TY - JOUR A1 - Rösler, Lara A1 - End, Albert A1 - Gamer, Matthias T1 - Orienting towards social features in naturalistic scenes is reflexive JF - PLoS ONE N2 - Saliency-based models of visual attention postulate that, when a scene is freely viewed, attention is predominantly allocated to those elements that stand out in terms of their physical properties. However, eye-tracking studies have shown that saliency models fail to predict gaze behavior accurately when social information is included in an image. Notably, gaze pattern analyses revealed that depictions of human beings are heavily prioritized independent of their low-level physical saliency. What remains unknown, however, is whether the prioritization of such social features is a reflexive or a voluntary process. To investigate the early stages of social attention in more detail, participants viewed photographs of naturalistic scenes with and without social features (i.e., human heads or bodies) for 200 ms while their eye movements were being recorded. We observed significantly more first eye movements to regions containing social features than would be expected from a chance level distribution of saccades. Additionally, a generalized linear mixed model analysis revealed that the social content of a region better predicted first saccade direction than its saliency suggesting that social features partially override the impact of low-level physical saliency on gaze patterns. Given the brief image presentation time that precluded visual exploration, our results provide compelling evidence for a reflexive component in social attention. Moreover, the present study emphasizes the importance of considering social influences for a more coherent understanding of human attentional selection. KW - social features KW - visual attention KW - gaze patterns KW - reflexive component Y1 - 2017 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-170586 VL - 12 IS - 7 ER - TY - JOUR A1 - Flechsenhar, Aleya Felicia A1 - Gamer, Matthias T1 - Top-down influence on gaze patterns in the presence of social features JF - PLoS ONE N2 - Visual saliency maps reflecting locations that stand out from the background in terms of their low-level physical features have proven to be very useful for empirical research on attentional exploration and reliably predict gaze behavior. In the present study we tested these predictions for socially relevant stimuli occurring in naturalistic scenes using eye tracking. We hypothesized that social features (i.e. human faces or bodies) would be processed preferentially over non-social features (i.e. objects, animals) regardless of their low-level saliency. To challenge this notion, we included three tasks that deliberately addressed non-social attributes. In agreement with our hypothesis, social information, especially heads, was preferentially attended compared to highly salient image regions across all tasks. Social information was never required to solve a task but was regarded nevertheless. More so, after completing the task requirements, viewing behavior reverted back to that of free-viewing with heavy prioritization of social features. Additionally, initial eye movements reflecting potentially automatic shifts of attention, were predominantly directed towards heads irrespective of top-down task demands. On these grounds, we suggest that social stimuli may provide exclusive access to the priority map, enabling social attention to override reflexive and controlled attentional processes. Furthermore, our results challenge the generalizability of saliency-based attention models. KW - eye movements KW - social features KW - visual saliency KW - gaze KW - face KW - attention Y1 - 2017 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-170468 VL - 12 IS - 8 ER - TY - JOUR A1 - Schubert, Lisa A1 - Körner, Anita A1 - Lindau, Berit A1 - Strack, Fritz A1 - Topolinski, Sascha T1 - Open-Minded Midwifes, Literate Butchers, and Greedy Hooligans - The Independent Contributions of Stereotype Valence and Consistency on Evaluative Judgments JF - Frontiers in Psychology N2 - Do people evaluate an open-minded midwife less positively than a caring midwife? Both open-minded and caring are generally seen as positive attributes. However, consistency varies—the attribute caring is consistent with the midwife stereotype while open-minded is not. In general, both stimulus valence and consistency can influence evaluations. Six experiments investigated the respective influence of valence and consistency on evaluative judgments in the domain of stereotyping. In an impression formation paradigm, valence and consistency of stereotypic information about target persons were manipulated orthogonally and spontaneous evaluations of these target persons were measured. Valence reliably influenced evaluations. However, for strongly valenced stereotypes, no effect of consistency was observed. Parameters possibly preventing the occurrence of consistency effects were ruled out, specifically, valence of inconsistent attributes, processing priority of category information, and impression formation instructions. However, consistency had subtle effects on evaluative judgments if the information about a target person was not strongly valenced and experimental conditions were optimal. Concluding, in principle, both stereotype valence and consistency can play a role in evaluative judgments of stereotypic target persons. However, the more subtle influence of consistency does not seem to substantially influence evaluations of stereotyped target persons. Implications for fluency research and stereotype disconfirmation are discussed. KW - stereotypes KW - consistency KW - evaluation KW - valence Y1 - 2017 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-170222 VL - 8 IS - 1723 ER - TY - THES A1 - Götz, Felix Johannes T1 - Social Cueing of Numerical Magnitude : Observed Head Orientation Influences Number Processing T1 - Soziale Aufmerksamkeitslenkung von Zahlengröße : Beobachtete Kopforientierung beeinflusst mentale Zahlenverarbeitung N2 - In many parts of the modern world, numbers are used as tools to describe spatial relationships, be it heights, latitudes, or distances. However, this connection goes deeper as a myriad of studies showed that number representations are rooted in space (vertical, horizontal, and/or radial). For instance, numbers were shown to affect spatial perception and, conversely, perceptions or movements in space were shown to affect number estimations. This bidirectional link has already found didactic application in the classroom when children are taught the meaning of numbers. However, our knowledge about the cognitive (and neuropsychological) processes underlying the numerical magnitude operations is still very limited. Several authors indicated that the processing within peripersonal space (i.e. the space surrounding the body in reaching distance) and numerical magnitude operations are functionally equivalent. This assumption has several implications that the present work aims at describing. For instance, vision and visuospatial attention orienting play a prominent role for processing within peripersonal space. Indeed, both neuropsychological and behavioral studies also suggested a similar role of vision and visuospatial attention orienting for number processing. Moreover, social cognition research showed that movements, posture and gestures affect not only the representation of one's own peripersonal space, but also the visuospatial attention behavior of an observer. Against this background, the current work tests the specific implication of the functional equivalence assumption that the spatial attention response to an observed person’s posture should extend to the observer’s numerical magnitude operations. The empirical part of the present work tests the spatial attention response of observers to vertical head postures (with continuing eye contact to the observer) in both perceptual and numerical space. Two experimental series are presented that follow both steps from the observation of another person’s vertical head orientation (within his/her peripersonal space) to the observer’s attention orienting response (Experimental series A) as well as from there to the observer’s magnitude operations with numbers (Experimental Series B). Results show that the observation of a movement from a neutral to a vertical head orientation (Experiment 1) as well as the observation of the vertical head orientation alone (Experiment 3) shifted the observer’s spatial attention in correspondence with the direction information of the observed head (up vs. down). Movement from a vertical to a neutral end position, however, had no effect on the observer's spatial attention orienting response (Experiment 2). Furthermore, following down-tilted head posture (relative to up- or non-tilted head orientation), observers generated smaller numbers in a random number generation task (range 1- 9, Experiment 4), gave smaller estimates to numerical trivia questions (mostly multi-digit numbers, Experiment 5) and chose response keys less frequently in a free choice task that was associated with larger numerical magnitude in a intermixed numerical magnitude task. Experimental Series A served as groundwork for Experimental Series B, as it demonstrated that observing another person’s head orientation indeed triggered the expected directional attention orienting response in the observer. Based on this preliminary work, the results of Experimental Series B lend support to the assumption that numerical magnitude operations are grounded in visuospatial processing of peripersonal space. Thus, the present studies brought together numerical and social cognition as well as peripersonal space research. Moreover, the Empirical Part of the present work provides the basis for elaborating on the role of processing within peripersonal space in terms of Walsh’s (2003, 2013) Theory of Magnitude. In this context, a specification of the Theory of Magnitude was staked out in a processing model that stresses the pivotal role of spatial attention orienting. Implications for mental magnitude operations are discussed. Possible applications in the classroom and beyond are described. N2 - In vielen Teilen der modernen Welt werden Zahlen als Werkzeuge verwendet, um räumliche Zusammenhänge zu beschreiben - seien es Höhen, Breiten oder Entfernungen. Die Verbindung geht jedoch tiefer, denn eine Vielzahl von Studien hat gezeigt, dass Zahlen räumlich in der Vertikalen (bzw. Horizontalen) verankert sind. So können Zahlen die räumliche Wahrnehmung und umgekehrt Wahrnehmungen oder Bewegungen im Raum die Größe von Zahlenschätzungen beeinflussen. Diese Verbindung findet mittlerweile sogar didaktische Anwendung in der Vermittlung von Zahlenbedeutung bei Kindern. Allerdings wissen wir noch wenig über die kognitiven (und neuropsychologischen) Prozesse, die konkreten Zahlengrößenoperationen (d.h. Größer-Kleiner-Urteile, Addition, etc.) zugrunde liegen. Mehrere Autoren deuteten an, dass die Verarbeitung innerhalb des körpernahen Raumes (d.h. des Raumes in Handlungsreichweite) und das Operieren mit Zahlengrößen funktional äquivalent sind. Diese Annahme hat mehrere Implikationen, die die vorliegende Arbeit beschreiben möchte. So spielt die die visuell-sensorische Modalität eine hervorgehobene Rolle bei Verarbeitung wie Orientierung innerhalb des körpernahen Raumes. In der Tat legen neuropsychologische und behaviorale Studien eine ähnliche Rolle des Sehens und insbesondere der visuospatialen Orientierung auch für Zahlengrößenoperationen nahe. Darüber hinaus zeigte die soziale Kognitionsforschung, dass sich Bewegungen, Posen und Gesten nicht nur auf die Repräsentation des eigenen körpernahen Raumes, sondern auch auf das visuospatiale Orientierungsverhalten eines Beobachters auswirken. Vor diesem Hintergrund wird in der vorliegenden Arbeit die spezifische Implikation der funktionalen Äquivalenz getestet, dass sich die visuospatiale Orientierungsreaktion auf die Pose einer beobachteten Person auch auf die Zahlengrößenoperationen des Beobachters erstreckt. Der empirische Teil der vorliegenden Arbeit testet die räumliche Orientierungsreaktion von Beobachtern auf Kopfneigungen in der Vertikalen (bei Augenkontakt zum Beobachter) im wahrgenommenen ebenso wie numerischen Raum. Im Rahmen dieser Untersuchung werden zwei Experimentalreihen vorgestellt, die beide Teilschritte umfassen: Von der Beobachtung der vertikalen Kopfposition (trotz auf die Augen ausgerichteter Blickrichtung) einer anderen Person zur gerichteten Aufmerksamkeitsreaktion beim Beobachter (Experimentalreihe A); sowie von dieser Orientierungsreaktion auf die beobachtete Person zu Größenoperationen mit Zahlen beim Beobachter (Experimentalreihe B). Es zeigte sich, dass die Beobachtung einer Bewegung von einer neutralen Ausgangsposition zu einer vertikalen Kopfposition (Experiment 1) ebenso wie die einer vertikalen Kopfpose alleine (Experiment 3) die räumliche Aufmerksamkeit eines Beobachters in Übereinstimmung mit der beobachteten Kopforientierungsinformation (nach oben vs. unten) verschob. Eine Bewegung von einer vertikalen zu einer neutralen Endposition hingegen zeigte keinen Effekt auf die räumliche Orientierung des Beobachters (Experiment 2). Desweiteren generierten Beobachter bei nach unten geneigten Kopfposen (relativ zu nach oben bzw. nicht geneigten Kopfposen) kleinere Zahlen in einer Zufallszahlengenerierungsaufgabe (zwischen 1 und 9; Experiment 4), gaben kleinere Schätzungen auf numerische Allgemeinwissensfragen ab (überwiegend mehrstellige Zahlen; Experiment 5) und wählten in einem Doppelbelegungsparadigma weniger häufiger diejenige von zwei Antworttasten, die sie in einer alternierend zu bearbeitenden Größenaufgabe für größere Zahlen verwenden sollten. Die Ergebnisse der Experimentalreihe A zeigen, dass die Betrachtung der Kopforientierung einer anderen Person im Beobachter tatsächlich die erwartete gerichtete Aufmerksamkeitsreaktion auslöste. Basierend auf dieser Vorarbeit stützen die Ergebnisse der Experimentalreihe B die Annahme, dass Zahlengrößenoperationen in der visuospatialen Verarbeitung des körpernahen Raumes verankert sind. Damit brachten die vorliegenden Studien Forschung zu numerischer und sozialer Kognition ebenso sowie zur peripersonalen Raumverarbeitung zusammen. Darüber hinaus legt der empirische Teil der vorliegenden Arbeit die Grundlage, um eine mögliche Rolle von Verarbeitung innerhalb des peripersonalem Raumes im Kontext der Größentheorie von Walsh (2003, 2013) auszuarbeiten. In diesem Zusammenhang wird die Größentheorie in einem handlungsbasierten Verarbeitungsmodell spezifiziert, das die zentrale Rolle der räumlichen Aufmerksamkeitsorientierung betont. Implikationen für die Forschung zur mentalen Verarbeitung von Größen und Anwendungsmöglichkeiten im Klassenzimmer sowie darüber hinaus werden diskutiert. KW - Soziale Wahrnehmung KW - Raumwahrnehmung KW - Numerical Cognition KW - Social Cueing KW - Social Cognition KW - Spatial Cognition Y1 - 2019 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-187161 ER - TY - THES A1 - Adel Abdelrehim Mohamed Soliman, Hadya T1 - Structural Equation Modeling of Factors Influencing EFL Reading comprehension: Comparative study between Egypt and Germany T1 - Strukturgleichungsmodellierung von Faktoren, die das EFL-Leseverständnis beeinflussen: Vergleichende Studie zwischen Ägypten und Deutschland N2 - In most foreign language learning contexts, there are only rare chance for contact with native speakers of the target language. In such a situation, reading plays an important role in language acquisition as well as in gaining cultural information about the target language and its speakers. Previous research indicated that reading in foreign language is a complex process, which is influenced by various linguistic, cognitive and affective factors. The aim of the present study was to test two structural models of the relationship between reading comprehension in native language (L1), English language (L2) reading motivation, metacognitive awareness of L2 reading strategies, and reading comprehension of English as a foreign language among the two samples. Furthermore, the current study aimed to examine the differences between Egyptian and German students in their perceived usage of reading strategies during reading English texts, as well as to explore the pattern of their motivation toward reading English texts. For this purpose, 401 students were recruited from Germany (n=200) and Egypt (n=201) to participate in the current study. In order to have information about metacognitive awareness of reading strategies, a self-report questionnaire (SORS) developed by Moktari and Sheory (2002) was used. While the L2 reading motivation variable, was measured by a reading motivation survey (L2RMQ) which was based on reviewed reading motivation research. In addition, two reading tests were administrated one to measure reading comprehension for native language (German/Arabic) and the other to measure English reading comprehension. To analyze the collected data, descriptive statistics and independent t-tests were performed. In addition, further analysis using structural equation modeling was applied to test the strength of relationships between the variables under study. The results from the current research revealed that L1 reading comprehension, whether in a German or Arabic language, had the strongest relationship with L2 reading comprehension. However, the relationship between L2 intrinsic reading motivation was not proven to be significant in either the German or Egyptian models. On the other hand, the relationship between L2 extrinsic reading motivation, metacognitive awareness of reading strategies, and L2 reading comprehension was only proven significant in the German sample. The discussion of these results along with their pedagogical implications for education and practice will be illustrated in the following study. N2 - In den meisten Kontexten des Fremdsprachenlernens gibt es nur selten eine Chance auf Kontakt mit Muttersprachlern der Zielsprache. In einer solchen Situation spielt das Lesen eine wichtige Rolle beim Spracherwerb sowie bei der Gewinnung kultureller Informationen über die Zielsprache und ihre Sprecher. Frühere Untersuchungen haben gezeigt, dass das Lesen in der Fremdsprache ein komplexer Prozess ist, der von verschiedenen linguistischen, kognitiven und affektiven Faktoren beeinflusst wird. Ziel der vorliegenden Studie war es, zwei Strukturmodelle der Beziehung zwischen Leseverständnis in der Muttersprache (L1), englischer Sprache (L2) Lesemotivation, metakognitivem Bewusstsein für L2-Lesestrategien und Leseverständnis von Englisch als Fremdsprache zwischen den beiden Stichproben zu testen. Zur Analyse der gesammelten Daten wurden deskriptive Statistiken und unabhängige t-Tests durchgeführt. Darüber hinaus wurde eine weitere Analyse mit Hilfe der Strukturgleichungsmodellierung durchgeführt, um die Stärke der Beziehungen zwischen den untersuchten Variablen zu testen. Die Ergebnisse der aktuellen Forschung zeigten, dass das L1-Leseverständnis, ob in deutscher oder arabischer Sprache, die stärkste Beziehung zum L2-Leseverständnis hatte. Der Zusammenhang zwischen L2 intrinsischer Lesemotivation wurde jedoch weder im deutschen noch im ägyptischen Modell nachgewiesen. Andererseits war der Zusammenhang zwischen L2 extrinsischer Lesemotivation, metakognitivem Bewusstsein für Lesestrategien und L2-Leseverständnis nur in der deutschen Stichprobe signifikant. Die Diskussion dieser Ergebnisse sowie ihre pädagogischen Implikationen für Bildung und Praxis werden in der folgenden Studie dargestellt. KW - L1 reading comprehension KW - metacognition KW - L2 reading motivation KW - L2 reading comprehension KW - Leseverstehen Y1 - 2019 