TY - JOUR A1 - Kempert, Sebastian A1 - Götz, Regina A1 - Blatter, Kristine A1 - Tibken, Catharina A1 - Artelt, Cordula A1 - Schneider, Wolfgang A1 - Stanat, Petra T1 - Training Early Literacy Related Skills: To Which Degree Does a Musical Training Contribute to Phonological Awareness Development? JF - Frontiers in Psychology N2 - Well-developed phonological awareness skills are a core prerequisite for early literacy development. Although effective phonological awareness training programs exist, children at risk often do not reach similar levels of phonological awareness after the intervention as children with normally developed skills. Based on theoretical considerations and first promising results the present study explores effects of an early musical training in combination with a conventional phonological training in children with weak phonological awareness skills. Using a quasi-experimental pretest-posttest control group design and measurements across a period of 2 years, we tested the effects of two interventions: a consecutive combination of a musical and a phonological training and a phonological training alone. The design made it possible to disentangle effects of the musical training alone as well the effects of its combination with the phonological training. The outcome measures of these groups were compared with the control group with multivariate analyses, controlling for a number of background variables. The sample included N = 424 German-speaking children aged 4–5 years at the beginning of the study. We found a positive relationship between musical abilities and phonological awareness. Yet, whereas the well-established phonological training produced the expected effects, adding a musical training did not contribute significantly to phonological awareness development. Training effects were partly dependent on the initial level of phonological awareness. Possible reasons for the lack of training effects in the musical part of the combination condition as well as practical implications for early literacy education are discussed. KW - phonological awareness KW - musical training KW - phonological training KW - preschool children KW - early literacy Y1 - 2016 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-165272 VL - 7 IS - 1803 ER - TY - JOUR A1 - Kleih, Sonja C. A1 - Gottschalt, Lea A1 - Teichlein, Eva A1 - Weilbach, Franz X. T1 - Toward a P300 Based Brain-Computer Interface for Aphasia Rehabilitation after Stroke: Presentation of Theoretical Considerations and a Pilot Feasibility Study JF - Frontiers in Human Neuroscience N2 - People with post-stroke motor aphasia know what they would like to say but cannot express it through motor pathways due to disruption of cortical circuits. We present a theoretical background for our hypothesized connection between attention and aphasia rehabilitation and suggest why in this context, Brain-Computer Interface (BCI) use might be beneficial for patients diagnosed with aphasia. Not only could BCI technology provide a communication tool, it might support neuronal plasticity by activating language circuits and thereby boost aphasia recovery. However, stroke may lead to heterogeneous symptoms that might hinder BCI use, which is why the feasibility of this approach needs to be investigated first. In this pilot study, we included five participants diagnosed with post-stroke aphasia. Four participants were initially unable to use the visual P300 speller paradigm. By adjusting the paradigm to their needs, participants could successfully learn to use the speller for communication with accuracies up to 100%. We describe necessary adjustments to the paradigm and present future steps to investigate further this approach. KW - brain-computer interface (BCI) KW - aphasia KW - stroke rehabilitation KW - P300 speller KW - user-centered design KW - Broca KW - training Y1 - 2016 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-147929 VL - 10 IS - 547 ER - TY - JOUR A1 - Gressmann, Marcel A1 - Janczyk, Markus T1 - The (Un)Clear Effects of Invalid Retro-Cues JF - Frontiers in Psychology N2 - Studies with the retro-cue paradigm have shown that validly cueing objects in visual working memory long after encoding can still benefit performance on subsequent change detection tasks. With regard to the effects of invalid cues, the literature is less clear. Some studies reported costs, others did not. We here revisit two recent studies that made interesting suggestions concerning invalid retro-cues: One study suggested that costs only occur for larger set sizes, and another study suggested that inclusion of invalid retro-cues diminishes the retro-cue benefit. New data from one experiment and a reanalysis of published data are provided to address these conclusions. The new data clearly show costs (and benefits) that were independent of set size, and the reanalysis suggests no influence of the inclusion of invalid retro-cues on the retro-cue benefit. Thus, previous interpretations may be taken with some caution at present. KW - visual working memory KW - retro-cue KW - attention KW - replication Y1 - 2016 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-165296 VL - 7 IS - 244 ER - TY - JOUR A1 - Peperkorn, Henrik M. A1 - Diemer, Julia E. A1 - Alpers, Georg W. A1 - Mühlberger, Andreas T1 - Representation of Patients' Hand Modulates Fear Reactions of Patients with Spider Phobia in Virtual Reality JF - frontiers in Psychology N2 - Embodiment (i.e., the involvement of a bodily representation) is thought to be relevant in emotional experiences. Virtual reality (VR) is a capable means of activating phobic fear in patients. The representation of the patient’s body (e.g., the right hand) in VR enhances immersion and increases presence, but its effect on phobic fear is still unknown. We analyzed the influence of the presentation of the participant’s hand in VR on presence and fear responses in 32 women with spider phobia and 32 matched controls. Participants sat in front of a table with an acrylic glass container within reaching distance. During the experiment this setup was concealed by a head-mounted display (HMD). The VR scenario presented via HMD showed the same setup, i.e., a table with an acrylic glass container. Participants were randomly assigned to one of two experimental groups. In one group, fear responses were triggered by fear-relevant visual input in VR (virtual spider in the virtual acrylic glass container), while information about a real but unseen neutral control animal (living snake in the acrylic glass container) was given. The second group received fear-relevant information of the real but unseen situation (living spider in the acrylic glass container), but visual input was kept neutral VR (virtual snake in the virtual acrylic glass container). Participants were instructed to touch the acrylic glass container with their right hand in 20 consecutive trials. Visibility of the hand was varied randomly in a within-subjects design. We found for all participants that visibility of the participant’s hand increased presence independently of the fear trigger. However, in patients, the influence of the virtual hand on fear depended on the fear trigger. When fear was triggered perceptually, i.e., by a virtual spider, the virtual hand increased fear. When fear was triggered by information about a real spider, the virtual hand had no effect on fear. Our results shed light on the significance of different fear triggers (visual, conceptual) in interaction with body representations. KW - virtual reality KW - presence KW - immersion KW - perception KW - fear KW - specific phobia Y1 - 2016 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-165307 VL - 7 IS - 268 ER - TY - JOUR A1 - Reicherts, Philipp A1 - Gerdes, Antje B. M. A1 - Pauli, Paul A1 - Wieser, Matthias J. T1 - Psychological placebo and nocebo effects on pain rely on expectation and previous experience JF - Journal of Pain N2 - Expectation and previous experience are both well established key mediators of placebo and nocebo effects. However, the investigation of their respective contribution to placebo and nocebo responses is rather difficult because most placebo and nocebo manipulations are contaminated