@misc{AdaniForgiariniGuastietal.2014, author = {Adani, Flavia and Forgiarini, Matteo and Guasti, Maria Teresa and Van der Lely, Heather K. J.}, title = {Number dissimilarities facilitate the comprehension of relative clauses in children with (Grammatical) Specific Language Impairment}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {525}, issn = {1866-8364}, doi = {10.25932/publishup-41545}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-415453}, pages = {811 -- 841}, year = {2014}, abstract = {This study investigates whether number dissimilarities on subject and object DPs facilitate the comprehension of subject-and object-extracted centre-embedded relative clauses in children with Grammatical Specific Language Impairment (G-SLI). We compared the performance of a group of English-speaking children with G-SLI (mean age: 12; 11) with that of two groups of younger typically developing (TD) children, matched on grammar and receptive vocabulary, respectively. All groups were more accurate on subject-extracted relative clauses than object-extracted ones and, crucially, they all showed greater accuracy for sentences with dissimilar number features (i.e., one singular, one plural) on the head noun and the embedded DP. These findings are interpreted in the light of current psycholinguistic models of sentence comprehension in TD children and provide further insight into the linguistic nature of G-SLI.}, language = {en} } @misc{BondueBeier2014, author = {Bond{\"u}, Rebecca and Beier, Sophia}, title = {Two of a kind?}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {391}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-404199}, pages = {19}, year = {2014}, abstract = {School attacks are attracting increasing attention in aggression research. Recent systematic analyses provided new insights into offense and offender characteristics. Less is known about attacks in institutes of higher education (e.g., universities). It is therefore questionable whether the term "school attack" should be limited to institutions of general education or could be extended to institutions of higher education. Scientific literature is divided in distinguishing or unifying these two groups and reports similarities as well as differences. We researched 232 school attacks and 45 attacks in institutes of higher education throughout the world and conducted systematic comparisons between the two groups. The analyses yielded differences in offender (e.g., age, migration background) and offense characteristics (e.g., weapons, suicide rates), and some similarities (e.g., gender). Most differences can apparently be accounted for by offenders' age and situational influences. We discuss the implications of our findings for future research and the development of preventative measures.}, language = {en} } @misc{BondueScheithauer2014, author = {Bond{\"u}, Rebecca and Scheithauer, Herbert}, title = {Leaking and death-threats by students}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {388}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-404121}, pages = {17}, year = {2014}, abstract = {Leaking comprises observable behavior or statements that signal intentions of committing a violent offense and is considered an important warning sign for school shootings. School staff who are confronted with leaking have to assess its seriousness and react appropriately - a difficult task, because knowledge about leaking is sparse. The present study, therefore, examined how frequently leaking occurs in schools and how teachers identify leaking and respond to it. To achieve this aim, we informed teachers from eight schools in Germany about the definition of leaking and other warning signs and risk factors for school shootings in a one-hour information session. Teachers were then asked to report cases of leaking over a six- to nine-month period and to answer a questionnaire on leaking and its treatment after the information session and six to nine months later. Our results suggest that leaking is a relevant problem in German schools. Teachers mostly rated the information session positively and benefited in several aspects (e.g. reported more perceived courses of action or improved knowledge about leaking), but also expressed a constant need for support. Our findings highlight teachers' needs for further support and training and may be used in the planning of prevention measures for school shootings.