@misc{ZimmermannHornConradScholzetal.2020,
  author    = {Zimmermann, Matthias and Horn-Conrad, Antje and Scholz, Jana and Elsner, Birgit and Schubarth, Wilfried and Engel, Silke and Blaum, Niels and R{\"o}ßling, Claudia and Mikulla, Stefanie},
  title     = {Portal - Spezial 2020: Corona},
  number    = {Spezial 2020},
  organization    = {Universit{\"a}t Potsdam, Referat f{\"u}r Presse- und {\"O}ffentlichkeitsarbeit},
  issn      = {1618-6893},
  doi       = {10.25932/publishup-48143},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-481430},
  pages     = {58},
  year      = {2020},
  abstract  = {Corona. Schon mal geh{\"o}rt? Noch Weihnachten 2019 h{\"a}tten viele ahnungslos geantwortet: „N{\"o}." Besser Informierte h{\"a}tten zur{\"u}ckgefragt: „Meinst du die Korona - den Hof um die Sonne?" Und ganz Schlaue h{\"a}tten gesagt: „Klar, trink ich gern." Doch sp{\"a}testens seit Februar beherrscht das Virus die Nachrichten, seit M{\"a}rz auch unser Leben. Nach und nach mussten wir alle lernen, uns (wieder) richtig die H{\"a}nde zu waschen und die „Niesetikette" zu befolgen, Abstand zu halten, zu Hause zu arbeiten oder zu lernen, Masken zu tragen oder gar zu n{\"a}hen - und {\"u}berhaupt: uns mit dem Ausnahmezustand, der zum Dauerzustand zu werden droht, zu arrangieren. Aber wie macht das eine ganze Universit{\"a}t - mit 21.000 Studierenden, mehr als 4.500 Besch{\"a}ftigten, Tausenden Kursen, Praktika, Pr{\"u}fungen und Forschungsprojekten? Wie h{\"a}lt man einen Tanker an - in voller Fahrt - und r{\"u}stet ihn um f{\"u}r einen pandemiesicheren Betrieb? Die zur{\"u}ckliegenden Wochen haben gezeigt: Es geht. Inzwischen l{\"a}uft mit dem Sommersemester 2020 das erste Online-Semester der Hochschulgeschichte. Auch das h{\"a}tte Ende 2019 niemand f{\"u}r m{\"o}glich gehalten, schon gar nicht so bald. Das Referat f{\"u}r Presse- und {\"O}ffentlichkeitsarbeit musste wie alle Unibereiche lernen, mit den ungew{\"o}hnlichen Umst{\"a}nden umzugehen, die mal bedrohlich, mal l{\"a}stig, mal erm{\"u}dend und mal eben einfach nur umst{\"a}ndlich wirkten. Wir haben uns bem{\"u}ht, so gut es ging, zu informieren - dar{\"u}ber was sich tat, was getan werden musste und konnte. Und was kommt. Doch wir wollten noch mehr wissen: Was sagen die Potsdamer Wissenschaftlerinnen und Wissenschaftler zur Corona- Pandemie, ihren Auswirkungen und Folgen, aber auch dazu, was sich dagegen tun l{\"a}sst? Wie genau funktioniert eine Universit{\"a}t unter den besonderen Umst{\"a}nden? Wie wird gearbeitet, studiert, geforscht? Wie verlagert man ein ganzes Semester in den Online-Betrieb? Auf der Suche nach Antworten auf diese und viele weitere Fragen ist eine Vielzahl von Texten entstanden, die wir nach und nach auf der Webseite der UP ver{\"o}ffentlicht haben als „Beitr{\"a}ge aus der Universit{\"a}t Potsdam zur Corona-Pandemie".* Eine gek{\"u}rzte Auswahl dieser Texte haben wir f{\"u}r diese „Portal Spezial" zusammengestellt. Nicht, weil wir {\"u}ber nichts anderes als den Corona-Virus mehr reden wollen, sondern weil wir dokumentieren wollen, dass die Universit{\"a}t Potsdam durch die Pandemie keineswegs in einen Dornr{\"o}schenschlaf versetzt wurde. Vielmehr entstanden durch das Engagement vieler Forschender, Studierender und Besch{\"a}ftigter zahlreiche Initiativen, Ideen, Projekte, Strukturen und Neuerungen, die zeigen: Die Universit{\"a}t Potsdam l{\"a}sst sich nicht unterkriegen! Deshalb hoffen wir, dass die Lekt{\"u}re des Heftes Ihnen trotz der weiterhin herausfordernden Umst{\"a}nde Freude und Mut macht. (Die Texte entstanden alle im M{\"a}rz/April 2020, als viele Entwicklungen noch am Anfang standen und ihr Verlauf nicht absehbar war. Wir haben sie dennoch unver{\"a}ndert aufgenommen, um diese Phase und die Reaktion der Wissenschaft darauf zu dokumentieren.)},
  language  = {de}
}
@article{SpinathElsner2021,
  author    = {Spinath, Birgit and Elsner, Birgit},
  title     = {How-to f{\"u}r M.Sc. Psychologie-Studieng{\"a}nge},
  series = {Psychologische Rundschau : offizielles Organ der Deutschen Gesellschaft f{\"u}r Psychologie},
  volume    = {72},
  journal   = {Psychologische Rundschau : offizielles Organ der Deutschen Gesellschaft f{\"u}r Psychologie},
  number    = {2},
  publisher = {Hogrefe},
  address   = {G{\"o}ttingen},
  issn      = {0033-3042},
  doi       = {10.1026/0033-3042/a000538},
  pages     = {150 -- 153},
  year      = {2021},
