Refine
Is part of the Bibliography
- yes (159)
Year of publication
Document Type
- Doctoral Thesis (159) (remove)
Keywords
- Kognition (14)
- Aufmerksamkeit (11)
- EEG (10)
- Psychologie (10)
- Virtuelle Realität (10)
- Motivation (9)
- Angst (8)
- Gefühl (7)
- Informationsverarbeitung (7)
- Verkehrspsychologie (7)
- Affekt (6)
- Emotion (6)
- Konditionierung (6)
- Textverstehen (6)
- Visuelle Aufmerksamkeit (6)
- virtual reality (6)
- Furcht (5)
- Gehirn-Computer-Schnittstelle (5)
- Metakognition (5)
- Mimik (5)
- Sozialpsychologie (5)
- ADHD (4)
- Angststörung (4)
- Aufmerksamkeits-Defizit-Syndrom (4)
- Cognitive control (4)
- Ereigniskorreliertes Potenzial (4)
- Essverhalten (4)
- Experimentelle Psychologie (4)
- Fahren (4)
- Fahrerassistenzsystem (4)
- Fahrerverhalten (4)
- Fahrsimulator (4)
- Lernen (4)
- Wahrnehmung (4)
- attention (4)
- emotion (4)
- ADHS (3)
- Akzeptanz (3)
- Antizipation (3)
- Automatisiertes Fahren (3)
- Autonomes Fahrzeug (3)
- BCI (3)
- Bewusstsein (3)
- Conditioning (3)
- Electroencephalographie (3)
- Elektroencephalogramm (3)
- Emotionsregulation (3)
- Essgewohnheit (3)
- Expositionstherapie (3)
- Funktionelle Kernspintomografie (3)
- Gesicht (3)
- Ideomotorik (3)
- Leistung (3)
- Mensch-Maschine-Interaktion (3)
- Mensch-Maschine-Kommunikation (3)
- Phonologische Bewusstheit (3)
- Sozialangst (3)
- Soziale Wahrnehmung (3)
- Stress (3)
- Verarbeitungsflüssigkeit (3)
- driving (3)
- facial expressions (3)
- virtuelle Realität (3)
- visual attention (3)
- ALS (2)
- Ablenkung (2)
- Achtsamkeit (2)
- Achtsamkeitsbasiertes Training (2)
- Agoraphobie (2)
- Alcohol (2)
- Alkohol (2)
- Arbeitsplatz (2)
- Augenbewegung (2)
- Automation (2)
- Aversive Konditionierung (2)
- Bildgebendes Verfahren (2)
- Blickbewegung (2)
- Brain-computer interface (2)
- Cognition (2)
- Cognitive conflict (2)
- Deutschland (2)
- Diagnostik (2)
- Elektroencephalographie (2)
- Emotionserkennung (2)
- Entwicklung (2)
- Erwachsener (2)
- Evaluation (2)
- Exekutive Funktionen (2)
- Fahrsimulation (2)
- Funktionelle NMR-Tomographie (2)
- Förderung (2)
- Geschmack (2)
- Handlung (2)
- Handlungsregulation (2)
- Hirnforschung (2)
- Hunger (2)
- Intention (2)
- Intuition (2)
- Klassische Konditionierung (2)
- Kognitive Psychologie (2)
- Lebenslauf (2)
- Leseverstehen (2)
- Lidschlag (2)
- Längsschnittuntersuchung (2)
- Mathematik (2)
- Mehrfachtätigkeit (2)
- Metaanalyse (2)
- Motorisches Lernen (2)
- Multisensory integration (2)
- Multitasking (2)
- Nahrung (2)
- Nahrungsdeprivation (2)
- Neurofeedback (2)
- P300 (2)
- Paniksyndrom (2)
- Phobie (2)
- Physiologie (2)
- Prädiktor (2)
- Reaktionszeit (2)
- Schizophrenie (2)
- Sekundarstufe (2)
- Sense of agency (2)
- Situationsbewusstsein (2)
- Social Cognition (2)
- Spielsucht (2)
- Testkonstruktion (2)
- Text Comprehension (2)
- Theory of Mind (2)
- Trust (2)
- Validität (2)
- Verhaltenskontrolle (2)
- Verstärkung (2)
- Vertrauen (2)
- Visuelle Wahrnehmung (2)
- Vorschulkind (2)
- Zwei-Prozess-Modell (2)
- anticipation (2)
- cognitive control (2)
- decision-making (2)
- driving simulation (2)
- eating behavior (2)
- eye-tracking (2)
- fMRI (2)
- face processing (2)
- fear generalization (2)
- functional magnetic resonance imaging (2)
- metacognition (2)
- motivation (2)
- panic disorder (2)
- perception (2)
- situation awareness (2)
- social attention (2)
- spontaneous blinks (2)
- text comprehension (2)
- usability (2)
- 5A-Gesprächskonzept (1)
- AAC (1)
- ADAS (1)
- Academic Skills (1)
- Active self (1)
- Addiction (1)
- Advanced Driver Assistance Systems (1)
- Affect regulation (1)
- Affective Startle Modulation (1)
- Affektive Schreckreflexmodulation (1)
- Aggression (1)
- Agoraphobia (1)
- Aktionsforschung (1)
- Aktive Sicherheit (1)
- Aktivierung (1)
- Akzeptanz- und Commitment Therapie (1)
- Alexithymia (1)
- Alexithymie (1)
- Allgemeine Psychologie (1)
- Alpha (1)
- Alpha Neurofeedback (1)
- Alpha power (1)
- Alpha-Aktivität (1)
- Altersunterschied (1)
- Alzheimer's disease (1)
- Alzheimer-Krankheit (1)
- Ambulantes Assessment (1)
- Ambulatory Assessment (1)
- Anger (1)
- Angstaktivierung (1)
- Annaeherung (1)
- Annäherung-Vermeidung (1)
- Anterior cingulate (1)
- Antipsychotics (1)
- Approach-Avoidance (1)
- Arbeitsbelastung (1)
- Arbeitsgedächtnis (1)
- Arbeitspsychologie (1)
- Assistenzbedarf (1)
- Assoziation (1)
- Assoziatives Gedächtnis (1)
- Assoziatives Lernen (1)
- Attention (1)
- Attentional control (1)
- Audiovisuelle Medien (1)
- Aufgabenwechsel (1)
- Aufmerksamkeitsdefizit-Syndrom (1)
- Aufmerksamkeitsprozesse (1)
- Ausbildung (1)
- Avatar <Informatik> (1)
- BEGIN stimuli (1)
- Beanspruchung (1)
- Begabtenförderung (1)
- Belastung (1)
- Belohnungserwartung (1)
- Benutzerfreundlichkeit (1)
- Benutzerfreundlichkeit/ Benutzbarkeit (1)
- Beratungsgespräch (1)
- Beratungssicherheit (1)
- Beruf (1)
- Bewegungshandlung (1)
- Bewegungssequenzen (1)
- Bewegungssteuerung (1)
- Bewusstseinsstörung (1)
- Bewusstseinsstörungen (1)
- Bewältigung (1)