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-186957 ER - TY - JOUR A1 - Genheimer, Hannah A1 - Andreatta, Marta A1 - Asan, Esther A1 - Pauli, Paul T1 - Reinstatement of contextual conditioned anxiety in virtual reality and the effects of transcutaneous vagus nerve stimulation in humans JF - Scientific Reports N2 - Since exposure therapy for anxiety disorders incorporates extinction of contextual anxiety, relapses may be due to reinstatement processes. Animal research demonstrated more stable extinction memory and less anxiety relapse due to vagus nerve stimulation (VNS). We report a valid human three-day context conditioning, extinction and return of anxiety protocol, which we used to examine effects of transcutaneous VNS (tVNS). Seventy-five healthy participants received electric stimuli (unconditioned stimuli, US) during acquisition (Day1) when guided through one virtual office (anxiety context, CTX+) but never in another (safety context, CTX−). During extinction (Day2), participants received tVNS, sham, or no stimulation and revisited both contexts without US delivery. On Day3, participants received three USs for reinstatement followed by a test phase. Successful acquisition, i.e. startle potentiation, lower valence, higher arousal, anxiety and contingency ratings in CTX+ versus CTX−, the disappearance of these effects during extinction, and successful reinstatement indicate validity of this paradigm. Interestingly, we found generalized reinstatement in startle responses and differential reinstatement in valence ratings. Altogether, our protocol serves as valid conditioning paradigm. Reinstatement effects indicate different anxiety networks underlying physiological versus verbal responses. However, tVNS did neither affect extinction nor reinstatement, which asks for validation and improvement of the stimulation protocol. KW - psychology KW - vagus nerve stimulation KW - contextual anxiety KW - fear conditioning KW - extinction Y1 - 2017 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-169892 VL - 7 IS - 17886 ER - TY - JOUR A1 - Meule, Adrian A1 - Platte, Petra T1 - Attentional bias toward high-calorie food-cues and trait motor impulsivity interactively predict weight gain JF - Health Psychology Open N2 - Strong bottom-up impulses and weak top-down control may interactively lead to overeating and, consequently, weight gain. In the present study, female university freshmen were tested at the start of the first semester and again at the start of the second semester. Attentional bias toward high- or low-calorie food-cues was assessed using a dot-probe paradigm and participants completed the Barratt Impulsiveness Scale. Attentional bias and motor impulsivity interactively predicted change in body mass index: motor impulsivity positively predicted weight gain only when participants showed an attentional bias toward high-calorie food-cues. Attentional and non-planning impulsivity were unrelated to weight change. Results support findings showing that weight gain is prospectively predicted by a combination of weak top-down control (i.e. high impulsivity) and strong bottom-up impulses (i.e. high automatic motivational drive toward high-calorie food stimuli). They also highlight the fact that only specific aspects of impulsivity are relevant in eating and weight regulation. KW - attentional bias KW - Barratt Impulsiveness Scale KW - body mass index KW - calorie content KW - dot probe KW - energy density KW - food-cues KW - impulsivity KW - prospective study KW - weight gain Y1 - 2016 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-168504 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 - 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 - THES A1 - Akakpo, Martin Gameli T1 - The influence of learner characteristics on interactions to seek and share information in e-learning: A media psychology perspective T1 - Der Einfluss von Lernendenmerkmale auf die Interaktionen zur Suche und zum Austausch von Informationen im E-Learning: Eine medienpsychologische Perspektive N2 - Research on the deployment and use of technology to assist learning has seen a significant rise over the last decades (Aparicio et al., 2017). The focus on course quality, technology, learning outcome and learner satisfaction in e-learning has led to insufficient attention by researchers to individual characteristics of learners (Cidral et al., 2017 ; Hsu et al., 2013). The current work aims to bridge this gap by investigating characteristics identified by previous works and backed by theory as influential individual differences in e-learning. These learner characteristics have been suggested as motivational factors (Edmunds et al., 2012) in decisions by learners to interact and exchange information (Luo et al., 2017). In this work e-learning is defined as interaction dependent information seeking and sharing enabled by technology. This is primarily approached from a media psychology perspective. The role of learner characteristics namely, beliefs about the source of knowledge (Schommer, 1990), learning styles (Felder & Silverman, 1988), need for affect (Maio & Esses, 2001), need for cognition (Cacioppo & Petty, 1982) and power distance (Hofstede, 1980) on interactions to seek and share information in e-learning are investigated. These investigations were shaped by theory and empirical lessons as briefly mentioned in the next paragraphs. Theoretical support for investigations is derived from the technology acceptance model(TAM) by psychologist Davis (1989) and the hyper-personal model by communication scientist Walther (1996). The TAM was used to describe the influence of learner characteristics on decisions to use e-learning systems (Stantchev et al., 2014). The hyper-personal model described why computer-mediated communication thrives in e-learning (Kaye et al., 2016) and how learners interpret messages exchanged online (Hansen et al., 2015). This theoretical framework was followed by empirical reviews which justified the use of interaction and information seeking-sharing as key components of e-learning as well as the selection of learner characteristics. The reviews provided suggestions for the measurement of variables (Kühl et al., 2014) and the investigation design (Dascalau et al., 2015). Investigations were designed and implemented through surveys and quasi experiments which were used for three preliminary studies and two main studies. Samples were selected from Germany and Ghana with same variables tested in both countries. Hypotheses were tested with interaction and information seeking-sharing as dependent variables while beliefs about the source of knowledge, learning styles, need for affect, need for cognition and power distance were independent variables. Firstly, using analyses of variance, the influence of beliefs about the source of knowledge on interaction choices of learners was supported. Secondly, the role of need for cognition on interaction choices of learners was supported by results from a logistic regression. Thirdly, results from multiple linear regressions backed the influence of need for cognition and power distance on information seeking-sharing behaviour of learners. Fourthly, the relationship between need for affect and need for cognition was supported. The findings may have implications for media psychology research, theories used in this work, research on e-learning, measurement of learner characteristics and the design of e-learning platforms. The findings suggest that, the beliefs learners have about the source of knowledge, their need for cognition and their power distance can influence decisions to interact and seek or share information. The outlook from reviews and findings in this work predicts more research on learner characteristics and a corresponding intensity in the use of e-learning by individuals. It is suggested that future studies investigate the relationship between learner autonomy and power distance. Studies on inter-cultural similarities amongst e-learners in different populations are also suggested. N2 - Forschungsbemühungen zur Bereitstellung und die Nutzung von Technologien zur Unterstützung des Lernens nahm in den letzten Jahrzehnten erheblich zu (Aparicio et al., 2017). Der Fokus auf Kursqualität, Technologie, Lernergebnisse und Zufriedenheit der Lernenden im E-Learning führte dazu, dass die Forschenden den individuellen Eigenschaften der Lernenden nicht genügend Aufmerksamkeit schenkten (Cidral et al., 2017; Hsu et al., 2013). Die vorliegende Arbeit ist bestrebt, diese Lücke zu schließen. Sie untersucht Lernendenmerkmale, die in früheren Arbeiten identifiziert und theoretisch als einflussreiche individuelle Unterschiede beim E-Learning unterstrichen wurden. Diese Eigenschaften des Lernenden wurden als Motivationsfaktoren (Edmunds et al., 2012) in Entscheidungen des Lernenden bei Interaktion mit und zum Austausch von Informationen vorgeschlagen (Luo et al., 2017). In der vorliegenden Arbeit wird E-Learning definiert als Informationssuche und -austausch, der durch Technologie ermöglicht wird und auf Interaktionen basiert. Diese Ideen werden vor allem aus medienpsychologischer Sicht angegangen. Die Rolle der Merkmale des Lernenden, nämlich seine jeweiligen Überzeugungen über die Quelle des Wissens (Schommer, 1990), Lernstile (Felder & Silverman, 1988), Bedürfnis nach Zuwendung (Maio & Esses, 2001), Erkenntnisdrang (Cacioppo & Petty, 1982) und Machtdistanz (Hofstede, 1980) werden bzgl. der Interaktionen, die zur Suche und zum Austausch von Informationen dienen, untersucht. Diese Untersuchungen berücksichtigen theoretische Annahmen und empirische Erkenntnisse, die hier kurz skizziert werden. Das ‚Technology Acceptance Model‘ (TAM) des Psychologen Davis (1989) und das ‚Hyper-Personal Model‘ des Kommunikationswissenschaftlers Walther (1996) liegen den durchgeführten Untersuchungen zugrunde. Mit dem TAM wurde der Einfluss der Eigenschaften eines Lernenden auf Entscheidungen zur Verwendung von E-Learning-Systemen erklärt (Stantchev et al., 2014). Das ‚Hyper-Personal Model‘ skizzierte Ursachen, warum computervermittelte Kommunikation im E-Learning gelingt (Kaye et al., 2016) und wie Lernende online ausgetauschte Nachrichten interpretieren (Hansen et al., 2015). Diesem theoretischen Rahmen folgend, werden empirische Arbeiten umrissen, die die Verwendung von Interaktion, zur Suche und zum Austausch von Informationen als Schlüsselkomponenten des E-Learning beschreiben sowie die Auswahl der zu untersuchenden Eigenschaften der Lernenden rechtfertigten. Aus diesen Arbeiten wurden Ideen für die Messung der Variablen (Kühl et al., 2014) und das Untersuchungsdesign (Dascalau et al., 2015) abgeleitet. Umfragen und Quasi-Experimente wurden hierzu durchgeführt. Diese Instrumente wurden für drei Vorstudien und zwei Hauptstudien verwendet. Probanden wurden aus Deutschland und Ghana ausgewählt, wobei in beiden Ländern die gleichen Variablen getestet wurden. Die Hypothesentestung berücksichtigte Interaktion und Informationssuche und -austausch als abhängige Variablen, während die Überzeugungen bzgl. der Quellen des Wissens, Lernstile, Bedürfnis nach Zuwendung, Erkenntnisdrang und Machtdistanz als unabhängige Variablen dienten. Durchgeführte Varianzanalysen (1.) belegen die Annahme, dass Überzeugungen über die Wissensquelle Einfluss auf die Interaktionswahl der Lernenden haben. Zudem konnte ein Effekt (2.) des Erkenntnisdrangs auf die Wahlentscheidung der Lernenden durch die Ergebnisse einer logistischen Regression unterstützt werden. Des Weiteren (3.) unterstützten die Ergebnisse mehrerer linearer Regressionen den Einfluss des Erkenntnisdrangs und der Machtdistanz auf das Verhalten der Lernenden bezüglich Informationssuche und -austausch. Schließlich (4.) wurde die Wechselbeziehung zwischen Bedürfnis nach Zuwendung und Erkenntnisdrang unterstützt. Die Ergebnisse sind relevant für die medienpsychologische Forschung, Theorien, die in dieser Arbeit verwendet werden, die Untersuchung von E-Learning, die Messung der Merkmale der Lernenden, sowie für die Gestaltung von E-Learning-Plattformen. Die Ergebnisse deuten darauf hin, dass die Überzeugungen der Lernenden über die Wissensquelle, ihr Erkenntnisdrang (NfC) und ihre Machtdistanz, die Entscheidungen, wie sie interagieren und Informationen suchen oder sie auszutauschen, beeinflussen können. Schlußfolgerungen aus der erarbeiteten Theorie und Empirie sowie aus dieser Arbeit befürworten eine stärkere Erforschung der Eigenschaften der Lernenden. Es erscheint darüber hinaus ratsam, dass zukünftige Studien den Zusammenhang zwischen der Autonomie der Lernenden und der Machtdistanz untersuchen. Es werden außerdem weitere Studien zu interkulturellen Ähnlichkeiten zwischen E-Learning-Lernenden in verschiedenen Bevölkerungsgruppen vorgeschlagen. KW - e-learning KW - Individualität KW - E-Learning KW - Media Psychology KW - Interactions KW - Information seeking and sharing KW - information sharing KW - learner characteristics Y1 - 2019 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-185934 ER - TY - THES A1 - Huestegge, Sujata Maya T1 - Cognitive mechanisms of voice processing T1 - Kognitive Verarbeitung von Stimminformation N2 - The present thesis addresses cognitive processing of voice information. Based on general theoretical concepts regarding mental processes it will differentiate between modular, abstract information processing approaches to cognition and interactive, embodied ideas of mental processing. These general concepts will then be transferred to the context of processing voice-related information in the context of parallel face-related processing streams. One central issue here is whether and to what extent cognitive voice processing can occur independently, that is, encapsulated from the simultaneous processing of visual person-related information (and vice versa). In Study 1 (Huestegge & Raettig, in press), participants are presented with audio-visual stimuli displaying faces uttering digits. Audiovisual gender congruency was manipulated: There were male and female faces, each uttering digits with either a male or female voice (all stimuli were AV- synchronized). Participants were asked to categorize the gender of either the face or the voice by pressing one of two keys in each trial. A central result was that audio-visual gender congruency affected performance: Incongruent stimuli were categorized slower and more error-prone, suggesting a strong cross-modal interaction of the underlying visual and auditory processing routes. Additionally, the effect of incongruent visual information on auditory classification was stronger than the effect of incongruent auditory information on visual categorization, suggesting visual dominance over auditory processing in the context of gender classification. A gender congruency effect was also present under high cognitive load. Study 2 (Huestegge, Raettig, & Huestegge, in press) utilized the same (gender-congruent and -incongruent) stimuli, but different tasks for the participants, namely categorizing the spoken digits (into odd/even or smaller/larger than 5). This should effectively direct attention away from gender information, which was no longer task-relevant. Nevertheless, congruency effects were still observed in this study. This suggests a relatively automatic processing of cross-modal gender information, which eventually affects basic speech-based information processing. Study 3 (Huestegge, subm.) focused on the ability of participants to match unfamiliar voices to (either static or dynamic) faces. One result was that participants were indeed able to match voices to faces. Moreover, there was no evidence for any performance increase when dynamic (vs. mere static) faces had to be matched to concurrent voices. The results support the idea that common person-related source information affects both vocal and facial features, and implicit corresponding knowledge appears to be used by participants to successfully complete face-voice matching. Taken together, the three studies (Huestegge, subm.; Huestegge & Raettig, in press; Huestegge et al., in press) provided information to further develop current theories of voice processing (in the context of face processing). On a general level, the results of all three studies are not in line with an abstract, modular view of cognition, but rather lend further support to interactive, embodied accounts of mental processing. N2 - Die vorliegende Dissertation thematisiert die kognitive Verarbeitung von Stimminformation. Basierend auf allgemeinen theoretischen Vorstellungen zu mentalen Prozessen wird zunächst unterschieden in modulare, abstrakte Informationsverarbeitungsansätze und interaktive, verkörperte Vorstellungen kognitiver Prozesse. Diese allgemeinen Vorstellungen werden dann am Beispiel der Verarbeitung von Stimminformation im Kontext der parallel dazu ablaufenden Gesichterverarbeitung konkretisiert. Es geht also u.a. darum, inwiefern kognitive Stimmverarbeitung unbeeinflusst von der gleichzeitigen Verarbeitung von visueller Personeninformation ablaufen kann (und umgekehrt). In Studie 1 (Huestegge & Raettig, in press) werden Probanden audiovisuelle Stimuli dargeboten, bei denen Gesichter Ziffern aussprechen. Manipuliert wird die Geschlechtskongruenz der Stimuli: Es gibt männliche und weibliche Gesichter, die je entweder mit einer männlichen oder weiblichen Stimme synchronisiert wurden. Probanden sollen entweder nur auf die Stimme oder nur auf das visuelle Gesicht achten und jeweils das Geschlecht per Tastendruck kategorisieren. Dabei stellte sich heraus, dass es für die Kategorisierungsleistung eine Rolle spielt, ob es sich um geschlechts-kongruente oder –inkongruente Stimuli handelt: Letztere wurden langsamer bzw. mit höherer Fehleranfälligkeit kategorisiert, was für eine starke cross-modale Interaktion der zugrundeliegenden visuellen und akustischen Verarbeitungsrouten spricht. Dabei wirkte sich inkongruente visuelle Information stärker auf die Stimmbeurteilung aus als inkongruente Stimminformation auf die visuelle Beurteilung, was auf eine Dominanz visueller gegenüber akustischer Informationsverarbeitung hindeutet. Unter starker kognitiver Belastung konnte ebenfalls ein Kongruenzeffekt nachgewiesen werden. In Studie 2 (Huestegge, Raettig, & Huestegge, in press) wurde dasselbe Stimulusmaterial verwendet, aber kategorisiert werden sollten nun die gesprochenen Ziffern (z.B. in gerade/ungerade oder größer/kleiner 5). Damit ist in der Instruktion die Aufmerksamkeit von der Geschlechtsdimension weggelenkt. Dennoch fanden sich auch hier Geschlechtskongruenzeffekte auf die Ziffernkategorisierung, was für eine relativ automatische Verarbeitung von cross-modaler Geschlechtsinformation spricht, die sich dann auch auf die Sprachverarbeitung auswirken kann. In Studie 3 (Huestegge, subm.) wurde die Fähigkeit von Probanden untersucht, von einer Stimme auf das zugehörige (statisch oder dynamisch) dargebotene Gesicht zu schließen. Dies gelang den Probanden in überzufälliger Weise. Weiterhin konnte keine Evidenz dafür gefunden werden, dass bewegte (dynamische) Gesichter besser den Stimmen zugeordnet werden konnten als statische Gesichter. Die Ergebnisse sprechen dafür, dass gemeinsame Quellinformation sich sowohl auf Stimme wie Gesichtsmerkmale auswirkt, und dass implizites Wissen hierüber von den Probanden genutzt wird, um Stimmen Gesichtern zuzuordnen. Insgesamt konnten die Ergebnisse der drei Studien (Huestegge, subm.; Huestegge & Raettig, in press; Huestegge et al., in press) dazu beitragen, bestehende Theorien der Stimm- und Gesichterverarbeitung entscheidend weiterzuentwickeln. Die Ergebnisse sind allgemein eher im Einklang mit einer stark interaktiven, verkörperten Sicht auf kognitive Prozesse, weniger mit einer modular-abstrakten Informationsverarbeitungsperspektive. KW - Stimme KW - Gesicht KW - Voice Processing KW - Stimmverarbeitung KW - Face Voice Matching KW - Informationsverarbeitung KW - Kognition Y1 - 2019 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-186086 ER - TY - THES A1 - Flechsenhar, Aleya Felicia T1 - The Ubiquity of Social Attention – a Detailed Investigation of the Underlying Mechanisms T1 - Die Allgegenwärtigkeit Sozialer Aufmerksamkeit – eine Detaillierte Erforschung Zugrundeliegender Mechanismen N2 - This dissertation highlights various aspects of basic social attention by choosing versatile approaches to disentangle the precise mechanisms underlying the preference to focus on other human beings. The progressive examination of different social processes contrasted with aspects of previously adopted principles of general attention. Recent research investigating eye movements during free exploration revealed a clear and robust social bias, especially for the faces of depicted human beings in a naturalistic scene. However, free viewing implies a combination of mechanisms, namely automatic attention (bottom-up), goal-driven allocation (top-down), or contextual cues and inquires consideration of overt (open exploration using the eyes) as well as covert orienting (peripheral attention without eye movement). Within the scope of this dissertation, all of these aspects have been disentangled in three studies to provide a thorough investigation of different influences on social attention mechanisms. In the first study (section 2.1), we implemented top-down manipulations targeting non-social features in a social scene to test competing resources. Interestingly, attention towards social aspects prevailed, even though this was detrimental to completing the requirements. Furthermore, the tendency of this bias was evident for overall fixation patterns, as well as fixations occurring directly after stimulus onset, suggesting sustained as well as early preferential processing of social features. Although the introduction of tasks generally changes gaze patterns, our results imply only subtle variance when stimuli are social. Concluding, this experiment indicates that attention towards social aspects remains preferential even in light of top-down demands. The second study (section 2.2) comprised of two separate experiments, one in which we investigated reflexive covert attention and another in which we tested reflexive as well as sustained overt attention for images in which a human being was unilaterally located on either the left or right half of the scene. The first experiment consisted of a modified dot-probe paradigm, in which peripheral probes were presented either congruently on the side of the social aspect, or incongruently on the non-social side. This was based on the assumption that social features would act similar to cues in traditional spatial cueing paradigms, thereby facilitating reaction times for probes presented on the social half as opposed to the non-social half. Indeed, results reflected such congruency effect. The second experiment investigated these reflexive mechanisms by monitoring eye movements and specifying the location of saccades and fixations for short as well as long presentation times. Again, we found the majority of initial saccades to be congruently directed to the social side of the stimulus. Furthermore, we replicated findings for sustained attention processes with highest fixation densities for the head region of the displayed human being. The third study (section 2.3), tackled the other mechanism proposed in the attention dichotomy, the bottom-up influence. Specifically, we reduced the available contextual information of a scene by using a gaze-contingent display, in which only the currently fixated regions would be visible to the viewer, while the remaining image would remain masked. Thereby, participants had to voluntarily change their gaze in order to explore the stimulus. First, results revealed a replication of a social bias in free-viewing displays. Second, the preference to select social features was also evident in gaze-contingent displays. Third, we find higher recurrent gaze patterns for social images compared to non-social ones for both viewing modalities. Taken together, these findings imply a top-down driven preference for social features largely independent of contextual information. Importantly, for all experiments, we took saliency predictions of different computational algorithms into consideration to ensure that the observed social bias was not a result of high physical saliency within these areas. For our second experiment, we even reduced the stimulus set to those images, which yielded lower mean and peak saliency for the side of the stimulus containing the social information, while considering algorithms based on low-level features, as well as pre-trained high-level features incorporated in deep learning algorithms. Our experiments offer new insights into single attentional mechanisms with regard to static social naturalistic scenes and enable a further understanding of basic social processing, contrasting from that of non-social attention. The replicability and consistency of our findings across experiments speaks for a robust effect, attributing social attention an exceptional role within the general attention construct, not only behaviorally, but potentially also on a neuronal level and further allowing implications for clinical populations with impaired social functioning. N2 - Diese Dissertation beschäftigt sich mit verschiedenen Aspekten grundlegender sozialer Aufmerksamkeitsprozesse. Insbesondere werden durch vielseitige Herangehensweisen einzelne Mechanismen untersucht, die der bevorzugten Betrachtung von Menschen zugrunde liegen. Die progressive Untersuchung unterschiedlicher sozialer Vorgänge widerspricht einiger zuvor angenommener Grundlagen allgemeiner Aufmerksamkeitsprozesse. So zeigen beispielsweise Probanden bei freier Betrachtung naturalistischer Bilder eine klare Präferenz für abgebildete Menschen, v.a. deren Gesichter. Allerdings beinhaltet die freie Betrachtung eine Kombination aus mehreren Vorgängen, wie automatische (engl. bottom-up) und zielorientierte, willentliche Aufmerksamkeitslenkung (engl. top-down), als auch den Einfluss von Kontextzusammenhängen. Dies bedingt weiter die Berücksichtigung offener (engl. overt; Exploration mittels Augenbewegungen), als auch verdeckter Aufmerksamkeit (engl. covert; periphere Erkundung ohne Augenbewegungen). Im Rahmen der Dissertation werden alle genannten Aspekte anhand von drei Studien behandelt, wodurch eine sorgfältige Untersuchung verschiedener Einflüsse sozialer Aufmerksamkeitsprozesse erfolgt. In der ersten Studie (Abschnitt 2.1) wurden zielgerichtete Manipulationen in Form von Aufgabenstellungen vorgenommen, welche die Aufmerksamkeit innerhalb einer sozialen Szene spezifisch auf nicht-soziale Reize lenken sollten, um kompetitive Ressourcen von sozialer und zielgerichteter Aufmerksamkeit zu untersuchen. Interessanterweise überwog die Tendenz, soziale Aspekte zu betrachten, obwohl dies nachteilig für das Lösen der Aufgaben war. Diese Neigung erwies sich für die allgemeine Fixationsverteilung als auch für Fixationen, die unmittelbar nach Erscheinen der Stimuli auftraten. Dieser Befund impliziert, dass soziale Reize sowohl bei dauerhaften als auch frühen Aufmerksamkeitsprozessen bevorzugt werden. Obwohl es einen allgemeinen Konsens gibt, dass eine Implementierung von Aufgaben zu verändertem Blickverhalten führt, deuten unsere Ergebnisse lediglich auf subtile Abweichungen hin, wenn die Stimuli sozialer Natur sind. Abschließend indiziert dieses Experiment, dass auch mit steigender Bedeutung anderer top-down Modulationen bevorzugt soziale Aspekte betrachtet werden. Die zweite Studie (Abschnitt 2.2) bestand aus zwei separaten Experimenten, welche verdeckte und offene Aufmerksamkeit auf soziale Reize untersuchten. Hierfür wurden in beiden Studien dieselben Bilder verwendet, in denen ein Mensch unilateral, entweder auf der rechten oder linken Hälfte abgebildet war. Das erste Experiment bestand aus einer modifizierten Variante des Dot-Probe Paradigmas, bei dem periphere Zielreize entweder kongruent auf der Seite des sozialen Stimulus erschienen, oder inkongruent auf der nicht sozialen Seite präsentiert wurden. Diese Zuteilung basierte auf der Annahme, dass soziale Merkmale auf ähnliche Weise fungieren wie Hinweisreize in traditionellen Spatial-Cueing-Paradigmen, indem sie Reaktionszeiten auf Zielobjekte, die auf der sozialen Seite präsentiert werden, beschleunigen. Tatsächlich wiesen unsere Ergebnisse einen solchen Kongruenzeffekt auf. Das zweite Experiment überprüfte die reflexiven Vorgänge durch die Messung von Augenbewegungen mittels Spezifizierung der Sakkadenrichtung und Fixationsdichte für kurze als auch lange Präsentationszeiten. Wiederum stellte sich heraus, dass die Mehrzahl der initialen Sakkaden kongruent zum sozialen Reiz gerichtet waren. Darüber hinaus wurden die Ergebnisse für kontinuierliche Aufmerksamkeitsprozesse durch eine erhöhte Fixationsdichte auf Kopfregionen der abgebildeten Menschen repliziert. Die dritte Studie (Abschnitt 2.3) behandelte den umgekehrten Mechanismus der Aufmerksamkeitsdichotomie, nämlich den bottom-up Einfluss. Durch die Verwendung eines blickkongruenten Paradigmas, konnte der kontextuelle Informationsgehalt der Szenen so reduziert werden, dass nur noch der aktuell betrachtete Bereich sichtbar war, während der Rest des Bildes maskiert blieb. Somit mussten die Teilnehmer willentlich ihren Blick verändern, um die Szene zu erkunden. Erstens zeigten die Ergebnisse eine Replikation des sozialen Bias bei freier Betrachtung. Zweitens scheint die Präferenz, soziale Aspekte zu selektieren, in der blickkongruenten Darstellung bestehen zu bleiben. Drittens zeigte sich ein erhöhtes wiederkehrendes Blickmuster bei sozialen im Vergleich zu nicht sozialen Bildern für beide Betrachtungsmodalitäten. Zusammenfassend implizieren diese Ergebnisse eine zielgerichtete Präferenz für soziale Reize, welche größtenteils kontextunabhängig ist. Hervorzuheben ist auch, dass bei allen Experimenten Salienzprädiktoren verschiedener Algorithmen in Betracht gezogen wurden, um sicher zu stellen, dass die Tendenz soziale Reize zu bevorzugen nicht alleine durch hohe physikalische Salienz in diesen Bereichen bedingt wurde. Insbesondere für die zweite Studie (Abschnitt 2.2) wurden Algorithmen verwendet, die sowohl untergeordnete Merkmale als Prädiktoren integrierten als auch Deep Learning Algorithmen, welche vortrainierte, übergeordnete Merkmale definieren, um Vorhersagen zu treffen. So wurde das verwendete Stimulusmaterial reduziert, so dass nur Bilder mit niedriger mittlerer als auch maximaler Salienz auf der nicht-sozialen Seite analysiert wurden. Diese Experimente geben Aufschluss auf einzelne Aufmerksamkeitsprozesse bei der Betrachtung von statischen, sozialen, naturalistischen Szenen und ermöglichen ein tiefergehendes Verständnis für grundlegende soziale Verarbeitung, welche sich von nicht-sozialer Aufmerksamkeit abhebt. Die Replizierbarkeit und Konsistenz der Experimente implizieren einen robusten Effekt und suggerieren eine gesonderte Rolle der sozialen Aufmerksamkeit innerhalb des allgemeinen Aufmerksamkeitskonstrukts. Dies basiert nicht nur auf Verhaltensparametern, sondern potentiell auch auf neuronaler Ebene und enthält darüber hinaus auch Implikationen für klinische Populationen mit beeinträchtigten sozialen Funktionen. KW - Aufmerksamkeit KW - Soziale Wahrnehmung KW - Mechanisms of Social Attention Y1 - 2019 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-184528 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 - 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 - JOUR A1 - Stoeckel, M. Cornelia A1 - Esser, Roland W. A1 - Gamer, Matthias A1 - Büchel, Christian A1 - von Leupoldt, Andreas T1 - Brain Responses during the Anticipation of Dyspnea JF - Neural Plasticity N2 - Dyspnea is common in many cardiorespiratory diseases. Already the anticipation of this aversive symptom elicits fear in many patients resulting in unfavorable health behaviors such as activity avoidance and sedentary lifestyle. This study investigated brain mechanisms underlying these anticipatory processes. We induced dyspnea using resistive-load breathing in healthy subjects during functional magnetic resonance imaging. Blocks of severe and mild dyspnea alternated, each preceded by anticipation periods. Severe dyspnea activated a network of sensorimotor, cerebellar, and limbic areas. The left insular, parietal opercular, and cerebellar cortices showed increased activation already during dyspnea anticipation. Left insular and parietal opercular cortex showed increased connectivity with right insular and anterior cingulate cortex when severe dyspnea was anticipated, while the cerebellum showed increased connectivity with the amygdala. Notably, insular activation during dyspnea perception was positively correlated with midbrain activation during anticipation. Moreover, anticipatory fear was positively correlated with anticipatory activation in right insular and anterior cingulate cortex. The results demonstrate that dyspnea anticipation activates brain areas involved in dyspnea perception. The involvement of emotion-related areas such as insula, anterior cingulate cortex, and amygdala during dyspnea anticipation most likely reflects anticipatory fear and might underlie the development of unfavorable health behaviors in patients suffering from dyspnea. KW - brain response KW - dyspnea KW - cardiorespiratory disease KW - anticipation Y1 - 2016 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-166238 VL - 2016 IS - 6434987 ER - TY - JOUR A1 - Suchotzki, Kristina A1 - Kakavand, Aileen A1 - Gamer, Matthias T1 - Validity of the reaction time concealed information test in a prison sample JF - Frontiers in Psychiatry N2 - Detecting whether a suspect possesses incriminating (e.g., crime-related) information can provide valuable decision aids in court. To this means, the Concealed Information Test (CIT) has been developed and is currently applied on a regular basis in Japan. But whereas research has revealed a high validity of the CIT in student and normal populations, research investigating its validity in forensic samples in scarce. This applies even more to the reaction time-based CIT (RT-CIT), where no such research is available so far. The current study tested the application of the RT-CIT for an imaginary mock crime scenario both in a sample of prisoners (n = 27) and a matched control group (n = 25). Results revealed a high validity of the RT-CIT for discriminating between crime-related and crime-unrelated information, visible in medium to very high effect sizes for error rates and reaction times. Interestingly, in accordance with theories that criminal offenders may have worse response inhibition capacities and that response inhibition plays a crucial role in the RT-CIT, CIT-effects in the error rates were even elevated in the prisoners compared to the control group. No support for this hypothesis could, however, be found in reaction time CIT-effects. Also, performance in a standard Stroop task, that was conducted to measure executive functioning, did not differ between both groups and no correlation was found between Stroop task performance and performance in the RT-CIT. Despite frequently raised concerns that the RT-CIT may not be applicable in non-student and forensic populations, our results thereby do suggest that such a use may be possible and that effects seem to be quite large. Future research should build up on these findings by increasing the realism of the crime and interrogation situation and by further investigating the replicability and the theoretical substantiation of increased effects in non-student and forensic samples. KW - concealed information test KW - deception KW - lying KW - reaction times KW - inmates KW - forensic sample Y1 - 2019 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-177714 VL - 9 IS - 745 ER - TY - JOUR A1 - Grossheinrich, Nicola A1 - Firk, Christine A1 - Schulte-Rüther, Martin A1 - von Leupoldt, Andreas A1 - Konrad, Kerstin A1 - Huestegge, Lynn T1 - Looking while unhappy: a mood-congruent attention bias toward sad adult faces in children JF - Frontiers in Psychology N2 - A negative mood-congruent attention bias has been consistently observed, for example, in clinical studies on major depression. This bias is assumed to be dysfunctional in that it supports maintaining a sad mood, whereas a potentially adaptive role has largely been neglected. Previous experiments involving sad mood induction techniques found a negative mood-congruent attention bias specifically for young individuals, explained by an adaptive need for information transfer in the service of mood regulation. In the present study we investigated the attentional bias in typically developing children (aged 6–12 years) when happy and sad moods were induced. Crucially, we manipulated the age (adult vs. child) of the displayed pairs of facial expressions depicting sadness, anger, fear and happiness. The results indicate that sad children indeed exhibited a mood specific attention bias toward sad facial expressions. Additionally, this bias was more pronounced for adult faces. Results are discussed in the context of an information gain which should be stronger when looking at adult faces due to their more expansive life experience. These findings bear implications for both research methods and future interventions. KW - eye tracking KW - emotion regulation KW - mood induction KW - attention bias KW - major depression KW - adaptive role Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-177688 VL - 9 IS - 2577 ER - TY - JOUR A1 - Rodrigues, Johannes A1 - Nagowski, Natalie A1 - Mussel, Patrick A1 - Hewig, Johannes T1 - Altruistic punishment is connected to trait anger, not trait altruism, if compensation is available JF - Heliyon N2 - Altruistic punishment and altruistic compensation are important concepts that are used to investigate altruism. However, altruistic punishment has been found to be correlated with anger. We were interested whether altruistic punishment and altruistic compensation are both driven by trait altruism and trait anger or whether the influence of those two traits is more specific to one of the behavioral options. We found that if the participants were able to apply altruistic compensation and altruistic punishment together in one paradigm, trait anger only predicts altruistic punishment and trait altruism only predicts altruistic compensation. Interestingly, these relations are disguised in classical altruistic punishment and altruistic compensation paradigms where participants can either only punish or compensate. Hence altruistic punishment and altruistic compensation paradigms should be merged together if one is interested in trait altruism without the confounding influence of trait anger. KW - psychology KW - altruism KW - altruistic punishment KW - altruistic compensation KW - anger Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-177669 VL - 4 IS - 11 ER - TY - JOUR A1 - Pfister, Roland A1 - Schwarz, Katharina A. T1 - Should we pre-date the beginning of scientific psychology to 1787? JF - Frontiers in Psychology N2 - No abstract available. KW - psychology KW - history Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-177641 VL - 9 IS - 2481 ER - TY - JOUR A1 - Krishna, Anand A1 - Peter, Sebastian M. T1 - Questionable research practices in student final theses – prevalence, attitudes, and the role of the supervisor’s perceived attitudes JF - PLoS ONE N2 - Although questionable research practices (QRPs) and p-hacking have received attention in recent years, little research has focused on their prevalence and acceptance in students. Students are the researchers of the future and will represent the field in the future. Therefore, they should not be learning to use and accept QRPs, which would reduce their ability to produce and evaluate meaningful research. 