Refine
Is part of the Bibliography
- yes (586)
Year of publication
- 2024 (10)
- 2023 (46)
- 2022 (44)
- 2021 (55)
- 2020 (36)
- 2019 (30)
- 2018 (22)
- 2017 (24)
- 2016 (37)
- 2015 (32)
- 2014 (35)
- 2013 (35)
- 2012 (27)
- 2011 (17)
- 2010 (9)
- 2009 (9)
- 2008 (6)
- 2007 (4)
- 2006 (2)
- 2004 (3)
- 2003 (2)
- 2002 (1)
- 1994 (6)
- 1993 (5)
- 1992 (6)
- 1991 (7)
- 1990 (6)
- 1989 (12)
- 1988 (8)
- 1987 (4)
- 1986 (4)
- 1985 (4)
- 1984 (3)
- 1983 (4)
- 1982 (2)
- 1981 (4)
- 1980 (7)
- 1979 (1)
- 1978 (5)
- 1977 (3)
- 1976 (3)
- 1975 (2)
Document Type
- Journal article (381)
- Doctoral Thesis (157)
- Book article / Book chapter (21)
- Conference Proceeding (12)
- Book (4)
- Review (4)
- Report (3)
- Preprint (2)
- Master Thesis (1)
- Other (1)
Keywords
- Psychologie (64)
- EEG (24)
- virtual reality (20)
- attention (16)
- P300 (15)
- Kognition (14)
- anxiety (13)
- emotion (13)
- Virtuelle Realität (12)
- Aufmerksamkeit (11)
Institute
- Institut für Psychologie (586) (remove)
Sonstige beteiligte Institutionen
- Adam Opel AG (1)
- BMBF (1)
- Blindeninstitut, Ohmstr. 7, 97076, Wuerzburg, Germany (1)
- Deutsches Zentrum für Präventionsforschung Psychische Gesundheit (DZPP) (1)
- Ernst Strüngmann Institute for Neuroscience in Cooperation with Max Planck Society (ESI) (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)
The present study examined the perceptual consequences of learning arbitrary mappings between visual stimuli and hand movements. Participants moved a small cursor with their unseen hand twice to a large visual target object and then judged either the relative distance of the hand movements (Exp.1), or the relative number of dots that appeared in the two consecutive target objects (Exp.2) using a two-alternative forced choice method. During a learning phase, the numbers of dots that appeared in the target object were correlated with the hand movement distance. In Exp.1, we observed that after the participants were trained to expect many dots with larger hand movements, they judged movements made to targets with many dots as being longer than the same movements made to targets with few dots. In Exp.2, another group of participants who received the same training judged the same number of dots as smaller when larger rather than smaller hand movements were executed. When many dots were paired with smaller hand movements during the learning phase of both experiments, no significant changes in the perception of movements and of visual stimuli were observed. These results suggest that changes in the perception of body states and of external objects can arise when certain body characteristics co-occur with certain characteristics of the environment. They also indicate that the (dis)integration of multimodal perceptual signals depends not only on the physical or statistical relation between these signals, but on which signal is currently attended.
Gifted underachievers perform worse in school than would be expected based on their high intelligence. Possible causes for underachievement are low motivational dispositions (need for cognition) and metacognitive competences. This study tested the interplay of these variables longitudinally with gifted and non-gifted students from Germany (N = 341, 137 females) in Grades 6 (M = 12.02 years at t1) and 8 (M = 14.07 years). Declarative and procedural metacognitive competences were assessed in the domain of reading comprehension. Path analyses showed incremental effects of procedural metacognition over and above intelligence on the development of school achievement in gifted students (β = .139). Moreover, declarative metacognition and need for cognition interactively predicted procedural metacognition (β = .169), which mediated their effect on school achievement.
Die Rehabilitation von Gangstörungen bei Patienten mit MS und Schlaganfall erfolgt häufig mithilfe eines konventionellen Laufbandtrainings. Einige Studien haben bereits gezeigt, dass durch eine Erweiterung dieses Trainings um eine virtuelle Realität die Motivation der Patienten gesteigert und die Therapieergebnisse verbessert werden können.
In der vorliegenden Studie wurde eine immersive VR-Anwendung (unter Verwendung eines HMD) für die Gangrehabilitation von Patienten evaluiert. Hierbei wurden ihre Anwendbarkeit und Akzeptanz geprüft sowie ihre Kurzzeiteffekte mit einer semi-immersiven Präsentation (unter Verwendung eines Monitors) und mit einem konventionellen Laufbandtraining ohne VR verglichen. Der Fokus lag insbesondere auf der Untersuchung der Anwendbarkeit beider Systeme und der Auswirkungen auf die Laufgeschwindigkeit und Motivation der Benutzer.
