consistently related to the amount of items correctly recalled. No differences in strategy awareness were found. These findings demonstrate that the elaborate training procedure used in this study can be a very effective memory technique for young kindergarten children.}, subject = {Psychologie}, language = {en} } @article{SchneiderBjorklund1992, author = {Schneider, Wolfgang and Bjorklund, David F.}, title = {Expertise, aptitude, and strategic remembering}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-62175}, year = {1992}, abstract = {Second- and fourth-grade children were classified according to their knowledge of soccer (experts vs. novices) and IQ (high vs. low), and given 2 sort-recall tasks. One task included items related to the game of soccer and the other included items from familiar natural language categories. Previous research has shown that expertise in a snbject can compensate for low levels of performance on text comprehension tasks. Our results, the flrst examing the effects of both expertise and intelligence on a strategic memory task, were that soccer expert children recalled more items on the soccer list bnt not on the nonsoccer list than soccer novice children. However, soccer expertise did not modify a significant effect of IQ level, with high-IQ children recalling more than low-IQ children for all contrasts. Interest in soccer was found to be related to expertise but did not contribute to differences in memory performance. The results demonstrate that the knowledge base plays an important role in children's memory, but that domain knowledge cannot fully eliminate the effects of IQ on sort-recall tasks using domain-related materials. That is, although rich domain knowledge seemed to compensate for low aptitude, in that low-aptitude experts performed at the level of high-aptitude novices, its effects were not strong enough to eliminate performance differences between highand low-aptitude soccer experts.}, subject = {Psychologie}, language = {en} } @article{WoloshynPressleySchneider1992, author = {Woloshyn, Vera E. and Pressley, Michael and Schneider, Wolfgang}, title = {Elaborative interrogation as a function of prior knowledge}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-62187}, year = {1992}, abstract = {No abstract available}, subject = {Psychologie}, language = {en} } @article{PressleyBorkowskiSchneider1990, author = {Pressley, Michael and Borkowski, John G. and Schneider, Wolfgang}, title = {Good information processing: What it is and how education can promote it}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-62127}, year = {1990}, abstract = {The nature of good information processing is outlined as determined by intact neurology, information stored in long-term memory, and general cognitive tendencies, attitudes, and styles. Educators can promote the development of good information processing by promoting what is in long-term memory. This can be accomplished by teaching important literary, scientific, and cultural knowledge; teaching strategies; motivating the acquisition and use of important conceptual knowledge and strategies; and encouraging the general tendencies supporting good information processing. Good information processing can be produced by years of appropriate educational input. Good information processors cannot be produced by short-term interventions.}, subject = {Psychologie}, language = {en} } @article{SchneiderKoerkelWeinert1989, author = {Schneider, Wolfgang and K{\"o}rkel, Joachim and Weinert, Franz E.}, title = {Domain-Specific Knowledge and Memory Performance: A Comparison of High- and Low-Aptitude Children}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-62107}, year = {1989}, abstract = {Two studies compared memory performance and text comprehension of groups that were equivalent on domain-specific knowledge but differed in overall aptitude, to investigate whether prior knowledge about a particular domain or overall aptitude level was more important when the task was to acquire and use new information in the domain of interest. Both studies dealt with third-, fifth-, and seventh-grade soccer experts' and novices' memory and comprehension of a story dealing with a soccer game. Several measures of memory performance, memory monitoring, and text comprehension were used. Levels of soccer knowledge and of overall aptitude were varied in a factorial design. Neither study detected significant differences between high-aptitude and low-aptitude experts, regardless of their ages. Low aptitude experts outperformed high-aptitude novices on all memory and comprehension measures. The results indicate that domain-specific knowledge can compensate for low overall aptitude on domain-related cognitive tasks.}, subject = {Psychologie}, language = {en} } @article{RabinowitzOrnsteinFoldsBennettetal.1994, author = {Rabinowitz, Mitchell and Ornstein, Peter A. and Folds-Bennett, Trisha H. and Schneider, Wolfgang}, title = {Age-related differences in speed of processing: Unconfounding age and experience}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-62223}, year = {1994}, abstract = {No abstract available}, subject = {Psychologie}, language = {en} } @article{BjorklundSchneiderCasseletal.1994, author = {Bjorklund, David F. and Schneider, Wolfgang and Cassel, William S. and Ashley, Elizabeth}, title = {Training and Extension of a Memory Strategy: Evidence for Utilization Deficiencies in the Acquisition of an Organizational Strategy in High- and Low-IQ Children}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-62234}, year = {1994}, abstract = {143 9- and 10-year-oId children were classified into high- and Jow-IQ groups and given 4 different sort/recall lists (baseline, training, near [immediate] extension, far [l-week] extension) to assess training and extension of an organizational memory strategy. All children received categorized items of moderate typicality for Phases 1, 3, and 4. For Phase 2, children were assigned to either a training or control group, with half of the children in each group receiving category typical items and the others category atypical items. Levels of recall, sorting, and clustering were greater in Phase 2 for high-IQ children, for the typical lists, and for trained children. Both the high- and low-IQ children trained with typical items continued to show high levels of recall on the near extension phase. No group of subjects maintained high levels of recall after 1 week, although levels of sorting and/or clustering on the extension trials remained high for all groups of subjects except the low-IQ control children. This latter pattern (elevated sorting/clustering with low levels of recall) is an indication of a utilization deficiency, a phase in strategy development when children use a strategy but gain little or no benefit n performance. The results provide evidence for IQ, training, and material effects in the demonstration of a utilization deficiency.}, subject = {Psychologie}, language = {en} } @article{KurtzCostesSchneider1994, author = {Kurtz-Costes, Beth E. and Schneider, Wolfgang}, title = {Self-concept, attributional beliefs, and school achievement: A longitudinal analysis}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-62245}, year = {1994}, abstract = {No abstract available}, subject = {Psychologie}, language = {en} } @article{SchneiderKoerkel1989, author = {Schneider, Wolfgang and K{\"o}rkel, Joachim}, title = {The knowledge base and text recall: Evidence from a short-term longitudinal study}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-62093}, year = {1989}, abstract = {In a short-term longitudinal study, we investigated how domain-specific knowledge in soccer influences the amount of text recall and comprehension in elementary school and junior high school children of high and low overall aptitudes. Both level of soccer knowledge and overall aptitude were varied in a factorial design. Third, fifth, and seventh grade children were given several measures of text recall and comprehension and were retested on these measures about 1 year later. Performance was more a function of soccer knowledge than of aptitude level.}, subject = {Psychologie}, language = {en} } @article{BorkowskiSchneiderPressley1989, author = {Borkowski, John G. and Schneider, Wolfgang and Pressley, Michael}, title = {The challenges of teaching good information processing to learning disabled students}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-62117}, year = {1989}, abstract = {A MODEL of good information processing is sketched, describing how metacognitive knowledge influences strategy selection and use. Three factors pose particular problems for learning disabled students as they attempt to acquire metacognitive knowledge and to use study strategies productively: neurological impairments; deficiencies in general world knowledge; and negative beliefs, attitudes, and styles that limit self-efficacy. Creating an educational atmosphere that explicitly builds conceptual (domain-specific) knowledge and teaches positive beliefs about learning potential is essential in promoting metacognitively-oriented instruction.