@inproceedings{Apelojg2016, author = {Apelojg, Benjamin}, title = {Teachers do not make mistakes?}, series = {ATLAS.ti User Conference 2015}, booktitle = {ATLAS.ti User Conference 2015}, publisher = {Universit{\"a}tsverlag der TU-Berlin}, address = {Berlin}, isbn = {978-3-7983-2822-8}, doi = {10.14279/depositonce-5159}, pages = {1 -- 9}, year = {2016}, abstract = {This article provides some insights into the complex relationships between thinking and behavioral patterns, bio­ graphical aspects and teaching style. The data was analyzed in the Grounded Theory tradition and with the help of ATLAS.ti. The results presented here offer preliminary findings only since the research is still ongoing. The focus is on the ways teachers deal with mistakes. Based on two case examples, it will be shown how the fear of making mistakes can lead to teacher-centered lessons, and thereby limiting pupils' possibilities to learn autonomously.}, language = {en} } @article{AyBrysonWeckHeinzeetal.2020, author = {Ay-Bryson, Destina Sevde and Weck, Florian and Heinze, Peter Eric and Lang, Thomas and K{\"u}hne, Franziska}, title = {Can psychotherapy trainees distinguish standardized patients from real patients?}, series = {Zeitschrift f{\"u}r Klinische Psychologie und Psychotherapie}, volume = {49}, journal = {Zeitschrift f{\"u}r Klinische Psychologie und Psychotherapie}, number = {3}, publisher = {Hogrefe}, address = {G{\"o}ttingen}, issn = {1616-3443}, doi = {10.1026/1616-3443/a000594}, pages = {182 -- 190}, year = {2020}, abstract = {Background: Under the new psychotherapy law in Germany, standardized patients (SPs) are to become a standard component inpsychotherapy training, even though little is known about their authenticity.Objective:The present pilot study explored whether, followingan exhaustive two-day SP training, psychotherapy trainees can distinguish SPs from real patients. Methods: Twenty-eight psychotherapytrainees (M= 28.54 years of age,SD= 3.19) participated as blind raters. They evaluated six video-recorded therapy segments of trained SPsand real patients using the Authenticity of Patient Demonstrations Scale. Results: The authenticity scores of real patients and SPs did notdiffer (p= .43). The descriptive results indicated that the highest score of authenticity was given to an SP. Further, the real patients did notdiffer significantly from the SPs concerning perceived impairment (p= .33) and the likelihood of being a real patient (p= .52). Conclusions: The current results suggest that psychotherapy trainees were unable to distinguish the SPs from real patients. We therefore stronglyrecommend incorporating training SPs before application. Limitations and future research directions are discussed.}, language = {en} } @article{BinTareafBergerHennigetal.2020, author = {Bin Tareaf, Raad and Berger, Philipp and Hennig, Patrick and Meinel, Christoph}, title = {Cross-platform personality exploration system for online social networks}, series = {Web intelligence}, volume = {18}, journal = {Web intelligence}, number = {1}, publisher = {IOS Press}, address = {Amsterdam}, issn = {2405-6456}, doi = {10.3233/WEB-200427}, pages = {35 -- 51}, year = {2020}, abstract = {Social networking sites (SNS) are a rich source of latent information about individual characteristics. Crawling and analyzing this content provides a new approach for enterprises to personalize services and put forward product recommendations. In the past few years, commercial brands made a gradual appearance on social media platforms for advertisement, customers support and public relation purposes and by now it became a necessity throughout all branches. This online identity can be represented as a brand personality that reflects how a brand is perceived by its customers. We exploited recent research in text analysis and personality detection to build an automatic brand personality prediction model on top of the (Five-Factor Model) and (Linguistic Inquiry and Word Count) features extracted from publicly available benchmarks. Predictive evaluation on brands' accounts reveals that Facebook platform provides a slight advantage over Twitter platform in offering more self-disclosure for users' to express their emotions especially their demographic and psychological traits. Results also confirm the wider perspective that the same social media account carry a quite similar and comparable personality scores over different social media platforms. For evaluating our prediction results on actual brands' accounts, we crawled the Facebook API and Twitter API respectively for 100k posts from the most valuable brands' pages in the USA and we visualize exemplars of comparison results and present suggestions for future directions.