TY - JOUR A1 - Ziegler, Georg C. A1 - Ehlis, Ann-Christine A1 - Weber, Heike A1 - Vitale, Maria Rosaria A1 - Zöller, Johanna E. M. A1 - Ku, Hsing-Ping A1 - Schiele, Miriam A. A1 - Kürbitz, Laura I. A1 - Romanos, Marcel A1 - Pauli, Paul A1 - Kalisch, Raffael A1 - Zwanzger, Peter A1 - Domschke, Katharina A1 - Fallgatter, Andreas J. A1 - Reif, Andreas A1 - Lesch, Klaus-Peter T1 - A Common CDH13 Variant is Associated with Low Agreeableness and Neural Responses to Working Memory Tasks in ADHD JF - Genes N2 - The cell—cell signaling gene CDH13 is associated with a wide spectrum of neuropsychiatric disorders, including attention-deficit/hyperactivity disorder (ADHD), autism, and major depression. CDH13 regulates axonal outgrowth and synapse formation, substantiating its relevance for neurodevelopmental processes. Several studies support the influence of CDH13 on personality traits, behavior, and executive functions. However, evidence for functional effects of common gene variation in the CDH13 gene in humans is sparse. Therefore, we tested for association of a functional intronic CDH13 SNP rs2199430 with ADHD in a sample of 998 adult patients and 884 healthy controls. The Big Five personality traits were assessed by the NEO-PI-R questionnaire. Assuming that altered neural correlates of working memory and cognitive response inhibition show genotype-dependent alterations, task performance and electroencephalographic event-related potentials were measured by n-back and continuous performance (Go/NoGo) tasks. The rs2199430 genotype was not associated with adult ADHD on the categorical diagnosis level. However, rs2199430 was significantly associated with agreeableness, with minor G allele homozygotes scoring lower than A allele carriers. Whereas task performance was not affected by genotype, a significant heterosis effect limited to the ADHD group was identified for the n-back task. Heterozygotes (AG) exhibited significantly higher N200 amplitudes during both the 1-back and 2-back condition in the central electrode position Cz. Consequently, the common genetic variation of CDH13 is associated with personality traits and impacts neural processing during working memory tasks. Thus, CDH13 might contribute to symptomatic core dysfunctions of social and cognitive impairment in ADHD. KW - ADHD KW - CDH13 KW - neurodevelopment KW - executive functions KW - working memory KW - Big Five KW - agreeableness Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-245220 SN - 2073-4425 VL - 12 IS - 9 ER - TY - JOUR A1 - Seibel, Sebastian A1 - Volmer, Judith T1 - A Diary Study on Anticipated Leisure Time, Morning Recovery, and Employees’ Work Engagement JF - International Journal of Environmental Research and Public Health N2 - Recovery during yesterday’s leisure time is beneficial for morning recovery, and morning recovery fosters employees’ work engagement, a positive, motivational state associated with job performance. We extended existing research by assuming that both, morning recovery (considered a resource) and anticipated leisure time (considered an anticipated resource gain), relate to work engagement. Anticipated leisure time comprises two constructs: general anticipation of leisure time, which refers to employees’ cognitive evaluation of their entire upcoming leisure time, and pleasant anticipation of a planned leisure activity, which describes a positive affective reaction because of one specific, upcoming leisure activity. We suggested that employees with high pleasant anticipation generate more thoughts of a planned leisure activity (ToPLA), which may distract them from their work, reducing their work engagement. A diary study over five days showed that morning recovery and general anticipation of leisure time were positively related to work engagement. Furthermore, employees with higher pleasant anticipation of a planned leisure activity reported more ToPLA. In contrast to our expectations, neither pleasant anticipation nor ToPLA was related to work engagement. In sum, this study introduced anticipated leisure time as a novel antecedent of work engagement and demonstrated that anticipated resource gains are important for high work engagement. KW - morning recovery KW - leisure time KW - pleasant anticipation KW - work engagement KW - thoughts of a planned leisure activity KW - diary study Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-246090 SN - 1660-4601 VL - 18 IS - 18 ER - TY - JOUR A1 - Breil, Christina A1 - Kanske, Philipp A1 - Pittig, Roxana A1 - Böckler, Anne T1 - A revised instrument for the assessment of empathy and Theory of Mind in adolescents: Introducing the EmpaToM-Y JF - Behavior Research Methods N2 - Empathy and Theory of Mind (ToM) are two core components of social understanding. The EmpaToM is a validated social video task that allows for independent manipulation and assessment of the two capacities. First applications revealed that empathy and ToM are dissociable constructs on a neuronal as well as on a behavioral level. As the EmpaToM has been designed for the assessment of social understanding in adults, it has a high degree of complexity and comprises topics that are inadequate for minors. For this reason, we designed a new version of the EmpaToM that is especially suited to measure empathy and ToM in youths. In experiment 1, we successfully validated the EmpaToM-Y on the original EmpaToM in an adult sample (N = 61), revealing a similar pattern of results across tasks and strong correlations of all constructs. As intended, the performance measure for ToM and the control condition of the EmpaToM-Y showed reduced difficulty. In experiment 2, we tested the feasibility of the EmpaToM-Y in a group of teenagers (N = 36). Results indicate a reliable empathy induction and higher demands of ToM questions for adolescents. We provide a promising task for future research targeting inter-individual variability of socio-cognitive and socio-affective capacities as well as their precursors and outcomes in healthy minors and clinical populations. KW - empathy KW - Theory of Mind KW - social cognition KW - social understanding KW - mentalizing KW - asolescence KW - development Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-302877 VL - 53 ER - TY - JOUR A1 - Kirsch, Wladimir A1 - Kitzmann, Tim A1 - Kunde, Wilfried T1 - Action affects perception through modulation of attention JF - Attention, Perception & Psychophysics N2 - The present study explored the origin of perceptual changes repeatedly observed in the context of actions. In Experiment 1, participants tried to hit a circular target with a stylus movement under restricted feedback conditions. We measured the perception of target size during action planning and observed larger estimates for larger movement distances. In Experiment 2, we then tested the hypothesis that this action specific influence on perception is due to changes in the allocation of spatial attention. For this purpose, we replaced the hitting task by conditions of focused and distributed attention and measured the perception of the former target stimulus. The results revealed changes in the perceived stimulus size very similar to those observed in Experiment 1. These results indicate that action's effects on perception root in changes of spatial attention. KW - perception KW - action KW - attention Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-273176 SN - 1943-393X VL - 83 IS - 5 ER - TY - THES A1 - Schmidts, Constantin T1 - Affective regulation of cognitive conflict T1 - Affektive Regulation von kognitivem Konflikt N2 - Kognitive Kontrolle beschreibt Prozesse die nötig sind um zielgerichtetes Handeln im Angesicht von internen oder externen Widerständen zu ermöglichen. Wenn wir aus eigenen Stücken oder inspiriert durch unsere Umwelt Handlungen vorbereiten die unseren aktuellen Zielen entgegen stehen, kommt es zu Konflikten. Solche Konflikte können sich auf nachfolgendes Erleben und Verhalten auswirken. Aversive Konsequenzen von Konflikt könnten in einem Konfliktüberwachungsmodul registriert werden, welches anschließend Aufmerksamkeitsänderungen und Handlungstendenzen zur Reduzierung dieses negativen Affektes in Gang setzt. Wenn das der Fall wäre, könnten die vielfach beobachteten Verhaltensanpassungen an kognitiven Konflikt ein Ausdruck von Emotionsregulation sein. Ein theoretischer Eckpfeiler der gegenwärtigen Forschung zur Emotionsregulation ist das Prozessmodell der Emotionsregulation, das aus den Regulationsstrategien Situationsauswahl, Situationsmodifikation, Aufmerksamkeitslenkung, kognitiven Veränderungen und Reaktionsmodulation