}, subject = {Psychologie}, language = {en} } @article{SodianSchneider1990, author = {Sodian, Beate and Schneider, Wolfgang}, title = {Children's understanding of cognitive cueing: How to manipulate cues to fool a competitor}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-62132}, year = {1990}, abstract = {4-6-year-old children's understanding of cognitive cuing was studied in 2 experiments using a strategic interaction paradigm. Ghildren could fool a competitor by hiding targets in locations that were labeled with semantically weakly associated cues and help a cooperative partner by hiding them in semantically highly associated locations. Very few 4-year-olds, half the 5-year-olds, and almost all 6-year-olds appropriately chose semantically highly vs. weakly associated hiding places to make the targets easy vs. difficult to find. The second experiment showed that 4-year-olds did not strategically manipulate cues as sources of information, although they themselves proficiently used them as such in a search task. These findings are discussed with regard to research on children's developing understanding of origins of knowledge and belief and with regard to recent claims that young preschoolers possess a metacognitive understanding of cognitive cuing.}, subject = {Psychologie}, language = {en} } @article{BjorklundSchneiderHarnishfegeretal.1992, author = {Bjorklund, David F. and Schneider, Wolfgang and Harnishfeger, Katherine Kipp and Cassel, William S. and Bjorklund, Barbara R. and Bernholtz, Jean E.}, title = {The role of IQ, expertise, and motivation in the recall of familiar Information}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-62204}, year = {1992}, abstract = {High- and low-IQ children in the first, third, and fifth grades performed two free-recall tasks: a sort-recall task with sets of categorically related pictures, and a class-recall task, with children recalling the current members of their school class. All children were deemed to be experts concerning the composition of their school class, but, unlike experts in other domains, had no special motivation associated with their expertise. Recall and clustering on both tasks were high. The high-IQ children performed better than low-IQ children only on the sort-recall task. IQ was significantly correlated with measures of performance on the sort-recall task but not on the class-recall task. The results reflect the fact that the memory benefits associated with being an expert (here, elimination of IQ effects) are related to the greater knowledge the expert possesses and not to factors of motivation.}, subject = {Psychologie}, language = {en} } @article{SchneiderGruberGoldetal.1993, author = {Schneider, Wolfgang and Gruber, Hans and Gold, Andreas and Opwis, Klaus}, title = {Chess expertise and memory for chess positions in children and adults}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-62211}, year = {1993}, abstract = {No abstract available}, subject = {Psychologie}, language = {en} } @phdthesis{Woidich2010, author = {Woidich, Eva Dorothea}, title = {Der Einfluss von Methylphenidat auf die affektive Bildverarbeitung bei erwachsenen AD(H)S Patienten}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-49932}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2010}, abstract = {Die vorliegende Arbeit wurde im Rahmen des ADHS-Forschungsprojektes der Universit{\"a}t W{\"u}rzburg zur Identifikation von Endoph{\"a}notypen der ADHS durchgef{\"u}hrt. Im Fokus des Interesses stand dabei die Untersuchung emotionaler Verarbeitungsprozesse bei erwachsenen ADHS-Patienten. Conzelmann und Kollegen (Conzelmann, et al., 2009) konnten zeigen, dass erwachsene ADHS-Patienten vom Mischtypus und vom hyperaktiv/ impulsiven Typus eine defizit{\"a}re affektive Startle Modulation aufweisen. Basierend auf diesen Ergebnissen stellte sich in der vorliegenden Arbeit die Frage, ob dieser defizit{\"a}re Schreckreflex auf emotionale Bilder des International Affective Picture Systems (IAPS) zun{\"a}chst replizierbar und falls ja, durch die Einnahme eines Methylphenidatpr{\"a}parats (MPH) vermindert oder g{\"a}nzlich aufgehoben werden kann. Um dieser Frage nachzugehen, wurden zun{\"a}chst im Rahmen einer Vorstudie 15 erwachsene ADHS-Patienten (Mischtypus) aus der Studie von Conzelmann et al. (2009) nach einer Zeitspanne von einem bis zwei Jahren ein weiteres Mal getestet. Etwa eine Stunde vor der zweiten Testung erhielten die Patienten die Instruktion, ihr MPH-Pr{\"a}parat einzunehmen. Im Anschluss daran wurden den Patienten positive, neutrale und negative IAPS-Bilder pr{\"a}sentiert. Diese Bilddarbietung wurde in unregelm{\"a}ßigen Abst{\"a}nden von einem akustischen St{\"o}rger{\"a}usch unterbrochen, den die Patienten m{\"o}glichst ignorieren sollten. Im zweiten Teil der Untersuchung wurden die Probanden sowohl w{\"a}hrend der ersten als auch w{\"a}hrend der zweiten Testung angewiesen, die einzelnen Bilder hinsichtlich ihrer Valenz (angenehm versus unangenehm) und ihres Arousals (aufregend versus ruhig) zu bewerten. Von den 15 getesteten Patienten konnten 13 in die Auswertung mit einbezogen werden (2 Patienten hatten unzureichend auf den Ton reagiert). Unterschiede zwischen den beiden Testzeitpunkten (also ohne und mit MPH) konnten bez{\"u}glich der affektiven Startle Modulation lediglich auf Bilder mit hohem Arousal festgestellt werden. F{\"u}r diese spezifischen Stimuli zeigten die Patienten ohne MPH keine verringerte Startle Reaktion w{\"a}hrend der Betrachtung positiver Bilder. Mit MPH konnte dieses Ausbleiben der Startle Attenuation aufgehoben werden. Anders als bei der affektiven Startle Modulation, konnte bei den zus{\"a}tzlich erhobenen physiologischen Maßen weder ein systematischer Einfluss durch die IAPS-Bilder noch durch die Medikation festgestellt werden. Gleiches ließ sich bei den Valenz- und Arousalratings feststellen. Ob sich diese positive MPH-Wirkung auf die affektive Startle Modulation auch unabh{\"a}ngig vom Arousalgehalt der betrachteten Bilder zeigt, sollte im Anschluss an diese Vortestung mittels einer zus{\"a}tzlichen Studie mit wesentlich gr{\"o}ßerem Stichprobenumfang untersucht werden. Die Hauptstudie wurde sowohl doppelblind als auch placebo-kontrolliert und im cross-over Design durchgef{\"u}hrt. Die Testprozedur am Computer war vergleichbar mit dem Ablauf der Vortestung. Im Rahmen der Hauptstudie wurden 71 AD(H)S-Patienten (60 vom Mischtypus, 11 vom vorwiegend unaufmerksamen Typus) zweimal getestet. Von diesen 71 Patienten konnten letztlich 61 in die Auswertung der Haupttestung mit einbezogen werden (ein ADHS-Patient (Mischtypus) kam zur zweiten Testung nicht und 9 ADHS-Patienten (Mischtypus) hatten unzureichend auf den Startle-Ton reagiert). Dabei konnte zun{\"a}chst f{\"u}r die Bilder mit hohem Arousal die defizit{\"a}re Startle Modulation auf positive Bilder repliziert werden. Durch die MPH-Einnahme ließ sich dieses Defizit jedoch nicht beheben. Da Conzelmann et al. (2009) lediglich beim Mischtypus und hyperaktiv-impulsiven Typus eine defizit{\"a}re Startle Modulation nachweisen konnten, wurde eine vergleichbare Auswertung f{\"u}r die Subgruppe der 51 ADHS-Patienten vom Mischtypus durchgef{\"u}hrt. Dabei unterschieden sich die Ergebnisse dieser Subgruppe im Wesentlichen nicht von der Gesamtstichprobe. Auch bei der {\"U}berpr{\"u}fung der genetischen Hypothesen ließ sich keine Interaktion zwischen der Medikation und dem DRD4-7r, dem COMT Val/Met und dem DAT1-10r Polymorphismus feststellen. Die Ergebnisse zeigen zum einen eine defizit{\"a}re Startle Modulation der 61 AD(H)S-Patienten, die vergleichbar ist mit dem gezeigten Defizit von Conzelmann et al. (2009) bei Patienten des Mischtypus. Ein positiver Effekt durch die MPH-Einnahme konnte dabei ebenso wenig best{\"a}tigt werden wie eine m{\"o}gliche Interaktion verschiedener dopaminerger Genpolymorphismen auf die MPH-Wirkung. Zus{\"a}tzliche Studien werden zeigen, ob diese defizit{\"a}re Verarbeitung tats{\"a}chlich durch die MPH-Einnahme unbeeinflusst bleibt oder ob letztlich mittels medikament{\"o}ser Interventionen doch noch eine entsprechende Symptomverbesserung bei erwachsenen AD(H)S-Patienten zu erzielen ist.}, subject = {Methylphenidat}, language = {de} } @phdthesis{TuerkPereira2010, author = {T{\"u}rk Pereira, Philippe}, title = {Testing the sour-grapes effect - how food deprivation and reward expectancy change implicit and explicit food-liking and food-wanting}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-50591}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2010}, abstract = {The aim of the present thesis was to explore how food deprivation and reward expectancy versus frustrative nonreward change implicit and explicit food-liking and food-wanting. As a result, Experiment 1-3 were successful in revealing that liking- and wanting-related associations toward food stimuli dissociate as a function of food deprivation, given that participants were not rewarded with real food during the experiment. More specifically, whereas food-deprived participants showed more wanting-related associations toward food stimuli than satiated participants, the liking-related associations did not differ across both conditions of hunger. Overall, this effect could be replicated in 3 experiments using different manipulations of nonreward versus reward expectancy. However, neither food deprivation nor nonreward were found to influence participants' self-reported mood and frustration. Moreover, participants of Experiment 2 anticipating food consumption showed the same liking- and wanting-related responses due to food deprivation than participants in the nonreward condition. But providing participants with individual control over food consumption abolished the dissociation of liking- and wanting-related associations. In this condition, however, participants' liking- and wanting-related associations were not moderated by need state, maybe due to the (partial) consumption of snack food before the implicit attitude