  abstract  = {Aufgrund der Neuregelung der Psychotherapieausbildung d{\"u}rften derzeit an fast allen Psychologie-Ausbildungsstandorten die Beratungen {\"u}ber zuk{\"u}nftige Masterstudieng{\"a}nge in vollem Gang sein. Da die Ausgestaltung der Studieng{\"a}nge f{\"u}r unser Fach von großer Bedeutung ist, haben DGPs und Fakult{\"a}tentag zahlreiche Empfehlungen gegeben, die dazu beitragen sollen, dass sich das Psychologie-Studium auch zuk{\"u}nftig an geteilten Standards orientiert. Basierend auf Beratungen in der DGPs-Kommission „Studium und Lehre" stellt der vorliegende Beitrag die zentralen Empfehlungen und Ressourcen in {\"u}bersichtlicher Form zusammen und liefert so ein How-to f{\"u}r die Konzeption psychologischer Masterstudieng{\"a}nge. Gleichzeitig werden die wichtigsten Argumente f{\"u}r die Empfehlungen dargelegt.},
  language  = {de}
}
@article{SchoenebeckElsner2019,
  author    = {Sch{\"o}nebeck, Maria and Elsner, Birgit},
  title     = {ERPs reveal perceptual and conceptual processing in 14-month-olds' observation of complete and incomplete action end-states},
  series = {Neuropsychologia : an international journal in behavioural and cognitive neuroscience},
  volume    = {126},
  journal   = {Neuropsychologia : an international journal in behavioural and cognitive neuroscience},
  publisher = {Elsevier},
  address   = {Oxford},
  issn      = {0028-3932},
  doi       = {10.1016/j.neuropsychologia.2017.10.026},
  pages     = {102 -- 112},
  year      = {2019},
  abstract  = {Infants in the second year of life not only detect the visible goals or end-states of other people's action, but they also seem to be able to infer others' underlying intentions. The present study used event-related potentials (ERPs) to investigate the biological basis of infants' processing of others' goal-directed actions, with special regard to the involvement of bottom-up perceptual and top-down conceptual processes. In an adaptation of the behavioral re-enactment procedure, 14-month-olds were first familiarized with either full demonstrations (FD), failed attempts (FA), or arbitrary (AA) object-directed actions. Next, ERPs were measured while all infants saw the same two pictures of the end-states of the full demonstration (complete end-state) and the failed attempt (incomplete end-state). In the time-windows related to perceptual processing (100-200 ms after stimulus onset) and to conceptual processing (300-700 ms), ERP negativity over frontal and central regions was higher for the complete than for the incomplete end-state in the FD and FA conditions. When comparing the FA and AA conditions, this pattern of results occurred only for the conceptual time domain. Moreover, beginning slow-wave activity (700-1000 ms) differed for the end-state pictures in the three conditions, suggesting differential encoding demands. Together, the electrophysiological data indicate that infants in the second year of life use bottom-up perceptual as well as top-down conceptual processing to give meaning to others' goal-directed actions.},
  language  = {en}
}
@misc{RohlfHollKirschetal.2018,
  author    = {Rohlf, Helena L. and Holl, Anna K. and Kirsch, Fabian and Krah{\´e}, Barbara and Elsner, Birgit},
  title     = {Longitudinal Links between Executive Function, Anger, and Aggression in Middle Childhood},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {382},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-409471},
  pages     = {14},
  year      = {2018},
  abstract  = {Previous research has indicated that executive function (EF) is negatively associated with aggressive behavior in childhood. However, there is a lack of longitudinal studies that have examined the effect of deficits in EF on aggression over time and taken into account different forms and functions of aggression at the same time. Furthermore, only few studies have analyzed the role of underlying variables that may explain the association between EF and aggression. The present study examined the prospective paths between EF and different forms (physical and relational) and functions (reactive and proactive) of aggression. The habitual experience of anger was examined as a potential underlying mechanism of the link between EF and aggression, because the tendency to get angry easily has been found to be both a consequence of deficits in EF and a predictor of aggression. The study included 1,652 children (between 6 and 11 years old at the first time point), who were followed over three time points (T1, T2, and T3) covering 3 years. At T1, a latent factor of EF comprised measures of planning, rated via teacher reports, as well as inhibition, set shifting, and working-memory updating, assessed experimentally. Habitual anger experience was assessed via parent reports at T1 and T2. The forms and functions of aggression were measured via teacher reports at all three time points. Structural equation modeling revealed that EF at T1 predicted physical, relational, and reactive aggression at T3, but was unrelated to proactive aggression at T3. Furthermore, EF at T1 was indirectly linked to physical aggression at T3, mediated through habitual anger experience at T2. The results indicate that deficits in EF influence the later occurrence of aggression in middle childhood, and the tendency to get angry easily mediates this relation.},