- Binokulare Rivalität (1)
- Blick (1)
- Blickinteraktion (1)
- Blickkontakt (1)
- Body movement (1)
- CPT (1)
- Capacity limitations (1)
- Catechol-O-Methyltransferase (COMT) (1)
- Causality (1)
- Change Blindness (1)
- Charakterisierung (1)
- Child Development (1)
- Cognitive Distortions (1)
- Cognitive Load (1)
- Cognitive Model (1)
- Cognitive processing (1)
- Computersimulation (1)
- Computerunterstütztes Lernen (1)
- Conditioned inhibition (1)
- Continuous Performance Test (1)
- Craving (1)
- Credibility (1)
- Cue (1)
- Delay Discounting (1)
- Depression (1)
- Desinformation (1)
- Development (1)
- Disengagement (1)
- Dishonesty (1)
- Diskriminationslernen (1)
- Diskriminationstraining (1)
- Distributed Learning (1)
- Distributed Practice (1)
- Distributed Reading (1)
- Dopamin (1)
- Doppelaufgabe (1)
- Driver assistance (1)
- Driving (1)
- Driving simulation (1)
- Drogen (1)
- Drugs (1)
- Dual task (1)
- Dual-Task Situation (1)
- Dunkle Persönlichkeitsmerkmale (1)
- E-Learning (1)
- EDA (1)
- EKP (1)
- END stimuli (1)
- ERP (1)
- Ecological Momentary Assessment (1)
- Effect anticipation (1)
- Effektantizipation (1)
- Effektivität (1)
- Effektorsysteme (1)
- Efficiency (1)
- Effizienz (1)
- Eindrucksbildung (1)
- Einfühlung (1)
- Ekel (1)
- Electroencephalography (1)
- Electromyography (1)
- Electronic diary (1)
- Elektrofahrzeug (1)
- Elektromyographie (1)
- Elektronencephalographie (1)
- Elektronisches Tagebuch (1)
- Elevated Plus-Maze (1)
- Elternarbeit (1)
- Elternbildung (1)
- Elterntraining (1)
- Embodiment (1)
- Emotional Affect (1)
- Emotional Facial Expressions (1)
- Emotional Pain Modulation (1)
- Emotionale Verarbeitung (1)
- Emotionaler Gesichtsausdruck (1)
- Emotionaler Stroop-Test (1)
- Emotionales Essverhalten (1)
- Emotionales Eßverhalten (1)
- Emotionen (1)
- Emotionsausdruck (1)
- Emotionsverarbeitung (1)
- Empathie (1)
- Endophänotyp (1)
- Endophänotypen (1)
- Energieeinsparung (1)
- Engagement (1)
- Entscheidung (1)
- Entscheidungsverhalten (1)
- Entwicklungspsychologie (1)
- Epistemic Competences (1)
- Epistemische Kompetenzen (1)
- Epistemische Überzeugungen (1)
- Ereigniskorreliertes Potential (1)
- Erholung (1)
- Erlernbarkeit (1)
- Ermüdungssyndrom (1)
- Erweiterte Realität <Informatik> (1)
- Erziehung (1)
- Erziehungsstil (1)
- Erzählen (1)
- Essstörung (1)
- Evakuierung (1)
- Event Timing (1)
- Event-related potential (1)
- Executive Functions (1)
- Experiment / Sozialpsychologie (1)
- Explorationsverhalten (1)
- Eye-Tracking (1)
- FACS (1)
- Face Voice Matching (1)
- Facial Action Coding System (1)
- Facial EMG (1)
- Fahrerablenkung (1)
- Fahrerassistenz (1)
- Fahrerinformationen (1)
- Fahrerinformationssysteme (1)
- Fahrfremde Tätigkeit (1)
- Fake News (1)
- Faktorielle Struktur (1)
- Falschmeldung (1)
- Fear (1)
- Fear conditioning (1)
- Feedback (1)
- Feelings of agency (1)
- Fluency (1)
- Fragebogen (1)
- Frauen (1)
- Freiwilliges Arbeitsverhalten (1)
- Freizeit (1)
- Freizeitgestaltung (1)
- Fremdscham (1)
- Fremdschämen (1)
- Frontal asymmetry (1)
- Frustration (1)
- Frühstudium (1)
- Funktionelle Kernspintomographie (1)
- GPS (1)
- Gambler's Fallacy (1)
- Gaze interaction (1)
- Gedächtnisrekonsolidierung (1)
- Gefahrenlernen (1)
- Gehirn-Computer Schnittstelle (1)
- Generalisierung (1)
- Geruch (1)
- Geschwindigkeitswahrnehmung (1)
- Gesichtererkennung (1)
- Gesichtsausdrücke (1)
- Gesichtsdynamik (1)
- Gesichtsverarbeitung (1)
- Gesunder (1)
- Gesundheitsverhalten (1)
- Glücksspiel (1)
- Glücksspieler (1)
- Grundschulkind (1)
- Gyrus cinguli (1)
- HRI (1)
- HRV (1)
- Handlungseffekte (1)
- Handlungserleben (1)
- Handlungssteuerung (1)
- Haptische Feedback-Technologie (1)
- Head-mounted Display (1)
- Heart Period (1)
- Heart Rate Variability (1)
- Heißhunger (1)
- Herzfrequenzvariabilität (1)
- Herzratenvariabilität (1)
- Higher Education (1)
- Highly automated driving (1)
- Hilfsmittel (1)
- Hirnforschung <Motiv> (1)
- Hochautomatisiertes Fahren (1)
- Hochbegabung (1)
- Hochschule (1)
- Honesty-Humility (1)
- Honesty-humility (1)
- Hot Hand Fallacy (1)
- Human Factors (1)
- Human-Robot Interaction (1)
- Höhenangst (1)
- IAT (1)
- Ideomotor (1)
- Ideomotor Theory (1)
- Ideomotor gaze control (1)
- Ideomotorische Blickkontrolle (1)
- Iimplicit Association Test (1)
- Illusorische Korrelation (1)
- Illustration (1)
- Immersion <Virtuelle Realität> (1)
- Impulsivität (1)
- Incentive motivation (1)
- Individualität (1)
- Information seeking and sharing (1)
- Inhibition (1)
- Inhibitionskontrolle (1)
- Inhibitory Control (1)
- Integrity (1)
- Integrity tests (1)
- Integrität (1)
- Integritätstests (1)
- Intentional Nonaction (1)
- Intentionale Nichthandlung (1)
- Interactions (1)
- Interaktion (1)
- Interessentest (1)
- Internationale Studierende (1)
- Intervention (1)
- Job demands (1)
- Judgements of agency (1)
- Judgments of Learning (1)
- Jugend (1)
- Karriere (1)
- Kausalität (1)
- Kennlinie (1)
- Kind (1)
- Kinder im Vorschulalter und frühen Grundschulalter (1)