assessment. This, in turn, may have reduced participants' disposition to respond with more liking- and wanting-related associations when being hungry. Finally, Experiment 4 revealed that the presentation of need-relevant vs. need-irrelevant stimuli prompted different liking-related associations depending on the time participants had fasted before the experiment. Specifically, it could be demonstrated that whereas moderately-hungry compared to satiated participants responded with more positive associations toward need-relevant stimuli, 15 hours food-deprived participants responded with more negative associations compared to moderately-hungry and satiated participants. Respectively, a significant curvilinear function of need state was obtained. In addition, participants were found to immediately respond more negatively to need-irrelevant stimuli as soon as they became moderately hungry, evidencing devaluation effects (see Brendl, Markman, \& Messner, 2003) to also occur on an implicit level of responding. Contrary to the implicit liking- and wanting-related evaluations, self-reported explicit food-liking and food-wanting did not dissociate as a function of food deprivation and nonreward, revealing that participants' explicit self-reports of food-liking and food-wanting did not mirror their implicit responses. As the most important result, it could be demonstrated that explicit food-liking and food-wanting varied positively as a function of need state. The results were discussed on the background of different theoretical assumptions on the malleability of implicit and explicit need-relevant attitudes (e.g. motivational theories, frustrative nonreward).}, subject = {Hunger}, language = {en} } @incollection{Ellgring1987, author = {Ellgring, Johann Heinrich}, title = {Zur Entwicklung der Mimik als Verst{\"a}ndigungsmittel}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-56811}, publisher = {Universit{\"a}t W{\"u}rzburg}, year = {1987}, abstract = {No abstract available}, subject = {Mimik}, language = {de} } @phdthesis{Stojanovic2010, author = {Stojanovic, Jelena}, title = {Cortical functional activations in musical talents and nontalents in visuomotor and auditory tasks: implications of the effect of practice on neuroplasticity}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-51898}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2010}, abstract = {Neuroplasticity is a term indicating structural and functional changes in the brain through the lifespan. In the present study, differences in the functional cortical activations between the musical talents and non-talents were investigated after a short-term practice of the visuomotor and auditory tasks. Visuomotor task consisted of the finger tapping sequences, while auditory task consisted of passive listening to the classical music excerpts. Non-talents were divided in two groups: trained non-talents who practiced the task prior to scanning and untrained non-talents who did not practice the task. Functional activations were obtained by the functional magnetic resonance imaging (fMRI) in a 1.5T Scanner. It was hypothesized that talents would exhibit different functional activations from non-talents in both tasks as a result of the long-term music practice, which would account for the brain plasticity. Decreased activation of the same areas in talents in respect to the non-talents as well as the activation of different areas between the talents and non-talents was hypothesized. In addition due to a plethora of previous studies showing increased activations in the primary motor cortex (M1) in musicians, as well as left inferior frontal gyrus (lIFG), increased activation of the M1 and lIFG in talents were hypothesized. Behavioral results did not reveal differences in performance among the three groups of subjects (talents, non-talents who practiced the task, and non-talents who did not practice the task). The main findings from imaging results of the visuomotor task confirmed the hypothesis of the increased activation in the M1 in talents. Region of interest analyses of the lIFG revealed the highest activation in the untrained non-talents, lower activation in talents, and least activation in the trained non-talents. Posthoc imaging analyses revealed higher activations in the cerebella of subjects who practiced the visuomotor task. For the auditory task, the effect of auditory practice was observed in the right inferior frontal gyrus (rIFG). These results should be interpreted with caution due to the absence of behavioral differences among the groups.}, subject = {Neuronale Plastizit{\"a}t}, language = {en} } @article{HommersSteller1977, author = {Hommers, Wilfried and Steller, Max}, title = {Zur Diagnose der Therapiemotivation durch konfigurale Klassifikation}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-43416}, year = {1977}, abstract = {Es wird ein konfigural-analytisches Verfahren zur Erfassung von f{\"u}nf Variablen der Therapiemotivation (Leidensdruck, Unzufriedenheit, {\"A}nderungswunsch, Hilfewunsch und Erfolgserwartung) beschrieben. Die Methode besteht aus einer Kombination der Auswahl zutreffender Selbstbeschreibungen ("Probleme") und der Beantwortung motivationsbezogener Zusatzfragen. Jeder Pb wird so zu seinen spezifischen Problemen hinsichtlich der Auspr{\"a}gung therapierelevanter motivationaler Variablen befragt. Aus der Beantwortung der Zusatzfragen k{\"o}nnen verschiedene Therapiemotivations- Syndrome (TMS) gebildet werden. Die statistische Absicherung des individuellen Vorkommens eines TMS in den Zusatzbefragungen erfolgt {\"u}ber die Multinominalverteilung. Dabei wird von der H{\"a}ufigkeit ausgew{\"a}hlter Probleme eines Pb abstrahiert. Die Erprobung des Verfahrens wurde an 211 Inhaftierten einer Jugendstrafanstalt als potentieller Klienten-Population vorgenommen. Als Kontrollgruppe dienten 207 Berufssch{\"u}ler vergleichbaren Alters. W{\"a}hrend bei den Berufssch{\"u}lern die H{\"a}ufigkeit bei der Klassifikation in verschiedene TMS-Gruppen immer im zuf{\"a}lligen Bereich lagen, konnten bei den Delinquenten {\"u}berzuf{\"a}llig h{\"a}ufig besetzte Gruppenst{\"a}rken gefunden werden. In der Diskussion wurde auf den Unterschied des hier benutzten Klassifikationsverfahrens zur Konfigurations-Frequenzanalyse und zu Maßen Externaler-Internaler-Kontrolle eingegangen. Außerdem wurden Implikationen der Diagnose von Klienten-Therapiemotivation ftir die Entwicklung therapeutischer Verfahren aufgezeigt.}, subject = {Psychologische Diagnostik / Psychologie / Differentielle Psychologie / Zeitschrift}, language = {de} } @incollection{Hommers1980, author = {Hommers, Wilfried}, title = {Information processing in children's choices among bets}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-44169}, publisher = {Universit{\"a}t W{\"u}rzburg}, year = {1980}, abstract = {Children's information processing of risky choice alternatives was investigated in two studies without using verbal reports. In Study 1, the ability to integrate the probabilities and the payoffs of simple bets was examined using the rating scale methodology. Children's choices among three of those simple bets were recorded also. By cross-classifying the children's choice and rating behavior it was shown that a three-stage developmental hypothesis of decision making is not sufficient. A four-stage hypothesis is proposed. In Study 2, the influence of enlarging the presented number of alternatives from two to three and the influence of the similarity of the alternatives on children's choice probabilities was examined with those bets. Children's choice behavior was probabilistic and was influenced only by enlarging the presented number of alternatives. These results suggest that a Bayesian approach, based on two probabilistic choice models, should not be applied in order to analyze children's choice behavior. The functional measurement approach is, as was demonstrated in Study 1, a powerful implement to further the understanding of the development of decision making.}, subject = {Kognitive Entwicklung / Informationsverarbeitung / Kind / Informationsintegration}, language = {en} } @misc{Hommers1988, author = {Hommers, Wilfried}, title = {Review of "Roskam, E.E., \& Suck, R. (Eds.): Progress in mathematical psychology. Amsterdam: North-Holland, 1987, pp. 538."