Im Rahmen einer Studie mit Innersubjekt-Design nahmen zunächst 36 gesunde Teilnehmer und anschließend 14 Patienten mit MS oder Schlaganfall an drei experimentellen Bedingungen (VR über HMD, VR über Monitor, Laufbandtraining ohne VR) teil.
Sowohl in der Studie mit gesunden Teilnehmern als auch in der Patientenstudie zeigte sich in der HMD-Bedingung eine höhere Laufgeschwindigkeit als beim Laufbandtraining ohne VR und in der Monitor-Bedingung. Die gesunden Studienteilnehmer berichteten über eine höhere Motivation nach der HMD-Bedingung als nach den anderen Bedingungen. Es traten in beiden Gruppen keine Nebenwirkungen im Sinne einer Simulator Sickness auf und es wurden auch keine Erhöhungen der Herzfrequenzen nach den VR-Bedingungen detektiert. Die Bewertungen des Präsenzerlebens waren in beiden Gruppen in der HMD-Bedingung höher als in der Monitor-Bedingung. Beide VR-Bedingungen erhielten hohe Bewertungen für die Benutzerfreundlichkeit. Die meisten der gesunden Teilnehmer (89 %) und Patienten (71 %) präferierten das HMD-basierte Laufbandtraining unter den drei Trainingsformen und die meisten Patienten könnten sich vorstellen, es häufiger zu nutzen.
Mit der vorliegenden Studie wurde eine strukturierte Evaluation der Anwendbarkeit eines immersiven VR-Systems für die Gangrehabilitation geprüft und dieses erstmals in den direkten Vergleich zu einem semi-immersiven System und einem konventionellen Training ohne VR gesetzt. Die Studie bestätigte die Praktikabilität der Kombination eines Laufbandtrainings mit immersiver VR. Aufgrund ihrer hohen Benutzerfreundlichkeit und der geringen Nebenwirkungen scheint diese Trainingsform besonders für Patienten geeignet zu sein, um deren Trainingsmotivation und Trainingserfolge, wie z. B. die Laufgeschwindigkeit, zu steigern. Da immersive VR-Systeme allerdings nach wie vor spezifische technische Installationsprozeduren erfordern, sollte für die spezifische klinische Anwendung eine Kosten-Nutzen-Bewertung erfolgen.
Observing physicians acting with different levels of empathy modulates later assessed pain tolerance
(2022)
Objectives
The patient–physician relationship is essential for treatment success. Previous studies demonstrated that physicians who behave empathic in their interaction with patients have a positive effect on health outcomes. In this study, we investigated if the mere perception of physicians as empathic/not empathic modulates pain despite an emotionally neutral interaction with the patients.
Methods
N = 60 women took part in an experimental study that simulated a clinical interaction. In the paradigm, each participant watched two immersive 360° videos via a head-mounted display from a patient’s perspective. The physicians in the videos behaved either empathic or not empathic towards a third person. Importantly, these physicians remained emotionally neutral in the subsequent virtual interaction with the participants. Finally, participants received a controlled, painful pressure stimulus within the narratives of the videos.
Results
The physicians in the high compared with the low empathy videos were rated as more empathic and more likable, indicating successful experimental manipulation. In spite of later neutral behaviour of physicians, this short observation of physicians’ behaviour towards a third person was sufficient to modulate pain tolerance of the participants.
Conclusions
The finding of this study that the mere observation of physicians’ behaviour towards a third person modulates pain, despite a neutral direct interaction with the participants, has important clinical implications. Further, the proposed paradigm enables investigating aspects of patient–physician communication that are difficult to examine in a clinical setting.
Visual perception of surfaces is of utmost importance in everyday life. Therefore, it comes naturally, that different surface structures evoke different visual impressions in the viewer even if the material underlying these surface structures is the same. This topic is especially virulent for manufacturing processes in which more than one stakeholder is involved, but where the final product needs to meet certain criteria. A common practice to address such slight but perceivable differences in the visual appearance of structured surfaces is that trained evaluators assess the samples and assign a pass or fail. However, this process is both time consuming and cost intensive. Thus, we conducted two studies to analyze the relationship between physical surface structure parameters and participants visual assessment of the samples. With the first experiment, we aimed at uncovering a relationship between physical roughness parameters and visual lightness perception while the second experiment was designed to test participants' discrimination sensitivity across the range of stimuli. Perceived lightness and the measured surface roughness were nonlinearly related to the surface structure. Additionally, we found a linear relationship between the engraving parameter and physical brightness. Surface structure was an ideal predictor for perceived lightness and participants discriminated equally well across the entire range of surface structures.