besteht. Unter der Annahme, dass Konfliktanpassung und Affektregulation auf gemeinsamen Mechanismen fußen, habe ich aus dem Prozessmodell der Emotionsregulation Vorhersagen zur kognitiven Kontrolle abgeleitet und diese in elf Experimenten getestet (N = 509). Die Versuchsteilnehmer zeigten Situationsauswahl in Bezug auf Konflikte, allerdings nur dann, wenn sie ausdrücklich auf Handlungs- und Ergebniskontingenzen hingewiesen wurden (Experimente 1 bis 3). Ich fand Anzeichen für einen Mechanismus, der der Situationsmodifikation ähnelt, aber keine Hinweise auf eine Beteiligung von Affekt (Experimente 4 bis 10). Eine Änderung der Konfliktbewertung hatte keinen Einfluss auf das Ausmaß der Konfliktadaptation (Experiment 11). Insgesamt gab es Hinweise auf eine explizite Aversivität kognitiver Konflikte, jedoch weniger auf implizite Aversivität, was darauf hindeutet, dass Konflikte vor allem dann Affektregulationsprozesse auslösen, wenn Menschen explizit Affektregulationsziele vor Augen haben. N2 - Cognitive control is what makes goal-directed actions possible. Whenever the environment or our impulses strongly suggests a response that is incompatible with our goals, conflict arises. Such conflicts are believed to cause negative affect. Aversive consequences of conflict may be registered in a conflict monitoring module, which subsequently initiates attentional changes and action tendencies to reduce negative affect. This association suggests that behavioral adaptation might be a reflection of emotion regulation. The theoretical cornerstone of current research on emotion regulation is the process model of emotion regulation, which postulates the regulation strategies situation selection, situation modification, attentional deployment, cognitive change, and response modulation. Under the assumption that conflict adaptation and affect regulation share common mechanisms, I derived several predictions regarding cognitive control from the process model of emotion regulation and tested them in 11 experiments (N = 509). Participants engaged in situation selection towards conflict, but only when they were explicitly pointed to action-outcome contingencies (Experiments 1 to 3). I found support for a mechanism resembling situation modification, but no evidence for a role of affect (Experiments 4 to 10). Changing the evaluation of conflict had no impact on the extent of conflict adaptation (Experiment 11). Overall, there was evidence for an explicit aversiveness of cognitive conflict, but less evidence for implicit aversiveness, suggesting that conflict may trigger affect regulation processes, particularly when people explicitly have affect regulation goals in mind. KW - Affekt KW - Kognition KW - Emotionsregulation KW - Cognitive conflict KW - Affect regulation KW - Cognitive control KW - Experimentelle Psychologie Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-219897 ER - TY - JOUR A1 - Postema, Merel C. A1 - Hoogman, Martine A1 - Ambrosino, Sara A1 - Asherson, Philip A1 - Banaschewski, Tobias A1 - Bandeira, Cibele E. A1 - Baranov, Alexandr A1 - Bau, Claiton H.D. A1 - Baumeister, Sarah A1 - Baur‐Streubel, Ramona A1 - Bellgrove, Mark A. A1 - Biederman, Joseph A1 - Bralten, Janita A1 - Brandeis, Daniel A1 - Brem, Silvia A1 - Buitelaar, Jan K. A1 - Busatto, Geraldo F. A1 - Castellanos, Francisco X. A1 - Cercignani, Mara A1 - Chaim‐Avancini, Tiffany M. A1 - Chantiluke, Kaylita C. A1 - Christakou, Anastasia A1 - Coghill, David A1 - Conzelmann, Annette A1 - Cubillo, Ana I. A1 - Cupertino, Renata B. A1 - de Zeeuw, Patrick A1 - Doyle, Alysa E. A1 - Durston, Sarah A1 - Earl, Eric A. A1 - Epstein, Jeffery N. A1 - Ethofer, Thomas A1 - Fair, Damien A. A1 - Fallgatter, Andreas J. A1 - Faraone, Stephen V. A1 - Frodl, Thomas A1 - Gabel, Matt C. A1 - Gogberashvili, Tinatin A1 - Grevet, Eugenio H. A1 - Haavik, Jan A1 - Harrison, Neil A. A1 - Hartman, Catharina A. A1 - Heslenfeld, Dirk J. A1 - Hoekstra, Pieter J. A1 - Hohmann, Sarah A1 - Høvik, Marie F. A1 - Jernigan, Terry L. A1 - Kardatzki, Bernd A1 - Karkashadze, Georgii A1 - Kelly, Clare A1 - Kohls, Gregor A1 - Konrad, Kerstin A1 - Kuntsi, Jonna A1 - Lazaro, Luisa A1 - Lera‐Miguel, Sara A1 - Lesch, Klaus‐Peter A1 - Louza, Mario R. A1 - Lundervold, Astri J. A1 - Malpas, Charles B A1 - Mattos, Paulo A1 - McCarthy, Hazel A1 - Namazova‐Baranova, Leyla A1 - Nicolau, Rosa A1 - Nigg, Joel T. A1 - Novotny, Stephanie E. A1 - Oberwelland Weiss, Eileen A1 - O'Gorman Tuura, Ruth L. A1 - Oosterlaan, Jaap A1 - Oranje, Bob A1 - Paloyelis, Yannis A1 - Pauli, Paul A1 - Picon, Felipe A. A1 - Plessen, Kerstin J. A1 - Ramos‐Quiroga, J. Antoni A1 - Reif, Andreas A1 - Reneman, Liesbeth A1 - Rosa, Pedro G.P. A1 - Rubia, Katya A1 - Schrantee, Anouk A1 - Schweren, Lizanne J.S. A1 - Seitz, Jochen A1 - Shaw, Philip A1 - Silk, Tim J. A1 - Skokauskas, Norbert A1 - Soliva Vila, Juan C. A1 - Stevens, Michael C. A1 - Sudre, Gustavo A1 - Tamm, Leanne A1 - Tovar‐Moll, Fernanda A1 - van Erp, Theo G.M. A1 - Vance, Alasdair A1 - Vilarroya, Oscar A1 - Vives‐Gilabert, Yolanda A1 - von Polier, Georg G. A1 - Walitza, Susanne A1 - Yoncheva, Yuliya N. A1 - Zanetti, Marcus V. A1 - Ziegler, Georg C. A1 - Glahn, David C. A1 - Jahanshad, Neda A1 - Medland, Sarah E. A1 - Thompson, Paul M. A1 - Fisher, Simon E. A1 - Franke, Barbara A1 - Francks, Clyde T1 - Analysis of structural brain asymmetries in attention‐deficit/hyperactivity disorder in 39 datasets JF - Journal of Child Psychology and Psychiatry N2 - Objective Some studies have suggested alterations of structural brain asymmetry in attention‐deficit/hyperactivity disorder (ADHD), but findings have been contradictory and based on small samples. Here, we performed the largest ever analysis of brain left‐right asymmetry in ADHD, using 39 datasets of the ENIGMA consortium. Methods We analyzed asymmetry of subcortical and cerebral cortical structures in up to 1,933 people with ADHD and 1,829 unaffected controls. Asymmetry Indexes (AIs) were calculated per participant for each bilaterally paired measure, and linear mixed effects modeling was applied separately in children, adolescents, adults, and the total sample, to test exhaustively for potential associations of ADHD with structural brain asymmetries. Results There was no evidence for altered caudate nucleus asymmetry in ADHD, in contrast to prior literature. In children, there was less rightward asymmetry of the total hemispheric surface area compared to controls (t = 2.1, p = .04). Lower rightward asymmetry of medial orbitofrontal cortex surface area in ADHD (t = 2.7, p = .01) was similar to a recent finding for autism spectrum disorder. There were also some differences in cortical thickness asymmetry across age groups. In adults with ADHD, globus pallidus asymmetry was altered compared to those without ADHD. However, all effects were small (Cohen’s d from −0.18 to 0.18) and would not survive study‐wide correction for multiple testing. Conclusion Prior studies of altered structural brain asymmetry in ADHD were likely underpowered to detect the small effects reported here. Altered structural asymmetry is unlikely to provide a useful biomarker for ADHD, but may provide neurobiological insights into the trait. KW - attention‐deficit KW - hyperactivity disorder KW - brain asymmetry KW - brain laterality KW - structural MRI KW - large‐scale data Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-239968 VL - 62 IS - 10 SP - 1202 EP - 1219 ER - TY - JOUR A1 - Stegmann, Yannik A1 - Andreatta, Marta A1 - Pauli, Paul A1 - Wieser, Matthias J. T1 - Associative learning shapes visual discrimination in a web-based classical conditioning task JF - Scientific Reports N2 - Threat detection plays a vital role in adapting behavior to changing environments. A fundamental function to improve threat detection is learning to differentiate between stimuli predicting danger and safety. Accordingly, aversive learning should lead to enhanced sensory discrimination of danger and safety cues. However, studies investigating the psychophysics of visual and auditory perception after aversive learning show divergent findings, and both enhanced and impaired discrimination after aversive learning have been reported. Therefore, the aim of this web-based study is to examine the impact of aversive learning on a continuous measure of visual discrimination. To this end, 205 participants underwent a differential fear conditioning paradigm before and after completing a visual discrimination task using differently oriented grating stimuli. Participants saw either unpleasant or neutral pictures as unconditioned stimuli (US). Results