  language  = {en}
}
@article{RohlfHollKirschetal.2018,
  author    = {Rohlf, Helena L. and Holl, Anna K. and Kirsch, Fabian and Krah{\´e}, Barbara and Elsner, Birgit},
  title     = {Longitudinal Links between Executive Function, Anger, and Aggression in Middle Childhood},
  series = {Frontiers in Behavioral Neuroscience},
  volume    = {12},
  journal   = {Frontiers in Behavioral Neuroscience},
  number    = {27},
  publisher = {Frontiers Research Foundation},
  address   = {Lausanne},
  issn      = {1662-5153},
  doi       = {10.3389/fnbeh.2018.00027},
  pages     = {1 -- 14},
  year      = {2018},
  abstract  = {Previous research has indicated that executive function (EF) is negatively associated with aggressive behavior in childhood. However, there is a lack of longitudinal studies that have examined the effect of deficits in EF on aggression over time and taken into account different forms and functions of aggression at the same time. Furthermore, only few studies have analyzed the role of underlying variables that may explain the association between EF and aggression. The present study examined the prospective paths between EF and different forms (physical and relational) and functions (reactive and proactive) of aggression. The habitual experience of anger was examined as a potential underlying mechanism of the link between EF and aggression, because the tendency to get angry easily has been found to be both a consequence of deficits in EF and a predictor of aggression. The study included 1,652 children (between 6 and 11 years old at the first time point), who were followed over three time points (T1, T2, and T3) covering 3 years. At T1, a latent factor of EF comprised measures of planning, rated via teacher reports, as well as inhibition, set shifting, and working-memory updating, assessed experimentally. Habitual anger experience was assessed via parent reports at T1 and T2. The forms and functions of aggression were measured via teacher reports at all three time points. Structural equation modeling revealed that EF at T1 predicted physical, relational, and reactive aggression at T3, but was unrelated to proactive aggression at T3. Furthermore, EF at T1 was indirectly linked to physical aggression at T3, mediated through habitual anger experience at T2. The results indicate that deficits in EF influence the later occurrence of aggression in middle childhood, and the tendency to get angry easily mediates this relation.},
  language  = {en}
}
@article{PfeiferElsner2013,
  author    = {Pfeifer, Caroline and Elsner, Birgit},
  title     = {Preschoolers' encoding of rational actions - the role of task features and verbal information},
  series = {Journal of experimental child psychology},
  volume    = {116},
  journal   = {Journal of experimental child psychology},
  number    = {2},
  publisher = {Elsevier},
  address   = {San Diego},
  issn      = {0022-0965},
  doi       = {10.1016/j.jecp.2012.12.005},
  pages     = {532 -- 544},
  year      = {2013},
  abstract  = {In the current study, we first investigated whether preschoolers imitate selectively across three imitation tasks. Second, we examined whether preschoolers' selective imitation is influenced by differences in the modeled actions and/or by the situational context. Finally, we investigated how verbal cues given by the model affect preschoolers' imitation. Participants (3- to 5-year-olds) watched an adult performing an unusual action in three imitation tasks (touch light, house, and obstacle). In two conditions, the model either was or was not restricted by situational constraints. In addition, the model verbalized either the goal that was to be achieved, the movement, or none of the action components. Preschoolers always acted on the objects without constraints. Results revealed differences in preschoolers' selective imitation across the tasks. In the house task, they showed the selective imitation pattern that has been interpreted as rational, imitating the unusual action more often in the no-constraint condition than in the constraint condition. In contrast, in the touch light task, preschoolers imitated the unusual head touch irrespective of the model's constraints or of the verbal cues that had been presented. Finally, in the obstacle task, children mostly emulated the observed goal irrespective of the presence of the constraint, but they increased their imitation of the unusual action when the movement had been emphasized. Overall, our data suggest that preschoolers adjust their imitative behavior to context-specific information about objects, actions, and their interpretations of the model's intention to teach something.},
