TY - CHAP A1 - Ellgring, Johann Heinrich A1 - Bänninger-Huber, E. T1 - The coding of reported emotional experiences: antecedents and reactions N2 - No abstract available KW - Psychologie Y1 - 1986 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-50247 ER - TY - CHAP A1 - Krüger, Hans-Peter A1 - Lehmacher, Walter A1 - Wall, K. - D. T1 - The Fourfold Table up to N=80 T1 - Die Vierfeldtafel bis N=80 N2 - No abstract available. KW - Psychologie Y1 - 1981 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-87053 ER - TY - CHAP A1 - Ellgring, Johann Heinrich A1 - Wallbott, HG T1 - The German case: personality correlates of emotional reactivity N2 - No abstract available KW - Psychologie Y1 - 1986 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-50266 ER - TY - JOUR A1 - Schneider, Wolfgang A1 - Brun, Hedwig T1 - The role of context in young children's memory performance: Istomina revisited N2 - According to more recent studies on memory development in young children, preschoolers and kindergarteners are able to demonstrate surprisingly good memory skills in natural as weH as in laboratory-type settings. This finding is not consistent with the results of a study by Istomina (1975), conducted in 1948, leading to the concJusion that (a) preschoolers do not use voluntary remembering, and (b) children generally recall better in play situations than in typical experimental settings. In this study, two experiments were conducted to replicate Istomina's research. In the first, it was shown that Istomina's findings were replicable when methodological problems in the procedure were ignored. Experiment 2 improved methodologically upon Istomina's experimental methods and did not produce results to support her concJusions. Four- and 6-year-olds showed voluntary memory in play activities as weH as in laboratory-type settings, and remembered equally weB in both contexts. The results did not support the assumption that memory performance in young children can be substantially facilitated by motivating contexts. KW - Psychologie Y1 - 1987 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-52726 ER - TY - JOUR A1 - Wimmer, Heinz A1 - Landerl, Karin A1 - Schneider, Wolfgang T1 - The role of rhyme awareness in learning to read a regular orthography N2 - The present research examined whether children's awareness of phonological similarities between words with respect to rhyme and consonantal word onset is of the same importance for learning to read German as it was found to be for learning to read English. In two longitudinal studies differences in phonological sensitivity among children before learning to read (at age 6 to 7) were tested with versions of Bradley & Bryant's (1985) oddity detection task. Children's reading and spelling achievements were tested about one year later at the end of grade one, and again at around the age of 10. The main finding was a developmental change in the predictive relationship of rhyme and word-onset awareness. Rhyme awareness was only minimally predictive for reading and spelling achievement at the end of grade one, but gained substantially in predictive importance for reading and spelling achievement in grades three and four. No such predictive improvement was observed for word-onset awareness. It is proposed that rhyme awareness is initially of little importance, because in the first phase of learning to read German children rely heavily on indirect word recognition via grapheme--phoneme translation and blending. The gain in the predictive importance of rhyme awareness is explained by its helpful effect on the establishment of mental representations of written words. Such mental representations allow fast, direct word recognition and orthographically correct spellings. A wareness of larger phonological units is helpful for the efficient establishment of such representations, by allowing connections of recurring grapheme clusters in written words with phonology. KW - Psychologie Y1 - 1994 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-50508 ER - TY - CHAP A1 - Hommers, Wilfried T1 - Urteilsbildung : Entwicklung der Informationen-Integration im Urteil N2 - No abstract available KW - Psychologie KW - Kongress Y1 - 1983 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-43497 ER - TY - CHAP A1 - Ellgring, Johann Heinrich T1 - Verhaltensmedizin N2 - No abstract available KW - Psychologie Y1 - 1990 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-50304 ER - TY - JOUR A1 - Pfister, Roland A1 - Pohl, Carsten A1 - Kiesel, Andrea A1 - Kunde, Wilfried T1 - Your Unconscious Knows Your Name N2 - One’s own name constitutes a unique part of conscious awareness – but does this also hold true for unconscious processing? The present study shows that the own name has the power to bias a person’s actions unconsciously even in conditions that render any other name ineffective. Participants judged whether a letter string on the screen was a name or a non-word while this target stimulus was preceded by a masked prime stimulus. Crucially, the participant’s own name was among these prime stimuli and facilitated reactions to following name targets whereas the name of another, yoked participant did not. Signal detection results confirmed that participants were not aware of any of the prime stimuli, including their own name. These results extend traditional findings on ‘‘breakthrough’’ phenomena of personally relevant stimuli to the domain of unconscious processing. Thus, the brain seems to possess adroit mechanisms to identify and process such stimuli even in the absence of conscious awareness. KW - Psychologie Y1 - 2012 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-75304 ER - TY - JOUR A1 - Hommers, Wilfried T1 - Zur Gültigkeit des objektiven Erwartungsmaximierungsmodells beim Entscheidungsverhalten von Schulkindern N2 - Frühere Untersuchungen zum Entscheidungsverhalten von Kindern lassen zwei Interpretationen sogenannter lagebedingter Wahlen zu. Entscheidungen von 8- bis 14jährigen Schülern zeigten, daß sich lagebedingte Wahlen als orientiert am Erwartungsmaximum bezeichnen lassen. Die Beziehung zwischen Orientierung am Erwartungsmaximum und den Variablen Alter, Schulzugehörigkeit und Vorerfahrung erwies sich als positiv. Weiterhin konnte die Abhängigkeit der Wahlhäufigkeit des Erwartungsmaximums von der Hervorgehobenheit des Erwartungsmaximums nachgewiesen werden. Die Gültigkeit des objektiven Erwartungsmaximierungsmodells mußte aber wegen verschiedener Befunde eingeschränkt werden. N2 - Previous investigations on the decisive behabiour of children allow two interpretations of so-called situation-related choices. Decisions of students aged 8 to 14 years showed that choices due to situations may be regarded as oriented toward the expectation maximum. The relation between this orientation and variables such as age, type of school and previous experience proved to be positive. Furthermore it was verified that the frequency of choice of the expectation maximum depends on the accentuation of the expectation maximum. However, the validity of the objective model of expectation maximation had to bc restricted because of various findings KW - Psychologie Y1 - 1975 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-43784 ER - TY - JOUR A1 - Hommers, Wilfried A1 - Trempler, V. T1 - Zur Problematik sozialpsychologischer Interpretation des Verhaltens von Kindern in Zwei-Personen-Spielen N2 - No abstract available KW - Psychologie Y1 - 1979 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-43860 ER -