@article{HerbertHerbertPollatosetal.2012, author = {Herbert, Beate M. and Herbert, Cornelia and Pollatos, Olga and Weimer, Katja and Enck, Paul and Sauer, Helene and Zipfel, Stephan}, title = {Effects of short-term food deprivation on interoceptive awareness, feelings and autonomic cardiac activity}, series = {Biological psychology}, volume = {89}, journal = {Biological psychology}, number = {1}, publisher = {Elsevier}, address = {Amsterdam}, issn = {0301-0511}, doi = {10.1016/j.biopsycho.2011.09.004}, pages = {71 -- 79}, year = {2012}, abstract = {The perception of internal bodily signals (interoception) plays a relevant role for emotion processing and feelings. This study investigated changes of interoceptive awareness and cardiac autonomic activity induced by short-term food deprivation and its relationship to hunger and affective experience. 20 healthy women were exposed to 24 h of food deprivation in a controlled setting. Interoceptive awareness was assessed by using a heartbeat tracking task. Felt hunger, cardiac autonomic activity, mood and subjective appraisal of interoceptive sensations were assessed before and after fasting. Results show that short-term fasting intensifies interoceptive awareness, not restricted to food cues, via changes of autonomic cardiac and/or cardiodynamic activity. The increase of interoceptive awareness was positively related to felt hunger. Additionally, the results demonstrate the role of cardiac vagal activity as a potential index of emotion related self-regulation, for hunger, mood and the affective appraisal of interoceptive signals during acute fasting.}, language = {en} } @article{FaySonnentag2012, author = {Fay, Doris and Sonnentag, Sabine}, title = {Within-person fluctuations of proactive behavior how affect and experienced competence regulate work behavior}, series = {Human performance}, volume = {25}, journal = {Human performance}, number = {1}, publisher = {Routledge, Taylor \& Francis Group}, address = {Philadelphia}, issn = {0895-9285}, doi = {10.1080/08959285.2011.631647}, pages = {72 -- 93}, year = {2012}, abstract = {This article studies proactive work behavior from a within-person perspective. Building on the broaden-and-build model and the mood-as-information approach, we hypothesized that negative trait affect and positive state affect predict the relative time spent on proactive behavior. Furthermore, based on self-determination theory we argued that persons want to feel competent and that proactive behavior is one way to experience competence. In an experience-sampling study, 52 employees responded to surveys 3 times a day for 5 days. Hierarchical linear modeling confirmed the hypotheses on trait and state affect. Analyses furthermore showed that although a higher level of experienced competence at core task activities was associated with a subsequent increase in time spent on these activities, low experienced competence predicted an increase in time spent on proactive behavior.}, language = {en} } @article{NeyerFelberGebhardt2012, author = {Neyer, Franz J. and Felber, Juliane and Gebhardt, Claudia}, title = {Development and validation of a brief measure of technology commitment}, series = {Diagnostica}, volume = {58}, journal = {Diagnostica}, number = {2}, publisher = {Hogrefe}, address = {G{\"o}ttingen}, issn = {0012-1924}, doi = {10.1026/0012-1924/a000067}, pages = {87 -- 99}, year = {2012}, abstract = {The authors propose a model of technology commitment that describes individual differences in the willingness of technology use in terms of three facets: technology acceptance, technology competence, technology control. It is assumed that technology commitment predicts adaptive technology use especially in old age. Data from three studies (N = 825 participants) support the conceptual distinction of the constructs and confirm the psychometric properties of the newly constructed scale. Construct validity was established via correlations with theoretically related constructs (technology use, personality, successful aging, health) as well as concurrently vis-a-vis other measures of technology acceptance.}, language = {de} } @article{SchadEngbert2012, author = {Schad, Daniel and Engbert, Ralf}, title = {The zoom lens of attention simulating shuffled versus normal text reading using the SWIFT model}, series = {Visual cognition}, volume = {20}, journal = {Visual cognition}, number = {4-5}, publisher = {Wiley}, address = {Hove}, issn = {1350-6285}, doi = {10.1080/13506285.2012.670143}, pages = {391 -- 421}, year = {2012}, abstract = {Assumptions on the allocation of attention during reading are crucial for theoretical models of eye guidance. The zoom lens model of attention postulates that attentional deployment can vary from a sharp focus to a broad window. The model is closely related to the foveal load hypothesis, i.e., the assumption that the perceptual span is modulated by the difficulty of the fixated word. However, these important theoretical concepts for cognitive research have not been tested quantitatively in eye movement models. Here we show that the zoom lens model, implemented in the SWIFT model of saccade generation, captures many important patterns of eye movements. We compared the model's performance to experimental data from normal and shuffled text reading. Our results demonstrate that the zoom lens of attention might be an important concept for eye movement control in reading.}, language = {en} } @inproceedings{KnollWiedemannmHeckhausenetal.2012, author = {Knoll, Nina and Wiedemannm, A. U. and Heckhausen, Juliane and Burkert, Silke and Felber, Juliane and Schrader, M.