TY - JOUR A1 - Schwab, Frank A1 - Hennighausen, Christine A1 - Adler, Dorothea C. A1 - Carolus, Astrid T1 - Television Is Still “Easy” and Print Is Still “Tough”? More Than 30 Years of Research on the Amount of Invested Mental Effort JF - Frontiers in Psychology N2 - We provide a literature overview of 30 years of research on the amount of invested mental effort (AIME, Salomon, 1984), illuminating relevant literature in this field. Since the introduction of AIME, this concept appears to have vanished. To obtain a clearer picture of where the theory of AIME has diffused, we conducted a literature search focusing on the period 1985–2015. We examined scientific articles (N = 244) that cite Salomon (1984) and content-analyzed their keywords. Based on these keywords, we identified seven content clusters: affect and motivation, application fields, cognition and learning, education and teaching, media technology, learning with media technology, and methods. We present selected works of each content cluster and describe in which research field the articles had been published. Results indicate that AIME was most commonly (but not exclusively) referred to in the area of educational psychology indicating its importance regarding learning and education, thereby investigating print and TV, as well as new media. From a methodological perspective, research applied various research methods (e.g., longitudinal studies, experimental designs, theoretical analysis) and samples (e.g., children, college students, low income families). From these findings, the importance of AIME for further research is discussed. KW - AIME KW - amount of invested mental effort KW - literature review KW - content-analysis KW - content cluster Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-189965 SN - 1664-1078 VL - 9 IS - 1098 ER - TY - JOUR A1 - Krause, Stefan A1 - Weber, Silvana T1 - Lift me up by looking down: social comparison effects of narratives JF - Frontiers in Psychology N2 - Stories are a powerful means to change recipients’ views on themselves by being transported into the story world and by identifying with story characters. Previous studies showed that recipients temporarily change in line with a story and its characters (assimilation). Conversely, assimilation might be less likely when recipients are less identified with story protagonists or less transported into a story by comparing themselves with a story character. This may lead to changes, which are opposite to a story and its characters (contrast). In two experiments, we manipulated transportation and experience taking via two written reviews (Experiment 1; N = 164) and by varying the perspective of the story’s narrator (Experiment 2; N = 79) of a short story about a negligent student. Recipients’ self-ratings in comparison to others, motives, and problem-solving behavior served as dependent variables. However, neither the review nor the perspective manipulation affected transportation or experience taking while reading the story. Against our expectations, highly transported recipients (in Study 1) and recipients with high experience taking (in Study 2) showed more persistency working on an anagram-solving task, even when controlling for trait conscientiousness. Our findings are critically discussed in light of previous research. KW - self KW - self-concept KW - transportation KW - identification KW - experience taking KW - narratives KW - social comparison Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-190624 SN - 1664-1078 VL - 9 ER - TY - THES A1 - Ruth, Nicolas T1 - Gute Musik. Repräsentation und Wirkung prosozialer Musik T1 - Good music. Representation and effects of prosocial music N2 - Die vorliegende Rahmenschrift der kumulativen Dissertation umfasst zunächst einen einleitenden Teil, der die zentralen Begriffe „prosoziales Verhalten“ und „prosoziale Musik“ definiert. Anschließend werden der Stand der Forschung zu den Inhalten populärer Musik und zur Wirkung prosozialer Musik aufgezeigt. Im darauffolgenden Abschnitt werden die theoretischen Grundlagen für die Wirkungsstudien dieser Arbeit dargestellt und diskutiert. Das theoretische Gerüst bilden das General Learning Model sowie das Reciprocal Feedback Model of Musical Response. Aspekte dieser theoretischen Ansätze werden schließlich kombiniert, um sie in ein eigenes Musikwirkungsmodell zu überführen. Das übergeordnete Forschungsvorhaben wird in zwei zentrale Vorhaben aufgeteilt – die Analyse der Repräsentation und die Untersuchung der Wirkung prosozialer Musik – und im anschließenden Kapitel dargestellt. Im Zentrum des Dissertationsprojekts stehen die vier empirischen Arbeiten, mit denen die Forschungsvorhaben realisiert wurden. Um die Repräsentation pro-sozialen Verhaltens in populärer Musik zu untersuchen, wurde eine Inhaltsanalyse durchgeführt (erschienen bei Musicae Scientiae). Zur Überprüfung der Wirkung prosozialer Musik wurden eine experimentelle Feldstudie (erschienen bei Psychology of Music), zwei aufeinander aufbau-ende Online-Experimente (erschienen bei Musicae Scientiae) und schließlich ein mehrfaktorielles Online-Experiment (erschienen bei Psychology of Music) realisiert. Diese Studien werden in der anschließenden Synopse kurz dargestellt und zueinander in Bezug gesetzt. Den Schluss der Rahmenschrift bilden eine Zusammenfassung und Diskussion der Ergebnisse sowie ein Fazit mit Ausblick auf mögliche weitere Untersuchungen. N2 - Many artists of popular music genres are committed to charity and prosocial work. Often we find references to prosocial behavior in the lyrics of those musicians. However, most research so far examined only negative and not positive effects of popular music. That is why this paper-based thesis investigated the representation of prosocial behavior in songs and the effects of music with prosocial lyrics. The synopsis defines fundamental concepts and gives an overview of the state of research and relevant theoretical approaches. Finally, it ends with a discussion of the published studies and an outlook for future research. KW - Wirkung KW - Populäre Musik KW - prosoziale Inhalte KW - Prosoziales Verhalten KW - Rezeption KW - Musik Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-164528 ER - TY - JOUR A1 - Pieger, Elisabeth A1 - Mengelkamp, Christoph A1 - Bannert, Maria T1 - Disfluency as a Desirable Difficulty — The Effects of Letter Deletion on Monitoring and Performance JF - Frontiers in Education N2 - Desirable difficulties initiate learning processes that foster performance. Such a desirable difficulty is generation, e.g., filling in deleted letters in a deleted letter text. Likewise, letter deletion is a manipulation of processing fluency: A deleted letter text is more difficult to process than an intact text. Disfluency theory also supposes that disfluency initiates analytic processes and thus, improves performance. However, performance is often not affected but, rather, monitoring is affected. The aim of this study is to propose a specification of the effects of disfluency as a desirable difficulty: We suppose that mentally filling in deleted letters activates analytic monitoring but not necessarily analytic cognitive processing and improved performance. Moreover, once activated, analytic monitoring should remain for succeeding fluent text. To test our assumptions, half of the students (n = 32) first learned with a disfluent (deleted letter) text and then with a fluent (intact) text. Results show no differences in monitoring between the disfluent and the fluent text. This supports our assumption that disfluency activates analytic monitoring that remains for succeeding fluent text. When the other half of the students (n = 33) first learned with a fluent and then with a disfluent text, differences in monitoring between the disfluent and the fluent text were found. Performance was significantly affected by fluency but in favor of the fluent texts, and hence, disfluency did not activate analytic cognitive processing. Thus, difficulties can foster analytic monitoring that remains for succeeding fluent text, but they do not necessarily improve performance. Further research is required to investigate how analytic monitoring can lead to improved cognitive processing and performance. KW - metacomprehension KW - disfluency KW - metacognitive monitoring KW - metacognitive control KW - metacognitive judgments KW - desirable difficulties Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-197179 SN - 2504-284X VL - 3 IS - 101 ER -