}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-43525}, year = {1988}, abstract = {No abstract available}, language = {en} } @inproceedings{Ellgring1975, author = {Ellgring, Johann Heinrich}, title = {Kommunikation und Schlußfolgerung {\"u}ber nichtsprachliches Verhalten}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-50207}, year = {1975}, abstract = {No abstract available}, subject = {Psychologie}, language = {de} } @phdthesis{Tibken2020, author = {Tibken, Catharina Maria}, title = {Die Entwicklung phonologischer Bewusstheit im Vorschulalter - Institutionelle Einfl{\"u}sse und wechselseitige Zusammenh{\"a}nge mit phonologischen, fr{\"u}hen schriftsprachlichen und sprachlichen Kompetenzen}, doi = {10.25972/OPUS-20805}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-208056}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2020}, abstract = {Phonologische Bewusstheit stellt die Kompetenz dar, Sprache in kleinere Einheiten wie einzelne Silben und Phoneme untergliedern zu k{\"o}nnen. Sie ist damit eine wichtige Vorl{\"a}uferfertigkeit f{\"u}r den Schriftspracherwerb. Die vorliegende Arbeit untersucht die Entwicklung der phonologischen Bewusstheit w{\"a}hrend des letzten Kindergartenjahres. Zum einen werden die faktorielle Struktur und die Messinvarianz der phonologischen Bewusstheit im Verlauf des letzten Kindergartenjahres analysiert. Als zweiter Aspekt werden die wechselseitigen Zusammenh{\"a}nge der phonologischen Bewusstheit mit weiteren phonologischen, fr{\"u}hen schriftsprachlichen und sprachlichen Kompetenzen im Vorschulalter untersucht. Der dritte Aspekt bezieht sich auf die institutionelle F{\"o}rderung phonologischer Bewusstheit bei Vorschulkindern im Kindergarten. Hier werden die Effekte einer expliziten F{\"o}rderung durch das Trainingsprogramm „H{\"o}ren, lauschen, lernen" (K{\"u}spert \& Schneider, 2018) und einer impliziten F{\"o}rderung im Kindergartenalltag sowie inzidentelle Einfl{\"u}sse durch Erwartungseffekte untersucht. Zur Untersuchung der Fragestellungen wurde ein l{\"a}ngsschnittliches Design mit zwei Messzeitpunkten zu Beginn und Ende des letzten Kindergartenjahres verwendet. Die Stichprobe umfasste 390 Vorschulkinder. F{\"u}r die statistischen Analysen wurden im Wesentlichen Strukturgleichungsmodelle verwendet. Die Ergebnisse zur Struktur der phonologischen Bewusstheit zeigten Schwierigkeiten bei der l{\"a}ngsschnittlichen Abbildung des Konstrukts im Vorschulalter. Da die Tests zur Erfassung der phonologischen Bewusstheit im weiteren Sinne (auf Reim- und Silbenebene) Deckeneffekte aufwiesen und sich im Vorschulalter insbesondere die phonologische Bewusstheit im engeren Sinne (auf Phonemebene) entwickelt, wurde das latente Konstrukt der phonologischen Bewusstheit im Weiteren ausschließlich durch Messverfahren zur Erfassung der phonologischen Bewusstheit im engeren Sinne modelliert. Zudem ließ sich lediglich schwache Messinvarianz etablieren, sodass die Befunde auf einen qualitativen Wandel des Konstrukts w{\"a}hrend des letzten Kindergartenjahres hindeuten. Die Befunde zu Zusammenh{\"a}ngen der phonologischen Bewusstheit mit weiteren phonologischen, fr{\"u}hen schriftsprachlichen und sprachlichen Kompetenzen ergaben komplexe wechselseitige Effekte. Die phonologische Bewusstheit sagte dabei die Entwicklung fr{\"u}her schriftsprachlicher Kompetenzen vorher, w{\"a}hrend sich die Entwicklung der phonologischen Bewusstheit selbst auch durch grammatikalische Kompetenzen erkl{\"a}ren ließ. Bei den Analysen zur F{\"o}rderung der phonologischen Bewusstheit im Vorschulalter war insbesondere die explizite F{\"o}rderung durch „H{\"o}ren, lauschen, lernen" (K{\"u}spert \& Schneider, 2018) effektiv. F{\"u}r die Effektivit{\"a}t des Programms waren zudem die Implementationsbedingungen im Kindergarten relevant. Hier erwies sich vor allem eine vorherige Schulung der Erzieher(innen) als positiv sowie auch eine Abweichung vom Manual in organisatorischer Hinsicht, sodass das Training nicht t{\"a}glich, sondern mehrmals pro Woche in gr{\"o}ßeren Abschnitten stattfand. Auf die implizite F{\"o}rderung der phonologischen Bewusstheit konnte lediglich indirekt {\"u}ber das Wissen der Erzieher(innen) {\"u}ber Sprach- und fr{\"u}he Schriftsprachf{\"o}rderung geschlossen werden. Das Wissen der Erzieher(innen) {\"u}ber die F{\"o}rderung phonologischer Bewusstheit war dabei nicht von Bedeutung f{\"u}r die Kompetenzentwicklung der Kinder. Stattdessen wirkte sich das Wissen {\"u}ber sprachliche F{\"o}rdermaßnahmen, insbesondere bez{\"u}glich Maßnahmen bei Aussprachst{\"o}rungen, g{\"u}nstig auf die Entwicklung der phonologischen Bewusstheit aus. Neben Effekten einer expliziten und impliziten F{\"o}rderung der phonologischen Bewusstheit waren auch inzidentelle Effekte aufgrund der Urteile der Erzieher(innen) {\"u}ber die Kompetenzen der Kinder nachweisbar. Auch hier wirkten sich die Einsch{\"a}tzungen der sprachlichen Kompetenzen in den Bereichen Aussprache, Wortschatz und Grammatik auf die Entwicklung der phonologischen Bewusstheit aus, w{\"a}hrend die Einsch{\"a}tzung der phonologischen Bewusstheit selbst durch die Erzieher(innen) die weitere Entwicklung nicht vorhersagen konnte. Insgesamt sprechen die Befunde f{\"u}r komplexe Zusammenh{\"a}nge der phonologischen Bewusstheit mit weiteren phonologischen, fr{\"u}hen schriftsprachlichen und sprachlichen Kompetenzen, die auch bei der Konzeption von F{\"o}rdermaßnahmen ber{\"u}cksichtigt werden sollten.}, subject = {Phonologische Bewusstheit}, language = {de} } @phdthesis{Hoermann2020, author = {H{\"o}rmann, Markus}, title = {Analyzing and fostering students' self-regulated learning through the use of peripheral data in online learning environments}, doi = {10.25972/OPUS-18009}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-180097}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2020}, abstract = {Learning with digital media has become a substantial part of formal and informal educational processes and is gaining more and more importance. Technological progress has brought overwhelming opportunities for learners, but challenges them at the same time. Learners have to regulate their learning process to a much greater extent than in traditional learning situations in which teachers support them through external regulation. This means that learners must plan their learning process themselves, apply appropriate learning strategies, monitor, control and evaluate it. These requirements are taken into account in various models of self-regulated learning (SRL). Although the roots of research on SRL go back to the 1980s, the measurement and adequate support of SRL in technology-enhanced learning environments is still not solved in a satisfactory way. An important obstacle are the data sources used to operationalize SRL processes. In order to support SRL in adaptive learning systems and to validate theoretical models, instruments are needed which meet the classical quality criteria and also fulfil additional requirements. Suitable data channels must be measurable "online", i.e., they must be available in real time during learning for analyses or the individual adaptation of interventions. Researchers no longer only have an interest in the final results of questionnaires or tasks, but also need to examine process data from interactions between learners and learning environments in order to advance the development of theories and interventions. In addition, data sources should not be obtrusive so that the learning process is not interrupted or disturbed. Measurements of physiological data, for example, require learners to wear measuring devices. Moreover, measurements should not be reactive. This means that other variables such as learning outcomes should not be influenced by the measurement. Different data sources that are already used to study and support SRL processes, such as protocols on thinking aloud, screen recording, eye tracking, log files, video observations or physiological sensors, meet these criteria to varying degrees. One data channel that has received little attention in research on educational psychology, but is non-obtrusive, non-reactive, objective and available online, is the detailed, timely high-resolution data on observable interactions of learners in online learning environments. This data channel is introduced in this thesis as "peripheral data". It records both the content of learning environments as context, and related actions of learners triggered by mouse and keyboard, as well as the reactions of learning environments, such as structural or content changes. Although the above criteria for the use of the data are met, it is unclear whether this data can be interpreted reliably and validly with regard to relevant variables and behavior. Therefore, the aim of this dissertation is to examine this data channel from the perspective of SRL and thus further close the existing research gap. One development project and four research projects were carried out and documented in this thesis.}, subject = {Selbstgesteuertes Lernen}, language = {en} } @phdthesis{Lenhart2020, author = {Lenhart, Jan Niklas Peter}, title = {Learning Words from Stories: How Method of Story Delivery and Questioning Styles Influence Children's Vocabulary Learning}, doi = {10.25972/OPUS-18591}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-185919}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2020}, abstract = {Sharing stories has become increasingly popular as a means to foster young children's vocabulary development and to target early vocabulary gaps between disadvantaged children and their better-equipped peers. Although, in general, the beneficial effects of story interventions have been demonstrated (Marulis \& Neuman, 2010, 2013), many factors possibly moderating those effects - including method of story delivery as well as questioning style - merit further examination (R. L. Walsh \& Hodge, 2018). The aim of the present doctoral thesis was to test predictions from different theories on methods of story delivery and questioning styles regarding their influence on children's vocabulary learning from listening to stories. Method of story delivery refers to the general way of how stories can be conveyed, with reading aloud and free-telling of stories (i.e., the narrator telling stories without reading from text) representing different approaches that are assumed to differ regarding narrator behavior and linguistic complexity. Questioning styles refer to different combinations of questions' cognitive demand level (low vs. high vs. scaffolding-like increasing from low to high) and/or placement (within the story vs. after the story) during story sessions. In the present doctoral thesis, the first two studies (Studies 1 and 2) compared reading aloud and free-telling of stories as different