demonstrated sharpened visual discrimination for the US-associated stimulus (CS+), but not for the unpaired conditioned stimuli (CS-). Importantly, this finding was irrespective of the US's valence. These findings suggest that associative learning results in increased stimulus salience, which facilitates perceptual discrimination in order to prioritize attentional deployment. KW - classical conditioning KW - fear conditioning KW - psychology KW - sensory processing KW - visual system Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-260480 VL - 11 IS - 1 ER - TY - JOUR A1 - Weiß, Martin A1 - Hein, Grit A1 - Hewig, Johannes T1 - Between joy and sympathy: Smiling and sad recipient faces increase prosocial behavior in the dictator game JF - International Journal of Environmental Research and Public Health N2 - In human interactions, the facial expression of a bargaining partner may contain relevant information that affects prosocial decisions. We were interested in whether facial expressions of the recipient in the dictator game influence dictators´ ehavior. To test this, we conducted an online study (n = 106) based on a modified version of a dictator game. The dictators allocated money between themselves and another person (recipient), who had no possibility to respond to the dictator. Importantly, before the allocation decision, the dictator was presented with the facial expression of the recipient (angry, disgusted, sad, smiling, or neutral). The results showed that dictators sent more money to recipients with sad or smiling facial expressions and less to recipients with angry or disgusted facial expressions compared with a neutral facial expression. Moreover, based on the sequential analysis of the decision and the interaction partner in the preceding trial, we found that decision-making depends upon previous interactions. KW - emotional influence KW - dictator game KW - facial expression KW - social decision-making Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-241106 VL - 18 IS - 11 ER - TY - JOUR A1 - Greving, Carla Elisabeth A1 - Richter, Tobias T1 - Beyond the Distributed Practice Effect: Is Distributed Learning Also Effective for Learning With Non-repeated Text Materials? JF - Frontiers in Psychology N2 - Distributed learning is often recommended as a general learning strategy, but previous research has established its benefits mainly for learning with repeated materials. In two experiments, we investigated distributed learning with complementary text materials. 77 (Experiment 1) and 130 (Experiment 2) seventh graders read two texts, massed vs. distributed, by 1 week (Experiment 1) or 15 min (Experiment 2). Learning outcomes were measured immediately and 1 week later and metacognitive judgments of learning were assessed. In Experiment 1, distributed learning was perceived as more difficult than massed learning. In both experiments, massed learning led to better outcomes immediately after learning but learning outcomes were lower after 1 week. No such decrease occurred for distributed learning, yielding similar outcomes for massed and distributed learning after 1 week. In sum, no benefits of distributed learning vs. massed learning were found, but distributed learning might lower the decrease in learning outcomes over time. KW - distributed practice KW - learning from text KW - retention interval KW - spacing effect KW - reading Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-247944 SN - 1664-1078 VL - 12 ER - TY - THES A1 - Zetzl, Teresa Margarete T1 - Cancer-related fatigue intervention T1 - Interventionen gegen krebsbedingte Fatigue N2 - The incidence of cancer cases is rising steadily, while improved early detection and new cancer-specific therapies are reducing the mortality rate. In addition to curing cancer or prolonging life, increasing the quality of life is thus an important goal of oncology, which is why the burdens of cancer and treatment are becoming more important. A common side effect of cancer and its therapy is cancer-related fatigue, a tiredness that manifests itself on physical, emotional and cognitive levels and is not in proportion to previous physical efforts. Since the etiology of fatigue has not yet been fully clarified, symptom-oriented therapy is preferable to cause-specific therapy. In addition to activity management, sleep hygiene, and cognitive behavioral therapy, mind-body interventions such as yoga are recommended for reducing fatigue. Previous studies with small sample sizes were able to examine the efficacy of yoga regarding fatigue predominantly in patients with breast cancer. Long-term effects of yoga have rarely been studied and there have been no attempts to increase long-term effects through interventions such as reminder e-mails. This dissertation takes a closer look at these mentioned aspects of the study sample and long-term effects. An 8-week randomized controlled yoga intervention was conducted, including patients with different cancer types reporting mild to severe fatigue. Following the 8-week yoga therapy, a randomized group of participants received weekly reminder e-mails for 6 months for regular yoga practice, whereas the control group did not receive reminder e-mails. The first paper is a protocol article, which addresses the design and planned implementation of the research project this dissertation is based upon. This serves to ensure better replicability and comparability with other yoga studies. Due to a very low consent rate of patients in the pilot phase, it was necessary to deviate from the protocol article in the actual implementation and the planned inclusion criterion of fatigue >5 was reduced to fatigue >1. The second paper examines the efficacy of the eight-week yoga intervention. Patients in the intervention group who participated in the yoga classes seven times or more showed a significantly greater reduction in general and physical fatigue than those who participated less often. The efficacy of yoga was related to the number of attended yoga sessions. Women with breast cancer who participated in yoga reported greater reductions in fatigue than women with other cancer types. There was also an improvement for depression and quality of life after eight weeks of yoga therapy compared to no yoga therapy. These results imply that yoga is helpful in reducing depression and cancer-related fatigue, especially in terms of physical aspects and improving quality of life. The third paper focuses on the efficacy of reminder e-mails in terms of fatigue and practice frequency. Patients who received reminder e-mails reported greater reductions in general and emotional fatigue, as well as significant increases in practice frequency, compared to patients who did not receive reminder e-mails. Compared to fatigue scores before yoga, significantly lower fatigue and depression scores and higher quality of life were reported after yoga therapy and at follow-up six months later. Weekly e-mail reminders after yoga therapy may have positive effects on general and emotional fatigue and help cancer patients with fatigue establish a regular yoga practice at home. However, higher practice frequency did not lead to higher improvement in physical fatigue as found in Paper 2. This may indicate other factors that influence the efficacy of yoga practice on physical fatigue, such as mindfulness or side effects of therapy. This research project provides insight into the efficacy of yoga therapy for oncology patients with fatigue. It is important that such interventions be offered early, while fatigue symptoms are not too severe. Regular guided yoga practice can reduce physical fatigue, but subsequent yoga practice at home does not further reduce physical fatigue. Reminder emails after completed yoga therapy could only reduce patients' emotional fatigue. It may be that physical fatigue was reduced as much as possible by the previous yoga therapy and that there was a floor effect, or it may be that reminder emails are not suitable as an intervention to reduce physical fatigue at all. Further research is needed to examine the mechanisms of the different interventions in more detail and to find appropriate interventions that reduce all levels of fatigue equally. N2 - Die Anzahl der Krebs-Neuerkrankungen steigt stetig, während durch verbesserte Früherkennung und neue krebsspezifische Therapien die Sterberate sinkt. Neben der Heilung von Krebs oder Verlängerung der Lebenszeit ist somit eine Erhöhung der Lebensqualität wichtige Aufgabe der Onkologie, weshalb Nebenwirkungen der Krebsbehandlung näher betrachtet werden müssen. Eine häufige