}, language = {en} } @article{BuschingKrahe2013, author = {Busching, Robert and Krah{\´e}, Barbara}, title = {Charging neutral cues with aggressive meaning through violent video game play}, series = {Societies}, volume = {3}, journal = {Societies}, number = {4}, publisher = {MDPI}, address = {Basel}, issn = {2075-4698}, doi = {10.3390/soc3040445}, pages = {445 -- 456}, year = {2013}, abstract = {When playing violent video games, aggressive actions are performed against the background of an originally neutral environment, and associations are formed between cues related to violence and contextual features. This experiment examined the hypothesis that neutral contextual features of a virtual environment become associated with aggressive meaning and acquire the function of primes for aggressive cognitions. Seventy-six participants were assigned to one of two violent video game conditions that varied in context (ship vs. city environment) or a control condition. Afterwards, they completed a Lexical Decision Task to measure the accessibility of aggressive cognitions in which they were primed either with ship-related or city-related words. As predicted, participants who had played the violent game in the ship environment had shorter reaction times for aggressive words following the ship primes than the city primes, whereas participants in the city condition responded faster to the aggressive words following the city primes compared to the ship primes. No parallel effect was observed for the non-aggressive targets. The findings indicate that the associations between violent and neutral cognitions learned during violent game play facilitate the accessibility of aggressive cognitions.}, language = {en} } @article{ChromikPirlBeilharzetal.2021, author = {Chromik, Jonas and Pirl, Lukas and Beilharz, Jossekin Jakob and Arnrich, Bert and Polze, Andreas}, title = {Certainty in QRS detection with artificial neural networks}, series = {Biomedical signal processing and control}, volume = {68}, journal = {Biomedical signal processing and control}, publisher = {Elsevier}, address = {Oxford}, issn = {1746-8094}, doi = {10.1016/j.bspc.2021.102628}, pages = {12}, year = {2021}, abstract = {Detection of the QRS complex is a long-standing topic in the context of electrocardiography and many algorithms build upon the knowledge of the QRS positions. Although the first solutions to this problem were proposed in the 1970s and 1980s, there is still potential for improvements. Advancements in neural network technology made in recent years also lead to the emergence of enhanced QRS detectors based on artificial neural networks. In this work, we propose a method for assessing the certainty that is in each of the detected QRS complexes, i.e. how confident the QRS detector is that there is, in fact, a QRS complex in the position where it was detected. We further show how this metric can be utilised to distinguish correctly detected QRS complexes from false detections.}, language = {en} } @article{ElsnerSchellhas2012, author = {Elsner, Birgit and Schellhas, Bernd}, title = {The acquisition of flexible tool use in preschoolers the impact of prior experience}, series = {Zeitschrift f{\"u}r Psychologie = Journal of psychology}, volume = {220}, journal = {Zeitschrift f{\"u}r Psychologie = Journal of psychology}, number = {1}, publisher = {Hogrefe}, address = {G{\"o}ttingen}, issn = {2190-8370}, doi = {10.1027/2151-2604/a000090}, pages = {44 -- 49}, year = {2012}, abstract = {To investigate how preschoolers acquire a tool use strategy and how they adapt their tool use to a changed situation, 2- to 4-year-olds were asked to retrieve chips from a transparent box with a rod, either by stabbing and lifting through a top opening or by pushing through a front and a back opening. In both conditions, about 40\% of the children acquired effective tool use by individual learning, and 90\% of the other children learned this by observing only one demonstration. When confronted with a changed situation (i.e., previous opening covered, alternative opening uncovered), children perseverated with the recently learned, but now ineffective tool use strategy. Neither age nor acquisition type of the first strategy affected preschoolers' perseverations. Results indicate that prior tool use experiences have differential effects in situations that require either transferring known functions to novel objects or using a familiar tool for an alternative purpose.}, language = {en} } @misc{Galetzka2017, author = {Galetzka, Cedric}, title = {Commentary on: Radesky, Jenny S.; Schumacher, Jayna ; Zuckerman, Barry: Mobile and interactive media use by young children: the good, the bad, and the unknown. - Pediatrics. - 135 (2015), 1, S. 1 - 3. - doi: 10.1542/peds.2014-2251}, series = {Frontiers in psychology}, volume = {8}, journal = {Frontiers in psychology}, publisher = {Frontiers Research Foundation}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2017.00461}, pages = {3}, year = {2017}, language = {en} } @inproceedings{HaaseMatthiesenSchueffleretal.2020, author = {Haase, Jennifer and Matthiesen, Julia and Sch{\"u}ffler, Arnulf and Kluge, Annette}, title = {Retentivity beats prior knowledge as predictor for the acquisition and adaptation of new production processes}, series = {Proceedings of the 53rd Hawaii International Conference on System Sciences}, volume = {53}, booktitle = {Proceedings of the 53rd Hawaii International Conference on System Sciences}, publisher = {Western Periodicals Co.