- Kinder- und Jugendpsychiatrie (1)
- Kinderentwicklung (1)
- Kindheit (1)
- Kindliche Entwicklung (1)
- Klinische Psychologie (1)
- Knowledge Acquisition (1)
- Kognitionspsychologie (1)
- Kognitive Entwicklung (1)
- Kognitive Kontrolle (1)
- Kognitive Verhaltenstherapie (1)
- Kognitiver Prozess (1)
- Kommunikationshilfe (1)
- Kommunikationstraining (1)
- Kompensation (1)
- Kompetenz (1)
- Kompetenzen im Hochschulsektor (1)
- Kompetenzerwerb (1)
- Kompetenzfeststellung (1)
- Konflikt (1)
- Konfliktbewältigung (1)
- Kontextkonditionierung (1)
- Kontingenz (1)
- Kooperation (1)
- Kooperative Umfelderfassung (1)
- Korruption (1)
- Korruption von Mitarbeitern (1)
- Kraftfahrzeug (1)
- Krebs <Medizin> (1)
- Kultur (1)
- L1 reading comprehension (1)
- L2 reading comprehension (1)
- L2 reading motivation (1)
- LIS (1)
- Laufbandtraining (1)
- Learnability (1)
- Lehrstoff (1)
- Leistungsentwicklung (1)
- Leistungsmotivation (1)
- Leistungstests (1)
- Leisure (1)
- Lenkeingriffe (1)
- Lernerfolg (1)
- Lernverlauf (1)
- Lernwirksamkeit (1)
- Lesetest (1)
- Leseverständnis (1)
- Leseverständnistest (1)
- Lie detection (1)
- Liking vs. Wanting (1)
- Linear Gemischte Modelle (1)
- Linear-Mixed Models (1)
- Locked-in-Syndrom (1)
- Lokomotivführer (1)
- Lying (1)
- Lüge (1)
- Lügendetektion (1)
- Manual responses (1)
- Manöverintention (1)
- Mathematics Achievement (1)
- Mathematikleistung (1)
- Mechanisms of Social Attention (1)
- Media Literacy (1)
- Media Psychology (1)
- Mediator (1)
- Medienkompetenz (1)
- Medizinische Lehre (1)
- Mensch-Maschine-Schnittstelle (1)
- Menschmaschineinteraktion (1)
- Mental Representations (1)
- Menüsystem (1)
- Merkmalsintegration (1)
- Merkmalsverarbeitung (1)
- Metacognitive Knowledge (1)
- Metakognitives Wissen (1)
- Methodik (1)
- Methylphenidat (1)
- Migrationshintergrund (1)
- Milieu (1)
- Mixed Reality (1)
- Mobie EEG (1)
- Mobile technology (1)
- Moralisches Handeln (1)
- Motivationspsychologie (1)
- Multiple Sklerose (1)
- Musikalität (1)
- N2pc (1)
- NGA (1)
- NIR-Spektroskopie (1)
- Nachbefragung (1)
- Nahinfrarotspektroskopie (1)
- Nahrungsaufnahme (1)
- Natural walking (1)
- Near Miss (1)
- Nebenaufgabe (1)
- Nervendegeneration (1)
- Nervenstimulation (1)
- Neuroleptikum (1)
- Neuromodulation (1)
- Neuronale Plastizität (1)
- Neuronales Netz (1)
- Neurophysiologie (1)
- Neuropsychologie (1)
- Neurorehabilitation (1)
- Nichtverbale Kommunikation (1)
- Nicotine (1)
- Nikotinentwöhnungsberatung (1)
- NoGo-Anteriorisation (1)
- NoGo-Anteriorisierung (1)
- Nocebo hyperoalgesia (1)
- Nocebo-Effekt (1)
- Notausweichassistenz (1)
- Notfall (1)
- Numerical Cognition (1)
- Nutzen (1)
- Nutzenvergleich (1)
- OCB (1)
- Open-Field-Test (1)
- Optimale Kontrolle (1)
- Orbitofrontaler Kortex (OFC) (1)
- Organisation (1)
- Organisationskultur (1)
- Organisationspsychologie (1)
- P300 Welle (1)
- PRP (1)
- Pakistan (1)
- Panikstörung (1)
- Panikstörung mit Agoraphobie (1)
- Pathologischer Glücksspieler (1)
- Pathologisches Spielen (1)
- Peinlichkeit (1)
- Perceived Wealth (1)
- Person Perception (1)
- Personalisierung (1)
- Personality (1)
- Personalization (1)
- Perspektivenübernahme (1)
- Persönlichkeit (1)
- Physiology (1)
- Placebo (1)
- Placebo Hypolagesia (1)
- Plausibility (1)
- Plausibilität (1)
- Populationscodes (1)
- Practice Effects (1)
- Predictors (1)
- Preisvergleich (1)
- Prevalence (1)
- Priming (1)
- Problem Gambling (1)
- Problembewusstsein (1)
- Processing Fluency (1)
- Prof. Dr. Paul Pauli (1)
- Prognose (1)
- Progressive Relaxation (1)
- Propositional processing (1)
- Propositionale Verarbeitung (1)
- Prosodie (1)
- Präferenz (1)
- Präfrontaler Cortex (1)
- Präsenzerleben (1)
- Prävalenz (1)
- Prüfung (1)
- Psychische Störung (1)
- Psychobiologie (1)
- Psychological factors (1)
- Psychologische Sicherheitsforschung (1)
- Psychology (1)
- Psychopathie (1)
- Psychophysik (1)
- Psychophysiologische Reaktion (1)
- Psychosocial stress (1)
- Psychosozialer Stress (1)
- Psychotherapeutischer Prozess (1)
- Psychotherapie (1)
- Psychotherapy (1)
- Qualität der Programmimplementierung (1)
- Questionnaire (1)
- Rauch (1)
- Rauchen (1)
- Raucherberatung (1)
- Raucherentwöhnung (1)
- Raumwahrnehmung (1)
- Rauschgift (1)
- Reactivity (1)
- Reaktion (1)
- Reaktivität (1)
- Recovery (1)
- Redundanz (1)
- Referenzrahmen (1)
- Reflective Impulsive Model (RIM) (1)
- Reflektiv Impulsiv Modell (RIM) (1)
- Regelverstoß (1)
- Regulation (1)
- Regulatorischer Fokus (1)
- Regulatory focus (1)
- Reihenfolge (1)
- Rekonsolidierung (1)
- Repräsentation (1)
- Ressourcen (1)
- Revenge (1)
- Review (1)
- Reward (1)
- Risikoverhalten (1)
- Roboter (1)
- Routine Standards (1)
- Routinestandards (1)
- Saccades (1)
- Schachexperten (1)
- Schachnovizen (1)
- Schizophrener (1)
- Schizophrenia (1)
- Schlaganfall (1)
- Schmerzforschung (1)
- Schmerzmodulation (1)
- Schmerzreiz (1)
- Schmerzverarbeitung (1)
- Schreckreaktion (1)
- Schuldgefühl (1)
- Schulerfolg (1)
- Sehrinde (1)
- Selbst (1)
- Selbstaktivierung (1)