}, title = {The interplay of autonomy goals and spousal support a prospective study with couples facing cancer}, series = {Psychology \& health : official journal of the European Health Psychology Society}, volume = {27}, booktitle = {Psychology \& health : official journal of the European Health Psychology Society}, number = {33}, publisher = {Routledge, Taylor \& Francis Group}, address = {Abingdon}, issn = {0887-0446}, pages = {70 -- 71}, year = {2012}, language = {en} } @inproceedings{KlieglMatuschekHolschneider2012, author = {Kliegl, Reinhold and Matuschek, Hannes and Holschneider, Matthias}, title = {Multivariate analyses of fixation durations in reading with linear mixed and additive mixed models}, series = {International journal of psychology}, volume = {47}, booktitle = {International journal of psychology}, number = {33}, publisher = {Wiley}, address = {Hove}, issn = {0020-7594}, pages = {139 -- 139}, year = {2012}, language = {en} } @inproceedings{Kliegl2012, author = {Kliegl, Reinhold}, title = {Eye movements during reading: Contributions of cross-language comparisons}, series = {International journal of psychology}, volume = {47}, booktitle = {International journal of psychology}, publisher = {Wiley}, address = {Hove}, issn = {0020-7594}, pages = {138 -- 138}, year = {2012}, language = {en} } @article{LeuchtTiffinRichardsVocketal.2012, author = {Leucht, Michael and Tiffin-Richards, Simon and Vock, Miriam and Pant, Hans Anand and Koeller, Olaf}, title = {English teachers' diagnostic skills in judging their students' competencies on the basis of the Common European Framework of Reference}, series = {Zeitschrift f{\"u}r Entwicklungspsychologie und p{\"a}dagogische Psychologie}, volume = {44}, journal = {Zeitschrift f{\"u}r Entwicklungspsychologie und p{\"a}dagogische Psychologie}, number = {4}, publisher = {Hogrefe}, address = {G{\"o}ttingen}, issn = {0049-8637}, doi = {10.1026/0049-8637/a000071}, pages = {163 -- 177}, year = {2012}, abstract = {The present study addresses diagnostic competence of English language teachers at the end of lower secondary education. The 56 teachers assigned each of their respective students (N = 1 363) to a proficiency level of foreign language use according to the Common European Framework of Reference for Languages (CEFR). The teachers' judgements were compared to CEFR proficiency level assignments estimated using data from a reading comprehension assessment of English as a foreign language. The consistency of proficiency level allocations was evaluated using level, differentiation, and ranking components. Beyond providing a description of diagnostic competence, the present study focuses on the influence of classroom halo effects on teachers' CEFR proficiency level judgements by comparing teacher judgments and students' English marks. A multilevel model of diagnostic competence is presented to assess to what extent the rank and level components are influenced by teachers' familiarity with and use of the CEFR guidelines when judging student proficiency.}, language = {fr} } @article{KizilirmakRoeslerKhader2012, author = {Kizilirmak, J. M. and R{\"o}sler, Frank and Khader, P. H.}, title = {Control processes during selective long-term memory retrieval}, series = {NeuroImage : a journal of brain function}, volume = {59}, journal = {NeuroImage : a journal of brain function}, number = {2}, publisher = {Elsevier}, address = {San Diego}, issn = {1053-8119}, doi = {10.1016/j.neuroimage.2011.08.041}, pages = {1830 -- 1841}, year = {2012}, abstract = {In our daily life, we often need to selectively remember information related to the same retrieval cue in a consecutive manner (e.g., ingredients from a recipe). To investigate such selection processes during cued long-term memory (LTM) retrieval, we used a paradigm in which the retrieval demands were systematically varied from trial to trial and analyzed, by means of behavior and slow cortical EEG potentials (SCPs), the retrieval processes in the current trial depending on those of the previous trial. We varied whether the retrieval cue, the type of to-be-retrieved association (feature), or retrieval load was repeated or changed from trial to trial. The behavioral data revealed a benefit of feature repetition, probably due to trial-by-trial feature priming. SCPs further showed an effect of cue change with a mid-frontal maximum, suggesting increased control demands when the cue was repeated, as well as a parietal effect of retrieval-load change, indicating increased activation of posterior neural resources when focusing on a single association after all learned associations had been activated previously, compared to staying with single associations across trials. These effects suggest the existence of two distinct types of dynamic (trial-by-trial) control processes during LTM retrieval: (1) medial frontal processes that monitor or regulate interference within a set of activated associations, and (2) posterior processes regulating attention to LTM representations. The present study demonstrates that processes mediating selective LTM retrieval can be successfully studied by manipulating the history of processing demands in trial sequences.}, language = {en} } @article{MoellerKraheBuschingetal.2012, author = {Moeller, Ingrid and Krah{\´e}, Barbara and Busching, Robert and Krause, Christina}, title = {Efficacy of an intervention to reduce the use of media violence and aggression an experimental evaluation with adolescents in Germany}, series = {Journal of youth and adolescence : a multidisciplinary research publication}, volume = {41}, journal = {Journal of youth and adolescence : a multidisciplinary research publication}, number = {2}, publisher = {Springer}, address = {New York}, issn = {0047-2891}, doi = {10.1007/s10964-011-9654-6}, pages = {105 -- 120}, year = {2012}, abstract = {Several longitudinal studies and meta-analytic reviews have demonstrated that exposure to violent media is linked to aggression over time. However, evidence on effective interventions to reduce the use of violent media and promote critical viewing skills is limited. The current study examined the efficacy of an intervention designed to reduce the use of media violence and aggression in adolescence, covering a total period of about 12 months. A sample of 683 7th and 8th graders in Germany (50.1\% girls) were assigned to two conditions: a 5-week intervention and a no-intervention control group. Measures of exposure to media violence and aggressive behavior were obtained about 3 months prior to the intervention (T1) and about 7 months post-intervention (T2). The intervention group showed a significantly larger decrease in the use of violent media from T1 to T2 than the control group. Participants in the intervention group also scored significantly lower on self-reported aggressive behavior (physical aggression and relational aggression) at T2 than those in the control group, but the effect was limited to those with high levels of initial aggression. This effect was mediated by an intervention-induced decrease in the normative acceptance of aggression. No gender differences in program efficacy were found. The results show that a 5-week school-based intervention can produce changes in the use of media violence, aggressive norms, and behaviors sustained over several months.}, language = {en} }