}, language = {en} } @misc{ClahsenFleischhauer2014, author = {Clahsen, Harald and Fleischhauer, Elisabeth}, title = {Morphological priming in child German}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {529}, issn = {1866-8364}, doi = {10.25932/publishup-41549}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-415491}, pages = {1305 -- 1333}, year = {2014}, abstract = {Regular and irregular inflection in children's production has been examined in many previous studies. Yet, little is known about the processes involved in children's recognition of inflected words. To gain insight into how children process inflected words, the current study examines regular -t and irregular -n participles of German using the cross-modal priming technique testing 108 monolingual German-speaking children in two age groups (group I, mean age: 8;4, group II, mean age: 9;9) and a control group of.. adults. Although both age groups of children had the same full priming effect as adults for -t forms, only children of age group II showed an adult-like (partial) priming effect for -n participles. We argue that children (within the age range tested) employ the same mechanisms for regular inflection as adults but that the lexical retrieval processes required for irregular forms become more efficient when children get older.}, language = {en} } @misc{FriedelSchlagenhaufBecketal.2014, author = {Friedel, Eva and Schlagenhauf, Florian and Beck, Anne and Dolan, Raymond J. and Huys, Quentin J. M. and Rapp, Michael Armin and Heinz, Andreas}, title = {The effects of life stress and neural learning signals on fluid intelligence}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {621}, issn = {1866-8372}, doi = {10.25932/publishup-43514}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-435140}, pages = {35 -- 43}, year = {2014}, abstract = {Fluid intelligence (fluid IQ), defined as the capacity for rapid problem solving and behavioral adaptation, is known to be modulated by learning and experience. Both stressful life events (SLES) and neural correlates of learning [specifically, a key mediator of adaptive learning in the brain, namely the ventral striatal representation of prediction errors (PE)] have been shown to be associated with individual differences in fluid IQ. Here, we examine the interaction between adaptive learning signals (using a well-characterized probabilistic reversal learning task in combination with fMRI) and SLES on fluid IQ measures. We find that the correlation between ventral striatal BOLD PE and fluid IQ, which we have previously reported, is quantitatively modulated by the amount of reported SLES. Thus, after experiencing adversity, basic neuronal learning signatures appear to align more closely with a general measure of flexible learning (fluid IQ), a finding complementing studies on the effects of acute stress on learning. The results suggest that an understanding of the neurobiological correlates of trait variables like fluid IQ needs to take socioemotional influences such as chronic stress into account.}, language = {en} } @misc{HeyerClahsen2014, author = {Heyer, Vera and Clahsen, Harald}, title = {Late bilinguals see a scan in scanner AND in scandal}, series = {Postprints der Universit{\"a}t Potsdam Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam Humanwissenschaftliche Reihe}, number = {507}, issn = {1866-8364}, doi = {10.25932/publishup-41444}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-414441}, pages = {8}, year = {2014}, abstract = {Masked priming research with late (non-native) bilinguals has reported facilitation effects following morphologically derived prime words (scanner - scan). However, unlike for native speakers, there are suggestions that purely orthographic prime-target overlap (scandal - scan) also produces priming in non-native visual word recognition. Our study directly compares orthographically related and derived prime-target pairs. While native readers showed morphological but not formal overlap priming, the two prime types yielded the same magnitudes of facilitation for non-natives. We argue that early word recognition processes in a non-native language are more influenced by surface-form properties than in one's native language.}, language = {en} } @misc{HustedtSalomonsen2014, author = {Hustedt, Thurid and Salomonsen, Heidi Houlberg}, title = {Ensuring political responsiveness}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {387}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-404117}, pages = {20}, year = {2014}, abstract = {Although politicization is a perennial research topic in public administration to investigate relationships between ministers and civil servants, the concept still lacks clarification. This article contributes to this literature by systematically identifying different conceptualizations of politicization and suggests a typology including three politicization mechanisms to strengthen the political responsiveness of the ministerial bureaucracy: formal, functional and administrative politicization. The typology is empirically validated through a comparative case analysis of politicization mechanisms in Germany, Belgium, the UK and Denmark. The empirical analysis further refines the general idea of Western democracies becoming 'simply' more politicized, by illustrating how some politicization mechanisms do not continue to increase, but stabilize - at least for the time being.