- Selbsteinschätzung (1)
- Selbstgesteuertes Lernen (1)
- Selbstregulation (1)
- Semantic cognition (1)
- Semantische Verarbeitung (1)
- Sense of Agency (1)
- Sense of ownership (1)
- Sensorimotor Rhythms (1)
- Sequenzen (1)
- Sequenzlängeneffekt (1)
- Sicherheit (1)
- Sicherheitsverhalten (1)
- Simulator (1)
- Smartphone (1)
- Smoke (1)
- Smoking (1)
- Social Anxiety (1)
- Social Circle (1)
- Social Comparison (1)
- Social Cueing (1)
- Social Influence (1)
- Social action effects (1)
- Sociomotor gaze control (1)
- Source Credibility (1)
- Sourcing (1)
- Soziale Aufmerksamkeit (1)
- Soziale Handlungseffekte (1)
- Soziale Norm (1)
- Soziale Vergleiche (1)
- Sozialer Einfluss (1)
- Soziales Umfeld (1)
- Soziomotorische Blickkontrolle (1)
- Spacing Effect (1)
- Spatial Cognition (1)
- Spinnenphobie (1)
- Sportliche Aktivität (1)
- Sprachförderung (1)
- Sprachkompetenz (1)
- Stages of Change (1)
- Standard Selection (1)
- Standardselektion (1)
- Startlereflex (1)
- Stereotype (1)
- Stereotypes (1)
- Stilles Lesen (1)
- Stimme (1)
- Stimmverarbeitung (1)
- Strassentunnel (1)
- Student (1)
- Studienerfolg (1)
- Stufen der Verhaltensänderung (1)
- Stufenmodell (1)
- Stufenübergang (1)
- Subliminales Priming (1)
- Subtypen (1)
- Suchthilfe (1)
- Suchtkrankenhilfe (1)
- TAS (1)
- Tactile gating (1)
- Tactile suppression (1)
- Takeover request (1)
- Talententwicklung (1)
- Task interference (1)
- Tastwahrnehmung (1)
- Telepräsenz (1)
- Temporal binding (1)
- Terminplanung (1)
- Testing Effect (1)
- Therapieerfolg (1)
- Thigmotaxis (1)
- Traffic Lights (1)
- Traffic psychology (1)
- Training (1)
- Transfer (1)
- Transtheoretical Model (1)
- Transtheoretisches Modell (1)
- Treadmill training (1)
- Trunkenheit im Verkehr (1)
- Trust Measurement (1)
- Trustworthiness (1)
- Tunnel emergencies (1)
- Täuschung (1)
- Ultimatum Game (1)
- Ultraschall (1)
- Unbewusste Informationsverarbeitung (1)
- University Teaching (1)
- Unnötige Warnung (1)
- Unterrichtspsychologie (1)
- Vagusnervstimulation (1)
- Valenz (1)
- Validation (1)
- Validity (1)
- Verhalten (1)
- Verhaltensmarker (1)
- Verhaltensmodell (1)
- Verhaltensänderung (1)
- Verkehrsteilnehmer (1)
- Vermeidungslernen (1)
- Vermeidungsreaktion (1)
- Vermeidungsverhalten (1)
- Verschwörungstheorie (1)
- Versorgung (1)
- Versorgungsnutzung (1)
- Verwundbarkeit (1)
- Verzerrte Kognition (1)
- Virtual Human (1)
- Virtual Reality (1)
- VirtualReality XR VR MR (1)
- Virtuelle Realitaet (1)
- Vocal responses (1)
- Voice Processing (1)
- Vorlesen (1)
- Vorschulalter (1)
- Vorurteil (1)
- Wahrgenommener Reichtum (1)
- Walking (1)
- Warnung (1)
- Wert (1)
- Wirksamkeit (1)
- Wissenschaftliche Literatur (1)
- Wissenserwerb (1)
- Word-preferences (1)
- Work psychology (1)
- Wort (1)
- Wort-Präferenzen (1)
- Worterkennung (1)
- Wortschatzerwerb (1)
- Wut (1)
- Zeiteinteilung (1)
- Zeitmanagement (1)
- Zeitwahrnehmung (1)
- Ziel (1)
- Zielorientierung (1)
- Zusammenhänge (1)
- Zusammenstoß (1)
- Zweitsprache (1)
- academic domains (1)
- acceptance (1)
- acceptance-based strategies (1)
- achievement motivation (1)
- action effects (1)
- active accelerator pedal (1)
- addiction care (1)
- adult ADHD (1)
- adult development (1)
- affect (1)
- agoraphobia (1)
- akademische Domänen (1)
- anxiety conditioning (1)
- approach avoidance (1)
- arousal (1)
- assistive device (1)
- auditorisches Neurofeedback Training (1)
- auditory (1)
- automated driving (1)
- aversive conditioning (1)
- behavioural marker (1)
- bilateral BAS model (1)
- binocular rivalry (1)
- book reading (1)
- brain mapping (1)
- brain-computer interface (1)
- cancer (1)
- cancer-related fatigue (1)
- career choice (1)
- career construction (1)
- career development (1)
- causality (1)
- change blindness (1)
- characterization (1)
- chess experts (1)
- chess novices (1)
- children (1)
- classical conditioning (1)
- clinical psychology (1)
- cognitive bias (1)
- coherence (1)
- communication skills (1)
- compensation (1)
- competence check (1)
- contextual conditioning (1)
- contingency awareness (1)
- cooperation (1)
- coping (1)
- corrupt organizational culture (1)
- corruption (1)
- cross-cultural differences (1)
- cross-modal action (1)
- discrimination training (1)
- disengagement (1)
- disorders of consciousness (1)
- distraction (1)
- driver behavior (1)
- driver behavior model (1)
- driver distraction (1)
- driver information system (1)
- driving simulator (1)
- dual-task situation (1)
- duration estimation (1)
- dynamic faces (1)
- dynamic programming (1)
- dynamisches Programmieren (1)
- e-learning (1)
- e-mail (1)
- eating disorders (1)
- eco mode (1)
- eco-driving (1)
- ecological validity (1)
- efficiency (1)
- electric vehicle (1)
- emergency steering and evasion assistant (1)
- emojis (1)
- emotion detection (1)
- emotion processing (1)
- emotion regulation (1)
- emotional Stroop test (1)
- emotional design (1)
- emotional feedback (1)
- emotional processing (1)
- emotional reaction (1)
- emotionale intelligenz (1)