  language  = {en}
}
@article{PatzwaldMatthesElsner2020,
  author    = {Patzwald, Christiane and Matthes, Daniel and Elsner, Birgit},
  title     = {Eighteen-month-olds integrate verbal cues into their action processing},
  series = {Infant behavior \& development : an international and interdisciplinary journal},
  volume    = {58},
  journal   = {Infant behavior \& development : an international and interdisciplinary journal},
  publisher = {Elsevier},
  address   = {New York},
  issn      = {0163-6383},
  doi       = {10.1016/j.infbeh.2019.101414},
  pages     = {12},
  year      = {2020},
  abstract  = {Behavioral research has shown that infants use both behavioral cues and verbal cues when processing the goals of others' actions. For instance, 18-month-olds selectively imitate an observed goal-directed action depending on its (in)congruence with a model's previous verbal announcement of a desired action goal. This EEG-study analyzed the electrophysiological underpinnings of these behavioral findings on the two functional levels of conceptual action processing and motor activation. Mid-latency mean negative ERP amplitude and mu-frequency band power were analyzed while 18-month-olds (N = 38) watched videos of an adult who performed one out of two potential actions on a novel object. In a within-subjects design, the action demonstration was preceded by either a congruent or an incongruent verbally announced action goal (e.g., "up" or "down" and upward movement). Overall, ERP negativity did not differ between conditions, but a closer inspection revealed that in two subgroups, about half of the infants showed a broadly distributed increased mid-latency ERP negativity (indicating enhanced conceptual action processing) for either the congruent or the incongruent stimuli, respectively. As expected, mu power at sensorimotor sites was reduced (indicating enhanced motor activation) for congruent relative to incongruent stimuli in the entire sample. Both EEG correlates were related to infants' language skills. Hence, 18-month-olds integrate action-goal-related verbal cues into their processing of others' actions, at the functional levels of both conceptual processing and motor activation. Further, cue integration when inferring others' action goals is related to infants' language proficiency.},
  language  = {en}
}
@article{PatzwaldElsner2019,
  author    = {Patzwald, Christiane and Elsner, Birgit},
  title     = {Do as I say - or as I do?!},
  series = {Infant behavior \& development : an international and interdisciplinary journal},
  volume    = {55},
  journal   = {Infant behavior \& development : an international and interdisciplinary journal},
  publisher = {Elsevier},
  address   = {New York},
  issn      = {0163-6383},
  doi       = {10.1016/j.infbeh.2019.03.004},
  pages     = {46 -- 57},
  year      = {2019},
  abstract  = {Infants use behavioral and verbal cues to infer another person's action intention. However, it is still unclear how infants integrate these often co-occurring cues depending on the cues' coherence (i.e., the degree to which the cues provide coherent information about another's intention). This study investigated how 18- and 24-month-olds' (N = 88 per age group) action selection was influenced by varying the coherence of a model's verbal and behavioral cues. Using a between-subjects design, infants received six trials with different stimulus objects. In the conditions Congruent, Incongruent, and Failed-attempt, the model uttered a telic verb particle that was followed by a matching or contradicting goal-directed action demonstration, or by a non goal-directed slipping motion, respectively. In the condition Pseudo-word, a nonsense word was combined with a goal-directed action demonstration. Infants' action selection indicated an adherence to the verbal cue in Congruent, Incongruent, and Failed-attempt, and this was stronger in 24- than 18-month-olds. Additionally, in Incongruent and Failed-attempt, patterns of cue integration across the six trials varied in the two age groups. Regarding the behavioral cue, infants in Congruent and Pseudo-word preferentially followed this cue in both age groups, which also suggested a rather unspecific effect of the verbal cue in Congruent. Relatively longer first action-latencies in Incongruent and Failed-attempt implied that these types of coherence elicited higher cognitive demands than in Congruent and Pseudo-word. Results are discussed in light of infants' flexibility in using social cues, depending on the cue's coherence and on age-related social-cognitive differences.},
  language  = {en}