by pre-existing treatment expectancies resulting from a learning history of previous medical interventions. To circumvent any resemblance to classical treatments, a purely psychological placebonocebo manipulation was established, namely, the "visual stripe pattern induced modulation of pain." To this end, experience and expectation regarding the effects of different visual cues (stripe patterns) on pain were varied across 3 different groups, with either only placebo instruction (expectation), placebo conditioning (experience), or both (expectation + experience) applied. Only the combined manipulation (expectation + experience) revealed significant behavioral and physiological placebo nocebo effects on pain. Two subsequent experiments, which, in addition to placebo and nocebo cues, included a neutral control condition further showed that especially nocebo responses were more easily induced by this psychological placebo and nocebo manipulation. The results emphasize the great effect of psychological processes on placebo and nocebo effects. Particularly, nocebo effects should be addressed more thoroughly and carefully considered in clinical practice to prevent the accidental induction of side effects. KW - psychological placebo intervention KW - placebo hypoalgesia KW - nocebo hyperalgesia KW - experience KW - expectation Y1 - 2016 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-190962 VL - 17 IS - 2 ER - TY - THES A1 - Ulrich, Natalie T1 - Processing of Near Outcomes and Outcome Sequences in Gambling: Implications for the Biopsychological Basis of Problem Gambling T1 - Verarbeitung von knappen Ergebnissen und Ergebnissequenzen im Glücksspiel : Implikationen für die biopsychologische Basis von problematischem Glücksspielverhalten N2 - Gambling is a popular activity in Germany, with 40% of a representative sample reporting having gambled at least once in the past year (Bundeszentrale für gesundheitliche Aufklärung, 2014). While the majority of gamblers show harmless gambling behavior, a subset develops serious problems due to their gambling, affecting their psychological well-being, social life and work. According to recent estimates, up to 0.8% of the German population are affected by such pathological gambling. People in general and pathological gamblers in particular show several cognitive distortions, that is, misconceptions about the chances of winning and skill involvement, in gambling. The current work aimed at elucidating the biopsychological basis of two such kinds of cognitive distortions, the illusion of control and the gambler’s and hot hand fallacies, and their modulation by gambling problems. Therefore, four studies were conducted assessing the processing of near outcomes (used as a proxy for the illusion of control) and outcome sequences (used as a proxy for the gambler’s and hot hand fallacies) in samples of varying degrees of gambling problems, using a multimethod approach. The first study analyzed the processing and evaluation of near outcomes as well as choice behavior in a wheel of fortune paradigm using electroencephalography (EEG). To assess the influence of gambling problems, a group of problem gamblers was compared to a group of controls. The results showed that there were no differences in the processing of near outcomes between the two groups. Near compared to full outcomes elicited smaller P300 amplitudes. Furthermore, at a trend level, the choice behavior of participants showed signs of a pattern opposite to the gambler’s fallacy, with longer runs of an outcome color leading to increased probabilities of choosing this color again on the subsequent trial. Finally, problem gamblers showed smaller feedback-related negativity (FRN) amplitudes relative to controls. The second study also targeted the processing of near outcomes in a wheel of fortune paradigm, this time using functional magnetic resonance imaging and a group of participants with varying degrees of gambling problems. The results showed increased activity in the bilateral superior parietal cortex following near compared to full outcomes. The third study examined the peripheral physiology reactions to near outcomes in the wheel of fortune. Heart period and skin conductance were measured while participants with varying degrees of gambling problems played on the wheel of fortune. Near compared to full outcomes led to increased heart period duration shortly after the outcome. Furthermore, heart period reactions and skin conductance responses (SCRs) were modulated by gambling problems. Participants with high relative to low levels of gambling problems showed increased SCRs to near outcomes and similar heart period reactions to near outcomes and full wins. The fourth study analyzed choice behavior and sequence effects in the processing of outcomes in a coin toss paradigm using EEG in a group of problem gamblers and controls. Again, problem gamblers showed generally smaller FRN amplitudes compared to controls. There were no differences between groups in the processing of outcome sequences. The break of an outcome streak led to increased power in the theta frequency band. Furthermore, the P300 amplitude was increased after a sequence of previous wins. Finally, problem gamblers compared to controls showed a trend of switching the outcome symbol relative to the previous outcome symbol more often. In sum, the results point towards differences in the processing of near compared to full outcomes in brain areas and measures implicated in attentional and salience processes. The processing of outcome sequences involves processes of salience attribution and violation of expectations. Furthermore, problem gamblers seem to process near outcomes as more win-like compared to controls. The results and their implications for problem gambling as well as further possible lines of research are discussed. N2 - Glücksspiel ist eine verbreitete Aktivität in Deutschland. 40% einer repräsentativen Stichprobe gaben an mindestens einmal im vergangenen Jahr um Geld gespielt zu haben (Bundeszentrale für gesundheitliche Aufklärung, 2014). Während die Mehrheit der Glücksspieler unbedenkliches Spielverhalten zeigt, entwickelt ein Teil der Spieler ernsthafte Probleme durch das Spielen, die das psychische Wohlergehen, sowie das soziale und Arbeitsleben beeinträchtigen. Nach aktuellen Schätzungen sind bis zu 0,8% der deutschen Bevölkerung von solch pathologischem Glücksspielen betroffen. Generell zeigen Menschen verschiedene kognitive Verzerrungen im Sinne falscher Einschätzungen der Gewinnwahrscheinlichkeit und der Beteiligung von Fähigkeiten in Bezug auf Glücksspiel. Dies trifft insbesondere für pathologische Glücksspieler zu. Das Ziel der vorliegenden Arbeit ist die Untersuchung der biopsychologischen Grundlagen zweier solcher kognitiver Verzerrungen, der Kontrollillusion sowie der Gambler’s Fallacy (bisweilen auch Spielerfehlschluss genannt) und Hot-Hand-Phänomene, sowie deren Modulation durch Glücksspielprobleme. Zu diesem Zweck wurden vier Studien durchgeführt, die die Verarbeitung knapper Ergebnisse (stellvertretend für die Kontrollillusion) und Ergebnissequenzen (stellvertretend für die Phänomene der Gambler’s Fallacy und Hot Hand) untersuchten. Dazu wurden Stichproben mit unterschiedlichem Schweregrad der Glücksspielproblematik sowie ein Multi-Methoden Ansatz verwendet. Die erste Studie untersuchte die Verarbeitung und Bewertung knapper Ergebnisse sowie das Wahlverhalten in einem Glücksrad Paradigma mittels Elektroenzephalographie (EEG). Um den Einfluss der Glücksspielproblematik zu erfassen, wurde eine Gruppe von Problemspielern mit einer Kontrollgruppe verglichen. Es zeigten sich keine Unterschiede in der Verarbeitung knapper Ergebnisse zwischen den beiden Gruppen. Im Vergleich zu vollen Ergebnissen führten knappe Ergebnisse zu kleineren Amplituden in der P300. Des Weiteren zeigte sich auf Trendniveau im Wahlverhalten der Probanden Anzeichen für ein der Gambler’s Fallacy entgegengesetztes Muster. Längere Sequenzen einer Ergebnisfarbe führten zu einer höheren Wahrscheinlichkeit diese Farbe im folgenden Durchgang erneut zu wählen. Schließlich zeigten Problemspieler relativ zur Kontrollgruppe kleinere Amplituden in der Feedbacknegativierung (FRN). Die zweite Studie zielte ebenfalls auf die Verarbeitung knapper Ergebnisse im Glücksrad Paradigma ab, allerdings unter Verwendung funktioneller Magnetresonanztomographie sowie einer Probandengruppe mit variierendem Ausmaß der Glücksspielproblematik. Es zeigte sich eine verstärkte Aktivierung im bilateralen superioren parietalen Cortex nach knappen im Vergleich zu vollen Ergebnissen. Die dritte Studie untersuchte peripherphysiologische Reaktionen auf knappe Ergebnisse im Glücksrad. Hierzu wurden Herzperiode und Hautleitfähigkeit erfasst während eine Probandengruppe mit unterschiedlichem Ausmaß an Glücksspielproblemen am Glücksrad spielte. Knappe Ergebnisse führten im Vergleich zu vollen Ergebnissen zu verlängerten Herzperioden kurz nach dem Ergebnis. Des Weiteren wurden die Herzperiodenreaktion und Hautleitfähigkeitsreaktion durch Glücksspielprobleme moduliert. Probanden mit einem hohem im Vergleich zu einem niedrigen Ausmaß an Glücksspielproblemen zeigten gesteigerte Hautleitfähigkeitsreaktionen auf knappe im Vergleich zu vollen Ergebnissen, sowie ähnliche Herzperiodenreaktionen auf knappe Ergebnisse und volle Gewinne. Die vierte Studie untersuchte das Wahlverhalten sowie Einflüsse vorheriger Sequenzen auf die Verarbeitung von Ergebnissen in einem Münzwurf Paradigma. Hierzu wurde ein EEG bei einer Gruppe von Problemspielern und Kontrollprobanden abgeleitet. Problemspieler zeigten wiederum generell kleinere FRN Amplituden als Kontrollen. Es zeigten sich keine Unterschiede in der Verarbeitung der Ergebnissequenzen zwischen den Gruppen. Die Unterbrechung einer Sequenz gleicher Ergebnisse führte zu verstärkter Power im Theta Frequenzband. Zusätzlich war die Amplitude der P300 nach zwei vorangegangenen Gewinnen erhöht. Schließlich zeigten Problemspieler im Vergleich zu Kontrollen die Tendenz das gewählte Symbol relativ zum vorangegangenen Ergebnissymbol häufiger zu wechseln. Zusammenfassend deuten die Ergebnisse auf Unterschiede in der Verarbeitung knapper und voller Ergebnisse hin, die vor allem Gehirnareale und Prozesse umfassen, die mit Aufmerksamkeit und Salienz assoziiert sind. Die Verarbeitung von Ergebnissequenzen umfasst Prozesse der Salienzzuschreibung und Erwartungsverletzung. Außerdem scheinen Problemspieler im Vergleich zu Kontrollen knappe Ergebnisse als gewinnähnlicher zu verarbeiten. Die Ergebnisse und deren Implikationen für problematisches Glücksspielverhalten sowie weitere mögliche Forschungsfragen werden diskutiert. KW - Spielsucht KW - Psychobiologie KW - Near Miss KW - Problem Gambling KW - Heart Period KW - EEG KW - fMRI KW - Gambler's Fallacy KW - Hot Hand Fallacy KW - Cognitive Distortions KW - Glücksspiel KW - Electroencephalographie KW - Funktionelle Kernspintomografie Y1 - 2016 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-139612 ER - TY - JOUR A1 - Mussel, Patrick A1 - Ulrich, Nathalie A1 - Allen, John J. B. A1 - Osinsky, Roman A1 - Hewig, Johannes T1 - Patterns of theta oscillation reflect the neural basis of individual differences in epistemic motivation JF - Scientific Reports N2 - Theta oscillations in the EEG have been shown to reflect ongoing cognitive processes related to mental effort. Here, we show that the pattern of theta oscillation in response to varying cognitive demands reflects stable individual differences in the personality trait epistemic motivation: Individuals with high levels of epistemic motivation recruit relatively more cognitive resources in response to situations possessing high, compared to low, cognitive demand; individuals with low levels do not show such a specific response. Our results provide direct evidence for the theory of the construct need for cognition and add to our understanding of the neural processes underlying theta oscillations. More generally, we provide an explanation how individual differences in personality traits might be represented on a neural level. KW - Motivation KW - Personality Y1 - 2016 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-146957 VL - 6 ER - TY - JOUR A1 - Bahník, Štěpán A1 - Strack, Fritz T1 - Overlap of accessible information undermines the anchoring effect JF - Judgment and Decision Making N2 - According to the Selective Accessibility Model of anchoring, the comparison question in the standard anchoring paradigm activates information that is congruent with an anchor. As a consequence, this information will be more likely to become the basis for the absolute judgment which will therefore be assimilated toward the anchor. However, if the activated information overlaps with information that is elicited by the absolute judgment itself, the preceding comparative judgment should not exert an incremental effect and should fail to result in an anchoring effect. The present studies find this result when the comparative judgment refers to a general category and the absolute judgment refers to a subset of the general category that was activated by the anchor value. For example, participants comparing the average annual temperature in New York City to a high 102 °F judged the average winter, but not summer temperature to be higher than participants making no comparison. On the other hand, participants comparing the annual temperature to a low –4 °F judged the average summer, but not winter temperature to be lower than control participants. This pattern of results was shown also in another content domain. It is consistent with the Selective Accessibility Model but difficult to reconcile with other main explanations of the anchoring effect. KW - anchoring KW - judgment KW - heuristics and biases KW - selective accessibility Y1 - 2016 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-169287 VL - 11 IS - 1 ER - TY - JOUR A1 - Huestegge, Lynn A1 - Böckler, Anne T1 - Out of the corner of the driver's eye: Peripheral processing of hazards in static traffic scenes JF - Journal of Vision N2 - Effective gaze control in traffic, based on peripheral visual information, is important to avoid hazards. Whereas previous hazard perception research mainly focused on skill-component development (e.g., orientation and hazard processing), little is known about the role and dynamics of peripheral vision in hazard perception. We analyzed eye movement data from a study in which participants scanned static traffic scenes including medium-level versus dangerous hazards and focused on characteristics of fixations prior to entering the hazard region. We found that initial saccade amplitudes into the hazard region were substantially longer for dangerous (vs. medium-level) hazards, irrespective of participants' driving expertise. An analysis of the temporal dynamics of this hazard-level dependent saccade targeting distance effect revealed that peripheral hazard-level processing occurred around 200–400 ms during the course of the fixation prior to entering the hazard region. An additional psychophysical hazard detection experiment, in which hazard eccentricity was manipulated, revealed better detection for dangerous (vs. medium-level) hazards in both central and peripheral vision. Furthermore, we observed a significant perceptual decline from center to periphery for medium (but not for highly) dangerous hazards. Overall, the results suggest that hazard processing is remarkably effective in peripheral vision and utilized to guide the eyes toward potential hazards. KW - traffic KW - hazard perception KW - visual orientation KW - eye movements KW - peripheral vision Y1 - 2016 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-147726 VL - 16 IS - 11 ER - TY - JOUR A1 - Wunsch, Kathrin A1 - Pfister, Roland A1 - Henning, Anne A1 - Aschersleben, Gisa A1 - Weigelt, Matthias T1 - No Interrelation of Motor Planning and Executive Functions across Young Ages JF - Frontiers in Psychology N2 - The present study examined the developmental trajectories of motor planning and executive functioning in children. To this end, we tested 217 participants with three motor tasks, measuring anticipatory planning abilities (i.e., the bar-transport-task, the sword-rotation-task and the grasp-height-task), and three cognitive tasks, measuring executive functions (i.e., the Tower-of-Hanoi-task, the Mosaic-task, and the D2-attention-endurance-task). Children