Filtern
Volltext vorhanden
- ja (48)
Gehört zur Bibliographie
- ja (48)
Erscheinungsjahr
- 2021 (48) (entfernen)
Dokumenttyp
- Artikel / Aufsatz in einer Zeitschrift (48) (entfernen)
Schlagworte
- anxiety (4)
- virtual reality (4)
- children (3)
- motivation (3)
- perception and action (3)
- EEG (2)
- classical conditioning (2)
- complementary alternative medicine (2)
- depression (2)
- elevated plus-maze (2)
- emotions (2)
- eye movements (2)
- facial expression (2)
- fatigue (2)
- fear conditioning (2)
- ideomotor theory (2)
- multisensory processing (2)
- psychology (2)
- social cognition (2)
- text comprehension (2)
- ADHD (1)
- AYAs (1)
- Big Five (1)
- Bildungsausländer (1)
- CDH13 (1)
- COVID-19 (1)
- Covid19 (1)
- Deutsch als Fremdsprache (1)
- EEG frequency band analysis (1)
- EEG preprocessing (1)
- EEG processing (1)
- EPM (1)
- GVHD (1)
- Selbstregulation (1)
- Strategiewissen (1)
- Studienerfolg (1)
- Theory of Mind (1)
- Wuerzburg Grief Inventory (WGI) (1)
- Yoga (1)
- academic success (1)
- acrophobia (1)
- action (1)
- active self (1)
- agreeableness (1)
- ambiguous plaid 4 (1)
- anciety-like behavior (1)
- anxiety disorders (1)
- approach-avoidance (1)
- approach-avoidance conflict (1)
- asolescence (1)
- attention (1)
- attentional reweighting (1)
- attention‐deficit (1)
- auditory timer (1)
- averted gaze (1)
- behavior (1)
- big five (1)
- bistable perception (1)
- blink rate (1)
- body ownership (1)
- body representation (1)
- brain asymmetry (1)
- brain laterality (1)
- brain-computer interface (1)
- callous-unemotional traits (1)
- cancer patients (1)
- circuits (1)
- cognition (1)
- cognitive neuroscience (1)
- cognitive psychology (1)
- cognitive reappraisal (1)
- coherence (1)
- conduct problems (1)
- continuous norming (1)
- curve fitting (1)
- data smoothing (1)
- deictic reference (1)
- development (1)
- diary study (1)
- dictator game (1)
- direct gaze (1)
- discrimination training (1)
- disembodiment (1)
- distributed practice (1)
- electroencephalogram (1)
- electroencephalography (1)
- embodiment (1)
- emotion recognition (1)
- emotional influence (1)
- emotional state (1)
- empathy (1)
- event-related potentials-ERP (1)
- executive functions (1)
- experimental design (1)
- expertise in visual imagery (1)
- expository texts (1)
- exposure therapy (1)
- exteroception (1)
- eye-tracking (1)
- facial electromyography (1)
- fear (1)
- fear generalization (1)
- fear-relevant training (1)
- feedback (1)
- finger movements (1)
- foreign students (1)
- gait disorder (1)
- gaze discrimination (1)
- gaze processing (1)
- gender influence (1)
- generation effect (1)
- grief (1)
- guidelines & recommendations (1)
- haptic neglect (1)
- head-mounted display (1)
- heart rate (1)
- human behavior (1)
- hyperactivity disorder (1)
- inferential norming (1)
- intensified treatment (1)
- intentional binding (1)
- interoception (1)
- interpersonal relationships (1)
- large‐scale data (1)
- learning (1)
- learning from text (1)
- leisure time (1)
- long-term effects (1)
- marketing (1)
- masks (1)
- measures (1)
- mental disorders (1)
- mental rotation (1)
- mentalizing (1)
- metaanalysis (1)
- microsaccade direction (1)
- microsaccade rate (1)
- midline frontal theta band frequency activation (1)
- mind-body intervention (1)
- mind–body intervention (1)
- minimal self (1)
- minimum reporting standards (1)
- morning recovery (1)
- motor control (1)
- movement interaction (1)
- moving rubber-hand illusion (1)
- multimodal narratives (1)
- multiple sclerosis (1)
- narrative text (1)
- narrative texts (1)
- negative affect (1)
- neurodevelopment (1)
- object-oriented actions (1)
- ontogeny (1)
- open science (1)
- ostracism (1)
- owls (1)
- parietal alpha band frequency activation (1)
- passage comprehension (1)
- pen and paper vs. computer role-players (1)
- percentile estimation (1)
- perception (1)
- personality (1)
- personality faceaurus (1)
- physical functioning (1)
- piicture comprehension (1)
- pleasant anticipation (1)
- pointing gestures (1)
- pointing production and interpretation (1)
- psychological variables (1)
- public health (1)
- pupil diameter (1)
- pupil dilation (1)
- quality of live (1)
- randomized controlled trial (1)
- reactive aggression (1)