}, address = {North Hollywood, Calif.}, doi = {10125/64331}, pages = {4797 -- 4805}, year = {2020}, abstract = {In the time of digitalization the demand for organizational change is rising and demands ways to cope with fundamental changes on the organizational as well as individual level. As a basis, learning and forgetting mechanisms need to be understood in order to guide a change process efficiently and successfully. Our research aims to get a better understanding of individual differences and mechanisms in the change context by performing an experiment where individuals learn and later re-learn a complex production process using a simulation setting. The individual's performance, as well as retentivity and prior knowledge is assessed. Our results show that higher retentivity goes along with better learning and forgetting performances. Prior knowledge did not reveal such relation to the learning and forgetting performances. The influence of age and gender is discussed in detail.}, language = {en} } @article{HermannsSchmidtGlowinskietal.2020, author = {Hermanns, Jolanda and Schmidt, Bernd and Glowinski, Ingrid and Keller, David}, title = {Online teaching in the course "organic chemistry" for nonmajor chemistry students}, series = {Journal of chemical education}, volume = {97}, journal = {Journal of chemical education}, number = {9}, publisher = {American Chemical Society}, address = {Washington}, issn = {0021-9584}, doi = {10.1021/acs.jchemed.0c00658}, pages = {3140 -- 3146}, year = {2020}, abstract = {In this communication the development of an online course on the topic organic chemistry for nonmajor chemistry students is described and discussed. For this online course, the existing classroom course was further developed. New elements such as podcasts, task navigators, and a forum for discussing the solving of tasks or problems with the content were added. This new online course was evaluated. Therefore, a questionnaire was developed. This consists of questions with regard to the longtime learning behavior of the students and to the online learning. The results of this evaluation show that a preference for online learning and a preference for classroom teaching can be measured separately in two scales. Students values on the scale representing a preference for online learning correlate positively and significantly with confidence in the choice of the study subject, enthusiasm about the subject, and the ability to organize their learning, learning environment, and time management. They correlate also with the satisfaction concerning the materials provided. Students values for one of those teaching methods also correlate with their rating with regard to their exam preparation. Values representing a preference for online teaching correlate positively with students better feeling of exam preparation. Values representing a preference for classroom teaching show negative correlations with the values representing students similar or even better preparation for the exams as a result of online teaching. It is therefore not surprising that the ratings for the two scales correlate with the wish for a combination of online teaching and classroom teaching in the future. As a solution, a new course concept for the time after the corona virus crisis that suits all students is outlined in the outlook.}, language = {en} } @article{HornFritzscheEhlertetal.2021, author = {Horn, Peter and Fritzsche, Tom and Ehlert, Antje and Adani, Flavia}, title = {Tapping into the interplay of lexical and number knowledge using fast mapping}, series = {Infant behavior \& development : an international and interdisciplinary journal}, volume = {64}, journal = {Infant behavior \& development : an international and interdisciplinary journal}, publisher = {Elsevier}, address = {Amsterdam}, issn = {0163-6383}, doi = {10.1016/j.infbeh.2021.101573}, pages = {11}, year = {2021}, abstract = {Language skills and mathematical competencies are argued to influence each other during development. While a relation between the development of vocabulary size and mathematical skills is already documented in the literature, this study further examines how children's ability to map a novel word to an unknown object as well as their ability to retain this word from memory may be related to their knowledge of number words. Twenty-five children were tested longitudinally (at 30 and at 36 months of age) using an eye-tracking-based fast mapping task, the Give-a Number task, and standardized measures of vocabulary. The results reveal that children's ability to create and retain a mental representation of a novel word was related to number knowledge at 30 months, but not at 36 months while vocabulary size correlated with number knowledge only at 36 months. These results show that even specific mapping processes are initially related to the acquisition of number words and they speak for a parallelism between the development of lexical and number-concept knowledge despite their semantic and syntactic differences.}, language = {en} }