were aged between 3 and 10 years and were separated into age groups by 1-year bins, resulting in a total of eight groups of children and an additional group of adults. Results suggested (1) a positive developmental trajectory for each of the sub-tests, with better task performance as children get older; (2) that the performance in the separate tasks was not correlated across participants in the different age groups; and (3) that there was no relationship between performance in the motor tasks and in the cognitive tasks used in the present study when controlling for age. These results suggest that both, motor planning and executive functions are rather heterogeneous domains of cognitive functioning with fewer interdependencies than often suggested. KW - anticipatory planning KW - end-state comfort effect KW - developmental disorders KW - child development KW - motor development Y1 - 2016 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-165281 VL - 7 IS - 1031 ER - TY - JOUR A1 - Kuhn, Manuel A1 - Scharfenort, Robert A1 - Schümann, Dirk A1 - Schiele, Miriam A. A1 - Münsterkötter, Anna L. A1 - Deckert, Jürgen A1 - Domschke, Katharina A1 - Haaker, Jan A1 - Kalisch, Raffael A1 - Pauli, Paul A1 - Reif, Andreas A1 - Romanos, Marcel A1 - Zwanzger, Peter A1 - Lonsdorf, Tina B. T1 - Mismatch or allostatic load? Timing of life adversity differentially shapes gray matter volume and anxious temperament JF - Social Cognitive and Affective Neuroscience N2 - Traditionally, adversity was defined as the accumulation of environmental events (allostatic load). Recently however, a mismatch between the early and the later (adult) environment (mismatch) has been hypothesized to be critical for disease development, a hypothesis that has not yet been tested explicitly in humans. We explored the impact of timing of life adversity (childhood and past year) on anxiety and depression levels (N = 833) and brain morphology (N = 129). Both remote (childhood) and proximal (recent) adversities were differentially mirrored in morphometric changes in areas critically involved in emotional processing (i.e. amygdala/hippocampus, dorsal anterior cingulate cortex, respectively). The effect of adversity on affect acted in an additive way with no evidence for interactions (mismatch). Structural equation modeling demonstrated a direct effect of adversity on morphometric estimates and anxiety/depression without evidence of brain morphology functioning as a mediator. Our results highlight that adversity manifests as pronounced changes in brain morphometric and affective temperament even though these seem to represent distinct mechanistic pathways. A major goal of future studies should be to define critical time periods for the impact of adversity and strategies for intervening to prevent or reverse the effects of adverse childhood life experiences. KW - VBM KW - childhood maltreatment KW - adversity KW - stressful life events KW - mismatch KW - allostatic load Y1 - 2016 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-189645 VL - 11 IS - 4 ER - TY - BOOK A1 - Lingel, Klaus T1 - Metakognitives Wissen Mathematik – Entwicklung und Zusammenhang mit der Mathematikleistung in der Sekundarstufe I T1 - Metacognitive Knowledge on Mathematics – Development and Relation to Mathematics Achievement in Secondary School N2 - Das Wissen über kognitive Prozesse oder metakognitives Wissen ist seit den 1970er-Jahren Gegenstand der entwicklungspsychologischen Forschung. Im Inhaltsbereich der mathematischen Informationsverarbeitung ist das Konstrukt jedoch – trotz elaborierter theoretischer Modelle über Struktur und Inhalt – empirisch nach wie vor weitgehend unerschlossen. Die vorliegende Studie schließt diese Lücke, indem sie die Entwicklung des mathematischen metakognitiven Wissens im Längsschnitt untersucht. Dazu wurde nicht nur der Entwicklungsverlauf beschrieben, sondern auch nach den Quellen für die beobachteten individuellen Unterschiede in der Entwicklung gesucht. Auch die aus pädagogischen Gesichtspunkten interessanten Zusammenhänge zwischen der metakognitiven Wissensentwicklung und der parallel dazu verlaufenden Entwicklung der mathematischen Kompetenzen wurden analysiert. N2 - Knowledge about cognition or metacognitive knowledge has been a subject of interest in developmental psychology since the 1970s. The main focus has been on the development and impact of metacognitive knowledge on memory development during preschool and primary school. Despite elaborated theoretical models of structure and content, there is hardly any empirical research on metacognitive knowledge on mathematical information processing. This study investigated systematically the development of mathematical metacognitive knowledge in secondary school, the impact of individual determinants on developmental differences and the relation among the developmental processes in metacognitive knowledge and in mathematical achievement. The analyses were based on data of four measurement points of a larger longitudinal study. The observed time period spanned Grades 5 and 6. The sample included 928 students in the three main tracks of the German secondary educational system (academic, intermediate and vocational track). The instruments used to assess developmental changes in mathematical metacognitive knowledge and mathematics achievement were constructed according to the item response theory. In order to consider the developmental progress of the sample, instruments were consecutively adapted by vertical linking. Additionally, cognitive (intelligence and working memory capacity), motivational (mathematical interest and self-concept) and socioeconomic (socioeconomic status of family) traits were assessed. Reading competency was controlled as method factor. Developmental differences and changes in metacognitive knowledge were analyzed by latent growth curve models. The sample showed a continuous growth in metacognitive knowledge. The developmental progress, however did not proceed linearly, but decelerated during the course of Grade 6. Cognitive and socioeconomic traits predicted developmental differences and changes in metacognitive knowledge. Motivational traits, though, had no impact on the developmental process. Gender differences showed up as differential gains in favor of female students. Right at the first measurement point, effects of school tracking were significant. Over the observed period, students of the academic and the vocational track achieved a stronger growth in metacognitive knowledge than students in the intermediate track. Explorative mixture distribution modeling resulted in three latent classes of developmental change. The class allocation was predicted by school track, cognitive and socioeconomic traits. The developmental processes of mathematical metacognitive knowledge and mathematics achievement were bidirectionally related. Developmental differences in both grouping variables, gender and school track, as well as correlational relations between the observed developmental processes remained significant under control for students´ cognitive, motivational and socioeconomic traits. These findings essentially confirm the constructivist assumption of metacognitive knowledge development as postulated in memory research. Additionally, the investigation of mathematical metacognitive knowledge in secondary school widens substantially the traditional focus of research. The instrument to assess metacognitive knowledge which was constructed as part of this study allows future research in the field of metacognitive development. KW - Kognitiver Prozess KW - Metakognition KW - Mathematikunterricht KW - Längsschnittuntersuchung KW - Kindheit KW - Jugend KW - Sekundarstufe KW - Metakognitives Wissen KW - Metacognitive Knowledge KW - Mathematics Achievement KW - Mathematikleistung KW - Kognition KW - Entwicklung Y1 - 2016 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-103269 SN - 978-3-95826-004-7 (print) SN - 978-3-95826-005-4 (online) N1 - Parallel erschienen als Druckausg. in Würzburg University Press, ISBN 978-3-95826-004-7, 29,80 EUR. PB - Würzburg University Press CY - Würzburg ER - TY - JOUR A1 - Ziegler, C. A1 - Richter, J. A1 - Mahr, M. A1 - Gajewska, A. A1 - Schiele, M.A. A1 - Gehrmann, A. A1 - Schmidt, B. A1 - Lesch, K.