Folge von Krebserkrankungen und deren Therapie ist die krebsbedingte Fatigue, eine Müdigkeit, die sich auf physischer, emotionaler und kognitiver Ebene zeigt und nicht im Verhältnis zu vorhergehenden Anstrengungen steht. Da die Ätiologie der Fatigue bisher nicht vollständig geklärt ist, ist eine symptomorientierte Therapie der ursachenspezifischen Therapie vorzuziehen. Neben Aktivitätsmanagement, Schlafhygiene und kognitiver Umstrukturierung werden Mind-Body-Interventionen wie Yoga zur Reduktion von krebsbedingter Fatigue empfohlen. Bisherige Studien mit geringer Stichprobengröße konnten die Wirksamkeit von Yoga hinsichtlich Fatigue überwiegend bei Brustkrebspatientinnen überprüfen. Langfristige Effekte von Yoga wurden nur selten überprüft. Es gibt bisher keine Interventionen, wie beispielsweise Erinnerungs-E-Mails, die darauf zielen, derartige langfristige Effekte zu erhöhen. In dieser Dissertation werden auf die Aspekte Stichprobe und langfristige Effekte, näher eingegangen. Es wurde eine achtwöchige randomisierte, kontrollierte Yoga-Intervention durchgeführt, die in die Stichprobe alle PatientInnen mit onkologischen Erkrankungen einschloss, die leichte bis schwere Fatigue berichteten. Im Anschluss an die achtwöchige Yogatherapie erhielt eine randomisierte Gruppe der Teilnehmenden für sechs Monate wöchentliche Erinnerungs-E-Mails für die regelmäßige Yogapraxis, die die Kontrollgruppe nicht erhielt. Das erste Paper befasst sich als Protokollartikel genauer mit dem Aufbau und der geplanten Durchführung des gesamten Forschungsprojekts. Dies dient der Sicherung einer besseren Replizierbarkeit und Vergleichbarkeit mit anderen Yogastudien. Aufgrund einer sehr geringen Zustimmungsrate der PatientInnen in der Pilotphase musste vom Protokollartikel abgewichen werden und das geplante Einschlusskriterium der Fatigue >5 auf Fatigue >1 gesetzt werden. Das zweite Paper beschäftigt sich mit der Wirksamkeit der achtwöchigen Yoga-Intervention. PatientInnen in der Interventionsgruppe, die sieben Mal oder häufiger an der Yogaintervention teilgenommen haben, zeigten eine signifikant stärkere Reduktion der allgemeinen und physischen Fatigue als die PatientInnen der Kontrollgruppe. Die Wirksamkeit der Yoga-Intervention stand im Zusammenhang mit der Anzahl der teilgenommenen Yogastunden. Frauen mit Brustkrebs, die am Yoga teilnahmen, berichteten eine stärkere Reduktion der Fatigue als Frauen mit anderen Krebsarten. Auch für Depression und Lebensqualität konnte durch die achtwöchige Yogatherapie eine Verbesserung erzielt werden. Diese Ergebnisse implizieren, dass Yoga hilfreich ist, krebsbedingte Fatigue zu reduzieren, vor allem hinsichtlich physischer Aspekte. Das dritte Paper beschäftigt sich mit der Wirksamkeit von Erinnerungs-E-Mails hinsichtlich der Fatigue und Übungshäufigkeit. PatientInnen, die Erinnerungs-E-Mails erhielten, berichteten von einer stärkeren Reduktion der allgemeinen und emotionalen Fatigue, sowie einer signifikanten Erhöhung der Übungshäufigkeit. Im Vergleich zu den Werten vor der Yogatherapie wurden nach Yogatherapie und im Follow-Up sechs Monate später signifikant geringere Fatigue und Depressionswerte sowie eine höhere Lebensqualität berichtet. Wöchentliche Erinnerungs-E-Mails nach einer Yogatherapie können positive Effekte auf die allgemeine und emotionale Fatigue haben und KrebspatientInnen mit Fatigue helfen, eine regelmäßige Yogapraxis zu Hause zu etablieren. Eine höhere Übungshäufigkeit führte jedoch nicht zu einer höheren Verbesserung der physischen Fatigue, wie es in Paper 2 zu finden war. Dies kann auf andere Faktoren hindeuten, die die Wirksamkeit der Yogapraxis auf die physische Fatigue beeinflussen, wie Achtsamkeit oder Nebenwirkungen der Therapie. Dieses Forschungsprojekt gibt Aufschluss über die Wirksamkeit der Yogatherapie bei onkologischen PatientInnen mit Fatigue. Wichtig ist, dass derartige Interventionen früh angeboten werden, solange die Fatigue-Symptomatik nicht stark ausgeprägt ist. Regelmäßige geleitete Yogapraxis kann die physische Fatigue verringern, anschließend mehr Yogapraxis zu Hause reduzierte jedoch die physische Fatigue in diesem Forschungsprojekt nicht mehr weiter. Erinnerungs-E-Mails nach abgeschlossener Yogatherapie wirkten sich nur positiv auf die emotionale Fatigue der PatientInnen aus. Dies kann daran liegen, dass physische Fatigue durch die vorhergehende Yogatherapie bereits so stark wie möglich reduziert wurde und ein Boden-Effekt vorlag oder auch daran, dass die Erinnerungs-E-Mails als Intervention zur Reduktion von physischer Fatigue nicht ausreichend geeignet sind. Weitere Forschung ist notwendig, um die Mechanismen der verschiedenen Interventionen genauer zu überprüfen und geeignete Interventionen zu entwickeln, die alle Ebenen der Müdigkeit gleichermaßen reduzieren. KW - Ermüdungssyndrom KW - Krebs KW - yoga KW - cancer-related fatigue KW - cancer KW - fatigue KW - e-mail Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-251662 ER - TY - THES A1 - Seger, Benedikt Thomas T1 - Children's Comprehension of Illustrated Narrative Text: The Role of Tripartite Representations and Perceptual Simulation T1 - Verständnis illustrierter narrativer Texte bei Kindern: Die Rolle von drei Repräsentationsebenen und perzeptueller Simulation N2 - This doctoral thesis is part of a research project on the development of the cognitive compre-hension of film at Würzburg University that was funded by the German Research Foundation (Deutsche Forschungsgemeinschaft) between 2013 and 2019 and awarded to Gerhild Nied-ing. That project examined children’s comprehension of narrative text and its development in illustrated versus non-illustrated formats. For this purpose, van Dijk and Kintsch’s (1983) tri-partite model was used, according to which text recipients form text surface and textbase rep-resentations and construct a situation model. In particular, predictions referring to the influ-ence of illustrations on these three levels of text representation were derived from the inte-grated model of text and picture comprehension (ITPC; Schnotz, 2014), which holds that text-picture units are processed on both text-based (descriptive) and picture-based (depictive) paths. Accordingly, illustrations support the construction of a situation model. Moreover, in line with the embodied cognition account (e.g., Barsalou, 1999), it was assumed that the situa-tion model is grounded in perception and action; text recipients mentally simulate the situation addressed in the text through their neural systems related to perception (perceptual simulation) and action (motor resonance). Therefore, the thesis also examines whether perceptual simula-tion takes place during story reception, whether it improves the comprehension of illustrated stories, and whether motor resonance is related to the comprehension of text accompanied by dynamic illustrations. Finally, predictions concerning the development of comprehending illus-trated text were made in line with Springer’s (2001) hypotheses according to which younger children, compared with older children and adults, focus more on illustrations during text comprehension (perceptual boundedness) and use illustrations for the development of cogni-tive skills (perceptual support). The first research question sought to validate the tripartite model in the context of children’s comprehension of narrative text, so Hypothesis 1 predicted that children yield representations of the text surface, the textbase, and the situation model during text reception. The second research question comprised the assumptions regarding the impact of illustrations on text comprehension. Accordingly, it was expected that illustrations improve the situation model (Hypothesis 2a), especially when they are processed before their corresponding text passages (Hypothesis 2b). Both hypotheses were derived from the ITPC and the assumption that per-ceptual simulation supports the situation model. It was further predicted that dynamic illustra-tions evoke more accurate situation models than static ones (Hypothesis 2c); this followed from the assumption that motor resonance supports the situation model. In line with the ITPC, it was assumed that illustrations impair the textbase (Hypothesis 2d), especially when they are presented after their corresponding text passages (Hypothesis 2e). In accordance with earlier results, it was posited that illustrations have a beneficial effect for the text surface (Hypothesis 2f). The third research question addressed the embodied approach to the situation model. Here, it was assumed that perceptual simulation takes place during