methods of story delivery. Study 1 consisted of two experiments utilizing a within-subjects design with 3- to 6-year-old preschool children (Nexperiment1 = 83; Nexperiment2 = 48) listening to stories once either presented read aloud or freely told. Study 2 extended the first study by examining effects on story comprehension and additionally including audiotape versions of both story-delivery methods as experimental conditions, which allowed separating narrator behavior and linguistic complexity. With the second study being conducted as a between-subjects design, 4- to 6-year-old preschool children (N = 60) heard each of the stories twice, but listened only to one type of story delivery. The results of Study 1 indicated that no differences between methods of story delivery regarding word learning and child engagement were observable when narrator behavior in terms of eye contact and gesticulation was similar. However in Study 2, when free-telling was operationalized in a more naturalistic way, marked by higher rates of eye contact and gesticulation, it resulted in better child engagement, greater vocabulary learning, and better story comprehension than reading aloud. In contrast, as indicated by both studies, differences in linguistic complexity had no short-term impact on learning and comprehension. The studies, however, could not isolate the influence of eye contact versus gesture usage and could not distinguish between different types of gestures. The second set of studies (Studies 3 and 4) contrasted the effects of different types of question demand level (low vs. high vs. scaffolding-like increasing from low to high) and placement (within the story vs. after the story) and examined potential interactions with children's cognitive skills. In one-to-one reading sessions (Study 3; N = 86) or small-group reading sessions (Study 4; N = 91) 4- to 6-year-old preschool children heard stories three times marked by different types of question demand level and placement or simply read-aloud without questions. The adult narrators encouraged the children to reflect on and answer questions (Study 1) and to give feedback on other children's comments (Study 2), but in both studies, to ensure fidelity of the experimental conditions, the adult narrators did not provide corrective feedback or elaborate on the children's answers. Results on measures of different facets of word learning indicated that asking questions resulted in better vocabulary learning than simply reading the stories aloud. However, in contrast to proposed hypotheses and across both studies, different types of question demand level and placement did not exert differential effects and they did not interact with children's general vocabulary knowledge or memory skills. Thus, both studies suggest that those two types of questions features have no impact on children's vocabulary learning, if questions are not followed up by narrator feedback and elaborations. However, whether different types of question placement and demand level produce differential learning gains through adult-child discussion following different questioning styles has still to be determined. Taken together, the four studies of the present doctoral thesis underline the central role that adults play for successful story sessions with young children not only for engaging children in the story but also for extending and for correcting their utterances. Although the presented studies extend existing knowledge about methods of story delivery and questioning styles during story sessions, further research needs to examine the impact of questioning styles on word learning through subsequent adult-child discussion and to gain a better understanding of the role of nonverbal narrator behavior during story delivery.}, subject = {Sprachf{\"o}rderung}, language = {en} } @phdthesis{Genheimer2020, author = {Genheimer, Hannah}, title = {The acquisition of anxiety and the impact of transcutaneous vagus nerve stimulation on extinction learning in virtual contexts}, doi = {10.25972/OPUS-20639}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-206390}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2020}, abstract = {This thesis aims for a better understanding of the mechanisms underlying anxiety as well as trauma- and stressor-related disorders and the development of new therapeutic approaches. I was first interested in the associative learning mechanisms involved in the etiology of anxiety disorders. Second, I explored the therapeutic effects of transcutaneous vagus nerve stimulation (tVNS) as a promising new method to accelerate and stabilize extinction learning in humans. For these purposes, I applied differential anxiety conditioning protocols realized by the implementation of virtual reality (VR). Here, a formerly neutral virtual context (anxiety context, CTX+) is presented whereby the participants unpredictably receive mildly aversive electric stimuli (unconditioned stimulus, US). Another virtual context (safety context, CTX-) is never associated with the US. Moreover, extinction of conditioned anxiety can be modeled by presenting the same contexts without US delivery. When unannounced USs were administered after extinction, i.e. reinstatement, the strength of the "returned" conditioned anxiety can provide information on the stability of the extinction memory. In Study 1, I disentangled the role of elemental and conjunctive context representations in the acquisition of conditioned anxiety. Sequential screenshots of two virtual offices were presented like a flip-book so that I elicited the impression of walking through the contexts. Some pictures of CTX+ were paired with an US (threat elements), but not some other screenshots of the same context (non-threat elements), nor the screenshots depicting CTX- (safety elements). Higher contingency ratings for threat compared to non-threat elements revealed elemental representation. Electro-cortical responses showed larger P100 and early posterior negativity amplitudes elicited by screenshots depicting CTX+ compared to CTX- and suggested conjunctive representation. These results support the dual context representation in anxiety acquisition in healthy individuals. Study 2 addressed the effects of tVNS on the stabilization of extinction learning by using a context conditioning paradigm. Potentiated startle responses as well as higher aversive ratings in CTX+ compared to CTX- indicate successful anxiety conditioning. Complete extinction was found in startle responses and valence ratings as no differentiation between CTX+ and CTX- suggested. TVNS did not affect extinction or reinstatement of anxiety which may be related to the inappropriate transferability of successful stimulation parameters from epilepsy patients to healthy participants during anxiety extinction. Therefore, in Study 3 I wanted to replicate the modulatory effects of tVNS on heart rate and pain perception by the previously used parameters. However, no effects of tVNS were observed on subjective pain ratings, on pain tolerance, or on heart rate. This led to the conclusion that the modification of stimulation parameters is necessary for a successful acceleration of anxiety extinction in humans. In Study 4, I prolonged the tVNS and, considering previous tVNS studies, I applied a cue conditioning paradigm in VR. Therefore, during acquisition a cue (CS+) presented in CTX+ predicted the US, but not another cue (CS-). Both cues were presented in a second context (CTX-) and never paired with the US. Afterward, participants received either tVNS or sham stimulation and underwent extinction learning. I found context-dependent cue conditioning only in valence ratings, which was indicated by lower valence for CS+ compared to CS- in CTX+, but no differential ratings in CTX-. Successful extinction was indicated by equal responses to CS+ and CS-. Interestingly, I found reinstatement of conditioned fear in a context-dependent manner, meaning startle response was potentiated for CS+ compared to CS- only in the anxiety context. Importantly, even the prolonged tVNS had no effect, neither on extinction nor on reinstatement of context-dependent cue conditioning. However, I found first evidence for accelerated physiological contextual extinction due to less differentiation between startles in CTX+ compared to CTX- in the tVNS than in the sham stimulated group. In sum, this thesis first confirms the dual representation of a context in an elemental and a conjunctive manner. Second, though anxiety conditioning and context-dependent cue conditioning paradigms worked well, the translation of tVNS accelerated extinction from rats to humans needs to be further developed, especially the stimulation parameters. Nevertheless, tVNS remains a very promising approach of memory enhancement, which can be particularly auspicious in clinical settings.