-P. A1 - Lang, T. A1 - Helbig-Lang, S. A1 - Pauli, P. A1 - Kircher, T. A1 - Reif, A. A1 - Rief, W. A1 - Vossbeck-Elsebusch, A.N. A1 - Arolt, V. A1 - Wittchen, H.-U. A1 - Hamm, A.O. A1 - Deckert, J. A1 - Domschke, K. T1 - MAOA gene hypomethylation in panic disorder-reversibility of an epigenetic risk pattern by psychotherapy JF - Translational Psychiatry N2 - Epigenetic signatures such as methylation of the monoamine oxidase A (MAOA) gene have been found to be altered in panic disorder (PD). Hypothesizing temporal plasticity of epigenetic processes as a mechanism of successful fear extinction, the present psychotherapy-epigenetic study for we believe the first time investigated MAOA methylation changes during the course of exposure-based cognitive behavioral therapy (CBT) in PD. MAOA methylation was compared between N=28 female Caucasian PD patients (discovery sample) and N=28 age- and sex-matched healthy controls via direct sequencing of sodium bisulfite-treated DNA extracted from blood cells. MAOA methylation was furthermore analyzed at baseline (T0) and after a 6-week CBT (T1) in the discovery sample parallelized by a waiting time in healthy controls, as well as in an independent sample of female PD patients (N=20). Patients exhibited lower MAOA methylation than healthy controls (P<0.001), and baseline PD severity correlated negatively with MAOA methylation (P=0.01). In the discovery sample, MAOA methylation increased up to the level of healthy controls along with CBT response (number of panic attacks; T0-T1: +3.37±2.17%), while non-responders further decreased in methylation (-2.00±1.28%; P=0.001). In the replication sample, increases in MAOA methylation correlated with agoraphobic symptom reduction after CBT (P=0.02-0.03). The present results support previous evidence for MAOA hypomethylation as a PD risk marker and suggest reversibility of MAOA hypomethylation as a potential epigenetic correlate of response to CBT. The emerging notion of epigenetic signatures as a mechanism of action of psychotherapeutic interventions may promote epigenetic patterns as biomarkers of lasting extinction effects. KW - Adult KW - Case-Control Studies KW - Cognitive Therapy KW - DNA Methylation KW - Epigenesis KW - Genetic KW - Female KW - Humans KW - Monoamine Oxidase/genetics KW - Panic Disorder/genetics KW - Panic Disorder/therapy KW - Sequence Analysis KW - DNA Y1 - 2016 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-164422 IS - 6 ER - TY - THES A1 - Rodrigues, Johannes T1 - Let me change your mind… Frontal brain activity in a virtual T-maze T1 - Let me change your mind… Frontale Hirnaktivierung in einem virtuellen T-Labyrinth N2 - Frontal asymmetry, a construct invented by Richard Davidson, linking positive and negative valence as well as approach and withdrawal motivation to lateralized frontal brain activation has been investigated for over thirty years. The frontal activation patterns described as relevant were measured via alpha-band frequency activity (8-13 Hz) as a measurement of deactivation in electroencephalography (EEG) for homologous electrode pairs, especially for the electrode position F4/ F3 to account for the frontal relative lateralized brain activation. Three different theories about frontal activation patterns linked to motivational states were investigated in two studies. The valence theory of Davidson (1984; 1998a; 1998b) and its extension to the motivational direction theory by Harmon-Jones and Allen (1998) refers to the approach motivation with relative left frontal brain activity (indicated by relative right frontal alpha activity) and to withdrawal motivation with relative right frontal brain activation (indicated by relative left frontal alpha activity). The second theory proposed by Hewig and colleagues (2004; 2005; 2006) integrates the findings of Davidson and Harmon – Jones and Allen with the reinforcement sensitivity theory of Jeffrey A. Gray (1982, 1991). Hewig sees the lateralized frontal approach system and withdrawal system proposed by Davidson as subsystems of the behavioral activation system proposed by Gray and bilateral frontal activation as a biological marker for the behavioral activation system. The third theory investigated in the present studies is the theory from Wacker and colleagues (2003; 2008; 2010) where the frontal asymmetrical brain activation patterns are linked to the revised reinforcement sensitivity theory of Gray and McNaughton (2000). Here, right frontal brain activity (indicated by lower relative right frontal alpha activity) accounts for conflict, behavioral inhibition and activity of the revised behavioral inhibition system, while left frontal brain activation (indicated by lower relative left frontal alpha activity) stands for active behavior and the activity of the revised behavioral activation system as well as the activation of the revised flight fight freezing system. In order to investigate these three theories, a virtual reality T-maze paradigm was introduced to evoke motivational states in the participants, offering the opportunity to measure frontal brain activation patterns via EEG and behavior simultaneously in the first study. In the second study the virtual reality paradigm was additionally compared to mental imagery and a movie paradigm, two well-known state inducing paradigms in the research field of frontal asymmetry. In the two studies, there was confirming evidence for the theory of Hewig and colleages (2004; 2005; 2006), showing higher bilateral frontal activation for active behavior and lateralized frontal activation patterns for approach (left frontal brain activation) and avoidance (right frontal brain activation) behavior. Additionally a limitation for the capability model of anterior brain asymmetry proposed by Coan and colleagues (2006), where the frontal asymmetry should be dependent on the relevant traits driving the frontal asymmetry pattern if a relevant situation occurs, could be found. As the very intense virtual reality paradigm did not lead to a difference of frontal brain activation patterns compared to the mental imagery paradigm or the movie paradigm for the traits of the participants, the trait dependency of the frontal asymmetry in a relevant situation might not be given, if the intensity of the situation exceeds a certain level. Nevertheless there was an influence of the traits in the virtual reality T-maze paradigm, because the shown behavior in the maze was trait-dependent. The implications of the findings are multifarious, leading from possible objective personality testing via diversification of the virtual reality paradigm to even clinical implications for depression treatments based on changes in the lateralized frontal brain activation patterns for changes in the motivational aspects, but also for changes in bilateral frontal brain activation when it comes to the drive and preparedness for action in patients. Finally, with the limitation of the capability model, additional variance in the different findings about frontal asymmetry can be explained by taking the intensity of a state manipulation into account. N2 - Frontal Asymmetrie, ein Konstrukt, erfunden von Richard Davidson, das positive und negative Valenz sowie Annäherungsmotivation und Vermeidungsmotivation mit lateralisierter Frontalhirnaktivierung verbindet, wird seit mehr als dreißig Jahren untersucht. Die frontalen Aktivierungsmuster, die als relevant beschrieben wurden, wurden über Alpha-Frequenzband Aktivität (8-13 Hz) im Elektroenzephalogramm (EEG) als Maß für die Deaktivierung für die homologe Elektrodenpaare, insbesondere an der Elektrodenposition F4 / F3 gemessen, um die relative frontale lateralisierte Hirnaktivierung zu messen. In der vorliegenden Arbeit wurden drei verschiedene Theorien über frontale Aktivierungsmuster, die mit motivationalen Zuständen verbunden sind, in zwei Studien untersucht. Die „valence theory“ von Davidson (1984; 1998a; 1998b) und ihre Erweiterung zur „motivational direction theory“ von Harmon Jones und Allen (1998) verbindet Annäherungsmotivation mit relativer linksseitiger frontalen Hirnaktivität (durch relative rechtsfrontale Alpha-Aktivität