207 psychology students and fresh graduates provided self-report data on the prevalence and predictors of QRPs. Attitudes towards QRPs, belief that significant results constitute better science or lead to better grades, motivation, and stress levels were predictors. Furthermore, we assessed perceived supervisor attitudes towards QRPs as an important predictive factor. The results were in line with estimates of QRP prevalence from academia. The best predictor of QRP use was students’ QRP attitudes. Perceived supervisor attitudes exerted both a direct and indirect effect via student attitudes. Motivation to write a good thesis was a protective factor, whereas stress had no effect. Students in this sample did not subscribe to beliefs that significant results were better for science or their grades. Such beliefs further did not impact QRP attitudes or use in this sample. Finally, students engaged in more QRPs pertaining to reporting and analysis than those pertaining to study design. We conclude that supervisors have an important function in shaping students’ attitudes towards QRPs and can improve their research practices by motivating them well. Furthermore, this research provides some impetus towards identifying predictors of QRP use in academia. KW - supervisors KW - psychology KW - human learning KW - learning KW - careers KW - scientists KW - psychometrics KW - psychologists Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-177296 VL - 13 IS - 8 ER - TY - JOUR A1 - Reuss, Heiko A1 - Pohl, Carsten A1 - Kiesel, Andrea A1 - Kunde, Wilfried T1 - Follow the sign! Top-down contingent attentional capture of masked arrow cues JF - Advances in Cognitive Psychology N2 - Arrow cues and other overlearned spatial symbols automatically orient attention according to their spatial meaning. This renders them similar to exogenous cues that occur at stimulus location. Exogenous cues trigger shifts of attention even when they are presented subliminally. Here, we investigate to what extent the mechanisms underlying the orienting of attention by exogenous cues and by arrow cues are comparable by analyzing the effects of visible and masked arrow cues on attention. In Experiment 1, we presented arrow cues with overall 50% validity. Visible cues, but not masked cues, lead to shifts of attention. In Experiment 2, the arrow cues had an overall validity of 80%. Now both visible and masked arrows lead to shifts of attention. This is in line with findings that subliminal exogenous cues capture attention only in a top-down contingent manner, that is, when the cues fit the observer’s intentions. KW - Attention KW - arrow cues KW - spatial cuing KW - masked priming KW - contingent capture Y1 - 2011 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-140030 VL - 7 ER - TY - JOUR A1 - Herbert, Cornelia A1 - Kübler, Andrea T1 - Dogs Cannot Bark: Event-Related Brain Responses to True and False Negated Statements as Indicators of Higher-Order Conscious Processing JF - PLoS ONE N2 - The present study investigated event-related brain potentials elicited by true and false negated statements to evaluate if discrimination of the truth value of negated information relies on conscious processing and requires higher-order cognitive processing in healthy subjects across different levels of stimulus complexity. The stimulus material consisted of true and false negated sentences (sentence level) and prime-target expressions (word level). Stimuli were presented acoustically and no overt behavioral response of the participants was required. Event-related brain potentials to target words preceded by true and false negated expressions were analyzed both within group and at the single subject level. Across the different processing conditions (word pairs and sentences), target words elicited a frontal negativity and a late positivity in the time window from 600-1000 msec post target word onset. Amplitudes of both brain potentials varied as a function of the truth value of the negated expressions. Results were confirmed at the single-subject level. In sum, our results support recent suggestions according to which evaluation of the truth value of a negated expression is a time-and cognitively demanding process that cannot be solved automatically, and thus requires conscious processing. Our paradigm provides insight into higher-order processing related to language comprehension and reasoning in healthy subjects. Future studies are needed to evaluate if our paradigm also proves sensitive for the detection of consciousness in non-responsive patients. KW - Locked-in syndrome KW - Vegetative state KW - Own-name KW - Language comprehension KW - Sentence comprehension KW - Text information KW - Time-course KW - Verification KW - Potentials KW - Activation Y1 - 2011 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-135165 VL - 6 IS - 10 ER - TY - JOUR A1 - Crutzen, Rik A1 - Göritz, Anja S. T1 - Does social desirability compromise self-reports of physical activity in web-based research? JF - International Journal of Behavioral Nutrition and Physical Activity N2 - Background: This study investigated the relation between social desirability and self-reported physical activity in web-based research. Findings: A longitudinal study (N = 5,495, 54% women) was conducted on a representative sample of the Dutch population using the Marlowe-Crowne Scale as social desirability measure and the short form of the International Physical Activity Questionnaire. Social desirability was not associated with self-reported physical activity (in MET-minutes/week), nor with its sub-behaviors (i.e., walking, moderate-intensity activity, vigorous-intensity activity, and sedentary behavior). Socio-demographics (i.e., age, sex, income, and education) did not moderate the effect of social desirability on self-reported physical activity and its sub-behaviors. Conclusions: This study does not throw doubt on the usefulness of the Internet as a medium to collect self-reports on physical activity. KW - Question format KW - Internet KW - Physical Activity KW - Sedentary Behavior KW - Social Desirability KW - International Physical Activity Questionnaire KW - Total Physical Activity Y1 - 2011 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-135156 VL - 8 IS - 31 ER - TY - JOUR A1 - Suchotzki, Kristina A1 - Gamer, Matthias T1 - Alcohol facilitates detection of concealed identity information JF - Scientific Reports N2 - The Concealed Information Test (CIT) is a well-validated means to detect whether someone possesses certain (e.g., crime-relevant) information. The current study investigated whether alcohol intoxication during CIT administration influences reaction time (RT) CIT-effects. Two opposing predictions can be made. First, by decreasing attention to critical information, alcohol intoxication could diminish CIT-effects. Second, by hampering the inhibition of truthful responses, alcohol intoxication could increase CIT-effects. A correlational field design was employed. Participants (n = 42) were recruited and tested at a bar, where alcohol consumption was voluntary and incidental. Participants completed a CIT, in which they were instructed to hide knowledge of their true identity. BAC was estimated via breath alcohol ratio. Results revealed that higher BAC levels were correlated with higher CIT-effects. Our results demonstrate that robust CIT effects can be obtained even when testing conditions differ from typical laboratory settings and strengthen the idea that response inhibition contributes to the RT-CIT effect. KW - drug regulation KW - human behaviour KW - alcohol KW - Concealed Information Test KW - reaction time Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-176662 VL - 8 IS - 7825 ER - TY - JOUR A1 - Bilalic, Merim A1 - Kiesel, Andrea A1 - Pohl, Carsten A1 - Erb, Michael A1 - Grodd, Wolfgang T1 - It Takes Two–Skilled Recognition of Objects Engages Lateral Areas in Both Hemispheres JF - PLoS ONE N2 - Our object recognition abilities, a direct product of our experience with objects, are fine-tuned to perfection. Left temporal and lateral areas along the dorsal, action related stream, as well as left infero-temporal areas along the ventral, object related stream are engaged in object recognition. Here we show that expertise modulates the activity of dorsal areas in the recognition of man-made objects with clearly specified functions. Expert chess players were faster than chess novices in identifying chess objects and their functional relations. Experts’ advantage was domain-specific as there were no differences between groups in a control task featuring geometrical shapes. The pattern of eye movements supported the notion that experts’ extensive knowledge about domain objects and their functions enabled superior recognition even when experts were not directly fixating the objects of interest. Functional magnetic resonance imaging (fMRI) related exclusively the areas along the dorsal stream to chess specific object recognition. Besides the commonly involved left temporal and parietal lateral brain areas, we found that only in experts homologous areas on the right hemisphere were also engaged in chess specific object recognition. Based on these results, we discuss whether skilled object recognition does not only involve a more efficient version of the processes found in non-skilled recognition, but also qualitatively different cognitive processes which engage additional brain areas KW - Expert chess players KW - Anterior inferotemporal cortex KW - Deliberate practice KW - Neural basis KW - Function knowledge KW - Parietal cortex KW - Macaque monkey KW - Temporal areas KW - Memory KW - Task Y1 - 2011 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-176935 VL - 6 IS - 1 ER - TY - THES A1 - Weller, Lisa T1 - How to not act? Cognitive foundations of intentional nonactions T1 - Wie handelt man nicht? - Kognitive Grundlagen von intentionalen Nichthandlungen N2 - Human actions are generally not determined by external stimuli, but by internal goals and by the urge to evoke desired effects in the environment. To reach these effects, humans typically have to act. But at times, deciding not to act can be better suited or even the only way to reach a desired effect. What mental processes are involved when people decide not to act to reach certain effects? From the outside it may seem that nothing remarkable is happening, because no action can be observed. However, I present three studies which disclose the cognitive processes that control nonactions. The present experiments address situations where people intentionally decide to omit certain actions in order to produce a predictable effect in the environment. These experiments are based on the ideomotor hypothesis, which suggests that bidirectional associations can be formed between actions and the resulting effects. Because of these associations, anticipating the effects can in turn activate the respective action. The results of the present experiments show that associations can be formed between nonactions (i.e., the intentional decision not to act) and the resulting effects. Due to these associations, perceiving the nonaction effects encourages not acting (Exp. 1–3). What is more, planning a nonaction seems to come with an activation of the effects that inevitably follow the nonaction (Exp. 4–5). These results suggest that the ideomotor hypothesis can be expanded to nonactions and that nonactions are cognitively represented in terms of their sensory effects. Furthermore, nonaction effects can elicit a sense of agency (Exp. 6–8). That is, even though people refrain from acting, the resulting nonaction effects are perceived as self-produced effects. In a nutshell, these findings demonstrate that intentional nonactions include specific mechanisms and processes, which are involved, for instance, in effect anticipation and the sense of agency. This means that, while it may seem that nothing remarkable is happening when people decide not to act, complex processes run on the inside, which are also involved in intentional actions. N2 - Menschliches Verhalten ist im Allgemeinen nicht reizbestimmt, sondern zielgerichtet und hat die Absicht gewünschte Effekte in der Umwelt hervorzurufen. Häufig müssen Menschen eine Handlung ausführen, um diese Effekte zu erreichen. Manche Effekte können allerdings besser oder sogar nur dann erreicht werden, wenn man sich entscheidet nicht zu handeln. Welche mentalen Prozesse finden aber statt, wenn Menschen sich entscheiden nicht zu handeln? Oberflächlich betrachtet scheint es als würde nichts weiter Bemerkenswertes ablaufen, da keine Handlung zu beobachten ist. In drei Experimentalreihen zeige ich aber die kognitiven Prozesse auf, die das Nichthandeln kontrollieren. In den vorliegenden Experimenten werden Situationen untersucht, in denen sich Menschen entscheiden nicht zu handeln, um vorhersehbare Effekte zu erzeugen. Die Experimente basieren auf der ideomotorischen Hypothese, die annimmt, dass bidirektionale Assoziationen zwischen Handlungen und den resultierenden Effekten gebildet werden können. Dadurch kann eine Vorstellung der Effekte wiederum die verbundene Handlung hervorrufen. Die Ergebnisse zeigen, dass Assoziationen auch zwischen Nichthandlungen und den daraus resultierenden Effekten gebildet werden können. Diese Assoziationen führen dazu, dass die Wahrnehmung der Effekte selbst die Nichthandlung hervorrufen kann (Exp. 1–3). Außerdem scheint die Planung einer Nichthandlung automatisch eine Vorstellung der assoziierten Effekte zu aktivieren (Exp. 4–5). Diese Befunde legen nahe, dass die ideomotorische Hypothese auch auf Nichthandlungen übertragen werden kann und dass Nichthandlungen kognitiv durch die Effekte, die sie hervorrufen, repräsentiert sind. Darüber hinaus scheinen Menschen ein Verursachungsgefühl (“Sense of Agency”) für die Effekte ihrer Nichthandlungen zu haben (Exp. 6–8). Das bedeutet, dass die resultierenden Effekte (obwohl nicht gehandelt wurde) wie selbsterzeugte Effekte wahrgenommen werden können. Zusammenfassend zeigen die Experimente, dass intentionale Nichthandlungen von spezifischen Mechanismen und Prozessen begleitet werden, die z.B. bei der Effektantizipation und dem Sense of Agency involviert sind. Obwohl es also von außen so scheint, als würde nichts Bemerkenswertes passieren, wenn Menschen intentional nicht handeln, laufen im Inneren komplexe Prozesse ab wie beim intentionalen Handeln. KW - Intention KW - Kognition KW - Ideomotor Theory KW - Sense of Agency KW - Intentional Nonaction KW - Ideomotorik KW - Intentionale Nichthandlung KW - Aktionsforschung KW - Experimentelle Psychologie Y1 - 2019 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-176678 ER - TY - JOUR A1 - Roth, Jenny A1 - Steffens, Melanie C. A1 - Vignoles, Vivian L. T1 - Group membership, group change, and intergroup attitudes: a recategorization model based on cognitive consistency principles JF - Frontiers in Psychology N2 - The present article introduces a model based on cognitive consistency principles to predict how new identities become integrated into the self-concept, with consequences for intergroup attitudes. The model specifies four concepts (self-concept, stereotypes, identification, and group compatibility) as associative connections. The model builds on two cognitive principles, balance-congruity and imbalance-dissonance, to predict identification with social groups that people currently belong to, belonged to in the past, or newly belong to. More precisely, the model suggests that the relative strength of self-group associations (i.e., identification) depends in part on the (in)compatibility of the different social groups. Combining insights into cognitive representation of knowledge, intergroup bias, and explicit/implicit attitude change, we further derive predictions for intergroup attitudes. We suggest that intergroup attitudes alter depending on the relative associative strength between the social groups and the self, which in turn is determined by the (in)compatibility between social groups. This model unifies existing models on the integration of social identities into the self-concept by suggesting that basic cognitive mechanisms play an important role in facilitating or hindering identity integration and thus contribute to reducing or increasing intergroup bias. KW - cognitive balance KW - cognitive dissonance KW - group change KW - identity integration KW - intergroup bias KW - social identification KW - recategorization KW - prejudice Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-175569 VL - 9 IS - 479 ER - TY - JOUR A1 - Glotzbach, Evelyn A1 - Mühlberger, Andreas A1 - Gschwendtner, Kathrin A1 - Fallgatter, Andreas J A1 - Pauli, Paul A1 - Herrmann, Martin J T1 - Prefrontal Brain Activation During Emotional Processing: A Functional Near Infrared Spectroscopy Study (fNIRS) JF - The Open Neuroimaging Journal N2 - The limbic system and especially the amygdala have been identified as key structures in emotion induction and regulation. Recently research has additionally focused on the influence of prefrontal areas on emotion processing in the limbic system and the amygdala. Results from fMRI studies indicate that the prefrontal cortex (PFC) is involved not only in emotion induction but also in emotion regulation. However, studies using fNIRS only report prefrontal brain activation during emotion induction. So far it lacks the attempt to compare emotion induction and emotion regulation with regard to prefrontal activation measured with fNIRS, to exclude the possibility that the reported prefrontal brain activation in fNIRS studies are mainly caused by automatic emotion regulation processes. Therefore this work tried to distinguish emotion induction from regulation via fNIRS of the prefrontal cortex. 