- empathy (1)
- employees' corruption (1)
- endophenotype (1)
- engagement (1)
- ereigniskorrelierte Potentiale (1)
- evacuation behavior (1)
- evaluation (1)
- event-related potentials (1)
- executive functions (1)
- exekutive Funktionen (1)
- exercise behaviour (1)
- experimentelle Studien (1)
- exposure therapy (1)
- eye contact (1)
- eye tracking (1)
- fMRI Analyse (1)
- fMRT (1)
- fNIRS (1)
- face recognition (1)
- facial affect decoding (1)
- facial expression (1)
- fatigue (1)
- fear activation (1)
- fear potentiated startle response (1)
- feature integration (1)
- feature processing (1)
- feelings as informations (1)
- flexible behavior (1)
- flexibles Verhalten (1)
- follow-up (1)
- follow-up study (1)
- food craving (1)
- food deprivation (1)
- food-deprivation (1)
- framing (1)
- frustrative nonreward (1)
- functional imaging (1)
- funktionelle Magnetresonanztomographie (1)
- gaze contact (1)
- goals (1)
- guilt (1)
- gustation (1)
- human-automation interaction (1)
- ideomotor principle (1)
- ideomotorisches Prinzip (1)
- illusory correlation (1)
- imaging (1)
- implementation fidelity (1)
- individual characteristics (1)
- information sharing (1)
- intention (1)
- interkulturelle Unterschiede (1)
- interoception (1)
- intuition (1)
- intuitive Urteile (1)
- intuitive judgments (1)
- junior studies (1)
- keyboard tracking (1)
- korrupte Organisationskultur (1)
- learner characteristics (1)
- learning (1)
- learning and memory (1)
- learning outcomes (1)
- learning process (1)
- manikin task (1)
- manoeuvre intention (1)
- mathematische Kompetenzentwicklung (1)
- mathematische und schriftsprachliche Vorläuferkompetenzen (1)
- medical teaching (1)
- memory reconsolidation (1)
- mental representation (1)
- menu system (1)
- meta-analysis (1)
- metacognitive activation (1)
- methodology (1)
- methylphenidate (1)
- mimicry (1)
- monitoring (1)
- morality (1)
- motor learning (1)
- motor sequences (1)
- motorcycle simulator (1)
- mouse tracking (1)
- movement interaction (1)
- multiple context exposure therapy (1)
- music (1)
- narrative text (1)
- near-infrared spectroscopy (1)
- need for assistance (1)
- nonverbal communication (1)
- nonverbale Kommunikation (1)
- nutzerzentrierter Ansatz (1)
- obedience (1)
- older adults (1)
- olfaction (1)
- online learning (1)
- open-field-test (1)
- orbitofrontal cortex (OFC) (1)
- organisationale Korruption (1)
- organizational corruption (1)
- pain regulation (1)
- parallel constraint satisfaction (1)
- pathological gamblers (1)
- perception of time (1)
- perceptual simulation (1)
- perceptual support (1)
- performance (1)
- phobische Stimuli (1)
- phonological awareness (1)
- picture comprehension (1)
- plasticity (1)
- population codes (1)
- positive and negative affect (1)
- practice testing (1)
- predictor analysis (1)
- preference construction (1)
- prefrontal Cortex (1)
- presence (1)
- prevention (1)
- primary school children (1)
- problem awareness (1)
- process analysis (1)
- processing fluency (1)
- prosocial (1)
- prosocial behavior (1)
- prosociality (1)
- prosody (1)
- prä-post Design (1)
- präfrontaler Kortex (1)
- psychopathy (1)
- psychophysiology (1)
- punishment (1)
- reading aloud (1)
- reading comprehension test (1)
- regenerative braking (1)
- reinforcement sensitivity theory (1)
- relief (1)
- response modalities (1)
- retrieval practice (1)
- revealed preference (1)
- review (1)
- reward expectancy (1)
- risk behavior (1)
- rule violations (1)
- safety behavior (1)
- safety research (1)
- schizophrenia (1)
- secondary task (1)
- self (1)
- self-activation (1)
- self-regulated learning (1)
- self-regulation (1)
- self-report (1)
- selfregulated (1)
- sequence length effect (1)
- situation model (1)
- smell (1)
- smells (1)
- smoking counselling (1)
- social anxiety (1)
- social cognition (1)
- social interaction (1)
- social robot (1)
- social stimuli (1)
- social understanding (1)
- sozial anxiety (1)
- soziale Ängstlichkeit (1)
- specific phobias (1)
- speed perception (1)
- spezifische Phobien (1)
- spezifische und unspezifische Trainingseffekte (1)
- spider phobia (1)
- ssVEP (1)
- stage models (1)
- stage transition (1)
- startle (1)
- steady-state visually evoked potentials (1)
- storytelling (1)
- stress reactivity (1)
- subliminal priming (1)
- subtypes (1)
- suffering (1)
- talent (1)
- talent development (1)
- task prioritization (1)
- task switching (1)
- test development (1)
- testing effect (1)
- thigmotaxis (1)
- threat conditioning (1)
- threat learning (1)
- time management (1)
- tobacco cessation (1)
- top-down Steuerung (1)
- top-down control (1)
- traffic psychology (1)
- trainer effects (1)
- training evaluation (1)
- trait emotional intelligence (1)
- transaction utility (1)
- transcutaneous vagus nerve stimulation (1)
- transfer (1)
- treatment utilization (1)
- ultimatum game (1)
- unconscious information processing (1)
- unconscious processing (1)
- unnecessary alarm (1)
- user-centred design (1)