angezeigt) und Rückzugsmotivation mit relativer rechtsfrontaler Hirnaktivierung (durch relative linksfrontale Alpha-Aktivität angezeigt). Die zweite Theorie von Hewig und Kollegen (2004; 2005; 2006) integriert die Ergebnisse von Davidson und Harmon - Jones und Allen mit der „reinforcement sensitvity theory“ von Jeffrey A. Gray (1982, 1991). Hewig sieht das lateralisierte frontale „approach system“ (Annäherungsverhalten, links frontal), und das „withdrawal system“ (Rückzugsverhalten, rechts frontal) von Davidson als Subsysteme des „behavioral activation system“ von Gray und bilaterale frontale Aktivierung als biologische Marker für das „behavioral activation system“ und aktives Verhalten. Die dritte Theorie, die in den vorliegenden Studien untersucht wird, ist die Theorie von Wacker und Kollegen (2003; 2008; 2010), bei der die frontalen asymmetrischen Gehirnaktivierungsmuster der „revidierten reinforcement sensitvity theory“ von Gray und McNaughton (2000) zugeordnet werden. Hier steht die rechte frontale Hirnaktivität (ermittelt durch geringere relative rechten frontalen Alpha-Aktivität) für Konflikte, Verhaltenshemmung und die Aktivität des „revised behavioral inhibition system“, während links frontale Hirnaktivierung (ermittelt durch niedrigere relative links frontal Alpha-Aktivität) für aktives Verhalten und die Aktivität des „revised behavioral activation system“ sowie die Aktivierung des „revised fight flight freezing system“ steht. Um diese drei Theorien zu untersuchen, wurde eine virtuelles T-Labyrinth Paradigma in der ersten Studie eingeführt, um motivationale Zustände bei den Teilnehmern zu induzieren und die Möglichkeit zu erhalten, frontale Hirnaktivierungsmuster im EEG und Verhalten gleichzeitig zu messen. In der zweiten Studie wurde das virtuelle Realität Paradigma zusätzlich im Vergleich zu einem mentalen Vorstellungsparadigma und einem Film-Paradigma, zwei bekannten Paradigmen für die Induktion von motivationalen Zuständen im Bereich der Forschung der frontalen Asymmetrie, eingesetzt. In den beiden Studien konnte die Theorie von Hewig und colleages (2004; 2005; 2006) belegt werden, da höhere bilaterale frontale Aktivierung für aktives Verhalten und lateralisierte frontale Aktivierungsmuster für Annäherung (linksfrontale Hirnaktivierung) und Vermeidung (rechtsfrontale Hirnaktivierung) gefunden wurde. Zusätzlich wurde eine Limitation des „capability models of anterior frontal asymmetry“ von Coan und Kollegen (2006), nach der die frontale Asymmetrie von relevanten Persönlichkeitsmerkmalen in den entsprechend der Eigenschaft relevanten Situationen beeinflusst werden sollte, gefunden. Da das sehr intensive virtuelle Realität Paradigma im Gegensatz zu den mentalen Vorstellungen und dem Film Paradigma keine Abhängigkeit der frontalen Gehirnaktivierungsmustern in den entsprechenden Situationen von den Persönlichkeitseigenschaften zeigte, kann diese Abhängigkeit der frontalen Asymmetrie von der Persönlichkeit nicht gefunden werden, wenn die Intensität der Situation einen bestimmten Wert überschreitet. Dennoch gab es einen Einfluss der Persönlichkeitseigenschaften in dem virtuellen T-Labyrinth, denn das beobachtbare Verhalten im Labyrinth war persönlichkeitsabhängig. Die praktische Bedeutung dieser Erkenntnisse sind vielfältig und reichen von möglichen objektiven Persönlichkeitstests durch eine Erweiterung des virtuellen Realität Paradigmas bis hin zu klinischen Implikationen für die Behandlung depressiver Patienten, basierend auf der Veränderungen der lateralisierten Frontalhirnaktivierungsmustern um motivationale Aspekte zu verändern, oder aber der für Änderungen bilateraler frontale Gehirnaktivierung, um den Antrieb und die Handlungsbereitschaft bei Patienten zu verändern. Schließlich kann mittels der Limitierung des „capability models“ zusätzliche Variation in den verschiedenen Befunden zur frontalen Asymmetrie erklärt werden, indem man die Intensität der Zustandsmanipulation berücksichtigt. KW - Electroencephalographie KW - Motivation KW - Frontal asymmetry KW - virtual reality T-maze KW - reinforcement sensitivity theory KW - bilateral BAS model KW - EEG KW - virtuelle Realität KW - Alpha-Aktivität Y1 - 2016 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-143280 ER - TY - JOUR A1 - Acqualagna, Laura A1 - Botrel, Loic A1 - Vidaurre, Carmen A1 - Kübler, Andrea A1 - Blankertz, Benjamin T1 - Large-Scale Assessment of a Fully Automatic Co-Adaptive Motor Imagery-Based Brain Computer Interface JF - PLoS ONE N2 - In the last years Brain Computer Interface (BCI) technology has benefited from the development of sophisticated machine leaning methods that let the user operate the BCI after a few trials of calibration. One remarkable example is the recent development of co-adaptive techniques that proved to extend the use of BCIs also to people not able to achieve successful control with the standard BCI procedure. Especially for BCIs based on the modulation of the Sensorimotor Rhythm (SMR) these improvements are essential, since a not negligible percentage of users is unable to operate SMR-BCIs efficiently. In this study we evaluated for the first time a fully automatic co-adaptive BCI system on a large scale. A pool of 168 participants naive to BCIs operated the co-adaptive SMR-BCI in one single session. Different psychological interventions were performed prior the BCI session in order to investigate how motor coordination training and relaxation could influence BCI performance. A neurophysiological indicator based on the Power Spectral Density (PSD) was extracted by the recording of few minutes of resting state brain activity and tested as predictor of BCI performances. Results show that high accuracies in operating the BCI could be reached by the majority of the participants before the end of the session. BCI performances could be significantly predicted by the neurophysiological indicator, consolidating the validity of the model previously developed. Anyway, we still found about 22% of users with performance significantly lower than the threshold of efficient BCI control at the end of the session. Being the inter-subject variability still the major problem of BCI technology, we pointed out crucial issues for those who did not achieve sufficient control. Finally, we propose valid developments to move a step forward to the applicability of the promising co-adaptive methods. KW - large-scale assessment KW - Brain Computer Interface KW - machine leaning KW - fully automatic KW - co-adaptive Y1 - 2016 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-167230 VL - 11 IS - 2 ER - TY - JOUR A1 - Hommers, Wilfried A1 - Görs, Marijke T1 - Information integration of Kohlbergian thoughts about consensual sex JF - Universitas Psychologica N2 - The unification of two major approaches to moral judgment is the purpose of the present approach. Kohlberg's well-known stage theory assumes a sequence of discrete stages that underlie all moral judgment. Stage theory recognizes the problem of integrating considerations but gives no way to solve such integration, even with information from any one stage. And, of course, the stage concept denies any significant integration from different stages. Thus, research on moral judgment needs to study the integration problem which can be tested within Anderson's theory of information integration. The main purpose of the present study was to extend this unificationist approach to the issue of sexual morality. A novel task presents information from two very different stages. The results showed that in contrast to discreteness the stage informers were positively correlated in punishment judgments of both genders about consensual sex of juveniles. Furthermore, the subjects integrated considerations from those very different stages also in contrast to the hypothesis that only a single stage was operative at any time. KW - Information Integration Theory KW - Kohlberg KW - moral judgment KW - cognition development Y1 - 2016 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-168487 VL - 15 IS - 3 ER - TY - JOUR A1 - Riepl, Korbinian A1 - Mussel, Patrick A1 - Osinsky, Roman A1 - Hewig, Johannes T1 - Influences of State and Trait Affect on Behavior, Feedback-Related