20 healthy women viewed neutral pictures as a baseline condition, fearful pictures as induction condition and reappraised fearful pictures as regulation condition in randomized order. As predicted, the view-fearful condition led to higher arousal ratings than the view-neutral condition with the reappraise-fearful condition in between. For the fNIRS results the induction condition showed an activation of the bilateral PFC compared to the baseline condition (viewing neutral). The regulation condition showed an activation only of the left PFC compared to the baseline condition, although the direct comparison between induction and regulation condition revealed no significant difference in brain activation. Therefore our study underscores the results of previous fNIRS studies showing prefrontal brain activation during emotion induction and rejects the hypothesis that this prefrontal brain activation might only be a result of automatic emotion regulation processes. KW - fNIRS KW - Emotional processing KW - emotional regulation Y1 - 2011 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-141714 VL - 5 ER - TY - THES A1 - Wandtner, Bernhard T1 - Non-driving related tasks in highly automated driving - Effects of task characteristics and drivers' self-regulation on take-over performance T1 - Fahrfremde Tätigkeiten beim hochautomatisierten Fahren - Einfluss des Aufgabentyps und der Selbstregulation auf die Übernahmeleistung N2 - The rise of automated driving will fundamentally change our mobility in the near future. This thesis specifically considers the stage of so called highly automated driving (Level 3, SAE International, 2014). At this level, a system carries out vehicle guidance in specific application areas, e.g. on highway roads. The driver can temporarily suspend from monitoring the driving task and might use the time by engaging in so called non-driving related tasks (NDR-tasks). However, the driver is still in charge to resume vehicle control when prompted by the system. This new role of the driver has to be critically examined from a human factors perspective. The main aim of this thesis was to systematically investigate the impact of different NDR-tasks on driver behavior and take-over performance. Wickens’ (2008) architecture of multiple resource theory was chosen as theoretical framework, with the building blocks of multiplicity (task interference due to resource overlap), mental workload (task demands), and aspects of executive control or self-regulation. Specific adaptations and extensions of the theory were discussed to account for the context of NDR-task interactions in highly automated driving. Overall four driving simulator studies were carried out to investigate the role of these theoretical components. Study 1 showed that drivers focused NDR-task engagement on sections of highly automated compared to manual driving. In addition, drivers avoided task engagement prior to predictable take-over situations. These results indicate that self-regulatory behavior, as reported for manual driving, also takes place in the context of highly automated driving. Study 2 specifically addressed the impact of NDR-tasks’ stimulus and response modalities on take-over performance. Results showed that particularly visual-manual tasks with high motoric load (including the need to get rid of a handheld object) had detrimental effects. However, drivers seemed to be aware of task specific distraction in take-over situations and strictly canceled visual-manual tasks compared to a low impairing auditory-vocal task. Study 3 revealed that also the mental demand of NDR-tasks should be considered for drivers’ take-over performance. Finally, different human-machine-interfaces were developed and evaluated in Simulator Study 4. Concepts including an explicit pre-alert (“notification”) clearly supported drivers’ self-regulation and achieved high usability and acceptance ratings. Overall, this thesis indicates that the architecture of multiple resource theory provides a useful framework for research in this field. Practical implications arise regarding the potential legal regulation of NDR-tasks as well as the design of elaborated human-machine-interfaces. N2 - In den nächsten Jahren wird die Fahrzeugautomatisierung stufenweise immer weiter zunehmen. Im Fokus dieser Arbeit steht das Hochautomatisierte Fahren (HAF), bei dem ein System in definierten Anwendungsbereichen, z.B. auf Autobahnen, die Fahraufgabe vollständig übernehmen kann (Level 3; SAE International, 2014). Der Fahrer muss das Verkehrsgeschehen nicht mehr überwachen, jedoch bereit sein, nach Aufforderung durch das System die Fahraufgabe wieder zu übernehmen. Bisherige Forschung legt nahe, dass Fahrer die freigewordene Zeit oftmals zur Beschäftigung mit sog. fahrfremden Tätigkeiten (FFTs) nutzen werden. Die vorliegende Arbeit beschäftigt sich mit den Herausforderungen, die diese neue Rolle des Fahrers mit sich bringt. Der Fokus liegt auf dem Einfluss unterschiedlicher FFTs auf die Übernahmeleistung und der Frage, inwieweit Fahrer den Umgang mit FFTs an die situativen Bedingungen anpassen. Die Theorie der multiplen Ressourcen (Wickens, 2008) wurde dabei als Rahmenmodell gewählt und für den spezifischen Anwendungsfall von HAF-Systemen ausgelegt. In vier Fahrsimulatorstudien wurden die unterschiedlichen Komponenten der Theorie untersucht. Studie 1 beschäftigte sich mit dem Aspekt der Ressourcenallokation (Selbstregulation). Die Ergebnisse zeigten, dass Fahrer die Beschäftigung mit einer prototypischen FFT an die Verfügbarkeit des HAF-Systems anpassten. Die Tätigkeit wurde bevorzugt im HAF und nicht im manuellen Fahrbetrieb durchgeführt und vor Übernahmesituationen wurden weniger Aufgaben neu begonnen. Studie 2 betrachtete den Aspekt der Interferenz zwischen FFT und Fahraufgabe. Die Modalitäten einer FFT wurden dazu systematisch variiert. Dabei zeigte sich, dass insbesondere visuell-manuelle Tätigkeiten mit hoher motorischer Beanspruchung (z.B. ein in der Hand gehaltenes Tablet) die Übernahme erschwerten. Fahrer schienen sich der Ablenkung bewusst zu sein und brachen diese Art von Aufgaben bei der Übernahme eher ab. Studie 3 ergab Hinweise, dass neben den Aufgabenmodalitäten auch kognitive Beanspruchung die Übernahmeleistung beeinträchtigen kann. Studie 4 beschäftigte sich mit der Mensch-Maschine-Schnittstelle (HMI) für HAF-Systeme. Die Ergebnisse ergaben, dass eine explizite Vorankündigung von Übernahmesituationen die Selbstregulation des Fahrers unterstützen kann. Die Arbeit zeigt die Eignung der multiplen Ressourcentheorie als Rahmenmodell für Forschung im Bereich HAF. Praktische Implikationen ergeben sich für mögliche gesetzliche Regelungen über erlaubte Tätigkeiten beim HAF, genauso wie konkrete HMI-Gestaltungsempfehlungen. KW - Autonomes Fahrzeug KW - Fahrerverhalten KW - automated driving KW - human-automation interaction KW - driver behavior KW - driver distraction KW - Automatisiertes Fahren KW - Mensch-Maschine-Interaktion KW - Fahrerablenkung KW - Automation KW - Verkehrspsychologie KW - Mensch-Maschine-Kommunikation Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-173956 ER - TY - JOUR A1 - Miralles, Felip A1 - Vargiu, Eloisa A1 - Dauwalder, Stefan A1 - Solà, Marc A1 - Müller-Putz, Gernot A1 - Wriessnegger, Selina C. A1 - Pinegger, Andreas A1 - Kübler, Andrea A1 - Halder, Sebastian A1 - Käthner, Ivo A1 - Martin, Suzanne A1 - Daly, Jean A1 - Armstrong, Elaine A1 - Guger, Christoph A1 - Hintermüller, Christoph A1 - Lowish, Hannah T1 - Brain computer interface on track to home. JF - The Scientific World Journal N2 - The novel BackHome system offers individuals with disabilities a range of useful services available via brain-computer interfaces (BCIs), to help restore their independence. This is the time such technology is ready to be deployed in the real world, that is, at the target end users’ home. This has been achieved by the development of practical electrodes, easy to use software, and delivering telemonitoring and home support capabilities which have been conceived, implemented, and tested within a user-centred design approach. The final BackHome system is the result of a 3-year long process involving extensive user engagement to maximize effectiveness, reliability, robustness, and ease of use of a home based BCI system. The system is comprised of ergonomic and hassle-free BCI equipment; one-click software services for Smart Home control, cognitive stimulation, and web browsing; and remote telemonitoring and home support tools to enable independent home use for nonexpert caregivers and users. BackHome aims to successfully bring BCIs to the home of people with limited mobility to restore their independence and ultimately improve their quality of life. KW - brain computer interface KW - disability KW - limited mobility KW - independence Y1 - 2015 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-149575 VL - 2015 IS - 623896 ER - TY - JOUR A1 - Andreatta, Marta A1 - Pauli, Paul T1 - Appetitive vs. aversive conditioning in humans JF - Frontiers in Behavioral Neuroscience N2 - In classical conditioning, an initially neutral stimulus (conditioned stimulus, CS) becomes associated with a biologically salient event (unconditioned stimulus, US), which might be pain (aversive conditioning) or food (appetitive conditioning). After a few associations, the CS is able to initiate either defensive or consummatory responses, respectively. Contrary to aversive conditioning, appetitive conditioning is rarely investigated in humans, although its importance for normal and pathological behaviors (e.g., obesity, addiction) is undeniable. The present study intents to translate animal findings on appetitive conditioning to humans using food as an US. Thirty-three participants were investigated between 8 and 10 am without breakfast in order to assure that they felt hungry. During two acquisition phases, one geometrical shape (avCS+) predicted an aversive US (painful electric shock), another shape (appCS+) predicted an appetitive US (chocolate or salty pretzel according to the participants' preference), and a third shape (CS) predicted neither US. In a extinction phase, these three shapes plus a novel shape (NEW) were presented again without US delivery. Valence and arousal ratings as well as startle and skin conductance (SCR) responses were collected as learning indices. We found successful aversive and appetitive conditioning. On the one hand, the avCS+ was rated as more negative and more arousing than the CS and induced startle potentiation and enhanced SCR. On the other hand, the appCS+ was rated more positive than the CS and induced startle attenuation and larger SCR. In summary, we successfully confirmed animal findings in (hungry) humans by demonstrating appetitive learning and normal aversive learning. KW - extinction KW - attention KW - classical conditioning KW - skin conductance response KW - punishment KW - startle reflex KW - reward KW - fear KW - startle KW - model Y1 - 2015 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-148614 VL - 9 IS - 128 ER - TY - JOUR A1 - Käthner, Ivo A1 - Kübler, Andrea A1 - Halder, Sebastian T1 - Rapid P300 brain-computer interface communication with a head-mounted display JF - Frontiers in Neuroscience N2 - Visual ERP (P300) based brain-computer interfaces (BCIs) allow for fast and reliable spelling and are intended as a muscle-independent communication channel for people with severe paralysis. However, they require the presentation of visual stimuli in the field of view of the user. A head-mounted display could allow convenient presentation of visual stimuli in situations, where mounting a conventional monitor might be difficult or not feasible (e.g., at a patient's bedside). To explore if similar accuracies can be achieved with a virtual reality (VR) headset compared to a conventional flat screen monitor, we conducted an experiment with 18 healthy participants. We also evaluated it with a person in the locked-in state (LIS) to verify that usage of the headset is possible for a severely paralyzed person. Healthy participants performed online spelling with three different display methods. In one condition a 5 x 5 letter matrix was presented on a conventional 22 inch TFT monitor. Two configurations of the VR headset were tested. In the first (glasses A), the same 5 x 5 matrix filled the field of view of the user. In the second (glasses B), single letters of the matrix filled the field of view of the user. The participant in the LIS tested the VR headset on three different occasions (glasses A condition only). For healthy participants, average online spelling accuracies were 94% (15.5 bits/min) using three flash sequences for spelling with the monitor and glasses A and 96% (16.2 bits/min) with glasses B. In one session, the participant in the LIS reached an online spelling accuracy of 100% (10 bits/min) using the glasses A condition. We also demonstrated that spelling with one flash sequence is possible with the VR headset for healthy users (mean: 32.1 bits/min, maximum reached by one user: 71.89 bits/min at 100% accuracy). We conclude that the VR headset allows for rapid P300 BCI communication in healthy users and may be a suitable display option for severely paralyzed persons. KW - speller performance KW - face perception KW - stimulus KW - rapid BCI KW - locked-in state KW - P300 KW - head-mounted display KW - brain-computer interface Y1 - 2015 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-148520 VL - 9 IS - 207 ER - TY - JOUR A1 - Wu, Lingdan A1 - Winkler, Markus H. A1 - Wieser, Matthias J. A1 - Andreatta, Marta A1 - Li, Yonghui A1 - Pauli, Paul T1 - Emotion regulation in heavy smokers: experiential, expressive and physiological consequences of cognitive reappraisal JF - Frontiers in Psychology N2 - Emotion regulation dysfunctions are assumed to contribute to the development of tobacco addiction and relapses among smokers attempting to quit. To further examine this hypothesis, the present study compared heavy smokers with non-smokers (NS) in a reappraisal task. Specifically, we investigated whether non-deprived smokers (NDS) and deprived smokers (DS) differ from non-smokers in cognitive emotion regulation and whether there is an association between the outcome of emotion regulation and the cigarette craving. Sixty-five participants (23 non-smokers, 22 NDS, and 20 DS) were instructed to down-regulate emotions by reappraising negative or positive pictorial scenarios. Self-ratings of valence, arousal, and cigarette craving as well as facial electromyography and electroencephalograph activities were measured. Ratings, facial electromyography, and electroencephalograph data indicated that both NDS and DS performed comparably to nonsmokers in regulating emotional responses via reappraisal, irrespective of the valence of pictorial stimuli. Interestingly, changes in cigarette craving were positively associated with regulation of emotional arousal irrespective of emotional valence. These results suggest that heavy smokers are capable to regulate emotion via deliberate reappraisal and smokers' cigarette craving is associated with emotional arousal rather than emotional valence. This study provides preliminary support for the therapeutic use of reappraisal to replace maladaptive emotion-regulation strategies in nicotine addicts. KW - negative affect KW - regulation strategies KW - positive emotions KW - craving KW - late positive potential KW - nicotine addiction KW - smoking KW - emotion regulation KW - reappraisal KW - facial electromyography KW - brain reactivity KW - down regulation KW - unpleasant pictures KW - anxiety sensitivity KW - facial expressions KW - cigarette smokers KW - smoking motives Y1 - 2015 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-145225 VL - 6 IS - 1555 ER - TY - JOUR A1 - Halder, Sebastian A1 - Takano, Kouji A1 - Ora, Hiroki A1 - Onishi, Akinari A1 - Utsumi, Kota A1 - Kansaku, Kenji T1 - An Evaluation of Training with an Auditory P300 Brain-Computer Interface for the Japanese Hiragana Syllabary JF - Frontiers in Neuroscience N2 - Gaze-independent brain-computer interfaces (BCIs) are a possible communication channel for persons with paralysis. We investigated if it is possible to use auditory stimuli to create a BCI for the Japanese Hiragana syllabary, which has 46 Hiragana characters. Additionally, we investigated if training has an effect on accuracy despite the high amount of different stimuli involved. Able-bodied participants (N = 6) were asked to select 25 syllables (out of fifty possible choices) using a two step procedure: First the consonant (ten choices) and then the vowel (five choices). This was repeated on 3 separate days. Additionally, a person with spinal cord injury (SCI) participated in the experiment. Four out of six healthy participants reached Hiragana syllable accuracies above 70% and the information transfer rate increased from 1.7 bits/min in the first session to 3.2 bits/min in the third session. The accuracy of the participant with SCI increased from 12% (0.2 bits/min) to 56% (2 bits/min) in session three. Reliable selections from a 10 × 5 matrix using auditory stimuli were possible and performance is increased by training. We were able to show that auditory P300 BCIs can be used for communication with up to fifty symbols. This enables the use of the technology of auditory P300 BCIs with a variety of applications. KW - gaze independence KW - assistive technology KW - electroencephalography KW - event-related potentials KW - P300 KW - auditory stimulation KW - brain-computer interface Y1 - 2016 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-165465 VL - 10 IS - 446 ER - TY - THES A1 - Botrel, Loic T1 - Brain-computer interfaces (BCIs) based on sensorimotor rhythms - Evaluating practical interventions to improve their performance and reduce BCI inefficiency T1 - Gehirn-Computer Schnittstellen (BCIs) basierend auf sensomotorischen Rhythmen - Evaluation praktischer Interventionen zur Verbesserung ihrer Leistung und Reduktion von BCI Ineffizienz N2 - Brain computer interfaces based on sensorimotor rhythms modulation (SMR-BCIs) allow people to emit commands to an interface by imagining right hand, left hand or feet movements. The neurophysiological activation associated with those specific mental imageries can be measured by electroencephalography and detected by machine learning algorithms. Improvements for SMR-BCI accuracy in the last 30 years seem to have reached a limit. The currrent main issue with SMR-BCIs is that between 15% to 30% cannot use the BCI, called the "BCI inefficiency" issue. Alternatively to hardware and software improvements, investigating the individual characteristics of the BCI users has became an interesting approach to overcome BCI inefficiency. In this dissertation, I reviewed existing literature concerning the individual sources of variation in SMR-BCI accuracy and identified generic individual characteristics. In the empirical investigation, attention and motor dexterity predictors for SMR-BCI performance were implemented into a trainings that would manipulate those predictors and lead to higher SMR-BCI accuracy. Those predictors were identified by Hammer et al. (2012) as the ability to concentrate (associated with relaxation levels) and "mean error duration" in a two-hand visuo-motor coordination task (VMC). Prior to a SMR-BCI session, a total of n=154 participants in two locations took part of 23 min sessions of either Jacobson’s Progressive Muscle Relaxation session (PMR), a VMC session, or a control group (CG). No effect of PMR or VMC manipulation was found, but the manipulation checks did not consistently confirm whether PMR had an effect of relaxation levels and VMC on "mean error duration". In this first study, correlations between relaxation levels or "mean error duration" and accuracy were found but not in both locations. A second study, involving n=39 participants intensified the training in four sessions on four consecutive days or either PMR, VMC or CG. The effect or manipulation was assessed for in terms of a causal relationship by using a PRE-POST study design. The manipulation checks of this second study validated the positive effect of training on both relaxation and "mean error duration". But the manipulation did not yield a specific effect on BCI accuracy. The predictors were not found again, displaying the instability of relaxation levels and "mean error duration" in being associated with BCI performance. An effect of time on BCI accuracy was found, and a correlation between State Mindfulness Scale and accuracy were reported. Results indicated that a short training of PMR or VMC were insufficient in increasing SMR-BCI accuracy. This study contrasted with studies succeeding in increasing SMR-BCI accuracy Tan et al. (2009, 2014), by the shortness of its training and the relaxation training that did not include mindfulness. It also contrasted by its manipulation checks and its comprehensive experimental approach that attempted to replicate existing predictors or correlates for SMR-BCI accuracy. The prediction of BCI accuracy by individual characteristics is receiving increased attention, but requires replication studies and a comprehensive approach, to contribute to the growing base of evidence of predictors for SMR-BCI accuracy. While short PMR and VMC trainings could not yield an effect on BCI performance, mindfulness meditation training might be beneficial for SMR-BCI accuracy. Moreover, it could be implemented for people in the locked-in-syndrome, allowing to reach the end-users that are the