@phdthesis{Strauss2023, author = {Strauß, Sophie}, title = {Justice sensitivity in middle childhood}, series = {exploring the measurement and manifestation of a trait in a sensitive developmental phase and its relations to variables from the social and moral development space}, journal = {exploring the measurement and manifestation of a trait in a sensitive developmental phase and its relations to variables from the social and moral development space}, doi = {10.25932/publishup-59194}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-591944}, school = {Universit{\"a}t Potsdam}, pages = {331}, year = {2023}, abstract = {Justice structures societies and social relations of any kind; its psychological integration provides a fundamental cornerstone for social, moral, and personality development. The trait justice sensitivity captures individual differences in responses toward perceived injustice (JS; Schmitt et al., 2005, 2010). JS has shown substantial relations to social and moral behavior in adult and adolescent samples; however, it was not yet investigated in middle childhood despite this being a sensitive phase for personality development. JS differentiates in underlying perspectives that are either more self- or other-oriented regarding injustice, with diverging outcome relations. The present research project investigated JS and its perspectives in children aged 6 to 12 years with a special focus on variables of social and moral development as potential correlates and outcomes in four cross-sectional studies. Study 1 started with a closer investigation of JS trait manifestation, measurement, and relations to important variables from the nomological network, such as temperamental dimensions, social-cognitive skills, and global pro- and antisocial behavior in a pilot sample of children from south Germany. Study 2 investigated relations between JS and distributive behavior following distributive principles in a large-scale data set of children from Berlin and Brandenburg. Study 3 explored the relations of JS with moral reasoning, moral emotions, and moral identity as important precursors of moral development in the same large-scale data set. Study 4 investigated punishment motivation to even out, prevent, or compensate norm transgressions in a subsample, whereby JS was considered as a potential predictor of different punishment motives. All studies indicated that a large-scale, economic measurement of JS is possible at least from middle childhood onward. JS showed relations to temperamental dimensions, social skills, global social behavior; distributive decisions and preferences for distributive principles; moral reasoning, emotions, and identity; as well as with punishment motivation; indicating that trait JS is highly relevant for social and moral development. The underlying self- or other-oriented perspectives showed diverging correlate and outcome relations mostly in line with theory and previous findings from adolescent and adult samples, but also provided new theoretical ideas on the construct and its differentiation. Findings point to an early internal justice motive underlying trait JS, but additional motivations underlying the JS perspectives. Caregivers, educators, and clinical psychologists should pay attention to children's JS and toward promoting an adaptive justice-related personality development to foster children's prosocial and moral development as well as their mental health.}, language = {en} } @article{DumontReady2023, author = {Dumont, Hanna and Ready, Douglas D. D.}, title = {On the promise of personalized learning for educational equity}, series = {npj science of learning}, volume = {8}, journal = {npj science of learning}, number = {1}, publisher = {Nature Publishing Group}, address = {London}, issn = {2056-7936}, doi = {10.1038/s41539-023-00174-x}, pages = {6}, year = {2023}, abstract = {Students enter school with a vast range of individual differences, resulting from the complex interplay between genetic dispositions and unequal environmental conditions. Schools thus face the challenge of organizing instruction and providing equal opportunities for students with diverse needs. Schools have traditionally managed student heterogeneity by sorting students both within and between schools according to their academic ability. However, empirical evidence suggests that such tracking approaches increase inequalities. In more recent years, driven largely by technological advances, there have been calls to embrace students' individual differences in the classroom and to personalize students' learning experiences. A central justification for personalized learning is its potential to improve educational equity. In this paper, we discuss whether and under which conditions personalized learning can indeed increase equity in K-12 education by bringing together empirical and theoretical insights from different fields, including the learning sciences, philosophy, psychology, and sociology. We distinguish between different conceptions of equity and argue that personalized learning is unlikely to result in "equality of outcomes" and, by definition, does not provide "equality of inputs". However, if implemented in a high-quality way, personalized learning is in line with "adequacy" notions of equity, which aim to equip all students with the basic competencies to participate in society as active members and to live meaningful lives.