- reactive virtual agents (1)
- reading (1)
- reading comprehension (1)
- reading skills (1)
- reality (1)
- regression-based norming (1)
- rehabilitation (1)
- rejection (1)
- reminder e-mails (1)
- replication (1)
- retention interval (1)
- revenge (1)
- safety behavior (1)
- self-construction (1)
- self-regulation (1)
- sense of agency (1)
- sense of ownership (1)
- sensorimotor rhythm (1)
- sensory processing (1)
- social attention (1)
- social cognitive (1)
- social decision-making (1)
- social exclusion (1)
- social gaze (1)
- social interaction (1)
- social understanding (1)
- spacing effect (1)
- spatial navigation (1)
- spontaneous eye blink (1)
- strategic knowledge (1)
- stroke (1)
- structural MRI (1)
- suffering (1)
- survey (1)
- teacher assessments (1)
- temporal binding (1)
- temporal processing (1)
- thoughts of a planned leisure activity (1)
- threat (1)
- time since loss (1)
- trait anxiety (1)
- transcutaneous auricular vagus nerve stimulation (1)
- transcutaneous cervical vagus nerve stimulation (1)
- transcutaneous vagus nerve stimulation (1)
- translational neuroscience (1)
- trust game (1)
- type of death (1)
- ultimatum game (1)
- visual perception (1)
- visual system (1)
- vocal responses (1)
- word recognition (1)
- work engagement (1)
- working memory (1)
- yoga (1)
Institut
- Institut für Psychologie (48) (entfernen)
Human eye gaze conveys an enormous amount of socially relevant information, and the rapid assessment of gaze direction is of particular relevance in order to adapt behavior accordingly. Specifically, previous research demonstrated evidence for an advantage of processing direct (vs. averted) gaze. The present study examined discrimination performance for gaze direction (direct vs. averted) under controlled presentation conditions: Using a backward-masking gaze-discrimination task, photographs of faces with direct and averted gaze were briefly presented, followed by a mask stimulus. Additionally, effects of facial context on gaze discrimination were assessed by either presenting gaze direction in isolation (i.e., by only showing the eye region) or in the context of an upright or inverted face. Across three experiments, we consistently observed a facial context effect with highest discrimination performance for faces presented in upright position, lower performance for inverted faces, and lowest performance for eyes presented in isolation. Additionally, averted gaze was generally responded to faster and with higher accuracy than direct gaze, indicating an averted-gaze advantage. Overall, the results suggest that direct gaze is not generally associated with processing advantages, thereby highlighting the important role of presentation conditions and task demands in gaze perception.
We investigated the influence of mental imagery expertise in 15 pen and paper role-players as an expert group compared to the gender-matched control group of computer role-players in the difficult Vandenberg and Kuse mental rotation task. In this task, the participants have to decide which two of four rotated figures match the target figure. The dependent measures were performance speed and accuracy. In our exploratory investigation, we further examined midline frontal theta band activation, parietal alpha band activation, and parietal alpha band asymmetry in EEG as indicator for the chosen rotation strategy. Additionally, we explored the gender influence on performance and EEG activation, although a very small female sample section was given. The expected gender difference concerning performance accuracy was negated by expertise in pen and paper role-playing women, while the gender-specific difference in performance speed was preserved. Moreover, gender differences concerning electro-cortical measures revealed differences in rotation strategy, with women using top-down strategies compared to men, who were using top-down strategies and active inhibition of associative cortical areas. These strategy uses were further moderated by expertise, with higher expertise leading to more pronounced activation patters, especially during successful performance. However, due to the very limited sample size, the findings of this explorative study have to be interpreted cautiously.