most in need for improvements in BCI performance. N2 - Les interfaces cerveau-ordinateur (angl. brain-computer interfaces, BCIs) basées sur les rythmes sensorimoteurs (angl. sensorimotor rhythms, SMR) permettent d’émettre des commandes par l’imagination de mouvements des mains ou des jambes. Dans le cas des BCIs non-invasifs, les manifestations neurophysiologiques liées á l’imagination motrice peuvent être mesurées par électroencephalographie (EEG) á la surface du cuir chevelu, puis détectées á l’aide d’algorithmes d’apprentissage. Après 30 années de progrès dans l’implémentation des BCI basées sur les SMR, il devient de plus en plus difficile d’obtenir un gain significatif de performance, alors qu’il est estimé qu’entre 15% et 30 % des utilisateurs ne peuvent pas utiliser une BCI basée sur les SMR. On parle d’inefficacité de la BCI (angl. BCI inefficiency). Une alternative aux avancées matérielles et logicielles réside dans l’investigation de caractéristiques propres à l’utilisateur. Dans ce travail de thèse, j’ai d’abord procédé à une revue de littérature sur les sources individuelles de variation de la performance SMR-BCIs, sous la forme de caractéristiques psychologiques, neurologiques et neuroanatomiques propres à l’utilisateur. Pour l’étude empirique, je me suis basé sur deux prédicteurs – l’attention et la dextérite motrice – que j’ai expérimentalement manipulés par des protocoles d’intervention. Ces deux prédicteurs ont été identifiés par Hammer et al. (2012) en tant que capacité à se concentrer (ability to concentrate) et durée moyenne d’erreur dans une tâche de coordination visuo-motrice (mean error duration in a visuomotor coordination task, VMC). La première étude comprend N=154 participants recrutés dans deux villes allemandes (Würzburg et Berlin). Avant de procéder à une session de BCI basée sur les SMR, les participants ont été aléatoirement répartis en trois groupes d’intervention d’une durée de 23 minutes. Le groupe PMR a pris part à une session de relaxation musculaire progressive de Jacobson, censée relaxer le participant ; le groupe VMC a pris part a une session de coordination visuo-motrice des deux mains, censé augmenter la dextérité motrice ; le groupe controle CG ayant eu pour tâche de lire un texte. Les résultats, analysés indépendemment pour chaque lieu de mesure, indiquent que l’entraînement PMR ou VMC n’ont pas provoqué d’amélioration significative de la performance BCI. L’effet des interventions sur leurs variables témoins respectives (PMR sur le niveau subjectif de relaxation ; VMC sur la durée moyenne d’erreur) sont inéquivoques. Il n’est donc pas possible d’interpréter l’absence d’effet d’entraînement sur la performance BCI. Les corrélations entre les variables témoins et la performance BCI répliquent les deux prédicteurs à l’origine de l’étude, mais ces résultats sont restreints à l’un des deux lieux de mesure. La seconde étude a été menée sur N=39 participants pour lesquels la durée d’entraînement (soit PMR, VMC ou CG) a été prolongée sur quatre sessions étalées sur quatre jours successifs. Cette seconde étude a été conçue selon un modèle pré-test post-test permettant de réduire la sensibilité aux variations inter-individuelles de la performance, ainsi que de tester la présence d’une relation causale entre entraînement et performance BCI. Les variables témoins – relaxation et durée d’erreur VMC– ont evolué de maniere positive validant les entraînements. Cependant, les entraînements PMR et VMC n’ont eu aucun effet positif sur la performance BCI basée sur les SMR. Les prédicteurs n’ont donc pas de nouveau été répliqués, démontrant l’instabilité des niveaux de relaxation et la performance VMC dans leur association avec la performance BCI. L’effet de temps sur la performance BCI, constaté dans de nombreuses études a été répliqué. De manière plus inattendue, une correlation entre l’échelle d’attention consciente (state mindfulness scale, SMS) et la performance BCI a été révélée. Globalement, Les résultats de ces deux études empiriques indiquent que de courts entraînements PMR ou VMC ont été insuffisants pour améliorer la performance BCI. Ces études contrastent donc avec les précédentes études qui au contraîre ont montré un effect positif d’un entraînement en relaxation Tan et al. (2009, 2014), notamment marqués par leur durée s’étalant sur plusieurs mois ainsi que leur forme de relaxations basées sur la méditation de pleine conscience (angl. Mindfulness). Mes deux études se démarquent cependant par la présence de tests de manipulation, l’approche expérimentale basée sur l’implémentation du potentiel des prédicteurs et corrélats de la performance BCI. La prédiction de performance SMR-BCI par des caractérisiques individuelles reçevant une attention croissante ces dernières années, il est nécessaire pour contribuer efficacement au domaine des sources de variation des BCI, d’opter pour une approche expériementale englobant les résultats existants, notamment par l’effort de réplication, et de comparaison d’études. En conclusion, Alors que de courts entraînements PMR et VMC n’ont pas eu d’effets sur la performance BCI basée sur les SMR, la piste de l’entraînement de méditation pleine conscience présente un potentiel qu’il est nécessaire de confirmer. De plus, il pourraît être mis en place pour des patients paralysés moteur (angl. locked-in syndrome, LIS), permettant de fait d’atteîndre la population pouvant le plus profiter des améliorations de la performance BCI. N2 - Gehirn-Computer Schnittstellen (engl. brain-computer interfaces, BCIs), basierend auf der Modulation sensomotorischer Rhythmen (SMR), erlauben Menschen, Befehle an eine Schnittstelle zu übermitteln, beispielsweise durch die Vorstellung von Bewegungen der Hände oder der Füße. Die neurophysiologische Aktivität, die mit den Bewegungsvorstellungen assoziiert ist, kann mittels Elektroenzephalographie gemessen und durch Algorithmen aus dem Bereich des maschinellen Lernens detektiert werden. Die Fortschritte in Bezug auf SMR-BCIs, die es in den letzten 30 Jahren gab, scheinen an eine Grenze zu stoßen. Das Hauptproblem liegt darin, dass 15 bis 30% der Nutzer keine Kontrolle über SMR-BCIs erlangen. Dieses Phänomen wird als „BCI Ineffizienz“ bezeichnet. Neben Verbesserungen der Hard- und Software ist die Untersuchung individueller Charakteristika der BCI Nutzer ein vielversprechender Ansatz, um die BCI Ineffizienz zu überwinden. Im Rahmen dieser Dissertation habe ich zunächst durch eine Literaturstudie zu den Ursachen der Variation der SMR-BCI Genauigkeiten individuelle Charakteristika identifiziert. In der experimentellen Untersuchung wurden Aufmerksamkeit und Feinmotorik als Prädiktoren für die Leistung mit einem SMR-BCI in ein Trainingsparadigma aufgenommen, das zum Ziel hatte, die SMR-BCI Genauigkeiten zu verbessern. Diese Prädiktoren wurden von Hammer et al. (2012) als die Konzentrationsfähigkeit (assoziiert mit Entspannungsniveau) und „mittlere Fehlerdauer“ in einer beidhändigen visuomotorischen Koordinationsaufgabe (engl. two-hand visuo-motor coordination task, VMC) identifiziert. In der ersten Studie der vorliegenden Dissertation nahmen insgesamt n=154 Studienteilnehmer an zwei verschiedenen Standorten teil. Im Vorfeld einer SMR-BCI Sitzung nahmen diese entweder an einer 23-minütigen Sitzung mit Progressiver Muskelrelaxation nach Jacobson (PMR), einer Sitzung mit VMC oder einer Kontrollgruppe (KG) teil. Es zeigten sich keine Effekte auf die Genauigkeiten des SMRBCI als Folge der Versuchsbedingung (VMC, PMR oder KG). Jedoch konnte auch durch Manipulationschecks nicht konsistent bestätigt werden, dass PMR eine Auswirkung auf das Entspannungsniveau und VMC auf die „mittlere Fehlerdauer“ hatte. In dieser ersten Studie konnten Korrelationen zwischen dem Entspannungsniveau oder „mittlerer Fehlerdauer“ und der Genauigkeit mit dem SMR-BCI aufgedeckt werden, jedoch nicht an beiden Standorten. In der zweiten Studie dieser Dissertation mit n=39 Teilnehmern wurde das Training durch die Steigerung auf vier Sitzungen intensiviert, die an vier aufeinanderfolgenden Tagen entweder mit PMR, VMC oder KG durchgeführt wurden. Der Effekt dieser Manipulation auf SMRBCI Genauigkeiten wurde mittels eines Pretest-Posttest-Studiendesigns untersucht. Die Manipulationschecks validierten den positiven Effekt des Trainings sowohl für Entspannung als auch die „mittlere Fehlerdauer“. Es gab jedoch keine spezifische Wirkung des Trainings auf die BCI Genauigkeiten. Entspannungsniveau und „mittlere Fehlerdauer“ konnten nicht als zuverlässige Prädiktoren für SMR-BCI Leistung bestätigt werden. Es gab einen Effekt der Zeit auf die BCI Genauigkeit und eine Korrelation zwischen der State Mindfulness Scale und der Genauigkeit. Die Ergebnisse deuten darauf hin, dass ein kurzes PMR oder VMC Training nicht ausreichten, um SMR-BCI Genauigkeiten zu steigern. Diese Studie steht im Widerspruch zu Studien von Tan et al. (2009, 2014), die erfolgreich die SMR-BCI Genauigkeit steigern konnten, unterscheidet sich von diesen jedoch auch durch die kürzere Trainingsdauer und dem Fehlen von Achtsamkeitskomponenten beim Entspannungstraining. Weitere Unterschiede liegen in dem verwendeten Manipulationscheck und dem umfassenden experimentellen Ansatz der aktuellen Studie mit dem Ziel, zuvor ermittelte Prädiktoren oder Korrelate von SMR-BCI Genauigkeit zu replizieren. Die Vorhersage von BCI Genauigkeit durch individuelle Charakteristika erhält steigende wissenschaftliche Aufmerksamkeit, bedarf aber Replikationsstudien und eines umfassenden Ansatzes, um die Beweislage hinsichtlich Prädiktoren für SMR-BCI Genauigkeit zu verbessern. Während für kurze PMR und VMC Trainings kein Effekt auf die SMR-BCI Genauigkeit aufgedeckt werden konnte, könnte sich achtsamkeitsbasiertes Meditationstraining als vorteilhaft für die Leistung mit einem SMR-BCI erweisen. Darüber hinaus könnte es auch für Personen mit Locked-In-Syndrom implementiert werden, um so diejenigen Endnutzer zu erreichen, die am meisten von Verbesserungen der BCI Leistung profitieren würden. KW - Gehirn-Computer-Schnittstelle KW - Locked-in-Syndrom KW - Intervention KW - Sensorimotor Rhythms KW - visuomotor coordination KW - predictor analysis KW - Psychologie KW - Progressive Relaxation Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-168110 ER - TY - THES A1 - von der Mühlen, Sarah T1 - Fostering Students’ Epistemic Competences when Dealing with Scientific Literature T1 - Die Förderung epistemischer Kompetenzen von Studierenden im Umgang mit wissenschaftlicher Literatur N2 - The abilities to comprehend and critically evaluate scientific texts and the various arguments stated in these texts are an important aspect of scientific literacy, but these competences are usually not formally taught to students. Previous research indicates that, although undergraduate students evaluate the claims and evidence they find in scientific documents to some extent, these evaluations usually fail to meet normative standards. In addition, students’ use of source information for evaluation is often insufficient. The rise of the internet and the increased accessibility of information have yielded some additional challenges that highlight the importance of adequate training and instruction.The aim of the present work was to further examine introductory students’ competences to systematically and heuristically evaluate scientific information, to identify relevant strategies that are involved in a successful evaluation, and to use this knowledge to design appropriate interventions for fostering epistemic competences in university students.To this end, a number of computer-based studies, including both quantitative and qualitative data as well as experimental designs, were developed. The first two studies were designed to specify educational needs and to reveal helpful processing strategies that are required in different tasks and situations. Two expert-novice comparisons were developed, whereby the performance of German students of psychology (novices) was compared to the performance of scientists from the domain of psychology (experts) in a number of different tasks, such as systematic plausibility evaluations of informal arguments (Study 1) or heuristic evaluations of the credibility of multiple scientific documents (Study 2). A think-aloud procedure was used to identify specific strategies that were applied in both groups during task completion, and that possibly mediated performance differences between students and scientists. In addition, relationships between different strategies and between strategy use and relevant conceptual knowledge was examined. Based on the results of the expert-novice comparisons, an intervention study, consisting of two training experiments, was constructed to foster some competences that proved to be particularly deficient in the comparisons (Study 3). Study 1 examined introductory students’ abilities to accurately judge the plausibility of informal arguments according to normative standards, to recognise common argumentation fallacies, and to identify different structural components of arguments. The results from Study 1 indicate that many students, compared to scientists, lack relevant knowledge about the structure of arguments, and that normatively accurate evaluations of their plausibility seem to be challenging in this group. Often, common argumentation fallacies were not identified correctly. Importantly, these deficits were partly mediated by differences in strategy use: It was especially difficult for students to pay sufficient attention to the relationship between argument components when forming their judgements. Moreover, they frequently relied on their intuition or opinion as a criterion for evaluation, whereas scientists predominantly determined quality of arguments based on their internal consistency. In addition to students’ evaluation of the plausibility of informal arguments, Study 2 examined introductory students’ competences to evaluate the credibility of multiple scientific texts, and to use source characteristics for evaluation. The results show that students struggled not only to judge the plausibility of arguments correctly, but also to heuristically judge the credibility of science texts, and these deficits were fully mediated by their insufficient use of source information. In contrast, scientists were able to apply different strategies in a flexible manner. When the conditions for evaluation did not allow systematic processing (i.e. time limit), they primarily used source characteristics for their evaluations. However, when systematic evaluations were possible (i.e. no time limit), they used more sophisticated normative criteria for their evaluations, such as paying attention to the internal consistency of arguments (cf. Study 1). Results also showed that students, in contrast to experts, lacked relevant knowledge about different publication types, and this was related to their ability to correctly determine document credibility. The results from the expert-novice comparisons also suggest that the competences assessed in both tasks might develop as a result of a more fundamental form of scientific literacy and discipline expertise. Performances in all tasks were positively related. On the basis of these results, two training experiments were developed that aimed at fostering university students’ competences to understand and evaluate informal arguments (Study 3). Experiment 1 describes an intervention approach in which students were familiarised with the formal structure of arguments based on Toulmin’s (1958) argumentation model. The performance of the experimental group to identify the structural components of this model was compared to the performance of a control group in which speed reading skills were practiced, using a pre-post-follow-up design. Results show that the training was successful for improving the comprehension of more complex arguments and relational aspects between key components in the posttest, compared to the control group. Moreover, an interaction effect was found with study performance. High achieving students with above average grades profited the most from the training intervention. Experiment 2 showed that training in plausibility, normative criteria of argument evaluation, and argumentation fallacies improved students’ abilities to evaluate the plausibility of arguments and, in addition, their competences to recognise structural components of arguments, compared to a speed-reading control group. These results have important implications for education and practice, which will be discussed in detail in this dissertation. N2 - Die Fähigkeit, wissenschaftliche Texte und die darin enthaltenen Argumente zu verstehen und kritisch zu beurteilen, ist ein zentraler Aspekt wissenschaftlicher Grundbildung, wird jedoch in der Schule kaum vermittelt. Obwohl Studierende die Behauptungen und Befunde, denen sie in der wissenschaftlichen Literatur begegnen, zu einem gewissen Grad kritisch bewerten, zeigen verschiedene Forschungsergebnisse, dass sie dies nicht in ausreichendem Maße tun und diese Evaluationen oft nicht den normativen Standards entsprechen. Darüber hinaus nutzen Studierende Quellenmerkmale nur unzureichend zur Beurteilung. Die Entstehung des Internets und die damit verbundene zunehmende Verfügbarkeit von Informationen stellen uns zudem vor einige wichtige Herausforderungen im Umgang mit diversen Informationsquellen und unterstreichen die Relevanz entsprechender Trainings und Förderungsprogramme. Ziel der vorliegenden Arbeit war es, die Kompetenzen beginnender Studierender, wissenschaftliche Informationen heuristisch und systematisch zu bewerten sowie wesentliche Strategien, die für eine erfolgreiche Beurteilung wissenschaftlicher Informationen benötigt werden, weiter zu erforschen und auf dieser Grundlage Interventionen zu entwickeln, um diese Kompetenzen bei Universitätsstudierenden gezielt zu fördern. Dazu wurden mehrere computergestützte Studien entwickelt, die sowohl qualitative, als auch quantitative Daten, sowie experimentelle Untersuchungsdesigns beinhalten. Die ersten beiden Studien wurden konzipiert, um Förderbedarf gezielt zu ermitteln und Verarbeitungsstrategien zu identifizieren, die in verschiedenen Aufgaben und unter verschiedenen Bedingungen hilfreich sind. Dazu wurden zunächst zwei Experten-Novizen-Vergleiche entwickelt, in denen die Leistungen von deutschen Psychologiestudierenden (Noviz(inn)en) in einer Reihe unterschiedlicher Aufgaben, z.B. bei der systematischen Bewertung der Plausibilität informeller Argumente (Studie 1) oder der heuristischen Bewertung der Glaubwürdigkeit multipler wissenschaftlicher Texte (Studie 2), mit den Leistungen von Wissenschaftler(inn)en aus dem Bereich der Psychologie (Expert(inn)en) verglichen wurden. Die Verwendung von Protokollen lauten Denkens diente dazu, die während der Aufgabenbearbeitung verwendeten Strategien, die die Leistungsunterschiede zwischen Studierenden und Wissenschaftler(inn)en möglicherweise mediieren, in beiden Gruppen genau zu erfassen. Darüber hinaus wurde untersucht, inwiefern unterschiedliche Strategien und die Nutzung bestimmter Strategien sowie relevantes konzeptuelles Wissen zusammenhängen. Basierend auf den Ergebnissen der Experten-Novizen-Vergleiche wurde anschließend eine Interventionsstudie, bestehend aus zwei Trainingsexperimenten, entwickelt, um einige Kompetenzen, die sich in den Vergleichen als besonders defizitär erwiesen hatten, gezielt zu fördern (Studie 3). In Studie 1 wurde untersucht, inwiefern beginnende Studierende in der Lage sind, die Plausibilität informeller Argumente normativ angemessen zu beurteilen und gängige Argumentationsfehler zu erkennen, sowie verschiedene strukturelle Bestandteile von Argumenten zu identifizieren. Die Ergebnisse der Studie 1 legen nahe, dass es vielen