}, language = {en} } @article{WarschburgerGmeinerBondueetal.2023, author = {Warschburger, Petra and Gmeiner, Michaela Silvia and Bond{\"u}, Rebecca and Klein, Alexandra-Maria and Busching, Robert and Elsner, Birgit}, title = {Self-regulation as a resource for coping with developmental challenges during middle childhood and adolescence}, series = {BMC Psychology}, volume = {11}, journal = {BMC Psychology}, number = {1}, publisher = {Springer Nature}, address = {London}, issn = {2050-7283}, doi = {10.1186/s40359-023-01140-3}, pages = {21}, year = {2023}, abstract = {Background Self-regulation (SR) as the ability to regulate one's own physical state, emotions, cognitions, and behavior, is considered to play a pivotal role in the concurrent and subsequent mental and physical health of an individual. Although SR skills encompass numerous sub-facets, previous research has often focused on only one or a few of these sub-facets, and only rarely on adolescence. Therefore, little is known about the development of the sub-facets, their interplay, and their specific contributions to future developmental outcomes, particularly in adolescence. To fill these research gaps, this study aims to prospectively examine (1) the development of SR and (2) their influence on adolescent-specific developmental outcomes in a large community sample. Methods/design Based on previously collected data from the Potsdam Intrapersonal Developmental Risk (PIER) study with three measurement points, the present prospective, longitudinal study aims to add a fourth measurement point (PIERYOUTH). We aim to retain at least 1074 participants now between 16 and 23 years of the initially 1657 participants (6-11 years of age at the first measurement point in 2012/2013; 52.2\% female). The study will continue to follow a multi-method (questionnaires, physiological assessments, performance-based computer tasks), multi-facet (assessing various domains of SR), and multi-rater (self-, parent-, and teacher-report) approach. In addition, a broad range of adolescent-specific developmental outcomes is considered. In doing so, we will cover the development of SR and relevant outcomes over the period of 10 years. In addition, we intend to conduct a fifth measurement point (given prolonged funding) to investigate development up to young adulthood. Discussion With its broad and multimethodological approach, PIERYOUTH aims to contribute to a deeper understanding of the development and role of various SR sub-facets from middle childhood to adolescence. The large sample size and low drop-out rates in the first three measurements points form a sound database for our present prospective research.Trial registration German Clinical Trials Register, registration number DRKS00030847.}, language = {en} } @article{WarschburgerKamrathLanzingeretal.2023, author = {Warschburger, Petra and Kamrath, Clemens and Lanzinger, Stefanie and Sengler, Claudia and Wiegand, Susanna and G{\"o}ldel, Julia Marlen and Weihrauch-Bl{\"u}her, Susann and Holl, Reinhard and Minden, Kirsten}, title = {A prospective analysis of the long-term impact of the COVID-19 pandemic on well-being and health care among children with a chronic condition and their families}, series = {BMC pediatrics}, volume = {23}, journal = {BMC pediatrics}, number = {1}, publisher = {BioMed Central}, address = {London}, issn = {1471-2431}, doi = {10.1186/s12887-023-03912-7}, pages = {15}, year = {2023}, abstract = {Background There is consistent evidence that the COVID-19 pandemic is associated with an increased psychosocial burden on children and adolescents and their parents. Relatively little is known about its particular impact on high-risk groups with chronic physical health conditions (CCs). Therefore, the primary aim of the study is to analyze the multiple impacts on health care and psychosocial well-being on these children and adolescents and their parents. Methods We will implement a two-stage approach. In the first step, parents and their underage children from three German patient registries for diabetes, obesity, and rheumatic diseases, are invited to fill out short questionnaires including questions about corona-specific stressors, the health care situation, and psychosocial well-being. In the next step, a more comprehensive, in-depth online survey is carried out in a smaller subsample. Discussion The study will provide insights into the multiple longer-term stressors during the COVID-19 pandemic in families with a child with a CC. The simultaneous consideration of medical and psycho-social endpoints will help to gain a deeper understanding of the complex interactions affecting family functioning, psychological well-being, and health care delivery.}, language = {en} } @article{MichirevKuehneLindemannetal.2023, author = {Michirev, Alexej and K{\"u}hne, Katharina and Lindemann, Oliver and Fischer, Martin H. and Raab, Markus}, title = {How to not induce SNAs}, series = {PLoS one}, volume = {18}, journal = {PLoS one}, number = {6}, publisher = {PLoS}, address = {San Fransisco}, issn = {1932-6203}, doi = {10.1371/journal.pone.0288038}, pages = {23}, year = {2023}, abstract = {People respond faster to smaller numbers in their left space and to larger numbers in their right space. Here we argue that movements in space contribute to the formation of spatial-numerical associations (SNAs). We studied the impact of continuous isometric forces along the horizontal or vertical cardinal axes on SNAs while participants performed random number production and arithmetic verification tasks. Our results suggest that such isometric directional force do not suffice to induce SNAs.