@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} }