Background: Since the replication crisis, standardization has become even more important in psychological science and neuroscience. As a result, many methods are being reconsidered, and researchers’ degrees of freedom in these methods are being discussed as a potential source of inconsistencies across studies.
New Method: With the aim of addressing these subjectivity issues, we have been working on a tutorial-like EEG (pre-)processing pipeline to achieve an automated method based on the semi-automated analysis proposed by Delorme and Makeig.
Results: Two scripts are presented and explained step-by-step to perform basic, informed ERP and frequency-domain analyses, including data export to statistical programs and visual representations of the data. The open-source software EEGlab in MATLAB is used as the data handling platform, but scripts based on code provided by Mike Cohen (2014) are also included.
Comparison with existing methods: This accompanying tutorial-like article explains and shows how the processing of our automated pipeline affects the data and addresses, especially beginners in EEG-analysis, as other (pre)-processing chains are mostly targeting rather informed users in specialized areas or only parts of a complete procedure. In this context, we compared our pipeline with a selection of existing approaches.
Conclusion: The need for standardization and replication is evident, yet it is equally important to control the plausibility of the suggested solution by data exploration. Here, we provide the community with a tool to enhance the understanding and capability of EEG-analysis. We aim to contribute to comprehensive and reliable analyses for neuro-scientific research.
Stronger reactivity to social gaze in virtual reality compared to a classical laboratory environment
(2021)
People show a robust tendency to gaze at other human beings when viewing images or videos, but were also found to relatively avoid gaze at others in several real‐world situations. This discrepancy, along with theoretical considerations, spawned doubts about the appropriateness of classical laboratory‐based experimental paradigms in social attention research. Several researchers instead suggested the use of immersive virtual scenarios in eliciting and measuring naturalistic attentional patterns, but the field, struggling with methodological challenges, still needs to establish the advantages of this approach. Here, we show using eye‐tracking in a complex social scenario displayed in virtual reality that participants show enhanced attention towards the face of an avatar at near distance and demonstrate an increased reactivity towards her social gaze as compared to participants who viewed the same scene on a computer monitor. The present study suggests that reactive virtual agents observed in immersive virtual reality can elicit natural modes of information processing and can help to conduct ecologically more valid experiments while maintaining high experimental control.
Does generation benefit learning for narrative and expository texts? A direct replication attempt
(2021)
Generated information is better recognized and recalled than information that is read. This so‐called generation effect has been replicated several times for different types of material, including texts. Perhaps the most influential demonstration was by McDaniel et al. (1986, Journal of Memory and Language, 25, 645–656; henceforth MEDC). This group tested whether the generation effect occurs only if the generation task stimulates cognitive processes not already stimulated by the text. Numerous studies, however, report difficulties replicating this text by generation‐task interaction, which suggests that the effect might only be found under conditions closer to the original method of MEDC. To test this assumption, we will closely replicate MEDC's Experiment 2 in German and English‐speaking samples. Replicating the effect would suggest that it can be reproduced, at least under limited conditions, which will provide the necessary foundation for future investigations into the boundary conditions of this effect, with an eye towards its utility in applied contexts.
Studieren stellt hohe Anforderungen an selbstregulatorische Fähigkeiten und eigenverantwortlichen Umgang mit schwierigen Situationen. Aus den zusätzlichen sprachlichen Barrieren für ausländische Studierende erwachsen spezifische selbstregulatorische Aufgaben, wie der Umgang mit Verständnisproblemen in Vorlesungen. Da hierfür bisher kaum geeignete Erhebungsinstrumente existieren, versucht ScenEx diese Lücke zu schließen. Der Test erfasst das metakognitive Strategiewissen in sprachlich herausfordernden Situationen im Studienalltag. Anhand einer Stichprobe von 290 ausländischen Studierenden im ersten Fachsemester wird die psychometrische Qualität und interne Struktur des Instruments überprüft. ScenEx zeigt eine zufriedenstellende interne Konsistenz und gute Itemfit-Kennwerte, erwartungskonform liegen lokale stochastische Abhängigkeiten der Aufgaben innerhalb der Szenarien vor. Eine konfirmatorische Faktorenanalyse bestätigt die Grobstruktur der Szenarien und des Gesamtscores des Tests. Das Verfahren ist für die weitere Entwicklung der Sprachkompetenz über die anfängliche Sprachfähigkeit hinaus prädiktiv. ScenEx erweist sich insgesamt als ein reliables und valides Instrument zur Erfassung des Strategiewissens in schwierigen Situationen im Studium.