Studierenden im Vergleich zu Wissenschaftler(inne)n an relevantem Wissen über die Struktur von Argumenten fehlt und die angemessene Bewertung ihrer Plausibilität für viele von ihnen eine große Herausforderung darstellt. Gängige Argumentationsfehler wurden häufig nicht richtig erkannt. Diese Leistungsunterschiede wurden teilweise durch eine unterschiedliche Strategienutzung mediiert: Studierende zeigten große Schwierigkeit darin, Beziehungen zwischen Argumentbestandteilen ausreichend Beachtung zu schenken. Darüber hinaus verließen sie sich bei der Beurteilung häufig auf ihre Intuition oder Meinung zum Textinhalt, während Wissenschaftler(innen) die Qualität der Argumente in erster Linie auf der Grundlage ihrer internen Konsistenz beurteilten. Neben Plausibilitätsbeurteilungen informeller Argumente untersuchte Studie 2 die Kompetenz beginnender Studierender, die Glaubwürdigkeit multipler wissenschaftlicher Texte angemessen zu beurteilen und dabei auch Quellenmerkmale zur Beurteilung heranzuziehen. Die Ergebnisse zeigen, dass es Studierenden nicht nur schwerfiel, die Plausibilität von Argumenten angemessen zu beurteilen, sondern auch die Glaubwürdigkeit wissenschaftlicher Texte heuristisch zu bewerten. Die Defizite auf Studierendenseite wurden dabei vollständig durch eine unzureichende Nutzung von Quellenmerkmalen mediiert. Wissenschaftler(innen) waren dagegen in der Lage, Strategien zur Beurteilung flexibel zu nutzen. Wenn eine systematische Verarbeitung nicht möglich war (Zeitlimit), griffen sie vor allem auf Quellenmerkmale zurück. Wenn eine systematische Verarbeitung jedoch möglich war (kein Zeitlimit), nutzten sie komplexere normative Kriterien zur Beurteilung, wie etwa die Bewertung der internen Konsistenz der Argumente (Vgl. Studie 1). Die Ergebnisse zeigen außerdem, dass es Studierenden an relevantem Wissen über verschiedene Publikationsarten fehlte und diese Schwierigkeiten waren korreliert mit der Fähigkeit, die Glaubwürdigkeit von Texten angemessen zu beurteilen. Die Befunde der Experten-Novizen-Vergleiche liefern zudem Hinweise darauf, dass sich die in den unterschiedlichen Aufgaben erfassten Kompetenzen auf der Basis einer allgemeineren Form der wissenschaftlichen Grundbildung und disziplinären Expertise entwickeln könnten. Die Leistungen in unterschiedlichen Aufgaben waren positiv korreliert. Auf der Grundlage dieser Ergebnisse wurden zwei Trainingsexperimente entwickelt, um die Kompetenzen Studierender in Bezug auf das Verständnis und die kompetente Bewertung informeller Argumente, gezielt zu fördern (Studie 3). Experiment 1 beschreibt einen möglichen Interventionsansatz, um Studierende, basierend auf Toulmins (1958) Argumentationsmodell, besser mit der Struktur von Argumenten vertraut zu machen. Die Leistungen der Versuchsgruppe, verschiedene Argumentbestandteile dieses Modells korrekt zu identifizieren, wurden dabei in einem Prä-Post-Follow-up Design mit den Leistungen einer Kontrollgruppe verglichen, in der die Fähigkeit des schnellen Lesens trainiert wurde. Die Ergebnisse zeigen, dass das Training vor allem für das Verständnis komplexer und weniger typischer Argumente hilfreich war und Elemente, die die Beziehung zwischen verschiedenen Bestandteilen deutlich machten, im Posttest besser verstanden wurden als in einer Kontrollgruppe. Darüber hinaus konnte ein Interaktionseffekt mit der Studienleistung gezeigt werden. Besonders „gute“ Studierende mit hohen Durchschnittsnoten konnten am meisten von diesem Training profitieren. Die Ergebnisse von Experiment 2 zeigten, dass ein Training, in dem das Konzept der Plausibilität, normative Kriterien der Argumentbewertung, sowie Argumentationsfehler vermittelt wurden, die Kompetenzen Studierender, die Plausibilität informeller Argumente normativ angemessen zu beurteilen, im Vergleich mit einer Kontrollgruppe, deutlich verbessern konnte. Die Ergebnisse der genannten Studien liefern wichtige Implikationen für die wissenschaftliche Praxis an den Hochschulen, welche in dieser Arbeit ausführlich diskutiert werden. KW - Textverstehen KW - Wissenschaftliche Literatur KW - Epistemic Competences KW - Higher Education KW - Student KW - Förderung KW - Epistemische Kompetenzen KW - Kompetenzen im Hochschulsektor Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-167343 N1 - Prof. Dr. Tobias Richter supervised this dissertation. Two of the studies reported have been published in international journals, the third study was submitted (see references below). References: von der Mühlen, S., Richter, T., Schmid, S. & Berthold, K. (2017). How to Improve Argumentation Comprehension in University Students: Experimental Tests of Two Training Approaches. Manuskript zur Publikation eingereicht. von der Mühlen, S., Richter, T., Schmid, S., Berthold, K. & Schmidt, E. M. (2016). The use of source-related strategies in evaluating multiple psychology texts: A student-scientist comparison. Reading and Writing, 8, 1677–1698. von der Mühlen, S., Richter, T., Schmid, S., Schmidt, E. M. & Berthold, K. (2016). Judging the plausibility of arguments in scientific texts: A student-scientist comparison. Thinking & Reasoning, 22, 221–246. ER - TY - THES A1 - Krishna, Anand T1 - Regulatory Focus Theory and Information Processing - A Series of Exploratory Studies T1 - Die Theorie des regulatorischen Fokus im Zusammenhang mit Informationsverarbeitung - eine Reihe explorativer Studien N2 - Regulatory focus (RF) theory (Higgins, 1997) states that individuals follow different strategic concerns when focusing on gains (promotion) rather than losses (prevention). Applying the Reflective-Impulsive Model (RIM, Strack & Deutsch, 2004), this dissertation investigates RF’s influence on basic information processing, specifically semantic processing (Study 1), semantic (Study 2) and affective (Study 3) associative priming, and basic reflective operations (Studies 4-7). Study 1 showed no effect of RF on pre-activation of RF-related semantic concepts in a lexical decision task (LDT). Study 2 indicated that primes fitting a promotion focus improve performance in a LDT for chronically promotion-focused individuals, but not chronically prevention-focused individuals. However, the latter performed better when targets fit their focus. Stronger affect and arousal after processing valent words fitting an RF may explain this pattern. Study 3 showed some evidence for stronger priming effects for negative primes in a bona-fide pipeline task (Fazio et al., 1995) for chronically prevention-focused participants, while also providing evidence that situational prevention focus insulates individuals from misattributing the valence of simple primes. Studies 4-7 showed that a strong chronic prevention focus leads to greater negation effects for valent primes in an Affect Misattribution Procedure (Payne et al., 2005), especially when it fits the situation. Furthermore, Study 6 showed that these effects result from stronger weighting of negated valence rather than greater ease in negation. Study 7 showed that the increased negation effect is independent of time pressure. Broad implications are discussed, including how RF effects on basic processing may explain higher-order RF effects. N2 - Die Theorie des regulatorischen Fokus (RF; Higgins, 1997) besagt, dass Individuen sich an unterschiedlichen strategischen Überlegungen orientieren, wenn sie sich auf Gewinne (Annäherung) statt Verluste (Vermeidung) konzentrieren. Unter Anwendung des Reflexiv-Impulsiven Modells (RIM; Strack & Deutsch, 2004) untersucht diese Dissertation den Einfluss des RF auf grundlegende Informationsverarbeitung, insbesondere semantische Verarbeitung (Studie 1), semantische (Studie 2) und affektive (Studie 3) assoziative Bahnung, und grundlegende reflexive Operationen (Studien 4-7). Studie 1 zeigte keinen Effekt des RF auf Präaktivierung von RF-relevanten Konzepten in einer lexikalischen Entscheidungsaufgabe (LEA). Studie 2 deutete darauf hin, dass Bahnungsreize, die zu einem Annäherungsfokus passen, die Leistung in einer LEA bei Individuen mit starkem chronischen Annäherungsfokus, aber nicht bei Individuen mit starkem chronischen Vermeidungsfokus verbessern. Letztere schnitten jedoch besser ab, wenn die Zielreize zu ihrem Fokus passten. Stärkerer Affekt und Anregung nach der Verabeitung valenter Wörter, die zu einem RF passen, könnten dieses Muster erklären. Studie 3 brachte etwas Evidenz dafür, dass negative Bahnungsreize in einer Bona-Fide-Pipeline-Aufgabe (Fazio u.a., 1995) bei Individuen mit chronischem Vermeidungsfokus stärkere Bahnungseffekte produzieren. Gleichzeitig lieferte Studie 3 Belege, dass ein situationaler Vermeidungsfokus davor abschirmt, die Valenz von einfachen Bahnungsreizen fehlzuattribuieren. Studien 4-7 zeigten, dass ein starker chronischer Vermeidungsfokus zu stärkeren Negationseffekten in einer Affekt-Misattributionsprozedur (Payne u.a., 2005) führt, vor allem, wenn er zur Situation passt. Darüber hinaus zeigte Studie 6, dass diese Effekte auf eine stärkere Wertung von negierter Valenz und nicht auf erleichterte Negation zurückzuführen sind. Studie 7 zeigte, dass die Verstärkung der Negation unabhängig von Zeitdruck ist. Breite Implikationen werden diskutiert, unter anderem wie RF-Effekte bei der grundlegenden Informationsverarbeitung RF-Effekte auf höheren Ebenen erklären können. KW - Motivation KW - Sozialpsychologie KW - Informationsverarbeitung KW - Semantic cognition KW - Propositional processing KW - Regulatory focus KW - Semantische Verarbeitung KW - Propositionale Verarbeitung KW - Regulatorischer Fokus KW - Motivationspsychologie KW - Experiment / Sozialpsychologie Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-163365 ER - TY - JOUR A1 - Diemer, Julia A1 - Alpers, Georg W. A1 - Peperkorn, Henrik M. A1 - Shiban, Youssef A1 - Mühlberger, Andreas T1 - The impact of perception and presence on emotional reactions: a review of research in virtual reality JF - Frontiers in Psychology N2 - Virtual reality (VR) has made its way into mainstream psychological research in the last two decades. This technology, with its unique ability to simulate complex, real situations and contexts, offers researchers unprecedented opportunities to investigate human behavior in well controlled designs in the laboratory. One important application of VR is the investigation of pathological processes in mental disorders, especially anxiety disorders. Research on the processes underlying threat perception, fear, and exposure therapy has shed light on more general aspects of the relation between perception and emotion. Being by its nature virtual, i.e., simulation of reality, VR strongly relies on the adequate selection of specific perceptual cues to activate emotions. Emotional experiences in turn are related to presence, another important concept in VR, which describes the user's sense of being in a VR environment. This paper summarizes current research into perception of fear cues, emotion, and presence, aiming at the identification of the most relevant aspects of emotional experience in VR and their mutual relations. A special focus lies on a series of recent experiments designed to test the relative contribution of perception and conceptual information on fear in VR. This strand of research capitalizes on the dissociation between perception (bottom up input) and conceptual information (top-down input) that is possible in VR. Further, we review the factors that have so far been recognized to influence presence, with emotions (e.g., fear) being the most relevant in the context of clinical psychology. Recent research has highlighted the mutual influence of presence and fear in VR, but has also traced the limits of our current understanding of this relationship. In this paper, the crucial role of perception on eliciting emotional reactions is highlighted, and the role of arousal as a basic dimension of emotional experience is discussed. An interoceptive attribution model of presence is suggested as a first step toward an integrative framework for emotion research in VR. Gaps in the current literature and future directions are outlined. KW - exposure therapy KW - flight phobics KW - environments KW - virtual reality KW - anxiety KW - presence KW - emotion KW - fear KW - perception KW - anxiety disorders KW - presence questionnaire KW - public speaking KW - spider phobia KW - social phobia KW - immersion Y1 - 2015 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-144200 VL - 6 IS - 26 ER - TY - THES A1 - Wannagat, Wienke Charlotte T1 - Cognitive Processes of Discourse Comprehension in Children and Adults - Comparisons between Written, Auditory, and Audiovisual Modes of Presentation - T1 - Kognitive Prozesse beim Textverstehen bei Kindern und Erwachsenen - Vergleiche zwischen schriftlicher, auditiver und audiovisueller Darbietung - N2 - In drei Studien wurde untersucht, wie sich unterschiedliche Darbietungsformate (schriftlich, auditiv, audiovisuell (auditiv + Bilder) auf das Verständnis semantisch identischer Inhalte auswirken. Dabei interessierte insbesondere der Entwicklungsverlauf von der ersten Klasse bis zum Erwachsenenalter. Dass sich Bilder förderlich auf die Verständnisleistung auswirken können, gilt als gut untersucht (z.B. Carney & Levin, 2002). Anders als viele bisherige Studien erfassen wir Textverstehen mit impliziten Maßen, die differenziertere Rückschlüsse auf die, gängigen Theorien zufolge, zugrundeliegenden Prozesse zulassen: Textverstehen geht mit der Konstruktion von drei Ebenen mentaler Repräsentationen einher (vgl. Kintsch, 1998). Weiterhin bedeutet erfolgreiches Textverstehen, eine auf lokaler und globaler Ebene kohärente mentale Repräsentation zu konstruieren (z.B. Schnotz & Dutke, 2004). Mit einem Satz-Rekognitionstest (vgl. Schmalhofer & Glavanov, 1986) untersuchten wir, ob sich das Gedächtnis für die Textoberfläche, die Textbasis und das Situationsmodell bei 103 8- und 10-Jährigen zwischen schriftlicher, auditiver und audiovisueller (Studie 1) und bei 106 7-, 9- und 11-Jährigen zwischen auditiver und audiovisueller Darbietung narrativer Texte (Studie 2) unterscheidet. Weiterhin (Studie 3) untersuchten wir mit 155 9- und 11-Jährigen, inwieweit sich die Fähigkeit der Inferenzbildung zur Herstellung lokaler und globaler Kohärenz zwischen schriftlicher, auditiver und audiovisueller Darbietung unterscheidet. Als Indikator dienten die Reaktionszeiten auf Wörter, die mit einem über (global)- oder untergeordneten (lokal) Protagonistenziel assoziiert sind. Insgesamt zeigte sich, dass Schüler bis zu einem Alter von 11 Jahren nicht nur die Textoberfläche besser erinnern, sondern auch besser in der Lage sind ein Situationsmodell zu konstruieren, wenn einem Text Bilder beigefügt sind. Dies zeigte sich sowohl im Vergleich mit auditiver als auch mit schriftlicher Darbietung. Bei Erwachsenen zeigte sich kein Effekt der Darbietungsform. Sowohl 9- als auch 11-Jährigen gelingt außerdem die Herstellung globaler Kohärenz bei audiovisueller Darbietung besser als bei auditiver. Die schriftliche Darbietung zeigte sich im Vergleich zur auditiven sowohl im Hinblick auf lokale als auch auf globale Kohärenz überlegen. N2 - In three studies, we investigated, if and how different modes of presentation - written, auditory, audiovisual (auditory combined with pictures) - affect comprehension of semantically identical materials. Children, beginning from the age of 7, and adults were included into the studies. A vast amount of studies have shown that pictures can facilitate text comprehension (e.g. Carney & Levin, 2002). Other than the majority of these previous studies, we assessed text comprehension with methods that we assume to allow more differentiated insights into the cognitive processes that - according to current theories - underlie text comprehension. Text comprehension involves at least three levels of mental representations (see Kintsch, 1998). Moreover, text comprehension means constructing a locally and globally coherent mental representation of the text content. Using a sentence recognition task (see Schmalhofer & Glavanov, 1986), we examined whether the memory of the text surface, the text base, and the situation model differs between written, auditory, and audiovisual text presentation in a sample of 103 8- and 10-year-olds and adults (Study I), and between auditory and audiovisual text presentation in a sample of 106 7-, 9-, and 11-year-olds (Study II). Furthermore, we examined with 155 9- and 11-year-olds, whether the ability to draw inferences to establish local and global coherence differs between written, auditory, and audiovisual text presentation. These inferences were indicated by reaction times to words associated with a protagonist's super- (global) or subordinate (local) goal. Overall, the results of these three studies taken together, indicate that children up to age 11 do not only have better memory of not only the text surface, but also of the situation model when pictures are added to an auditory text. This effect became apparent in comparison with both auditory and written texts. For the adults, in contrast, we did not find an effect of the presentation mode. Furthermore, both 9- and 11-year-olds were better at establishing global coherence at audiovisual compared to auditory text presentation. Written presentation turned out to be superior to auditory presentation in terms of both local and global coherence. KW - Textverstehen KW - text comprehension KW - picture comprehension KW - mental representation KW - coherence KW - children Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-162515 ER - TY - JOUR A1 - Topolinski, Sascha A1 - Strack, Fritz T1 - Corrugator activity confirms immediate negative affect in surprise JF - Frontiers in Psychology N2 - The emotion of surprise entails a complex of immediate responses, such as cognitive interruption, attention allocation to, and more systematic processing of the surprising stimulus. All these processes serve the ultimate function to increase processing depth and thus cognitively master the surprising stimulus. The present account introduces phasic negative affect as the underlying mechanism responsible for this switch in operating mode. Surprising stimuli are schema discrepant and thus entail cognitive disfluency, which elicits immediate negative affect. This affect in turn works like a phasic cognitive tuning switching the current processing mode from more automatic and heuristic to more systematic and reflective processing. Directly testing the initial elicitation of negative affect by surprising events, the present experiment presented high and low surprising neutral trivia statements to N = 28 participants while assessing their spontaneous facial expressions via facial electromyography. High compared to low surprising trivia elicited higher corrugator activity, indicative of negative affect and mental effort, while leaving zygomaticus (positive affect) and frontalis (cultural surprise expression) activity unaffected. Future research shall investigate the mediating role of negative affect in eliciting surprise-related outcomes. KW - phasic affective modulation KW - processing fluency KW - intuition KW - surprise KW - EMG KW - elevator EMG activity KW - facial expressions KW - semantic coherence KW - emotion KW - judgments KW - attention KW - memory KW - affect KW - expectancy Y1 - 2015 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-144068 VL - 6 IS - 134 ER - TY - THES A1 - Alvarez Loeblich, Paul Sebastian T1 - Not Here, Not Now!