Conflicts between avoiding feared stimuli versus approaching them for competing rewards are essential for functional behavior and anxious psychopathology. Yet, little is known about the underlying decision process. We examined approach-avoidance decisions and their temporal dynamics when avoiding Pavlovian fear stimuli conflicted with gaining rewards. First, a formerly neutral stimulus (CS+) was repeatedly paired with an aversive stimulus (US) to establish Pavlovian fear. Another stimulus (CS−) was never paired with the US. A control group received neutral tones instead of aversive USs. Next, in each of 324 trials, participants chose between a CS−/low reward and a CS+/high reward option. For the latter, probability of CS+ presentation (Pavlovian fear information) and reward magnitude (reward information) varied. Computer mouse movements were tracked to capture the decision dynamics. Although no more USs occurred, pronounced and persistent costly avoidance of the Pavlovian fear CS+ was found. Time-continuous multiple regression of movement trajectories revealed a stronger and faster impact of Pavlovian fear compared to reward information during decision-making. The impact of fear information, but not reward information, modestly decreased across trials. These findings suggest a persistently stronger weighting of fear compared to reward information during approach-avoidance decisions, which may facilitate the development of pathological avoidance.
Previous research suggested that people prefer to administer unpleasant electric shocks to themselves rather than being left alone with their thoughts because engagement in thinking is an unpleasant activity. The present research examined this negative reinforcement hypothesis by giving participants a choice of distracting themselves with the generation of electric shock causing no to intense pain. Four experiments (N = 254) replicated the result that a large proportion of participants opted to administer painful shocks to themselves during the thinking period. However, they administered strong electric shocks to themselves even when an innocuous response option generating no or a mild shock was available. Furthermore, participants inflicted pain to themselves when they were assisted in the generation of pleasant thoughts during the waiting period, with no difference between pleasant versus unpleasant thought conditions. Overall, these results question that the primary motivation for the self-administration of painful shocks is avoidance of thinking. Instead, it seems that the self-infliction of pain was attractive for many participants, because they were curious about the shocks, their intensities, and the effects they would have on them.
Distributed practice is a well-known learning strategy whose beneficial effects on long-term learning are well proven by various experiments. In learning from texts, the benefits of distribution might even go beyond distributed practice, i.e. distribution of repeated materials. In realistic learning scenarios as for example school or university learning, the reader might read multiple texts that not repeat but complement each other. Therefore, distribution might also be implemented between multiple texts and benefit long-term learning in analogy to distributed practice. The assumption of beneficial effects of this distributed learning can be deduced from theories about text comprehension as the landscape model of reading (van den Broek et al., 1996) in combination with theories of desirable difficulties in general (R. A. Bjork & Bjork, 1992) and distributed practice in particular (Benjamin & Tullis, 2010). This dissertation aims to investigate (1) whether distributed learning benefits learning; (2) whether the amount of domain-specific prior knowledge moderates the effects of distribution, (3) whether distributed learning affects the learner’s meta-cognitive judgments in analogy to distributed practice and (4) whether distributed practice is beneficial for seventh graders in learning from single text.
In Experiment 1, seventh graders read two complementary texts either massed or distributed by a lag of one week between the texts. Learning outcomes were measured immediately after reading the second text and one week later. Judgements of learning were assessed immediately after each text. Experiment 2 replicated the paradigm of Experiment 1 while shortening the lag between the texts in the distributed condition to 15 min. In both experiments, an interaction effect between learning condition (distributed vs. massed) and retention interval (immediate vs. delayed) was found. In the distributed condition, the participants showed no decrease in performance between the two tests, whereas participants in the massed condition did. However, no beneficial effects were found in the delayed test for the distributed condition but even detrimental effects for the distributed condition in the immediate test. In Experiment 1, participants in the distributed condition perceived learning as less difficult but predicted lower success than the participants in the massed condition.