}, subject = {Angst}, language = {en} } @phdthesis{Ahrens2020, author = {Ahrens, Lea Marlen}, title = {The Role of Attentional Control and Fear Acquisition and Generalization in Social Anxiety Disorder}, doi = {10.25972/OPUS-17162}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-171622}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2020}, abstract = {Although Social Anxiety Disorder (SAD) is one of the most prevalent mental disorders, still little is known about its development and maintenance. Cognitive models assume that deviations in attentional as well as associative learning processes play a role in the etiology of SAD. Amongst others, deficits in inhibitory attentional control as well as aberrations during fear generalization, which have already been observed in other anxiety disorders, are two candidate mechanisms that might contribute to the onset and retention of SAD. However, a review of the literature shows that there is a lack of research relating to these topics. Thus, the aim of the present thesis was to examine in which way individuals with SAD differ from healthy controls regarding attentional control and generalization of acquired fear during the processing of social stimuli. Study 1 tested whether impairment in the inhibitory control of attention is a feature of SAD, and how it might be influenced by emotional expression and gaze direction of an interactional partner. For this purpose, individuals with SAD and healthy controls (HC) participated in an antisaccade task with faces displaying different emotional expressions (angry, neutral and happy) and gaze directions (direct and averted) serving as target stimuli. While the participants performed either pro- or antisaccades in response to the peripherally presented faces, their gaze behavior was recorded via eye-tracking, and ratings of valence and arousal were obtained. Results revealed that both groups showed prolonged latencies and increased error rates in trials with correct anti- compared to prosaccades. However, there were no differences between groups with regard to response latency or error rates, indicating that SAD patients did not exhibit impairment on inhibitory attentional control in comparison to HC during eye-tracking. Possible explanations for this finding could be that reduced inhibitory attentional control in SAD only occurs under certain circumstances, for example, when these individuals currently run the risk of being negatively evaluated by others and not in the mere presence of phobic stimuli, or when the cognitive load of a task is so high that it cannot be unwound by compensatory strategies, such as putting more effort into a task. As not only deviations in attentional, but also associative learning processes might be pathogenic markers of SAD, these mechanisms were further addressed in the following experiments. Study 2 is the first that attempted to investigate the generalization of conditioned fear in patients with SAD. To this end, patients with SAD and HC were conditioned to two neutral female faces serving as conditioned stimuli (CS+: reinforced; CS-: non-reinforced) and a fearful face paired with a loud scream serving as unconditioned stimulus (US). Fear generalization was tested by presenting morphs of the two faces (GS: generalization stimuli), which varied in their similarity to the original faces. During the whole experiment, self-report ratings, heart rate (HR) and skin conductance responses (SCR) were recorded. Results demonstrated that SAD patients rated all stimuli as less pleasant and more arousing, and overestimated the occurrence of the US compared to HC, indicating a general hyperarousal in individuals with SAD. In addition, ratings and SCR indicated that both groups generalized their acquired fear from the CS+ to intermediate GSs as a function of their similarity to the CS+. However, except for the HR data, which indicated that only SAD patients but not HC displayed a generalization response in this measure, most of the results did not support the hypothesis that SAD is characterized by overgeneralization. A plausible reason for this finding could be that overgeneralization is just a key characteristic of some anxiety disorders and SAD is not one of them. Still, other factors, such as comorbidities in the individuals with SAD, could also have had an influence on the results, which is why overgeneralization was further examined in study 3. The aim of study 3 was to investigate fear generalization on a neuronal level. Hence, high (HSA) and low socially anxious participants (LSA) underwent a conditioning paradigm, which was an adaption of the experimental design used study 2 for EEG. During the experiment, steady-state visually evoked potentials (ssVEPs) and ratings of valence and arousal were recorded. Analyses revealed significant generalization gradients in all ratings with highest fear responses to the CS+ and a progressive decline of these reactions with increasing similarity to the CS-. In contrast, the generalization gradient on a neuronal level showed highest amplitudes for the CS+ and a reduction in amplitude to the most proximal, but not distal GSs in the ssVEP signal, which might be interpreted as lateral inhibition in the visual cortex. The observed dissociation among explicit and implicit measures points to different functions of behavioral and sensory cortical processes during fear generalization: While the ratings might reflect an individual's consciously increased readiness to react to threat, the lateral inhibition pattern in the occipital cortex might serve to maximize the contrast among stimuli with and without affective value and thereby improve adaptive behavior. As no group differences could be observed, the finding of study 2 that overgeneralization does not seem to be a marker of SAD is further consolidated. In sum, the conducted experiments suggest that individuals with SAD are characterized by a general hyperarousal during the exposition to disorder-relevant stimuli as indicated by enhanced arousal and reduced valence ratings of the stimuli compared to HC. However, the hypotheses that reduced inhibitory attentional control and overgeneralization of conditioned fear are markers of SAD were mostly not confirmed. Further research is required to elucidate whether they only occur under certain circumstances, such as high cognitive load (e.g. handling two tasks simultaneously) or social stress (e.g. before giving a speech), or whether they are not characteristics of SAD at all. With the help of these findings, new interventions for the treatment of SAD can be developed, such as attentional bias modification or discrimination learning.}, subject = {Sozialangst}, language = {en} } @phdthesis{LangeneSoehnchen2020, author = {Lange [n{\´e} S{\"o}hnchen], Bastian}, title = {Influence of social anxiety on social attention and corresponding changes in action patterns}, doi = {10.25972/OPUS-18900}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-189001}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2020}, abstract = {People who suffer Social Anxiety Disorder (SAD) are under substantial personal distress and endure impaired normal functioning in at least some parts of everyday life. Next, to the personal suffering, there are also the immense public health costs to consider, as SAD is the most common anxiety disorder and thereby one of the major psychiatric disorders in general. Over the last years, fundamental research found cognitive factors as essential components in the development and maintenance of social fears. Following leading cognitive models, avoidance behaviors are thought to be an important factor in maintaining the developed social anxieties. Therefore, this thesis aims to deepen the knowledge of avoidance behaviors exhibited in social anxiety, which allows to get a better understanding of how SAD is maintained. To reach this goal three studies were conducted, each using a different research approach. In the first study cutting-edge Virtual Reality (VR) equipment was used to immerse participants in a virtual environment. In this virtual setting, High Socially Anxious (HSA) individuals and matched controls had to execute a social Approach-Avoidance Task (AAT). In the task, participants had to pass a virtual person displaying neutral or angry facial expressions. By using a highly immersive VR apparatus, the first described study took the initial step in establishing a new VR task for the implicit research on social approach-avoidance behaviors. By moving freely through a VR environment, participants experienced near real-life social situations. By tracking body and head movements, physical and attentional approach-avoidance processes were studied. The second study looked at differences in attention shifts initiated by gaze-cues of neutral or emotional faces. Comparing HSA and controls, enabled a closer look at attention re-allocation with special focus on social stimuli. Further, context conditioning was used to compare task performance in a safe and in a threatening environment. Next to behavioral performance, the study also investigated neural activity using Electroencephalography (EEG) primarily looking at the N2pc component. In the third study, eye movements of HSA and Low Socially Anxious (LSA) were analyzed using an eye-tracking apparatus while participants executed a computer task. The participants' tasks consisted of the detection of either social or non-social stimuli in complex visual settings. The study intended to compare attention shifts towards social components between these two tasks and how high levels of social anxiety influence them. In other words, the measurements of eye movements enabled the investigation to what extent social attention is task-dependent and how it is influenced by social anxiety. With the three described studies, three different approaches were used to get an in-depth understanding of what avoidance behaviors in SAD are and to which extent they are exhibited. Overall, the results showed that HSA individuals exhibited exaggerated physical and attentional avoidance behavior. Furthermore, the results highlighted that the task profoundly influences attention allocation. Finally, all evidence indicates that avoidance behaviors in SAD are exceedingly complex. They are not merely based on the fear of a particular stimulus, but rather involve highly compound cognitive processes, which surpass the simple avoidance of threatening stimuli. To conclude, it is essential that further research is conducted with special focus on SAD, its maintaining factors, and the influence of the chosen research task and method.