- utility (1)
- valence (1)
- virtual reality T-maze (1)
- visual distraction (1)
- visuelle Ablenkung (1)
- visuomotor coordination (1)
- vocabulary development (1)
- vocational interests (1)
- women (1)
- word-reading accuracy (1)
- word-reading speed (1)
- working memory (1)
- yoga (1)
- Ärger (1)
- Übernahmeaufforderung (1)
- Überwachung (1)
- Überwachungsfahrt (1)
- Übung (1)
- Übungseffekte (1)
Institute
- Institut für Psychologie (159) (remove)
Sonstige beteiligte Institutionen
- Adam Opel AG (1)
- BMBF (1)
- Evangelisches Studienwerk e.V. (1)
- Forschungsverbund ForChange des Bayrischen Kultusministeriums (1)
- IFT Institut für Therapieforschung München (1)
- Klinik für Psychiatrie und Psychotherapie, Universität Würzburg (1)
- Opel Automobile GmbH (1)
- Technische Universität Dresden (1)
- Würzburger Institut für Verkehrswissenschaften (WIVW GmbH) (1)
Phonologische Bewusstheit stellt die Kompetenz dar, Sprache in kleinere Einheiten wie einzelne Silben und Phoneme untergliedern zu können. Sie ist damit eine wichtige Vorläuferfertigkeit für den Schriftspracherwerb.
Die vorliegende Arbeit untersucht die Entwicklung der phonologischen Bewusstheit während des letzten Kindergartenjahres. Zum einen werden die faktorielle Struktur und die Messinvarianz der phonologischen Bewusstheit im Verlauf des letzten Kindergartenjahres analysiert. Als zweiter Aspekt werden die wechselseitigen Zusammenhänge der phonologischen Bewusstheit mit weiteren phonologischen, frühen schriftsprachlichen und sprachlichen Kompetenzen im Vorschulalter untersucht. Der dritte Aspekt bezieht sich auf die institutionelle Förderung phonologischer Bewusstheit bei Vorschulkindern im Kindergarten. Hier werden die Effekte einer expliziten Förderung durch das Trainingsprogramm „Hören, lauschen, lernen“ (Küspert & Schneider, 2018) und einer impliziten Förderung im Kindergartenalltag sowie inzidentelle Einflüsse durch Erwartungseffekte untersucht.
Zur Untersuchung der Fragestellungen wurde ein längsschnittliches Design mit zwei Messzeitpunkten zu Beginn und Ende des letzten Kindergartenjahres verwendet. Die Stichprobe umfasste 390 Vorschulkinder. Für die statistischen Analysen wurden im Wesentlichen Strukturgleichungsmodelle verwendet.
Die Ergebnisse zur Struktur der phonologischen Bewusstheit zeigten Schwierigkeiten bei der längsschnittlichen Abbildung des Konstrukts im Vorschulalter. Da die Tests zur Erfassung der phonologischen Bewusstheit im weiteren Sinne (auf Reim- und Silbenebene) Deckeneffekte aufwiesen und sich im Vorschulalter insbesondere die phonologische Bewusstheit im engeren Sinne (auf Phonemebene) entwickelt, wurde das latente Konstrukt der phonologischen Bewusstheit im Weiteren ausschließlich durch Messverfahren zur Erfassung der phonologischen Bewusstheit im engeren Sinne modelliert. Zudem ließ sich lediglich schwache Messinvarianz etablieren, sodass die Befunde auf einen qualitativen Wandel des Konstrukts während des letzten Kindergartenjahres hindeuten.
Die Befunde zu Zusammenhängen der phonologischen Bewusstheit mit weiteren phonologischen, frühen schriftsprachlichen und sprachlichen Kompetenzen ergaben komplexe wechselseitige Effekte. Die phonologische Bewusstheit sagte dabei die Entwicklung früher schriftsprachlicher Kompetenzen vorher, während sich die Entwicklung der phonologischen Bewusstheit selbst auch durch grammatikalische Kompetenzen erklären ließ.
Bei den Analysen zur Förderung der phonologischen Bewusstheit im Vorschulalter war insbesondere die explizite Förderung durch „Hören, lauschen, lernen“ (Küspert & Schneider, 2018) effektiv. Für die Effektivität des Programms waren zudem die Implementationsbedingungen im Kindergarten relevant. Hier erwies sich vor allem eine vorherige Schulung der Erzieher(innen) als positiv sowie auch eine Abweichung vom Manual in organisatorischer Hinsicht, sodass das Training nicht täglich, sondern mehrmals pro Woche in größeren Abschnitten stattfand. Auf die implizite Förderung der phonologischen Bewusstheit konnte lediglich indirekt über das Wissen der Erzieher(innen) über Sprach- und frühe Schriftsprachförderung geschlossen werden. Das Wissen der Erzieher(innen) über die Förderung phonologischer Bewusstheit war dabei nicht von Bedeutung für die Kompetenzentwicklung der Kinder. Stattdessen wirkte sich das Wissen über sprachliche Fördermaßnahmen, insbesondere bezüglich Maßnahmen bei Aussprachstörungen, günstig auf die Entwicklung der phonologischen Bewusstheit aus. Neben Effekten einer expliziten und impliziten Förderung der phonologischen Bewusstheit waren auch inzidentelle Effekte aufgrund der Urteile der Erzieher(innen) über die Kompetenzen der Kinder nachweisbar. Auch hier wirkten sich die Einschätzungen der sprachlichen Kompetenzen in den Bereichen Aussprache, Wortschatz und Grammatik auf die Entwicklung der phonologischen Bewusstheit aus, während die Einschätzung der phonologischen Bewusstheit selbst durch die Erzieher(innen) die weitere Entwicklung nicht vorhersagen konnte.