Negativity, and P3b in the Ultimatum Game JF - PLoS One N2 - The present study investigates how different emotions can alter social bargaining behavior. An important paradigm to study social bargaining is the Ultimatum Game. There, a proposer gets a pot of money and has to offer part of it to a responder. If the responder accepts, both players get the money as proposed by the proposer. If he rejects, none of the players gets anything. Rational choice models would predict that responders accept all offers above 0. However, evidence shows that responders typically reject a large proportion of all unfair offers. We analyzed participants’ behavior when they played the Ultimatum Game as responders and simultaneously collected electroencephalogram data in order to quantify the feedback-related negativity and P3b components. We induced state affect (momentarily emotions unrelated to the task) via short movie clips and measured trait affect (longer-lasting emotional dispositions) via questionnaires. State happiness led to increased acceptance rates of very unfair offers. Regarding neurophysiology, we found that unfair offers elicited larger feedback-related negativity amplitudes than fair offers. Additionally, an interaction of state and trait affect occurred: high trait negative affect (subsuming a variety of aversive mood states) led to increased feedback-related negativity amplitudes when participants were in an angry mood, but not if they currently experienced fear or happiness. We discuss that increased rumination might be responsible for this result, which might not occur, however, when people experience happiness or fear. Apart from that, we found that fair offers elicited larger P3b components than unfair offers, which might reflect increased pleasure in response to fair offers. Moreover, high trait negative affect was associated with decreased P3b amplitudes, potentially reflecting decreased motivation to engage in activities. We discuss implications of our results in the light of theories and research on depression and anxiety. KW - emotions KW - ultimatum game KW - fear KW - happiness KW - behavior KW - decision making KW - electroencephalography KW - event-related potentials Y1 - 2016 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-147386 VL - 7 IS - 11 ER - TY - THES A1 - Münchow, Hannes T1 - I feel, therefore I learn – Effectiveness of affect induction interventions and possible covariates on learning outcomes T1 - I feel, therefore I learn – Effektivität von Affektinduktionsinterventionen und mögliche Kovariaten auf den Lernerfolg N2 - Affective states in the context of learning and achievement can influence the learning process essentially. The impact of affective states can be both directly on the learning performance and indirectly mediated via, for example, motivational processes. Positive activating affect is often associated with increased memory skills as well as advantages in creative problem solving. Negative activating affect on the other hand is regarded to impair learning outcomes because of promoting task-irrelevant thinking. While these relationships were found to be relatively stable in correlation studies, causal relationships have been examined rarely so far. This dissertation aims to investigate the effects of positive and negative affective states in multimedia learning settings and to identify potential moderating factors. Therefore, three experimental empirical studies on university students were conducted. In Experiment 1, N = 57 university students were randomly allocated to either a positive or negative affect induction group. Affects were elicited using short film clips. After a 20-minute learning phase in a hypertext-based multimedia learning environment on “functional neuroanatomy” the learners’ knowledge as well as transfer performance were measured. It was assumed that inducing positive activating affect should enhance learning performance. Eliciting negative activating affect on the other hand should impair learning performance. However, it was found that the induction of negative activating affect prior to the learning phase resulted in slight deteriorations in knowledge. Contrary to the assumptions, inducing positive activating affect before the learning phase did not improve learning performance. Experiment 2 induced positive activating affect directly during learning. To induce affective states during the entire duration of the learning phase, Experiment 2 used an emotional design paradigm. Therefore, N = 111 university students were randomly assigned to learn either in an affect inducing multimedia learning environment (use of warm colours and round shapes) or an affectively neutral counterpart (using shades of grey and angular shapes) on the same topic as in Experiment 1. Again, knowledge as well as transfer performance were measured after learning for 20 minutes. In addition, positive and negative affective states were measured before and after learning. Complex interaction patterns between the treatment and initial affective states were found. Specifically, learners with high levels of positive affect before learning showed better transfer performance when they learned in the affect inducing learning environment. Regarding knowledge, those participants who reported high levels of negative activating affect prior to the learning period performed worse. However, the effect on knowledge did not occur for those students learning in the affect inducing learning environment. For knowledge, the treatment therefore protected against poorer performance due to high levels of negative affective states. Results of Experiment 2 showed that the induction of positive activating affect influenced learning performance positively when taking into account affective states prior to the learning phase. In order to confirm these interaction effects, a conceptual replication of the previous experiment was conducted in Experiment 3. Experiment 3 largely retained the former study design, but changed the learning materials and tests used. Analogous to Experiment 2, N = 145 university students learning for 20 minutes in either an affect inducing or an affectively neutral multimedia learning environment on “eukaryotic cell”. To strengthen the treatment, Experiment 3 also used anthropomorphic design elements to induce affective states next to warm colours and round shapes. Moreover, in order to assess the change in affective states more exactly, an additional measurement of positive and negative affective states after half of the learning time was inserted. Knowledge and transfer were assessed again to measure learning performance. The learners’ memory skills were used as an additional learning outcome. To control the influence of potential confounding variables, the participants’ general and current achievement motivation as well as interest, and emotion regulation skills were measured. Contrary to the assumptions, Experiment 3 could not confirm the interaction effects of Experiment 2. Instead, there was a significant impact of positive activating affect prior to the learning phase on transfer, irrespective of the learners’ group affiliation. This effect was further independent of the control variables that were measured. Nevertheless, the results of Experiment 3 fit into the picture of findings regarding “emotional design” in hypermedia learning settings. To date, the few publications that have used this approach propose heterogeneous results, even when using identical materials and procedures. N2 - Affektiven Zuständen im Lern- und Leistungskontext wird ein wesentlicher Einfluss auf den Lernprozess zugesprochen. Dabei wirken diese sowohl direkt auf die Lernleistung als auch indirekt vermittelt über beispielsweise motivationale Prozesse. Positive aktivierende Affekte stehen dabei oft im Zusammenhang mit erhöhter Gedächtnisleistung und kreativer Problemlösefähigkeit. Negative aktivierende Affekte anderseits werden eher als lernhinderlich angesehen, da sie aufgabenirrelevantes Denken fördern. Während sich diese Zusammenhänge im Rahmen korrelativer Studien als relativ stabil erwiesen haben, sind kausale Beziehungen bislang noch eher selten untersucht. Diese Arbeit hat daher zum