}, subject = {Sozialangst}, language = {en} } @phdthesis{Zeller2011, author = {Zeller, Julia}, title = {Funktionelle Aktivierungen im Verlauf eines Jahres bei Patienten mit Alzheimer-Erkrankung und gesunden Kontrollen}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-67408}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2011}, abstract = {Hintergrund: Die Alzheimer-Erkrankung ist die h{\"a}ufigste neurodegenerative Erkrankung. Da es zurzeit f{\"u}r sie noch keine Heilung gibt, richtet sich das Hauptaugenmerk auf eine m{\"o}glichst fr{\"u}he Diagnose und die Behandlung mit krankheitsverz{\"o}gernden Medikamenten. Vor allem die funktionelle Bildgebung gilt im Bereich der Fr{\"u}hdiagnose als vielversprechend. Neben dem Ged{\"a}chtnis werden die visuell-r{\"a}umliche Informationsverarbeitung, exekutive Funktionen und Aufmerksamkeitsprozesse untersucht. Hierbei zeigen sich zentralnerv{\"o}se Aktivierungsauff{\"a}lligkeiten in kortikalen Zielregionen etwa im pr{\"a}frontalen und im parietalen Kortex. Verlaufsuntersuchungen konzentrieren sich vor allem darauf aus der Gehirnaktivierung Vorhersagen {\"u}ber kognitive Ver{\"a}nderungen bei {\"a}lteren Personen mit und ohne Ged{\"a}chtnisst{\"o}rung treffen zu k{\"o}nnen. Nur wenige Studien erfassen dabei jedoch die Gehirnaktivierung zu mehreren Messzeitpunkten. Gerade f{\"u}r große Stichproben und wiederholte Messungen k{\"o}nnte die funktionelle Nahinfrarotspektroskopie (fNIRS) sich als Alternative zur Magnetresonanztomographie anbieten. Ziel: Ziel der Studie war es, mit fNIRS und ereigniskorrelierten Potentialen funktionelle Unterschiede zwischen Alzheimer-Patienten und gleichaltrigen Kontrollen in mehreren Funktionsbereichen darzustellen und ihre Ver{\"a}nderung {\"u}ber den Zeitraum eines Jahres zu verfolgen. Zum ersten Mal sollte im Rahmen einer prospektiven Untersuchung mit fNIRS gepr{\"u}ft werden ob kortikale Aktivierungen zur Vorhersage von neuropsychologischen Testwerten genutzt werden k{\"o}nnen. Zus{\"a}tzlich stellte sich die Frage, ob fNIRS f{\"u}r Verlaufsuntersuchungen an {\"a}lteren Stichproben geeignet ist. Methoden: Im Rahmen der vorliegenden Arbeit wurden zum ersten Messzeitpunkt (T1) 73 Patienten und 71 Kontrollen mit vier Paradigmen in den drei Funktionsbereichen visuell-r{\"a}umliche Informationsverarbeitung, exekutive Funktionen und zentralnerv{\"o}se Filtermechanismen mit fNIRS und ereigniskorrelierten Potentialen gemessen. Die Probanden durchliefen eine Line Orientation Aufgabe, zwei Versionen einer Wortfl{\"u}ssigkeitsaufgabe (phonologisch und semantisch) und das P50-Doppelklickparadigma. Zielparameter waren dabei die aufgabenbezogene Aktivierung im parietalen Kortex, im dorsolateralen Pr{\"a}frontalkortex (DLPFC) und das sensorische Gating, gemessen durch die P50-Supression nach wiederholter Reizdarbietung. Zus{\"a}tzlich wurden zwei typische Tests zur Demenzdiagnostik (MMST und DemTect) erhoben. Die zweite Messung (T2) fand nach 12 Monaten statt und lief identisch zur ersten Untersuchung ab. Zu T2 konnten 14 Patienten und 51 Kontrollen erneut rekrutiert werden. Ergebnisse: Zu T1 konnte mit fNIRS ein Aktivierungsdefizit f{\"u}r Patienten im DLPFC w{\"a}hrend der phonologischen Wortfl{\"u}ssigkeitsaufgabe und im rechten Parietalkortex w{\"a}hrend der Line Orientation Aufgabe festgestellt werden. F{\"u}r die semantische Wortfl{\"u}ssigkeitsaufgabe und das sensorische Gating zeigten sich keine zentralnerv{\"o}sen Unterschiede. {\"U}ber das Jahr hinweg nahm die aufgabenbezogene Aktivierung der Patienten im linken DLPFC f{\"u}r beide Versionen der Wortfl{\"u}ssigkeitsaufgabe deutlich ab, w{\"a}hrend gleichaltrige Kontrollpersonen keine kortikalen Ver{\"a}nderungen zeigten. Zu T2 war das sensorische Gating der Patienten außerdem deutlich schlechter im Vergleich zu gesunden Kontrollen. Die Ver{\"a}nderungen der Oxygenierung w{\"a}hrend der Wortfl{\"u}ssigkeitsaufgabe konnten f{\"u}r gesunde Kontrollen Verschlechterungen im MMST und im DemTect vorhersagen. Vor allem ein Verlust der Lateralisierung ging mit einem Abfall in den kognitiven Tests einher. Schlussfolgerung: Spezifische Defizite in der kortikalen Aktivierung konnten bei Alzheimer-Patienten mit fNIRS beobachtet und genauer beschrieben werden. Auch die Ver{\"a}nderung im Verlauf eines Jahres ließ sich mit dieser Methode verfolgen. F{\"u}r L{\"a}ngsschnittuntersuchungen, die sich mit der kortikalen Aktivierung als Pr{\"a}diktor f{\"u}r dementielle Entwicklungen besch{\"a}ftigen, bietet sich fNIRS somit als praktische Alternative zur fMRT an, zumal die gemessenen Ver{\"a}nderungen in der Oxygenierung auch prognostischen Wert f{\"u}r {\"a}ltere Kontrollpersonen besaßen. Vor allem die funktionelle Lateralisierung in frontalen Kortexbereichen scheint als Pr{\"a}diktor kognitiver Leistungen im Alter von Bedeutung zu sein.}, subject = {Alzheimer-Krankheit}, language = {de} } @phdthesis{Pohl2011, author = {Pohl, Carsten}, title = {Feature processing and feature integration in unconscious processing : A Study with chess novices and experts}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-67190}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2011}, abstract = {The scope of the present work encompasses the influence of experience (i.e. expertise) for feature processing in unconscious information processing. In the introduction, I describe the subliminal priming paradigm, a method to examine how stimuli, we are not aware of, nonetheless influence our actions. The activation of semantic response categories, the impact of learned stimulus-response links, and the action triggering through programmed stimulus-response links are the main three hypotheses to explain unconscious response activation. Besides, the congruence of perceptual features can also influence subliminal priming. On the basis of the features location and form, I look at evidence that exists so far for perceptual priming. The second part of the introduction reviews the literature showing perceptual superiority of experts. This is illustrated exemplarily with three domains of expertise - playing action video games, which constitutes a general form of perceptual expertise, radiology, a more natural form of expertise, and expertise in the game of chess, which is seen as the Drosophila of psychology. In the empirical section, I report nine experiments that applied a subliminal check detection task. Experiment 1 shows subliminal response priming for chess experts but not for chess novices. Thus, chess experts are able to judge unconsciously presented chess configurations as checking or nonchecking. The results of Experiment 2 suggest that acquired perceptual chunks, and not the ability to integrate perceptual features unconsciously, was responsible for unconscious check detection, because experts' priming does not occur for simpler chess configurations which afforded an unfamiliar classification. With a more complex chess detection task, Experiment 3 indicates that chess experts are not able to process perceptual features in parallel or alternatively, that chess experts are not able to form specific expectations which are obviously necessary to elicit priming if many chess displays are applied. The aim of Experiment 4-9 was to further elaborate on unconscious processing of the single features location and form in novices. In Experiment 4 and 5, perceptual priming according the congruence of the single features location and form outperformed semantically-based response priming. Experiment 6 and 7 show that (in contrast to form priming) the observed location priming effect is rather robust and is also evident for an unexpected form or colour. In Experiment 8, location and form priming, which was additionally related to response priming, were directly compared to each other. Location priming was again stronger than form priming. Finally, Experiment 9 demonstrates that with the subliminal check detection task it is possible to induce response priming in novices when the confounding influences of location and form are absent. In the General discussion, I first summarized the findings. Second, I discuss possible underlying mechanisms of different subliminal perception in experts and novices. Third, I focus on subliminal perceptual priming in novices, especially on the impact of the features location and form. And finally, I discuss a framework, the action trigger account that integrates the different results of the present work.}, subject = {Bewusstsein}, language = {en} } @article{ScheiblerSchneider1985, author = {Scheibler, Dieter and Schneider, Wolfgang}, title = {Monte Carlo Tests of the accuracy of Cluster analysis algorithms: A comparison of hierarchical and nonhierarchical methods}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-62000}, year = {1985}, abstract = {Nine hierarchical and four nonhierarchical clustering algorithms were compared on their ability to resolve 200 multivariate normal mixtures. The effects of coverage, similarity measures, and cluster overlap were studied by including different levels of coverage for the hierarchical algorithms, Euclidean distances and Pearson correlation coefficients, and truncated multivariate normal mixtures in the analysis. The results confirmed the findings of previous Monte Carlo studies on clustering procedures in that accuracy was inversely related to coverage, and that algorithms using correlation as the similarity measure were significantly more accurate than those using Euclidean distances. No evidence was found for the assumption that the positive effects of the use of correlation coefficients are confined to unconstrained mixture models.