 – Situational Appropriateness, Negative Affect and the Experience of (Remote) Embarrassment. A Process Model. T1 - Nicht hier, nicht jetzt! – Situationelle Angemessenheit, negativer Affekt und die Erfahrung von (Fern-) Peinlichkeit. Ein Prozessmodell. N2 - Fremdschämen or Fremdscham, a negative emotion which arises while observing someone behave inappropriately, comes to fame after the turn of the millennium in german speaking countries. There, they name it literally „other‘s shame“ and it becomes obvious that this emotion happens most commonly while watching TV: reality shows, talent shows and bad comedies. The word even makes it to the dictionaries starting 2009, as its use increases unstoppably in everyday language, starting to get used in more and more situations, seemingly as a synonym of embarrassing or shameful. Still, a look in the emotional research on the subject returns exactly zero results as of 2011, leaving open the question as of what this emotion might be, and what it is not. The present wort aims at explaining not only the phenomenon of Fremdschämen, but also the Emotion behind it - Embarrassment -, at a process level. N2 - Bisher blieb die wahrscheinlich universelle Emotion Peinlichkeit unzureichend erforscht. Grundsätzlich beschränkt sich die Forschung zum Thema auf heuristische Erklärungsansätze und die Empirie auf lustige Methoden, diese Emotion zu erzeugen. Die Prozesse hinter der Entstehung der Emotion sind bis dato weitestgehend vernachlässigt worden und haben kaum Berücksichtigung in der Forschung gefunden. Zudem gerieten in den letzten Jahren die meisten existierenden Erklärungsansätze unter Druck, als die ersten Fragen zum Thema Fremdscham bzw. Fremdschämen in einen wissenschaftlichen Rahmen gestellt wurden. Denn die offensichtliche phänomenologische Ähnlichkeit von Peinlichkeit und Fremdschämen kann von keinem der bisherigen Erklärungsansätze widerspruchsfrei durchleuchtet werden. Dies liegt unter anderen Dingen auch darin begründet, dass selbst die Emotion Peinlichkeit kaum auf Prozessebene erforscht wurde. In dieser Arbeit wird daher ein neues Verständnis der Emotion Peinlichkeit angestrebt. Eines, bei dem Fremdscham Berücksichtigung findet und das dieses Phänomen ohne Denkakrobatik befriedigend erklären kann. Ein Prozessmodell für die Entstehung von Peinlichkeit, das ebenso Fremdscham miteinschließt, wird vorgestellt. KW - Sozialpsychologie KW - Peinlichkeit KW - Zwei-Prozess-Modell KW - Affekt KW - Fremdschämen KW - Fremdscham Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-161354 ER - TY - JOUR A1 - Schroeder, Philipp A. A1 - Pfister, Roland T1 - Arbitrary numbers counter fair decisions: trails of markedness in card distribution JF - Frontiers in Psychology N2 - Converging evidence from controlled experiments suggests that the mere processing of a number and its attributes such as value or parity might affect free choice decisions between different actions. For example the spatial numerical associations of response codes (SNARC) effect indicates the magnitude of a digit to be associated with a spatial representation and might therefore affect spatial response choices (i.e., decisions between a "left" and a "right" option). At the same time, other (linguistic) features of a number such as parity are embedded into space and might likewise prime left or right responses through feature words [odd or even, respectively; markedness association of response codes (MARC) effect]. In this experiment we aimed at documenting such influences in a natural setting. We therefore assessed number space and parity space association effects by exposing participants to a fair distribution task in a card playing scenario. Participants drew cards, read out loud their number values, and announced their response choice, i.e., dealing it to a left vs. right player, indicated by Playmobil characters. Not only did participants prefer to deal more cards to the right player, the card's digits also affected response choices and led to a slightly but systematically unfair distribution, supported by a regular SNARC effect and counteracted by a reversed MARC effect. The experiment demonstrates the impact of SNARC- and MARC-like biases in free choice behavior through verbal and visual numerical information processing even in a setting with high external validity. KW - SNARC KW - right-oriented bias KW - space KW - habits KW - and justice for all KW - magnitude KW - line KW - SNARC effect KW - MARC effect KW - spatial numerical associations KW - mental representation KW - classification KW - asymmetry KW - embodied cognition KW - numerical cognition KW - linguistic markedness KW - free choice Y1 - 2015 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-143481 VL - 6 ER - TY - JOUR A1 - Schindler, Julia A1 - Richter, Tobias A1 - Eyßer, Carolin T1 - Mood moderates the effect of self-generation during learning JF - Frontline Learning Research N2 - Generating information, compared to reading, improves learning and enhances long-term retention of the learned content. This so-called generation effect has been demonstrated repeatedly for recall and recognition of single words. However, before adopting generating as a learning strategy in educational contexts, conditions moderating the effect need to be identified. This study investigated the impact of positive and negative mood states on the generation effect with short expository texts. According to the dual-force framework (Fiedler, Nickel, Asbeck, & Pagel, 2003), positive mood should facilitate generation by enhancing creative knowledge-based top-down processing (assimilation). Negative mood, however, should facilitate learning in the read-condition by enhancing critical stimulus-driven bottom-up processing (accommodation). In contrast to our expectations, we found no general generation effect but an overall learning advantage of read compared to generated texts. However, a significant interaction of learning condition and mood indicates that learners in a better mood recall generated texts better than learners in a more negative mood, whereas no mood effect was found when the texts were read. The results of the present study partially support the predictions of the dual-force framework and are discussed in the context of recent theoretical approaches to the generation effect. KW - mood states KW - generation effect KW - learning with expository texts Y1 - 2017 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-159282 VL - 5 IS - 4 ER - TY - JOUR A1 - Wallmann-Sperlich, Birgit A1 - Bipp, Tanja A1 - Bucksch, Jens A1 - Froboese, Ingo T1 - Who uses height-adjustable desks? - Sociodemographic, health-related, and psycho-social variables of regular users JF - International Journal of Behavioral Nutrition and Physical Activity N2 - Background: Sit-to-stand height-adjustable desks (HAD) may promote workplace standing, as long as workers use them on a regular basis. The aim of this study was to investigate (i) how common HAD in German desk-based workers are, and how frequently HADs are used, (ii) to identify sociodemographic, health-related, and psycho-social variables of workday sitting including having a HAD, and (iii) to analyse sociodemographic, health-related, and psycho-social variables of users and non-users of HADs. Methods: A cross-sectional sample of 680 participants (51.9% men; 41.0 ± 13.1 years) in a desk-based occupation was interviewed by telephone about their occupational sitting and standing proportions, having and usage of a HAD, and answered questions concerning psycho-social variables of occupational sitting. The proportion of workday sitting was calculated for participants having an HAD (n = 108) and not-having an HAD (n = 573), as well as for regular users of HAD (n = 54), and irregular/non-users of HAD (n = 54). Linear regressions were conducted to calculate associations between socio-demographic, health-related, psychosocial variables and having/not having an HAD, and the proportion of workday sitting. Logistic regressions were executed to examine the association of mentioned variables and participants’ usage of HADs. Results: Sixteen percent report that they have an HAD, and 50% of these report regular use of HAD. Having an HAD is not a correlate of the proportion of workday sitting. Further analysis restricted to participants having available a HAD highlights that only the ‘perceived advantages of sitting less’ was significantly associated with HAD use in the fully adjusted model (OR 1.75 [1.09; 2.81], p < 0.05). Conclusions: The present findings indicate that accompanying behavioral action while providing an HAD is promising to increase the regular usage of HAD. Hence, future research needs to address the specificity of behavioral actions in order to enhance regular HAD use, and needs to give more fundamental insights into these associations. KW - cross-sectional KW - office-workers KW - desk-based KW - height-adjustable desk KW - occupational sitting and physical activity questionnaire KW - sitting time KW - correlates KW - natural approach Y1 - 2017 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-157888 VL - 14 IS - 26 ER - TY - JOUR A1 - Ritz, Thomas A1 - Enlow, Michelle Bosquet A1 - Schulz, Stefan M. A1 - Kitts, Robert A1 - Staudenmayer, John A1 - Wright, Rosalind J. T1 - Respiratory Sinus Arrhythmia as an Index of Vagal Activity during Stress in Infants: Respiratory Influences and Their Control JF - PLoS One N2 - Respiratory sinus arrhythmia (RSA) is related to cardiac vagal outflow and the respiratory pattern. Prior infant studies have not systematically examined respiration rate and tidal volume influences on infant RSA or the extent to which infants' breathing is too fast to extract a valid RSA. We therefore monitored cardiac activity, respiration, and physical activity in 23 six-month old infants during a standardized laboratory stressor protocol. On average, 12.6% (range 0-58.2%) of analyzed breaths were too short for RSA extraction. Higher respiration rate was associated with lower RSA amplitude in most infants, and lower tidal volume was associated with lower RSA amplitude in some infants. RSA amplitude corrected for respiration rate and tidal volume influences showed theoretically expected strong reductions during stress, whereas performance of uncorrected RSA was less consistent. We conclude that stress-induced changes of peak-valley RSA and effects of variations in breathing patterns on RSA can be determined for a representative percentage of infant breaths. As expected, breathing substantially affects infant RSA and needs to be considered in studies of infant psychophysiology. KW - responses KW - heart-rate-variability KW - pulmonary gas-exchange KW - still-face KW - baroreflex mechanism KW - period variability KW - preterm infants KW - waking states KW - reactivity KW - attention Y1 - 2012 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-135396 VL - 7 IS - 12 ER - TY - JOUR A1 - Rodrigues, Johannes A1 - Ulrich, Natalie A1 - Mussel, Patrick A1 - Carlo, Gustavo A1 - Hewig, Johannes T1 - Measuring prosocial tendencies in Germany: sources of validity and reliablity of the revised prosocial tendency measure JF - Frontiers in Psychology N2 - The prosocial tendencies measure (PTM; Carlo and Randall, 2002) is a widely used measurement for prosocial tendencies in English speaking participants. This instrument distinguishes between six different types of prosocial tendencies that partly share some common basis, but also can be opposed to each other. To examine these constructs in Germany, a study with 1067 participants was conducted. The study investigated the structure of this German version of the PTM-R via exploratory factor analysis, confirmatory factor analysis, correlations with similar constructs in subsamples as well as via measurement invariance test concerning the original English version. The German translation showed a similar factor structure to the English version in exploratory factor analysis and in confirmatory factor analysis. Measurement invariance was found between the English and German language versions of the PTM and support for the proposed six-factor structure (altruistic, anonymous, compliant, dire, emotional and public prosocial behavior) was also found in confirmatory factor analysis. Furthermore, the expected interrelations of these factors of prosocial behavior tendencies were obtained. Finally, correlations of the prosocial behavior tendencies with validating constructs and behaviors were found. Thus, the findings stress the importance of seeing prosocial behavior not as a single dimension construct, but as a factored construct which now can also be assessed in German speaking participants. KW - measurement invariance KW - prosocial tendency measure KW - prosocial behavior KW - altruism KW - validation KW - German translation Y1 - 2017 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-159351 VL - 8 ER - TY - JOUR A1 - Müller, Bettina A1 - Richter, Tobias A1 - Karageorgos, Panagiotis A1 - Krawietz, Sabine A1 - Ennemoser, Marco T1 - Effects of a syllable-based reading intervention in poor-reading fourth graders JF - Frontiers in Psychology N2 - In transparent orthographies, persistent reading fluency difficulties are a major cause of poor reading skills in primary school. The purpose of the present study was to investigate effects of a syllable-based reading intervention on word reading fluency and reading comprehension among German-speaking poor readers in Grade 4. The 16-session intervention was based on analyzing the syllabic structure of words to strengthen the mental representations of syllables and words that consist of these syllables. The training materials were designed using the 500 most frequent syllables typically read by fourth graders. The 75 poor readers were randomly allocated to the treatment or the control group. Results indicate a significant and strong effect on the fluency of recognizing single words, whereas text-level reading comprehension was not significantly improved by the training. The specific treatment effect provides evidence that a short syllable-based approach works even in older poor readers at the end of primary school. KW - word reading fluency KW - syllable-based intervention KW - older poor readers KW - primary school KW - reading comprehension Y1 - 2017 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-158841 VL - 8 IS - 1635 ER - TY - JOUR A1 - Münchow, Hannes A1 - Mengelkamp, Christoph A1 - Bannert, Maria T1 - The better you feel the better you learn: do warm colours and rounded shapes enhance learning outcome in multimedia learning? JF - Education Research International N2 - The aim of the present study was to examine whether fostering positive activating affect during multimedia learning enhances learning outcome. University students were randomly assigned to either a multimedia learning environment designed to induce positive activating affect through the use of “warm” colours and rounded shapes () or an affectively neutral environment that used achromatic colours and sharp edges (). Participants learned about the topic of functional neuroanatomy for 20 minutes and had to answer several questions for comprehension and transfer afterwards. Affective states as well as achievement goal orientations were investigated before and after the learning phase using questionnaires. The results show that participants in the affectively positive environment were superior in comprehension as well as transfer when initial affect was strong. Preexperimental positive affect was therefore a predictor of comprehension and a moderator for transfer. Goal orientations did not influence these effects. The findings support the idea that positive affect, induced through the design of the particular multimedia learning environment, can facilitate performance if initial affective states are taken into account. KW - shape KW - learning outcome KW - multimedia learning KW - colour Y1 - 2017 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-158566 VL - 2017 ER - TY - JOUR A1 - Steinborn, Michael B. A1 - Huestegge, Lynn T1 - Phone conversation while processing information: chronometric analysis of load effects in everyday-media multitasking JF - Frontiers in Psychology N2 - This is a pilot study that examined the effect of cell-phone conversation on cognition using a continuous multitasking paradigm. Current theorizing argues that phone conversation affects behavior (e.g., driving) by interfering at a level of cognitive processes (not peripheral activity) and by implying an attentional-failure account. Within the framework of an intermittent spare–utilized capacity threading model, we examined the effect of aspects of (secondary-task) phone conversation on (primary-task) continuous arithmetic performance, asking whether phone use makes components of automatic and controlled information-processing (i.e., easy vs. hard mental arithmetic) run more slowly, or alternatively, makes processing run less reliably albeit with the same processing speed. The results can be summarized as follows: While neither expecting a text message nor expecting an impending phone call had any detrimental effects on performance, active phone conversation was clearly detrimental to primary-task performance. Crucially, the decrement imposed by secondary-task (conversation) was not due to a constant slowdown but is better be characterized by an occasional breakdown of information processing, which differentially affected automatic and controlled components of primary-task processing. In conclusion, these findings support the notion that phone conversation makes individuals not constantly slower but more vulnerable to commit attention failure, and in this way, hampers stability of (primary-task) information processing. KW - effort KW - vigilance KW - sustained attention KW - cell phone conversation KW - variability Y1 - 2017 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-158253 VL - 8 IS - 896 ER - TY - JOUR A1 - Pieczykolan, Aleks A1 - Huestegge, Lynn T1 - Cross-modal Action Complexity: Action- and Rule-related Memory Retrieval in Dual-response Control JF - Frontiers in Psychology N2 - Normally, we do not act within a single effector system only, but rather coordinate actions across several output modules (cross-modal action). Such cross-modal action demands can vary substantially with respect to their complexity in terms of the number of task-relevant response combinations and to-be-retrieved stimulus-response (S-R) mapping rules. In the present study, we study the impact of these two types of cross-modal action complexity on dual-response costs (i.e., performance differences between single- and dual-action demands). In Experiment 1, we combined a manual and an oculomotor task, each involving four response alternatives. Crucially, one (unconstrained) condition involved all 16 possible combinations of response alternatives, whereas a constrained condition involved only a subset of possible response combinations. The results revealed that preparing for a larger number of response combinations yielded a significant, but moderate increase in dual-response costs. In Experiment 2, we utilized one common lateralized auditory (e.g., left) stimulus to trigger incompatible response compounds (e.g., left saccade and right key press or vice versa). While one condition only involved one set of task-relevant S-R rules, another condition involved two sets of task-relevant rules (coded by stimulus type: noise/tone), while the number of task-relevant response combinations was the same in both conditions. Here, an increase in the number of to-be-retrieved S-R rules was associated with a substantial increase in dual-response costs that were also modulated on a trial-by-trial basis when switching between rules. Taken together, the results shed further light on the dependency of cross-modal action control on both action- and rule-related memory retrieval processes. KW - task rules KW - cross-modal action KW - dual tasks KW - dual-response costs KW - oculomotor control Y1 - 2017 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-157794 VL - 8 IS - 529 ER -