Ziel, die Auswirkungen von positiven und negativen aktivierenden affektiven Zuständen beim Lernen mit Hypermedien genauer zu betrachten und mögliche moderierende Einflussfaktoren zu erkennen. Dabei wurden drei experimentelle empirische Studien mit Universitätsstudierenden durchgeführt. In Experiment 1 wurde Studierenden (N = 57) zufällig positiver oder negativer aktivierender Affekt mithilfe von kurzen Filmsequenzen induziert. Nach einer 20-minütigen Lernphase in einer hypertextbasierten multimedialen Lernumgebung zum Thema „Funktionelle Neuroanatomie“ wurden die Verständnis - und Transferleistungen der Studierenden gemessen. Es wurde dabei angenommen, dass sich positiver aktivierender Affekt vor dem Lernen positiv auf die Lernleistung auswirkt, während vor dem Lernen induzierter negativer aktivierender Affekt die entgegengesetzte Wirkung haben sollte. Es zeigte sich, dass die Induktion von negativem aktivierenden Affekt vor dem Lernen zu einer leichten Verschlechterung der Verständnisleistung führte. Entgegen der Vermutungen zeigten Probanden, bei denen positiver aktivierender Affekt vor dem Lernen erzeugt wurde, jedoch keine Verbesserung der Lernleistung. Als mögliche Erklärungsursache hierfür wurde unter anderem angenommen, dass die Affektinduktion vor dem Lernen zwar erfolgreich war, diese Affekte jedoch nicht für die gesamte Dauer der Lernzeit anhielten. In Experiment 2 wurde positiv aktivierender Affekt während der gesamten Lernphase induziert. Dazu wurden N = 111 Universitätsstudierende zufällig einer affektinduzierenden multimedialen Lernumgebung (Verwendung von warmen Farben und runden Formen) oder einem affektneutralen Gegenstück (Verwendung von Grautönen und eckigen Formen) zum Thema „Funktionelle Neuroanatomie“ zugeordnet. Nach einer Lernzeit von 20 Minuten wurden Verständnis- und Transferleistungen gemessen. Es zeigten sich komplexe Interaktionsmuster zwischen dem Treatment und positivem und negativem Affekt vor dem Lernen gefunden: Lernende, die vor dem Lernen stark positiv gestimmt waren, zeigten eine bessere Transferleistung, wenn sie in der affekt-erzeugenden Lernumgebung lernten. Berichteten die Lernenden dagegen hohe Ausprägungen von negativem Affekt vor dem Lernen, so sank ihre Verständnisleistung. Dieser Effekt trat nicht auf, wenn in der affekterzeugenden Lernumgebung gelernt wurde. Für Verständnislernen schützte das Treatment daher vor schlechterer Performanz durch stark ausgeprägten negativen aktivierenden Affekt vor dem Lernen. Die Ergebnisse von Experiment 2 weisen darauf hin, dass die Induktion von positivem aktivierenden Affekt das Lernen positiv beeinflusst, wenn man die Affektausprägungen vor dem Lernen berücksichtigt. In Experiment 3 wurde eine konzeptuelle Replikation des vorangegangenen Experiments durchgeführt. Dazu wurde das Studiendesign größtenteils beibehalten, jedoch die verwendeten Lernmaterialien und Lerntests verändert. Analog zu Experiment 2 lernten N = 145 Studierende für 20 Minuten entweder in einer affekterzeugenden oder einer affektneutralen Lernumgebung zum Thema „Eukaryotische Zellen“. Zu Stärkung des Treatments wurden in Experiment 3 neben warmen Farben und runden Formen auch anthropomorphe Designelemente zur Induktion von positivem aktivierenden Affekt verwendet. Zudem wurde eine zusätzliche Messung des positiven und negativen Affektes nach der Hälfte der Lernzeit eingefügt, um die Veränderung des affektiven Erlebens während des Lernens differenzierter zu erfassen. Als Maße für die Lernleistung wurden erneut Verständnis und Transfer sowie die Gedächtnisleistung erhoben. Um den Einfluss potentieller konfundierender Variablen zu kontrollieren wurden zudem die generelle und aktuelle Leistungsmotivation, das Interesse sowie die Emotionsregulation gemessen. Entgegen der Erwartungen, konnte Experiment 3 die Interaktionseffekte aus Experiment 2 nicht bestätigen. Stattdessen zeigte sich ein signifikanter Einfluss des positiven aktivierenden Affektes vor dem Lernen auf die Transferleistung, unabhängig von der Gruppenzugehörigkeit des Lernenden. Dieser Effekt war unabhängig von den erhobenen Kontrollvariablen. Dennoch passen die Ergebnisse in das heterogene Befundmuster, welches sich durch die wenigen experimentellen Studien zu „emotional design“ beim Lernen abzeichnet. KW - Affekt KW - Leistungsmotivation KW - Lernerfolg KW - emotional design KW - positive and negative affect KW - learning outcomes KW - achievement motivation Y1 - 2016 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-148432 ER - TY - JOUR A1 - Holtfrerich, Sarah K. C. A1 - Schwarz, Katharina A. A1 - Sprenger, Christian A1 - Reimers, Luise A1 - Diekhof, Esther K. T1 - Endogenous Testosterone and Exogenous Oxytocin Modulate Attentional Processing of Infant Faces JF - PLoS ONE N2 - Evidence indicates that hormones modulate the intensity of maternal care. Oxytocin is known for its positive influence on maternal behavior and its important role for childbirth. In contrast, testosterone promotes egocentric choices and reduces empathy. Further, testosterone decreases during parenthood which could be an adaptation to increased parental investment. The present study investigated the interaction between testosterone and oxytocin in attentional control and their influence on attention to baby schema in women. Higher endogenous testosterone was expected to decrease selective attention to child portraits in a face-in-the-crowd-paradigm, while oxytocin was expected to counteract this effect. As predicted, women with higher salivary testosterone were slower in orienting attention to infant targets in the context of adult distractors. Interestingly, reaction times to infant and adult stimuli decreased after oxytocin administration, but only in women with high endogenous testosterone. These results suggest that oxytocin may counteract the adverse effects of testosterone on a central aspect of social behavior and maternal caretaking. KW - maternal behavior KW - oxytocin KW - testosterone KW - attention KW - infant faces Y1 - 2016 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-166783 VL - 11 IS - 11 ER - TY - JOUR A1 - Mavratzakis, Aimee A1 - Herbert, Cornelia A1 - Walla, Peter T1 - Emotional facial expressions evoke faster orienting responses, but weaker emotional responses at neural and behavioural levels compared to scenes: a simultaneous EEG and facial EMG study JF - NeuroImage N2 - In the current study, electroencephalography (EEG) was recorded simultaneously with facial electromyography (fEMG) to determine whether emotional faces and emotional scenes are processed differently at the neural level. In addition, it was investigated whether these differences can be observed at the behavioural level via spontaneous facial muscle activity. Emotional content of the stimuli did not affect early P1 activity. Emotional faces elicited enhanced amplitudes of the face-sensitive N170 component, while its counterpart, the scene-related N100, was not sensitive to emotional content of scenes. At 220-280 ms, the early posterior negativity (EPN) was enhanced only slightly for fearful as compared to neutral or happy faces. However, its amplitudes were significantly enhanced during processing of scenes with positive content, particularly over the right hemisphere. Scenes of positive content also elicited enhanced spontaneous zygomatic activity from 500-750 ms onwards, while happy faces elicited no such changes. Contrastingly, both fearful faces and negative scenes elicited enhanced spontaneous corrugator activity at 500-750 ms after stimulus onset. However, relative to baseline EMG changes occurred earlier for faces (250 ms) than for scenes (500 ms) whereas for scenes activity changes were more pronounced over the whole viewing period. Taking into account all effects, the data suggests that emotional facial expressions evoke faster attentional orienting, but weaker affective neural activity and emotional behavioural responses compared to emotional scenes. KW - Emotion KW - Affective processing KW - Faces and scenes KW - Electroencephalography KW - Spontaneous facial EMG KW - N170 KW - N100 KW - Early posterior negativity Y1 - 2016 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-191535 VL - 124 IS - Part A ER -