text reception (Hypothesis 3a) and that it is more pronounced in illustrated than in non-illustrated text (Hypothesis 3b); the latter hypothesis was related to a necessary premise of the assumption that perceptual sim-ulation improves the comprehension of illustrated text. The fourth research question was relat-ed to perceptual boundedness and perceptual support and predicted age-related differences; younger children were expected to benefit more from illustrations regarding the situation model (Hypothesis 4a) and to simulate vertical object movements in a more pronounced fash-ion (Hypothesis 4b) than older children. In addition, Hypothesis 4c held that perceptual simu-lation is more pronounced in younger children particularly when illustrations are present. Three experiments were conducted to investigate these hypotheses. Experiment 1 (Seger, Wannagat, & Nieding, submitted).compared the tripartite representations of written text without illustrations, with illustrations presented first, and with illustrations presented after their corresponding sentences. Students between 7 and 13 years old (N = 146) took part. Ex-periment 2 (Seger, Wannagat, & Nieding, 2019) investigated the tripartite representations of auditory text, audiovisual text with static illustrations, and audiovisual text with dynamic il-lustrations among children in the same age range (N = 108). In both experiments, a sentence recognition method similar to that introduced by Schmalhofer and Glavanov (1986) was em-ployed. This method enables the simultaneous measurement of all three text representations. Experiment 3 (Seger, Hauf, & Nieding, 2020) determined the perceptual simulation of vertical object movements during the reception of auditory and audiovisual narrative text among chil-dren between 5 and 11 years old and among adults (N = 190). For this experiment, a picture verification task based on Stanfield and Zwaan’s (2001) paradigm and adapted from Hauf (2016) was used. The first two experiments confirmed Hypothesis 1, indicating that the tripartite model is appli-cable to the comprehension of auditory and written narrative text among children. A benefi-cial effect of illustrations to the situation model was observed when they were presented syn-chronously with auditory text (Hypotheses 2a), but not when presented asynchronously with written text (Hypothesis 2b), so the ITPC is partly supported on this point. Hypothesis 2c was rejected, indicating that motor resonance does not make an additional contribution to the comprehension of narrative text with dynamic illustrations. Regarding the textbase, a general negative effect of illustrations was not observed (Hypothesis 2d), but a specific negative effect of illustrations that follow their corresponding text passages was seen (Hypothesis 2e); the latter result is also in line with the ITPC. The text surface (Hypothesis 2f) appears to benefit from illustrations in auditory but not written text. The results obtained in Experiment 3 sug-gest that children and adults perceptually simulate vertical object movements (Hypothesis 3a), but there appears to be no difference between auditory and audiovisual text (Hypothesis 3b), so there is no support for a functional relationship between perceptual simulation and the situ-ation model in illustrated text. Hypotheses 4a–4c were investigated in all three experiments and did not receive support in any of them, which indicates that representations of illustrated and non-illustrated narrative text remain stable within the age range examined here. N2 - Die vorliegende Doktorthesis ist Teil eines Forschungsprojektes zur Entwicklung des kogni-tiven Filmverständnisses an der Universität Würzburg, das von der Deutschen Forschungs-gemeinschaft im Zeitraum 2013 – 2019 als Zuwendung an Gerhild Nieding finanziert wurde. In diesem Projekt wurde das Verständnis narrativer Texte mit und ohne Illustrationen bei Kindern sowie dessen Entwicklung untersucht. Zu diesem Zweck wurde van Dijk und Kintschs (1983) Drei-Ebenen-Modell verwendet, demzufolge Textrezipient*innen eine Re-präsentation der Textoberfläche und der Textbasis bilden sowie ein Situationsmodell kon-struieren. Im Speziellen wurden Vorhersagen in Bezug auf den Einfluss von Illustrationen auf diese drei Textrepräsentationsebenen vom integrierten Modell des Text- und Bildver-ständnisses (ITPC; Schnotz, 2014) abgeleitet; dieses nimmt an, dass Text-Bild-Einheiten sowohl auf einem textbasierten (deskriptiven) als auch auf einem bildbasierten (depiktiven) Pfad verarbeitet werden. Demzufolge unterstützen Illustrationen den Aufbau eines Situati-onsmodells. Darüber hinaus wurde mit Bezug auf den Ansatz der verkörperten Kognition (z.B. Barsalou, 1999) angenommen, dass das Situationsmodell im Wahrnehmen und Han-deln begründet ist; Textrezipient*innen simulieren demnach die im Text dargestellte Situati-on durch die neuronalen Systeme, die mit Wahrnehmung (perzeptuelle Simulation) und Handlung (motorische Resonanz) in Verbindung stehen. Deshalb untersucht diese Thesis auch, ob perzeptuelle Simulation während der Textrezeption stattfindet, ob diese das Verste-hen illustrierter Geschichten verbessert und ob motorische Resonanz einen Bezug zum Ver-stehen von Texten mit dynamischen Illustrationen aufweist. Schließlich wurden Vorhersagen bezüglich der Entwicklung des Verständnisses illustrierter Texte anhand von Springers (2001) Hypothesen getroffen, wonach jüngere Kinder während des Textverstehens stärker auf Illustrationen fokussieren als ältere Kinder und Erwachsene (perzeptuelle Gebundenheit) und wonach sie Illustrationen für die Entwicklung kognitiver Fertigkeiten nutzen (perzeptu-elle Unterstützung). Die erste Forschungsfrage zielte darauf ab, das Drei-Ebenen-Modell im Zusammenhang mit dem Verständnis narrativer Texte bei Kindern zu validieren, daher sagte Hypothese 1 voraus, dass Kinder während der Textrezeption Repräsentationen der Textoberfläche, der Textbasis und des Situationsmodells aufweisen. Die zweite Forschungsfrage umfasste Annahmen be-züglich des Einflusses von Illustrationen auf das Textverständnis. Demnach wurde erwartet, dass Illustrationen das Situationsmodell verbessern (Hypothese 2a), vor allem, wenn diese vor den ihr jeweils zugeordneten Textpassagen verarbeitet werden (Hypothese 2b). Beide Hypothesen wurden hergeleitet aus dem ITPC sowie aus der Annahme, dass perzeptuelle Simulation das Situationsmodell unterstützt. Es wurde ferner vorhergesagt, dass dynamische Illustrationen genauere Situationsmodelle hervorrufen als statische (Hypothese 2c); dies folg-te aus der Annahme, dass motorische Resonanz das Situationsmodell unterstützt. In Überein-stimmung mit dem ITPC wurde angenommen, dass Illustrationen die Textbasis beeinträchti-gen (Hypothese 2d), vor allem, wenn diese nach den ihnen zugeordneten Textpassagen prä-sentiert werden (Hypothese 2e). Basierend auf früheren Ergebnissen wurde für die Textober-fläche die Hypothese aufgestellt, dass Illustrationen sich günstig auswirken (Hypothese 2f). Die dritte Forschungsfrage nahm Bezug auf den verkörperten Ansatz des Situationsmodells. Hierbei wurde postuliert, dass perzeptuelle Simulationen während der Textrezeption stattfin-den (Hypothese 3a) und dass diese stärker ausgeprägt sind bei illustriertem im Gegensatz zu nicht-illustriertem Text (Hypothese 3b); letztere Hypothese stand in Zusammenhang mit ei-ner notwendigen Voraussetzung der Annahme, dass perzeptuelle Simulation das Verständnis illustrierter Texte erhöht. Die vierte Forschungsfrage stand im Kontext der Annahmen perzeptueller Gebundenheit und perzeptueller Unterstützung und sagte Altersunterschiede voraus; es wurde erwartet, dass jüngere im Gegensatz älteren Kindern in Bezug auf das Situa-tionsmodell mehr von Illustrationen profitieren (Hypothese 4a) und vertikale Objektbewe-gungen stärker simulieren (Hypothese 4b). Zudem nahm Hypothese 4c an, dass die perzeptu-elle Simulation bei jüngeren Kindern vor allem dann stärker ausgeprägt ist, wenn Illustratio-nen gezeigt werden. Zur Überprüfung dieser Hypothesen wurden drei Experimente durchgeführt. Experiment 1 (Seger, Wannagat & Nieding, eingereicht) verglich die drei Repräsentationsebenen bei schriftlichem Text ohne Illustrationen, schriftlichem Text mit Illustrationen, die vor dem jeweiligen Text erschienen und schriftlichem Text mit Illustrationen, die danach erschienen. Schüler*innen im Alter von 7 bis 13 Jahren (N = 146) nahmen daran teil. Experiment 2 (Se-ger, Wannagat & Nieding, 2019) erforschte die drei Repräsentationsebenen bei auditivem Text, audiovisuellem Text mit statischen Illustrationen und