}, language = {en} } @phdthesis{Foerstner2023, author = {F{\"o}rstner, Bernd Rainer}, title = {Transdiagnostic assessment of mental disorders using the Research Domain Criteria (RDoC) approach: relationship to disease severity}, doi = {10.25932/publishup-61115}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-611150}, school = {Universit{\"a}t Potsdam}, year = {2023}, abstract = {Traditionally, mental disorders have been identified based on specific symptoms and standardized diagnostic systems such as the DSM-5 and ICD-10. However, these symptom-based definitions may only partially represent neurobiological and behavioral research findings, which could impede the development of targeted treatments. A transdiagnostic approach to mental health research, such as the Research Domain Criteria (RDoC) approach, maps resilience and broader aspects of mental health to associated components. By investigating mental disorders in a transnosological way, we can better understand disease patterns and their distinguishing and common factors, leading to more precise prevention and treatment options. Therefore, this dissertation focuses on (1) the latent domain structure of the RDoC approach in a transnosological sample including healthy controls, (2) its domain associations to disease severity in patients with anxiety and depressive disorders, and (3) an overview of the scientific results found regarding Positive (PVS) and Negative Valence Systems (NVS) associated with mood and anxiety disorders. The following main results were found: First, the latent RDoC domain structure for PVS and NVS, Cognitive Systems (CS), and Social Processes (SP) could be validated using self-report and behavioral measures in a transnosological sample. Second, we found transdiagnostic and disease-specific associations between those four domains and disease severity in patients with depressive and anxiety disorders. Third, the scoping review showed a sizable amount of RDoC research conducted on PVS and NVS in mood and anxiety disorders, with research gaps for both domains and specific conditions. In conclusion, the research presented in this dissertation highlights the potential of the transnosological RDoC framework approach in improving our understanding of mental disorders. By exploring the latent RDoC structure and associations with disease severity and disease-specific and transnosological associations for anxiety and depressive disorders, this research provides valuable insights into the full spectrum of psychological functioning. Additionally, this dissertation highlights the need for further research in this area, identifying both RDoC indicators and research gaps. Overall, this dissertation represents an important contribution to the ongoing efforts to improve our understanding and the treatment of mental disorders, particularly within the commonly comorbid disease spectrum of mood and anxiety disorders.}, language = {en} } @article{ChenBelangerGarbusowetal.2023, author = {Chen, Hao and Belanger, Matthew J. and Garbusow, Maria and Kuitunen-Paul, Soeren and Huys, Quentin J. M. and Heinz, Andreas and Rapp, Michael A. and Smolka, Michael N.}, title = {Susceptibility to interference between Pavlovian and instrumental control predisposes risky alcohol use developmental trajectory from ages 18 to 24}, series = {Addiction biology}, volume = {28}, journal = {Addiction biology}, number = {2}, publisher = {Wiley}, address = {Hoboken}, issn = {1355-6215}, doi = {10.1111/adb.13263}, pages = {18}, year = {2023}, abstract = {Pavlovian cues can influence ongoing instrumental behaviour via Pavlovian-to-instrumental transfer (PIT) processes. While appetitive Pavlovian cues tend to promote instrumental approach, they are detrimental when avoidance behaviour is required, and vice versa for aversive cues. We recently reported that susceptibility to interference between Pavlovian and instrumental control assessed via a PIT task was associated with risky alcohol use at age 18. We now investigated whether such susceptibility also predicts drinking trajectories until age 24, based on AUDIT (Alcohol Use Disorders Identification Test) consumption and binge drinking (gramme alcohol/drinking occasion) scores. The interference PIT effect, assessed at ages 18 and 21 during fMRI, was characterized by increased error rates (ER) and enhanced neural responses in the ventral striatum (VS), the lateral and dorsomedial prefrontal cortices (dmPFC) during conflict, that is, when an instrumental approach was required in the presence of an aversive Pavlovian cue or vice versa. We found that a stronger VS response during conflict at age 18 was associated with a higher starting point of both drinking trajectories but predicted a decrease in binge drinking. At age 21, high ER and enhanced neural responses in the dmPFC were associated with increasing AUDIT-C scores over the next 3 years until age 24. Overall, susceptibility to interference between Pavlovian and instrumental control might be viewed as a predisposing mechanism towards hazardous alcohol use during young adulthood, and the identified high-risk group may profit from targeted interventions.}, language = {en} } @article{AgtheKayserSchwarzetal.2023, author = {Agthe, Maria and Kayser, Daniela Niesta and Schwarz, Sascha and Maner, Jon K.