According to the tripartite model of text representation (van Dijk & Kintsch, 1983), readers form representations of the text surface and textbase, and construct a situation model. In this study, an experiment was conducted to investigate whether these levels of representation would be affected by adding illustrations to narrative text and whether the order of text and illustrations would make a difference. Students aged between 7 and 13 years (N = 146) read 12 narrative texts, 4 of them with illustrations presented before their corresponding sentences, 4 with illustrations presented after, and 4 without any illustration. A sentence recognition task was used to assess the accuracy for text surface, textbase, and situation model. For the text surface and situation model, neither the presence of illustrations nor the order of text and illustrations influenced accuracy. However, the textbase was negatively affected by illustrations when they followed their corresponding sentences. We suggest that illustrations can initiate model inspection after situation model construction (Schnotz, 2014), a process that can make substantial changes to the textbase representation.
Recovery during yesterday’s leisure time is beneficial for morning recovery, and morning recovery fosters employees’ work engagement, a positive, motivational state associated with job performance. We extended existing research by assuming that both, morning recovery (considered a resource) and anticipated leisure time (considered an anticipated resource gain), relate to work engagement. Anticipated leisure time comprises two constructs: general anticipation of leisure time, which refers to employees’ cognitive evaluation of their entire upcoming leisure time, and pleasant anticipation of a planned leisure activity, which describes a positive affective reaction because of one specific, upcoming leisure activity. We suggested that employees with high pleasant anticipation generate more thoughts of a planned leisure activity (ToPLA), which may distract them from their work, reducing their work engagement. A diary study over five days showed that morning recovery and general anticipation of leisure time were positively related to work engagement. Furthermore, employees with higher pleasant anticipation of a planned leisure activity reported more ToPLA. In contrast to our expectations, neither pleasant anticipation nor ToPLA was related to work engagement. In sum, this study introduced anticipated leisure time as a novel antecedent of work engagement and demonstrated that anticipated resource gains are important for high work engagement.
Threat detection plays a vital role in adapting behavior to changing environments. A fundamental function to improve threat detection is learning to differentiate between stimuli predicting danger and safety. Accordingly, aversive learning should lead to enhanced sensory discrimination of danger and safety cues. However, studies investigating the psychophysics of visual and auditory perception after aversive learning show divergent findings, and both enhanced and impaired discrimination after aversive learning have been reported. Therefore, the aim of this web-based study is to examine the impact of aversive learning on a continuous measure of visual discrimination. To this end, 205 participants underwent a differential fear conditioning paradigm before and after completing a visual discrimination task using differently oriented grating stimuli. Participants saw either unpleasant or neutral pictures as unconditioned stimuli (US). Results demonstrated sharpened visual discrimination for the US-associated stimulus (CS+), but not for the unpaired conditioned stimuli (CS-). Importantly, this finding was irrespective of the US's valence. These findings suggest that associative learning results in increased stimulus salience, which facilitates perceptual discrimination in order to prioritize attentional deployment.
In an experiment with 114 children aged 9–12 years, we compared the ability to establish local and global coherence of narrative texts between auditory and audiovisual (auditory text and pictures) presentation. The participants listened to a series of short narrative texts, in each of which a protagonist pursued a goal. Following each text, we collected the response time to a query word that was either associated with a near or a distant causal antecedent of the final sentence. Analysis of these response times indicated that audiovisual presentation has advantages over auditory presentation for accessing information relevant for establishing both local and global coherence, but there are indications that this effect may be slightly more pronounced for global coherence.