Insgesamt sprechen die Befunde für komplexe Zusammenhänge der phonologischen Bewusstheit mit weiteren phonologischen, frühen schriftsprachlichen und sprachlichen Kompetenzen, die auch bei der Konzeption von Fördermaßnahmen berücksichtigt werden sollten.
Are there emotional reactions towards social robots? Could you love a robot? Or, put the other way round: Could you mistreat a robot, tear it apart and sell it? Media reports people honoring military robots with funerals, mourning the “death” of a robotic dog, and granting the humanoid robot Sophia citizenship. But how profound are these reactions? Three experiments take a closer look on emotional reactions towards social robots by investigating the subjective experience of people as well as the motor expressive level. Contexts of varying degrees of Human-Robot Interaction (HRI) sketch a nuanced picture of emotions towards social robots that encompass conscious as well as unconscious reactions. The findings advance the understanding of affective experiences in HRI. It also turns the initial question into: Can emotional reactions towards social robots even be avoided?
Learning with digital media has become a substantial part of formal and informal educational processes and is gaining more and more importance. Technological progress has brought overwhelming opportunities for learners, but challenges them at the same time. Learners have to regulate their learning process to a much greater extent than in traditional learning situations in which teachers support them through external regulation. This means that learners must plan their learning process themselves, apply appropriate learning strategies, monitor, control and evaluate it. These requirements are taken into account in various models of self-regulated learning (SRL). Although the roots of research on SRL go back to the 1980s, the measurement and adequate support of SRL in technology-enhanced learning environments is still not solved in a satisfactory way. An important obstacle are the data sources used to operationalize SRL processes. In order to support SRL in adaptive learning systems and to validate theoretical models, instruments are needed which meet the classical quality criteria and also fulfil additional requirements. Suitable data channels must be measurable "online", i.e., they must be available in real time during learning for analyses or the individual adaptation of interventions. Researchers no longer only have an interest in the final results of questionnaires or tasks, but also need to examine process data from interactions between learners and learning environments in order to advance the development of theories and interventions. In addition, data sources should not be obtrusive so that the learning process is not interrupted or disturbed. Measurements of physiological data, for example, require learners to wear measuring devices. Moreover, measurements should not be reactive. This means that other variables such as learning outcomes should not be influenced by the measurement. Different data sources that are already used to study and support SRL processes, such as protocols on thinking aloud, screen recording, eye tracking, log files, video observations or physiological sensors, meet these criteria to varying degrees. One data channel that has received little attention in research on educational psychology, but is non-obtrusive, non-reactive, objective and available online, is the detailed, timely high-resolution data on observable interactions of learners in online learning environments. This data channel is introduced in this thesis as "peripheral data". It records both the content of learning environments as context, and related actions of learners triggered by mouse and keyboard, as well as the reactions of learning environments, such as structural or content changes. Although the above criteria for the use of the data are met, it is unclear whether this data can be interpreted reliably and validly with regard to relevant variables and behavior.
Therefore, the aim of this dissertation is to examine this data channel from the perspective of SRL and thus further close the existing research gap. One development project and four research projects were carried out and documented in this thesis.
Multitasking, defined as performing more than one task at a time, typically yields performance decrements, for instance, in processing speed and accuracy. These performance costs are often distributed asymmetrically among the involved tasks. Under suitable conditions, this can be interpreted as a marker for prioritization of one task – the one that suffers less – over the other. One source of such task prioritization is based on the use of different effector systems (e.g., oculomotor system, vocal tract, limbs) and their characteristics. The present work explores such effector system-based task prioritization by examining to which extent associated effector systems determine which task is processed with higher priority in multitasking situations. Thus, three different paradigms are used, namely the simultaneous (stimulus) onset paradigm, the psychological refractory period (PRP) paradigm, and the task switching paradigm. These paradigms invoke situations in which two (in the present studies basic spatial decision) tasks are a) initiated at exactly the same time, b) initiated with a short varying temporal distance (but still temporally overlapping), or c) in which tasks alternate randomly (without temporal overlap). The results allow for three major conclusions: 1. The assumption of effector system-based task prioritization according to an ordinal pattern (oculomotor > pedal > vocal > manual, indicating decreasing prioritization) is supported by the observed data in the simultaneous onset paradigm. This data pattern cannot be explained by a rigid “first come, first served” task scheduling principle. 2. The data from the PRP paradigm confirmed the assumption of vocal-over-manual prioritization and showed that classic PRP effects (as a marker for task order-based prioritization) can be modulated by effector system characteristics. 3. The mere cognitive representation of task sets (that must be held active to switch between them) differing in effector systems without an actual temporal overlap in task processing, however, is not sufficient to elicit the same effector system prioritization phenomena observed for overlapping tasks. In summary, the insights obtained by the present work support the assumptions of parallel central task processing and resource sharing among tasks, as opposed to exclusively serial processing of central processing stages. Moreover, they indicate that effector systems are a crucial factor in multitasking and suggest an integration of corresponding weighting parameters in existing dual-task control frameworks.
Maladaptive coping mechanisms influence health-related quality of life (HRQoL) of individuals facing acute and chronic stress. Trait emotional intelligence (EI) may provide a protective shield against the debilitating effects of maladaptive coping thus contributing to maintained HRQoL. Low trait EI, on the other hand, may predispose individuals to apply maladaptive coping, consequently resulting in lower HRQoL. The current research is comprised of two studies. Study 1 was designed to investigate the protective effects of trait EI and its utility for efficient coping in dealing with the stress caused by chronic heart failure (CHF) in a cross-cultural setting (Pakistan vs Germany). N = 200 CHF patients were recruited at cardiology institutes of Multan, Pakistan and Würzburg as well as Brandenburg, Germany. Path analysis confirmed the expected relation between low trait EI and low HRQoL and revealed that this association was mediated by maladaptive metacognitions and negative coping strategies in Pakistani but not German CHF patients. Interestingly, also the specific coping strategies were culture-specific. The Pakistani sample considered religious coping to be highly important, whereas the German sample was focused on adopting a healthy lifestyle such as doing exercise. These findings are in line with cultural characteristics suggesting that German CHF patients have an internal locus of control as compared to an external locus of control in Pakistani CHF patients. Finally, the findings from study 1 corroborate the culture-independent validity of the metacognitive model of generalized anxiety disorder.