}
@article{PatzwaldCurleyHaufetal.2018,
  author    = {Patzwald, Christiane and Curley, Charlotte A. and Hauf, Petra and Elsner, Birgit},
  title     = {Differential effects of others' emotional cues on 18-month-olds' preferential reproduction of observed actions},
  series = {Infant behavior \& development : an international and interdisciplinary journal},
  volume    = {51},
  journal   = {Infant behavior \& development : an international and interdisciplinary journal},
  publisher = {Elsevier},
  address   = {New York},
  issn      = {0163-6383},
  doi       = {10.1016/j.infbeh.2018.04.002},
  pages     = {60 -- 70},
  year      = {2018},
  abstract  = {Infants use others' emotional signals to regulate their own object-directed behavior and action reproduction, and they typically produce more actions after having observed positive as compared to negative emotional cues. This study explored infants' understanding of the referential specificity of others' emotional cues when being confronted with two actions that are accompanied by different emotional displays. Selective action reproduction was measured after 18-month-olds (N = 42) had observed two actions directed at the same object, one of which was modeled with a positive emotional expression and the other with a negative emotional expression. Across four trials with different objects, infants' first actions matched the positively-emoted actions more often than the negatively-emoted actions. In comparison with baseline-level, infants' initial performance changed only for the positively-emoted actions, in that it increased during test. Latencies to first object-touch during test did not differ when infants reproduced the positively- or negatively-emoted actions, respectively, indicating that infants related the cues to the respective actions rather than to the object. During demonstration, infants looked relatively longer at the object than at the model's face, with no difference in positive or negative displays. Infants during their second year of life thus capture the action-related referential specificity of others' emotional cues and seem to follow positive signals more readily when actively selecting which of two actions to reproduce preferentially.},
  language  = {en}
}
@article{MeixnerWarnerLensingetal.2018,
  author    = {Meixner, Johannes M. and Warner, Greta J. and Lensing, Johanna Nele and Schiefele, Ulrich and Elsner, Birgit},
  title     = {The relation between executive functions and reading comprehension in primary-school students},
  series = {Early Childhood Research Quarterly},
  volume    = {46},
  journal   = {Early Childhood Research Quarterly},
  publisher = {Elsevier},
  address   = {New York},
  issn      = {0885-2006},
  doi       = {10.1016/j.ecresq.2018.04.010},
  pages     = {62 -- 74},
  year      = {2018},
  abstract  = {Higher-order cognitive skills are necessary prerequisites for reading and understanding words, sentences and texts. In particular, research on executive functions in the cognitive domain has shown that good executive functioning in children is positively related to reading comprehension skills and that deficits in executive functioning are related to difficulties with reading comprehension. However, developmental research on literacy and self-regulation in the early school years suggests that the relation between higher-order cognitive skills and reading might not be unidirectional, but mutually interdependent in nature. Therefore, the present longitudinal study explored the bidirectional relations between executive functions and reading comprehension during primary school across a 1-year period. At two time points (T1, T2), we assessed reading comprehension at the word, sentence, and text levels as well as three components of executive functioning, that is, updating, inhibition, and attention shifting. The sample consisted of three sequential cohorts of German primary school students (N = 1657) starting in first, second, and third grade respectively (aged 6-11 years at T1). Using a latent cross-lagged-panel design, we found bidirectional longitudinal relations between executive functions and reading comprehension for second and third graders. However, for first graders, only the path from executive functioning at T1 to reading comprehension at T2 attained significance. Succeeding analyses revealed updating as the crucial component of the effect from executive functioning on later reading comprehension, whereas text reading comprehension was most predictive of later executive functioning. The potential processes underlying the observed bidirectional relations are discussed with respect to developmental changes in reading comprehension across the primary years.},
  language  = {en}
}