audiovisuellem Text mit dyna-mischen Illustrationen in einer Stichprobe von Kindern desselben Alters (N = 108). In bei-den Experimenten wurde eine Satzrekognitionsmethode ähnlich der von Schmalhofer und Glavanov (1986) angewendet. Diese Methode ermöglicht die simultane Messung aller drei Repräsentationsebenen. Experiment 3 (Seger, Hauf & Nieding, 2020) untersuchte die perzep-tuelle Simulation von vertikalen Objektbewegungen bei der Rezeption auditiver und audio-visueller narrativer Texte bei Kindern im Alter von 5 bis 11 Jahren sowie bei Erwachsenen (N = 190). Hierbei wurde eine Bildverifikationsaufgabe verwendet, die auf Stanfield und Zwaans (2001) Paradigma aufbaut und von Hauf (2016) adaptiert wurde. Die ersten beiden Experimente bestätigen Hypothese 1, was darauf hindeutet, dass das Drei-Ebenen-Modell auf den Kontext des Verständnisses auditiver und schriftlicher narrativer Texte bei Kindern angewendet werden kann. Eine günstige Auswirkung von Illustrationen auf das Situationsmodell wurde beobachtet, wenn diese synchron mit auditivem Text (Hypo-these 2a), jedoch nicht wenn diese asynchron mit schriftlichem Text präsentiert wurden (Hy-pothese 2b); dies stellt eine partielle Bestätigung der ITPC in diesem Punkt dar. Hypothese 2c wurde verworfen, demnach trägt motorische Resonanz nicht zusätzlich zum Verständnis narrativer Texte mit dynamischen Illustrationen bei. Im Hinblick auf die Textbasis wurde kein genereller negativer Effekt von Illustrationen beobachtet (Hypothese 2d), jedoch ein spezifischer negativer Effekt wenn diese der ihnen jeweils zugeordneten Textpassage folgten (Hypothese 2e); letzteres Ergebnis steht ebenfalls im Einklang mit der ITPC. Die Textober-fläche (Hypothese 2f) scheint von Illustrationen bei auditivem, jedoch nicht bei schriftlichem Text zu profitieren. Die Ergebnisse von Experiment 3 legen nahe, dass Kinder und Erwach-sene vertikale Objektbewegungen perzeptuell simulieren (Hypothese 3a), es scheint jedoch diesbezüglich keinen Unterschied zwischen auditivem und audiovisuellem Text zu geben (Hypothese 3b); folglich wird die Annahme nicht unterstützt, dass perzeptuelle Simulationen beim Aufbau des Situationsmodells bei illustrierten Texten eine funktionale Rolle spielen. Die Hypothesen 4a–4c wurden in allen drei Experimenten untersucht und in keinem davon bestätigt; daraus folgt, dass Repräsentationen illustrierter und nicht illustrierter narrativer Texte innerhalb des untersuchten Altersbereichs stabil bleiben. KW - Textverstehen KW - Grundschulkind KW - Audiovisuelle Medien KW - Illustration KW - text comprehension KW - situation model KW - narrative text KW - perceptual simulation KW - perceptual support KW - Illustration Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-242280 ER - TY - JOUR A1 - Seger, Benedikt T. A1 - Wannagat, Wienke A1 - Nieding, Gerhild T1 - Children’s surface, textbase, and situation model representations of written and illustrated written narrative text JF - Reading and Writing N2 - According to the tripartite model of text representation (van Dijk & Kintsch, 1983), readers form representations of the text surface and textbase, and construct a situation model. In this study, an experiment was conducted to investigate whether these levels of representation would be affected by adding illustrations to narrative text and whether the order of text and illustrations would make a difference. Students aged between 7 and 13 years (N = 146) read 12 narrative texts, 4 of them with illustrations presented before their corresponding sentences, 4 with illustrations presented after, and 4 without any illustration. A sentence recognition task was used to assess the accuracy for text surface, textbase, and situation model. For the text surface and situation model, neither the presence of illustrations nor the order of text and illustrations influenced accuracy. However, the textbase was negatively affected by illustrations when they followed their corresponding sentences. We suggest that illustrations can initiate model inspection after situation model construction (Schnotz, 2014), a process that can make substantial changes to the textbase representation. KW - piicture comprehension KW - text comprehension KW - narrative text KW - children Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-269813 SN - 1573-0905 VL - 34 IS - 6 ER - TY - JOUR A1 - Wannagat, Wienke A1 - Waizenegger, Gesine A1 - Niedling, Gerhild T1 - Coherence formation during narrative text processing: a comparison between auditory and audiovisual text presentation in 9- to 12-year-old children JF - Cognitive Processing N2 - In an experiment with 114 children aged 9–12 years, we compared the ability to establish local and global coherence of narrative texts between auditory and audiovisual (auditory text and pictures) presentation. The participants listened to a series of short narrative texts, in each of which a protagonist pursued a goal. Following each text, we collected the response time to a query word that was either associated with a near or a distant causal antecedent of the final sentence. Analysis of these response times indicated that audiovisual presentation has advantages over auditory presentation for accessing information relevant for establishing both local and global coherence, but there are indications that this effect may be slightly more pronounced for global coherence. KW - text comprehension KW - multimodal narratives KW - coherence KW - children Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-235744 SN - 1612-4782 VL - 22 ER - TY - JOUR A1 - Cao, Liyu A1 - Steinborn, Michael B. A1 - Haendel, Barbara F. T1 - Delusional thinking and action binding in healthy individuals JF - Scientific Reports N2 - Action binding is the effect that the perceived time of an action is shifted towards the action related feedback. A much larger action binding effect in schizophrenia compared to normal controls has been shown, which might be due to positive symptoms like delusions. Here we investigated the relationship between delusional thinking and action binding in healthy individuals, predicting a positive correlation between them. The action binding effect was evaluated by comparing the perceived time of a keypress between an operant (keypress triggering a sound) and a baseline condition (keypress alone), with a novel testing method that massively improved the precision of the subjective timing measurement. A positive correlation was found between the tendency of delusional thinking (measured by the 21-item Peters et al. delusions inventory) and action binding across participants after controlling for the effect of testing order between operant and baseline conditions. The results indicate that delusional thinking in particular influences action time perception and support the notion of a continuous distribution of schizotypal traits with normal controls at one end and clinical patients at the other end. KW - cognitive neuroscience KW - psychology Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-264707 VL - 11 IS - 1 ER - TY - THES A1 - Hartlieb [geb. Faust], Verena T1 - Die Bedeutung der phonologischen Bewusstheit für die Entwicklung mathematischer Kompetenzen bei Kindern mit und ohne Migrationshintergrund : Ergebnisse einer Längsschnittstudie vom Beginn des Vorschuljahres bis zum Ende der ersten Klasse T1 - The importance of phonological awareness for the development of mathematical competencies in children with and without migration background N2 - Die Entwicklung mathematischer Kompetenzen beginnt bereits vor Schuleintritt und wird durch viele Faktoren beeinflusst. In der vorliegenden Arbeit wird primär untersucht, ob die phonologische Bewusstheit als (meta-)sprachliche Kompetenz auch für die frühe mathematische Kompetenzentwicklung bedeutsam ist und ob sich bei Kindern mit und ohne Migrationshintergrund vergleichbare Zusammenhänge finden lassen. Ein weiterer Schwerpunkt bildet die Überprüfung von differenziellen Effekten von ausgewählten, mathematischen Vorschultrainings sowie eines Trainings der phonologischen Bewusstheit auf die mathematischen Kompetenzen unter Berücksichtigung des Migrationshintergrundes. Die statistischen Analysen basieren auf einer Stichprobe von über 370 Kindern, die im Verlauf der Längsschnittstudie zu vier Messzeitpunkten, jeweils am Beginn und Ende des Vorschul- bzw. ersten Schuljahres, untersucht wurden. Durch Berechnung hierarchischer Regressionsanalysen ließ sich global kein zusätzlicher Erklärungsbeitrag der phonologischen Bewusstheit neben den mathematischen Ausgangskompetenzen feststellen. Der Vergleich der beiden