In addition to low trait EI, high interoception accuracy (IA) may predispose individuals to interpret cardiac symptoms as threatening, thus leading to anxiety. To examine this proposition, Study 2 compared individuals with high vs low IA in dealing with a psychosocial stressor (public speaking) in an experimental lab study. In addition, a novel physiological intervention named transcutaneous vagus nerve stimulation (t-VNS) and cognitive reappraisal (CR) were applied during and after the anticipation of the speech in order to facilitate coping with stress. N= 99 healthy volunteers participated in the study. Results showed interesting descriptive results that only reached trend level. They suggested a tendency of high IA individuals to perceive the situation as more threatening as indicated by increased heart rate and reduced heart rate variability in the high-frequency spectrum as well as high subjective anxiety during anticipation of and actual performance of the speech. This suggests a potential vulnerability of high IA individuals for developing anxiety disorders, specifically social anxiety disorder, in case negative self-focused attention and negative evaluation is applied to the (more prominently perceived) increased cardiac responding during anticipation of and the actual presentation of the public speech. The study did not reveal any significant protective effects of t-VNS and CR.
In summary, the current research suggested that low trait EI and high IA predicted worse psychological adjustment to chronic and acute distress. Low trait EI facilitated maladaptive metacognitive processes resulting in the use of negative coping strategies in Study 1; however, increased IA regarding cardioceptions predicted high physiological arousal in study 2. Finally, the German vs. the Pakistani culture greatly affected the preference for specific coping strategies. These findings have implications for caregivers to provide culture-specific treatments on the one hand. On the other hand, they highlight high IA as a possible vulnerability to be targeted for the prevention of (social) anxiety.
Forward Collision Alarms (FCA) intend to signal hazardous traffic situations and the need for an immediate corrective driver response. However, data of naturalistic driving studies revealed that approximately the half of all alarms activated by conventional FCA systems represented unnecessary alarms. In these situations, the alarm activation was correct according to the implemented algorithm, whereas the alarms led to no or only minimal driver responses. Psychological research can make an important contribution to understand drivers’ needs when interacting with driver assistance systems.
The overarching objective of this thesis was to gain a systematic understanding of psychological factors and processes that influence drivers’ perceived need for assistance in potential collision situations. To elucidate under which conditions drivers perceive alarms as unnecessary, a theoretical framework of drivers’ subjective alarm evaluation was developed. A further goal was to investigate the impact of unnecessary alarms on drivers’ responses and acceptance. Four driving simulator studies were carried out to examine the outlined research questions.
In line with the hypotheses derived from the theoretical framework, the results suggest that drivers’ perceived need for assistance is determined by their retrospective subjective hazard perception. While predictions of conventional FCA systems are exclusively based on physical measurements resulting in a time to collision, human drivers additionally consider their own manoeuvre intentions and those attributed to other road users to anticipate the further course of a potentially critical situation. When drivers anticipate a dissolving outcome of a potential conflict, they perceive the situation as less hazardous than the system. Based on this discrepancy, the system would activate an alarm, while drivers’ perceived need for assistance is low. To sum up, the described factors and processes cause drivers to perceive certain alarms as unnecessary. Although drivers accept unnecessary alarms less than useful alarms, unnecessary alarms do not reduce their overall system acceptance. While unnecessary alarms cause moderate driver responses in the short term, the intensity of responses decrease with multiple exposures to unnecessary alarms. However, overall, effects of unnecessary alarms on drivers’ alarm responses and acceptance seem to be rather uncritical.
This thesis provides insights into human factors that explain when FCAs are perceived as unnecessary. These factors might contribute to design FCA systems tailored to drivers’ needs.
Social attention is a ubiquitous, but also enigmatic and sometimes elusive phenomenon.
We direct our gaze at other human beings to see what they are doing
and to guess their intentions, but we may also absorb social events en passant as
they unfold in the corner of the eye. We use our gaze as a discrete communication
channel, sometimes conveying pieces of information which would be difficult
to explicate, but we may also find ourselves avoiding eye-contact with others in
moments when self-disclosure is fear-laden. We experience our gaze as the most
genuine expression of our will, but research also suggests considerable levels of
predictability and automaticity in our gaze behavior. The phenomenon’s complexity
has hindered researchers from developing a unified framework which can
conclusively accommodate all of its aspects, or from even agreeing on the most
promising research methodologies.
The present work follows a multi-methods approach, taking on several aspects
of the phenomenon from various directions. Participants in study 1 viewed dynamic
social scenes on a computer screen. Here, low-level physical saliency (i.e.
color, contrast, or motion) and human heads both attracted gaze to a similar extent,
providing a comparison of two vastly different classes of gaze predictors in
direct juxtaposition. In study 2, participants with varying degrees of social anxiety
walked in a public train station while their eye movements were tracked. With
increasing levels of social anxiety, participants showed a relative avoidance of gaze
at near compared to distant people. When replicating the experiment in a laboratory
situation with a matched participant group, social anxiety did not modulate
gaze behavior, fueling the debate around appropriate experimental designs in the
field. Study 3 employed virtual reality (VR) to investigate social gaze in a complex
and immersive, but still highly controlled situation. In this situation, participants
exhibited a gaze behavior which may be more typical for real-life compared to laboratory situations as they avoided gaze contact with a virtual conspecific unless
she gazed at them. This study provided important insights into gaze behavior in
virtual social situations, helping to better estimate the possible benefits of this
new research approach. Throughout all three experiments, participants showed
consistent inter-individual differences in their gaze behavior. However, the present
work could not resolve if these differences are linked to psychologically meaningful
traits or if they instead have an epiphenomenal character.
Social Cueing of Numerical Magnitude : Observed Head Orientation Influences Number Processing
(2019)
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.
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.
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.