}, title = {Antecedents of the red-romance effect}, series = {PLOS ONE / Public Library of Science}, volume = {18}, journal = {PLOS ONE / Public Library of Science}, number = {4}, publisher = {PLOS}, address = {San Fransisco}, issn = {1932-6203}, doi = {10.1371/journal.pone.0284035}, pages = {19}, year = {2023}, abstract = {The color red has been implicated in a variety of social processes, including those involving mating. While previous research suggests that women sometimes wear red strategically to increase their attractiveness, the replicability of this literature has been questioned. The current research is a reasonably powered conceptual replication designed to strengthen this literature by testing whether women are more inclined to display the color red 1) during fertile (as compared with less fertile) days of the menstrual cycle, and 2) when expecting to interact with an attractive man (as compared with a less attractive man and with a control condition). Analyses controlled for a number of theoretically relevant covariates (relationship status, age, the current weather). Only the latter hypothesis received mixed support (mainly among women on hormonal birth control), whereas results concerning the former hypothesis did not reach significance. Women (N = 281) displayed more red when expecting to interact with an attractive man; findings did not support the prediction that women would increase their display of red on fertile days of the cycle. Findings thus suggested only mixed replicability for the link between the color red and psychological processes involving romantic attraction. They also illustrate the importance of further investigating the boundary conditions of color effects on everyday social processes.}, language = {en} } @article{deCarvalhoSouzaBarrocasFischeretal.2023, author = {de Carvalho Souza, Alyson Matheus and Barrocas, Roberta and Fischer, Martin H. and Arnaud, Emanuel and Moeller, Korbinian and Renn{\´o}-Costa, C{\´e}sar}, title = {Combining virtual reality and tactile stimulation to investigate embodied finger-based numerical representations}, series = {Frontiers in psychology / Frontiers Research Foundation}, volume = {14}, journal = {Frontiers in psychology / Frontiers Research Foundation}, publisher = {Frontiers Research Foundation}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2023.1119561}, pages = {13}, year = {2023}, abstract = {Finger-based representation of numbers is a high-level cognitive strategy to assist numerical and arithmetic processing in children and adults. It is unclear whether this paradigm builds on simple perceptual features or comprises several attributes through embodiment. Here we describe the development and initial testing of an experimental setup to study embodiment during a finger-based numerical task using Virtual Reality (VR) and a low-cost tactile stimulator that is easy to build. Using VR allows us to create new ways to study finger-based numerical representation using a virtual hand that can be manipulated in ways our hand cannot, such as decoupling tactile and visual stimuli. The goal is to present a new methodology that can allow researchers to study embodiment through this new approach, maybe shedding new light on the cognitive strategy behind the finger-based representation of numbers. In this case, a critical methodological requirement is delivering precisely targeted sensory stimuli to specific effectors while simultaneously recording their behavior and engaging the participant in a simulated experience. We tested the device's capability by stimulating users in different experimental configurations. Results indicate that our device delivers reliable tactile stimulation to all fingers of a participant's hand without losing motion tracking quality during an ongoing task. This is reflected by an accuracy of over 95\% in participants detecting stimulation of a single finger or multiple fingers in sequential stimulation as indicated by experiments with sixteen participants. We discuss possible application scenarios, explain how to apply our methodology to study the embodiment of finger-based numerical representations and other high-level cognitive functions, and discuss potential further developments of the device based on the data obtained in our testing.}, language = {en} } @article{SchwetlickBackhausEngbert2023, author = {Schwetlick, Lisa and Backhaus, Daniel and Engbert, Ralf}, title = {A dynamical scan-path model for task-dependence during scene viewing}, series = {Psychological review}, volume = {130}, journal = {Psychological review}, number = {3}, publisher = {American Psychological Association}, address = {Washington}, issn = {0033-295X}, doi = {10.1037/rev0000379}, pages = {807 -- 840}, year = {2023}, abstract = {In real-world scene perception, human observers generate sequences of fixations to move image patches into the high-acuity center of the visual field. Models of visual attention developed over the last 25 years aim to predict two-dimensional probabilities of gaze positions for a given image via saliency maps. Recently, progress has been made on models for the generation of scan paths under the constraints of saliency as well as attentional and oculomotor restrictions. Experimental research demonstrated that task constraints can have a strong impact on viewing behavior. Here, we propose a scan-path model for both fixation positions and fixation durations, which include influences of task instructions and interindividual differences. Based on an eye-movement experiment with four different task conditions, we estimated model parameters for each individual observer and task condition using a fully Bayesian dynamical modeling framework using a joint spatial-temporal likelihood approach with sequential estimation. Resulting parameter values demonstrate that model properties such as the attentional span are adjusted to task requirements. Posterior predictive checks indicate that our dynamical model can reproduce task differences in scan-path statistics across individual observers.}, language = {en} }