Migrationsgruppen ergab keine strukturellen Unterschiede. Die Überprüfung von spezifischen Effekten durch mathematische Vorschulprogramme (Krajewski et al., 2007; Friedrich & de Galgóczy, 2004; Preiß, 2004, 2005) und von unspezifischen Effekten durch ein Training der phonologischen Bewusstheit und der Buchstaben-Laut-Zuordnung (Küspert & Schneider, 2008; Plume & Schneider, 2004) auf die mathematischen Kompetenzen lieferte nur vereinzelt positive Effekte, die jedoch bei Berücksichtigung von individuellen und familiären Kontrollvariablen reduziert wurden. Die Generalisierbarkeit der Ergebnisse ist durch die komplexe Datenstruktur verbunden mit kleinen Stichprobengrößen in den jeweiligen Faktorenstufen limitiert. Insgesamt ermöglicht die vorliegende Arbeit eine differenzierte Betrachtung der mathematischen Kompetenzentwicklung bei Kindern mit und ohne Migrationshintergrund und liefert wichtige Implikationen für Forschung und Praxis. N2 - The development of mathematical competencies begins even before entering school and is influenced by many factors. The present work primarily investigates whether phonological awareness as a (meta-)linguistic competence is also important for the early development of mathematical competencies and whether comparable relations can be found in children with and without migration background. Another focus is the examination of differential effects of selected, mathematical preschool trainings as well as a training of phonological awareness on mathematical competencies, taking into account the migration background. The statistical analyses are based on a sample of over 370 children who were examined at four measurement points during the longitudinal study, each at the beginning and end of the preschool or first school year. By calculating hierarchical regression analyses, no additional explanatory contribution of phonological awareness in addition to the initial mathematical competencies could be determined globally. The comparison of children with and without migration background revealed no structural differences. The verification of specific effects by preschool mathematical trainings (Krajewski et al., 2007; Friedrich & de Galgóczy, 2004; Preiß, 2004, 2005) and of non-specific effects by a training of phonological awareness and of letter-sound correspondences (Küspert & Schneider, 2008; Plume & Schneider, 2004) on mathematical competencies provides only some positive effects, which have been reduced when individual and family aspects were controlled for. The generalizability of the results is limited by the complex data structure combined with small sample sizes in the respective factor levels. Overall, the present work enables a differentiated consideration of the development of competencies in mathematics in children with and without migration background and provides important implications for research and practice. KW - Mathematik KW - Phonologische Bewusstheit KW - Migrationshintergrund KW - mathematische Kompetenzentwicklung KW - mathematische und schriftsprachliche Vorläuferkompetenzen KW - spezifische und unspezifische Trainingseffekte KW - Kinder im Vorschulalter und frühen Grundschulalter Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-244047 ER - TY - JOUR A1 - Schindler, Julia A1 - Richter, Tobias A1 - Mar, Raymond T1 - Does generation benefit learning for narrative and expository texts? A direct replication attempt JF - Applied Cognitive Psychology N2 - Generated information is better recognized and recalled than information that is read. This so‐called generation effect has been replicated several times for different types of material, including texts. Perhaps the most influential demonstration was by McDaniel et al. (1986, Journal of Memory and Language, 25, 645–656; henceforth MEDC). This group tested whether the generation effect occurs only if the generation task stimulates cognitive processes not already stimulated by the text. Numerous studies, however, report difficulties replicating this text by generation‐task interaction, which suggests that the effect might only be found under conditions closer to the original method of MEDC. To test this assumption, we will closely replicate MEDC's Experiment 2 in German and English‐speaking samples. Replicating the effect would suggest that it can be reproduced, at least under limited conditions, which will provide the necessary foundation for future investigations into the boundary conditions of this effect, with an eye towards its utility in applied contexts. KW - expository texts KW - generation effect KW - learning KW - narrative texts KW - replication Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-224496 VL - 35 IS - 2 SP - 559 EP - 564 ER - TY - JOUR A1 - Madeira, Octavia A1 - Gromer, Daniel A1 - Latoschik, Marc Erich A1 - Pauli, Paul T1 - Effects of Acrophobic Fear and Trait Anxiety on Human Behavior in a Virtual Elevated Plus-Maze JF - Frontiers in Virtual Reality N2 - The Elevated Plus-Maze (EPM) is a well-established apparatus to measure anxiety in rodents, i.e., animals exhibiting an increased relative time spent in the closed vs. the open arms are considered anxious. To examine whether such anxiety-modulated behaviors are conserved in humans, we re-translated this paradigm to a human setting using virtual reality in a Cave Automatic Virtual Environment (CAVE) system. In two studies, we examined whether the EPM exploration behavior of humans is modulated by their trait anxiety and also assessed the individuals’ levels of acrophobia (fear of height), claustrophobia (fear of confined spaces), sensation seeking, and the reported anxiety when on the maze. First, we constructed an exact virtual copy of the animal EPM adjusted to human proportions. In analogy to animal EPM studies, participants (N = 30) freely explored the EPM for 5 min. In the second study (N = 61), we redesigned the EPM to make it more human-adapted and to differentiate influences of trait anxiety and acrophobia by introducing various floor textures and lower walls of closed arms to the height of standard handrails. In the first experiment, hierarchical regression analyses of exploration behavior revealed the expected association between open arm avoidance and Trait Anxiety, an even stronger association with acrophobic fear. In the second study, results revealed that acrophobia was associated with avoidance of open arms with mesh-floor texture, whereas for trait anxiety, claustrophobia, and sensation seeking, no effect was detected. Also, subjects’ fear rating was moderated by all psychometrics but trait anxiety. In sum, both studies consistently indicate that humans show no general open arm avoidance analogous to rodents and that human EPM behavior is modulated strongest by acrophobic fear, whereas trait anxiety plays a subordinate role. Thus, we conclude that the criteria for cross-species validity are met insufficiently in this case. Despite the exploratory nature, our studies provide in-depth insights into human exploration behavior on the virtual EPM. KW - elevated plus-maze KW - EPM KW - anxiety KW - virtual reality KW - translational neuroscience KW - acrophobia KW - trait anxiety Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-258709 VL - 2 ER - TY - JOUR A1 - Brych, Mareike A1 - Händel, Barbara F. A1 - Riechelmann, Eva A1 - Pieczykolan, Aleksandra A1 - Huestegge, Lynn T1 - Effects of vocal demands on pupil dilation JF - Psychophysiology N2 - Pupil dilation is known to be affected by a variety of factors, including physical (e.g., light) and cognitive sources of influence (e.g., mental load due to working memory demands, stimulus/response competition etc.). In the present experiment, we tested the extent to which vocal demands (speaking) can affect pupil dilation. Based on corresponding preliminary evidence found in a reanalysis of an existing data set from our lab, we setup a new experiment that systematically investigated vocal response‐related effects compared to mere jaw/lip movement and button press responses. Conditions changed on a trial‐by‐trial basis while participants were instructed to keep fixating a central cross on a screen throughout. In line with our prediction (and previous observation), speaking caused the pupils to dilate strongest, followed by nonvocal movements and finally a baseline condition without any vocal or muscular demands. An additional analysis of blink rates showed no difference in blink frequency between vocal and baseline conditions, but different blink dynamics. Finally, simultaneously recorded electromyographic activity showed that muscle activity may