Experiment 3 replicated the paradigm of Experiment 1 with university students in the laboratory. In the preregistered Experiment 4, an additional retention interval of two weeks was realized. In both experiments, the same interaction between learning condition and retention interval was found. In Experiment 3, the participants in the distributed condition again showed no decrease in performance between the two tests, whereas participants in the massed condition did. However, even at the longer retention interval in Experiment 4, no beneficial effects were found for the distributed condition. Domain-specific prior knowledge was positively associated with test performance in both experiments. In Experiment 4, the participants with low prior knowledge seemed to be impaired by distributed learning, whereas no difference was found for participants with medium or high prior knowledge.
In the preregistered Experiment 5, seventh graders read a single text twice. The rereading took place either massed or distributed with one week. Immediately after rereading, judgements of learning were assessed. Learning outcomes were assessed four min after second reading or one week later. Participants in the distributed condition predicted lower learning success than participants in the massed condition. An interaction effect between learning condition and retention interval was found, but no advantage for the distributed condition. Participants with low domain-specific prior knowledge showed lower performance in short-answer questions in the distributed condition than in the massed condition.
Overall, the results seem less encouraging regarding the effectiveness of distribution on learning from single and multiple texts. However, the experiments reported here can be perceived as first step in the realistic investigation of distribution in learning from texts.
During natural behavior, cognitive processes constantly coincide with body movements such as head or eye movements or blinks. However, during experimental investigations of cognitive processes, movements are often highly restricted which is rather unnatural. In order to improve our understanding of natural behavior, this thesis investigates the interaction between cognition and movements by focusing on spontaneous blinks, which naturally interact with other body movements.
Spontaneous blinks are inevitably connected to vision as they shut out incoming visual information. Both sensory-based and cognitive factors, for example, stimulus occurrence and evaluation, were reported to influence blink behavior. Our first study investigated if such influences are comparable for visual and non-visual input. The chosen experimental design allowed dissociating sensory-driven and cognitive influences, which then could be compared between the visual and auditory domain. Our results show that blinks are more strongly modulated during passive observation of visual input compared to auditory input. This modulation is however enhanced for both input modalities by an increased attentional demand. In addition, the cognitively defined meaning of a stimulus changes blink latency independent of the sensory domain. Overall, our findings show that spontaneous blinks and cognitive processes are linked beyond vision. Moreover, the underlying cognitive processes that influence blinks are largely the same across different sensory input indicating that blinks are profoundly integrated into our system.
When investigating natural behavior, it is important to consider that movements rarely occur in isolation, but are executed side by side. As these movements interact and have a link to cognitive processes, the complexity of our system increases. In order to take this complexity into account, the second part of the experimental research focused on movement interactions, more specifically on the interactions between blinks, pupil size and speaking. Our results reveal that speech-related motor activity increases blink rate and pupil size as well as modulates blink timing. This is in line with previous research that described a relation between different body and eye movements. Importantly, each bodily-induced change in eye movements affects visual information intake. Therefore, different movements can be tightly linked to perceptual processes through complex interactions.
Altogether, the work of this thesis provides rich evidence that movements and cognitive processes are deeply intertwined. Therefore, movements should be seen as an integral part of our system. Taking the relevance of movements and their interactions into account during experimental investigations is necessary in order to reveal a more realistic and complete picture of human natural behavior.
In dieser Dissertation untersuchten wir die neuronalen Korrelate des Training-Effektes einer auditorischen P300 Gehirn-Computer Schnittstelle mittels fMRI Analyse in einem prä-post Design mit zehn gesunden Testpersonen. Wir wiesen in drei Trainings-sitzungen einen Trainingseffekt in der EEG-Analyse der P300 Welle nach und fanden entsprechende Kontraste in einer prä-post Analyse von fMRI Daten, wobei in allen fünf Sitzungen das gleiche Paradigma verwendet wurde. In der fMRI Analyse fanden wir fol-gende Ergebnisse: in einem Target-/ Nichttarget Kontrast zeigte sich verstärkte Aktivie-rung in Generatorregionen der P300 Welle (temporale und inferiore frontale Regionen) und interessanterweise auch in motorassoziierten Arealen, was höhere kognitiver Pro-zesse wie Aufmerksamkeitslenkung und Arbeitsspeicher widerspiegeln könnte. Der Kon-trast des Trainingseffektes zeigte nach dem Training einen stärkeren Rebound Effekt im Sinne einer verstärkten Aktivierung in Generatorregionen der P300 Welle, was eine ver-besserte Erkennung und Prozessierung von Target-Stimuli reflektieren könnte. Eine Ab-nahme von Aktivierung in frontalen Arealen in diesem Kontrast könnte durch effizientere Abläufe kognitiver Prozesse und des Arbeitsgedächtnis erklärt werden.