}, language = {en} } @misc{HoehleHoernigWeskottetal.2014, author = {H{\"o}hle, Barbara and H{\"o}rnig, Robin and Weskott, Thomas and Knauf, Selene and Kr{\"u}ger, Agnes}, title = {Effects of focus and definiteness on children's word order}, series = {Postprints der Universit{\"a}t Potsdam Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam Humanwissenschaftliche Reihe}, number = {511}, issn = {1866-8364}, doi = {10.25932/publishup-41569}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-415695}, pages = {31}, year = {2014}, abstract = {Two experiments tested how faithfully German children aged 4; 5 to 5; 6 reproduce ditransitive sentences that are unmarked or marked with respect to word order and focus (Exp1) or definiteness (Exp2). Adopting an optimality theory (OT) approach, it is assumed that in the German adult grammar word order is ranked lower than focus and definiteness. Faithfulness of children's reproductions decreased as markedness of inputs increased; unmarked structures were reproduced most faithfully and unfaithful outputs had most often an unmarked form. Consistent with the OT proposal, children were more tolerant against inputs marked for word order than for focus; in conflict with the proposal, children were less tolerant against inputs marked for word order than for definiteness. Our results suggest that the linearization of objects in German double object constructions is affected by focus and definiteness, but that prosodic principles may have an impact on the position of a focused constituent.}, language = {en} } @misc{KibeleClassenMuehlbaueretal.2014, author = {Kibele, Armin and Classen, Claudia and M{\"u}hlbauer, Thomas and Granacher, Urs and Behm, David George}, title = {Metastability in plyometric training on unstable surfaces}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {606}, issn = {1866-8364}, doi = {10.25932/publishup-42901}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-429013}, pages = {13}, year = {2014}, abstract = {Background In the past, plyometric training (PT) has been predominantly performed on stable surfaces. The purpose of this pilot study was to examine effects of a 7-week lower body PT on stable vs. unstable surfaces. This type of exercise condition may be denoted as metastable equilibrium. Methods Thirty-three physically active male sport science students (age: 24.1 ± 3.8 years) were randomly assigned to a PT group (n = 13) exercising on stable (STAB) and a PT group (n = 20) on unstable surfaces (INST). Both groups trained countermovement jumps, drop jumps, and practiced a hurdle jump course. In addition, high bar squats were performed. Physical fitness tests on stable surfaces (hexagonal obstacle test, countermovement jump, hurdle drop jump, left-right hop, dynamic and static balance tests, and leg extension strength) were used to examine the training effects. Results Significant main effects of time (ANOVA) were found for the countermovement jump, hurdle drop jump, hexagonal test, dynamic balance, and leg extension strength. A significant interaction of time and training mode was detected for the countermovement jump in favor of the INST group. No significant improvements were evident for either group in the left-right hop and in the static balance test. Conclusions These results show that lower body PT on unstable surfaces is a safe and efficient way to improve physical performance on stable surfaces.}, language = {en} } @misc{KlassertGagarinaKauschke2014, author = {Klassert, Annegret and Gagarina, Natalʹja Vladimirovna and Kauschke, Christina}, title = {Object and action naming in Russian- and German- speaking monolingual and bilingual children*}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {531}, issn = {1866-8364}, doi = {10.25932/publishup-41541}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-415415}, pages = {16}, year = {2014}, abstract = {The present study investigates the influence of word category on naming performance in two populations: bilingual and monolingual children. The question is whether and, if so, to what extent monolingual and bilingual children differ with respect to noun and verb naming and whether a noun bias exists in the lexical abilities of bilingual children. Picture naming of objects and actions by Russian-German bilingual children (aged 4-7 years) was compared to age-matched monolingual children. The results clearly demonstrate a naming deficit of bilingual children in comparison to monolingual children that increases with age. Noun learning is more fragile in bilingual contexts than is verb learning. In bilingual language acquisition, nouns do not predominate over verbs as much as is seen in monolingual German and Russian children. The results are discussed with respect to semantic-conceptual aspects and language-specific features of nouns and verbs, and the impact of input on the acquisition of these word categories.}, language = {en} }