contribute to some (but not all) aspects of the observed effects on pupil size. The results are discussed in the context of other recent research indicating effects of perceived (instead of executed) vocal action on pupil dynamics. KW - blink rate KW - eye movements KW - movement interaction KW - pupil dilation KW - vocal responses Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-224425 VL - 58 IS - 2 ER - TY - JOUR A1 - Pittig, Andre A1 - Heinig, Ingmar A1 - Goerigk, Stephan A1 - Thiel, Freya A1 - Hummel, Katrin A1 - Scholl, Lucie A1 - Deckert, Jürgen A1 - Pauli, Paul A1 - Domschke, Katharina A1 - Lueken, Ulrike A1 - Fydrich, Thomas A1 - Fehm, Lydia A1 - Plag, Jens A1 - Ströhle, Andreas A1 - Kircher, Tilo A1 - Straube, Benjamin A1 - Rief, Winfried A1 - Koelkebeck, Katja A1 - Arolt, Volker A1 - Dannlowski, Udo A1 - Margraf, Jürgen A1 - Totzeck, Christina A1 - Schneider, Silvia A1 - Neudeck, Peter A1 - Craske, Michelle G. A1 - Hollandt, Maike A1 - Richter, Jan A1 - Hamm, Alfons A1 - Wittchen, Hans-Ulrich T1 - Efficacy of temporally intensified exposure for anxiety disorders: A multicenter randomized clinical trial JF - Depression and Anxiety N2 - Background The need to optimize exposure treatments for anxiety disorders may be addressed by temporally intensified exposure sessions. Effects on symptom reduction and public health benefits should be examined across different anxiety disorders with comorbid conditions. Methods This multicenter randomized controlled trial compared two variants of prediction error-based exposure therapy (PeEx) in various anxiety disorders (both 12 sessions + 2 booster sessions, 100 min/session): temporally intensified exposure (PeEx-I) with exposure sessions condensed to 2 weeks (n = 358) and standard nonintensified exposure (PeEx-S) with weekly exposure sessions (n = 368). Primary outcomes were anxiety symptoms (pre, post, and 6-months follow-up). Secondary outcomes were global severity (across sessions), quality of life, disability days, and comorbid depression. Results Both treatments resulted in substantial improvements at post (PeEx-I: d\(_{within}\) = 1.50, PeEx-S: d\(_{within}\) = 1.78) and follow-up (PeEx-I: d\(_{within}\) = 2.34; PeEx-S: d\(_{within}\) = 2.03). Both groups showed formally equivalent symptom reduction at post and follow-up. However, time until response during treatment was 32% shorter in PeEx-I (median = 68 days) than PeEx-S (108 days; TR\(_{PeEx-I}\)-I = 0.68). Interestingly, drop-out rates were lower during intensified exposure. PeEx-I was also superior in reducing disability days and improving quality of life at follow-up without increasing relapse. Conclusions Both treatment variants focusing on the transdiagnostic exposure-based violation of threat beliefs were effective in reducing symptom severity and disability in severe anxiety disorders. Temporally intensified exposure resulted in faster treatment response with substantial public health benefits and lower drop-out during the exposure phase, without higher relapse. Clinicians can expect better or at least comparable outcomes when delivering exposure in a temporally intensified manner. KW - randomized controlled trial KW - anxiety disorders KW - exposure therapy KW - intensified treatment KW - public health Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-257331 VL - 38 IS - 11 ER - TY - THES A1 - Stegmann, Yannik T1 - Electrocortical mechanisms of sustained attention during the acquisition and interaction of conditioned fear and anxiety T1 - Elektrokortikale Mechanismen der Aufmerksamkeit während der Akquisition und Interaktion konditionierter Furcht und Angst N2 - Adapting defensive behavior to the characteristics of a threatening situation is a fundamental function of the brain. Particularly, threat imminence plays a major role for the organization of defensive responses. Acute threat prompts phasic physiological responses, which are usually associated with an intense feeling of fear. In contrast, diffuse and potentially threatening situations elicit a sustained state of anxious apprehension. Detection of the threatening stimulus defines the key event in this framework, initiating the transition from potential to acute threat. Consequently, attention to threat is crucial for supporting defensive behavior. The functions of attention are finely tuned to the characteristics of a threatening situation. Potential threat is associated with hypervigilance, in order to facilitate threat detection. Once a threatening stimulus has been identified, attention is selectively focused on the source of danger. Even though the concepts of selective attention and hypervigilance to threat are well established, evidence for their neural correlates remain scarce. Therefore, a major goal of this thesis is to elucidate the neural correlates of selective attention to acute threat and hypervigilance during potential threat. A second aim of this thesis is to provide a mechanistic account for the interaction of fear and anxiety. While contemporary models view fear and anxiety as mutually exclusive, recent findings for the neural networks of fear and anxiety suggest potential interactions. In four studies, aversive cue conditioning was used to induce acute threat, while context conditioning served as a laboratory model of potential threat. To quantify neural correlates of selective attention and hypervigilance, steady-state visual evoked potentials (ssVEPs) were measured as an index of visuocortical responding. Study 1 compared visuocortical responses to acute and potential threat for high versus low trait-anxious individuals. All individuals demonstrated enhanced electrocortical responses to the central cue in the acute threat condition, suggesting evidence for the neural correlate of selective attention. However, only low anxious individuals revealed facilitated processing of the contexts in the potential threat condition, reflecting a neural correlate of hypervigilance. High anxious individuals did not discriminate among contexts. These findings contribute to the notion of aberrational processing of potential threat for high anxious individuals. Study 2 and 3 realized orthogonal combinations of cue and context conditioning to investigate potential interactions of fear and anxiety. In contrast to Study 1 and 2, Study 3 used verbal instructions to induce potentially threatening contexts. Besides ssVEPs, threat ratings and skin conductance responses (SCRs) were recorded as efferent indices of defensive responding. None of these studies found further evidence for the neural correlates of hypervigilance and selective attention. However, results for ratings and SCRs revealed additive effects of fear and anxiety, suggesting that fear and anxiety are not mutually exclusive, but interact linearly to organize and facilitate defensive behavior. Study 4 tested ssVEPs to more ecologically valid forms of context conditioning, using flickering video stimuli of virtual offices to establish context representations. Contrary to expectations, results revealed decreased visuocortical responses during sustained presentations of anxiety compared to neutral contexts. A disruption of ssVEP signals eventually suggests interferences by continuously changing video streams which are enhanced as a function of motivational relevance. In summary, this thesis provided evidence for the neural correlates of attention only for isolated forms of fear and anxiety, but not for their interaction. In contrast, an additive interaction model of fear and anxiety for measures of defensive responding offers a new perspective on the topography of defensive behavior. N2 - ZusammenfassungDie Anpassung defensiver Verhaltensweisen an die Anforderungen bedrohlicher Sit-uationen ist eine fundamentale Funktion des Gehirns. Akute Bedrohung führt in der Regel zu kurz-anhaltenden, physiologischen Reaktionen, die mit einem Gefühlintensiver Furcht einhergehen, während Situationen potenzieller Bedrohung zu einem anhaltenden Zustand erhöhter Angst führen. Dabei spielt das Erkennen der Gefahr eine besondere Rolle, da sie den Übergang von potenzieller zu akuter Bedrohung initiiert. Demnach kommt der Aufmerksamkeit eine wichtige Funktion bei der Unterstützung defensiver Verhaltensweisen zu. Mechanismen der Aufmerksamkeit sind dabei präzise auf die jeweilige Situation abgestimmt. Potenzielle Bedrohung führt zu Hypervigilanz, um bedrohliche Reize schneller zu entdecken ... KW - Furcht KW - Angst KW - Aufmerksamkeit KW - ssVEP KW - EEG KW - Conditioning KW - Visuelle Aufmerksamkeit Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-237700 ER -