}, subject = {Psychologie}, language = {en} } @article{SodianSchneiderPerlmutter1986, author = {Sodian, Beate and Schneider, Wolfgang and Perlmutter, Marion}, title = {Recall, clustering, and metamemory in young children}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-62014}, year = {1986}, abstract = {Thirty-two 4-year-olds and thirty-two 6-year-olds were tested for free and cued recall following either play-and-remember or sort-and-remember instructions and assessed for their metamemory of the efficacy of conceptual and perceptual sorting strategies. The younger children recalled significantly more items under sort-and-remember than under play-and-remember instructions, whereas no significant recall differences between instructional conditions were found for the older children. However, 6-year-olds showed higher levels of recall than 4-year-olds in both instructional conditions. Category cues were much more effective than color cues, regardless of age. In addition, clustering scores indicated that conceptual organization at both encoding and retrieval increased with age and with instruction. These results show that from 4 to 6 years of age children are learning to spontaneously employ memory strategies. In addition, they highlight the increasing importance of conceptual organization to retention of young children. Finally, the metamemory data suggest that there may be a lag between children's articulated declarative knowledge about the usefulness of conceptual organization and their procedural use of it.}, subject = {Psychologie}, language = {en} } @phdthesis{Schnabel2011, author = {Schnabel, Eva}, title = {Alcohol and driving-related performance - A comprehensive meta-analysis focusing the significance of the non-significant}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-69959}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2011}, abstract = {The present work reviews the experimental literature on the acute effects of alcohol on human behaviour related to driving performance. A meta-analysis was conducted which includes studies published between 1954 and 2007 in order to provide a comprehensive knowledge of the substance alcohol. 450 studies reporting 5,300 findings were selected from over 12,000 references after applying certain in- and exclusion criteria. Thus, the present meta-analysis comprises far more studies than reviews on alcohol up to now. In the selected studies, different performance tests were conducted which were relevant for driving. The classification system used in this work assigns these tests to eight categories. The main categories consist of several sub categories classifying the tasks more precisely. The main categories were: (1) visual functions, (2) attention (including vigilance), (3) divided attention, (4) en-/decoding (including information processing and memory), (5) reaction time (including simple reaction time and choice reaction time), (6) psychomotor skills, (7) tracking and (8) driving. In addition to the performance aspect, the classification system takes into account mood and social behaviour variables related to driving safety like tiredness or aggression. Following the evaluation method of vote-counting, the number of significant findings and the number of non-significant findings were summarised per blood alcohol concentration (BAC) group. Thereby, a quantitative estimation of the effects of alcohol depending on the BAC was established, the so-called impairment function, which shows the percentage of significantly impaired findings. In order to provide a general overview of alcohol effects on driving-related performance, a global impairment function was established by aggregating all performance findings. The function is nearly linear with about 30\% significant findings at a BAC of 0.05\% and 50\% significant findings at a BAC of 0.08\%. In addition, more specific impairment functions considering only the findings of the single behavioural categories were calculated. The results revealed that impairment depends not only on the BAC, but also clearly differs between most of the performance categories. Tracking and driving performance were most affected by alcohol with impairment beginning at very low BACs of 0.02\%. Also psychomotor skills were considerably affected by rather low BACs. Impairment of visual functions and information processing occurred at BACs of 0.04\% and increased substantially with higher BACs. Impairment in memory tests could be found with very low BACs of 0.02\%, but varied depending on the kind of memory. Performance decrements in divided attention tests could also be found with very low BACs in some studies. Attention started to be impaired at 0.04\% BAC, but - as in vigilance tasks - considerable impairment only occurred at higher BACs. Choice reaction time was affected at lower BACs than simple reaction time, which was - together with the critical flicker fusion frequency - the least sensitive parameter to the effects of alcohol. To conclude, most skills which are relevant for the safe operation of a vehicle are clearly impaired by BACs of 0.05\%, with motor functions being more affected than cognitive functions and complex tasks more than simple tasks. Generally, the results provided no evidence of a threshold effect for alcohol. There was no driving-related performance category for which a sudden transition from unimpaired to impaired occurred at a particular BAC level. In addition, a comparison was made between the present meta-analysis and two reviews of Moskowitz (Moskowitz \& Fiorentino, 2000; Moskowitz \& Robinson, 1988). Moskowitz reported much lower BACs at which performance was impaired. The reasons for this discrepancy lies in a different way to review scientific findings. On the one hand, Moskowitz focused on significant findings when selecting studies and findings for his reviews. On the other hand, the evaluation method used by Moskowitz ignored non-significant findings and counted each study once at the lowest BAC for which impairment was found. Those non-significant findings are as important as the significant ones in order to determine thresholds of impairment. Therefore, in contrast to Moskowitz, the present work describes the effects of alcohol with functions considering also the non-significant findings. The significance of the non-significant is emphasized with respect to the selection procedure as well as to the evaluation method.}, subject = {Trunkenheit im Verkehr}, language = {en} } @article{PressleyCarigliaBullDeaneetal.1987, author = {Pressley, Michael and Cariglia-Bull, Teresa and Deane, Shelley and Schneider, Wolfgang}, title = {Short-term memory, verbal competence, and age as predictors of imagery instructional effectiveness}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-62046}, year = {1987}, abstract = {No abstract available}, subject = {Psychologie}, language = {en} } @article{SchneiderKoerkelWeinert1987, author = {Schneider, Wolfgang and K{\"o}rkel, Joachim and Weinert, Franz E.}, title = {The effects of intelligence, self-concept, and attributional style on metamemory and memory behaviour}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-62050}, year = {1987}, abstract = {No abstract available}, subject = {Psychologie}, language = {en} } @article{SchneiderSodian1988, author = {Schneider, Wolfgang and Sodian, Beate}, title = {Metamemory-memory behavior relationships in young children: Evidence from a memory-for-location task}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-62062}, year = {1988}, abstract = {No abstract available}, subject = {Psychologie}, language = {en} } @article{Schneider1986, author = {Schneider, Wolfgang}, title = {The role of conceptual knowledge and metamemory in the development of organizational processes in memory}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-62022}, year = {1986}, abstract = {The present study investigated the relationshtp between developmental shifts in the organization of materials and developmental changes in deliberate strategy use. Second and fourth grade children were presented with clusterable sort/recall lists representing the factorial combinations of high and low interitem association, and high and low category relatedness. Strategy use in the task was rated by the experimenter and also assessed via self reports. General and task-related strategy knowledge tmetamemoryt was also examined. Second graders displayed more category clustering during recall for highly associated items than for weakly associated items. whereas older children's recall organization (but not recall) was unaffected by this organizational dimension. Correlations among measures of metamemory and organizational behavior indicated that second graders in general were unaware of the importance of categorization strategies for facilitation of recall. On the other hand. sorting during study and task-related metamemory were the most important predictors of fourth graders' recall performance, thus indicating that most fourth graders used categorization strategies deliberately.}, subject = {Psychologie}, language = {en} }