@article{BoyadzhievaKayhan2021,
  author    = {Boyadzhieva, Asena and Kayhan, Ezgi},
  title     = {Keeping the breath in mind},
  series = {Frontiers in neuroscience / Frontiers Research Foundation},
  volume    = {15},
  journal   = {Frontiers in neuroscience / Frontiers Research Foundation},
  publisher = {Frontiers Research Foundation},
  address   = {Lausanne},
  issn      = {1662-453X},
  doi       = {10.3389/fnins.2021.647579},
  pages     = {13},
  year      = {2021},
  abstract  = {Scientific interest in the brain and body interactions has been surging in recent years. One fundamental yet underexplored aspect of brain and body interactions is the link between the respiratory and the nervous systems. In this article, we give an overview of the emerging literature on how respiration modulates neural, cognitive and emotional processes. Moreover, we present a perspective linking respiration to the free-energy principle. We frame volitional modulation of the breath as an active inference mechanism in which sensory evidence is recontextualized to alter interoceptive models. We further propose that respiration-entrained gamma oscillations may reflect the propagation of prediction errors from the sensory level up to cortical regions in order to alter higher level predictions. Accordingly, controlled breathing emerges as an easily accessible tool for emotional, cognitive, and physiological regulation.},
  language  = {en}
}
@article{GrundFriesRheinberg2018,
  author    = {Grund, Axel and Fries, Stefan and Rheinberg, Falko},
  title     = {Know Your Preferences},
  series = {Review of general psychology},
  volume    = {22},
  journal   = {Review of general psychology},
  number    = {4},
  publisher = {Sage Publ.},
  address   = {Thousand Oaks},
  issn      = {1089-2680},
  doi       = {10.1037/gpr0000159},
  pages     = {437 -- 451},
  year      = {2018},
  abstract  = {Theory and research on self-regulation is dominated by a social-cognitive perspective that places an emphasis on postdecisional (i.e., volitional) control processes of goal-maintenance in response to dual-motive conflict. In the current contribution, we focus on research on self-regulation that acknowledges the affective fundamentals of motivated action, and we highlight processes of goal selection as vital parts of self-regulation. From our perspective of motivational competence, affective and cognitive processes work together rather than oppose each other in self-regulation, rendering effortless rather than effortful goal pursuit as the hallmark of efficient human action. A precondition for such motive- and self-congruent goal pursuits is that individuals have insight into their basic preferences and (can) act accordingly. Therefore, we address capacities, such as mindfulness, which may take effect in predecisional (i.e., motivational) action phases, thereby determining all subsequent action processes.},
  language  = {en}
}
@article{LensingElsner2019,
  author    = {Lensing, Johanna Nele and Elsner, Birgit},
  title     = {Cool executive functioning predicts not only mean levels but also individual 3-year growth trajectories of zBMI in elementary-school children},
  series = {International Journal of Behavioral Development},
  volume    = {43},
  journal   = {International Journal of Behavioral Development},
  number    = {4},
  publisher = {Sage Publ.},
  address   = {London},
  issn      = {0165-0254},
  doi       = {10.1177/0165025419833818},
  pages     = {351 -- 362},
  year      = {2019},
  abstract  = {Executive functions (EFs) may help children to regulate their food-intake in an "obesogenic" environment, where energy-dense food is easily available. There is mounting evidence that overweight is associated with diminished hot and cool EFs, and several longitudinal studies found evidence for a predictive effect of hot EFs on children's bodyweight, but longitudinal research examining the effect of cool EF on weight development in children is still scarce. The current 3-year longitudinal study examined the effect of a latent cool EF factor, which was based on three behavioral EF tasks, on subsequent mean levels and 3-year growth trajectories of body-mass-index z-scores (zBMI). Data from a large sample of children, with zBMI ranging from normal weight to obesity (n = 1474, aged 6-11 years at T1, 52\% girls) was analyzed using structural-equation modeling and linear latent growth-curve modeling. Cool EF at the first wave (T1) negatively predicted subsequent zBMI and zBMI development throughout the 3-year period in middle childhood such that children with better EF had a lower zBMI and less steep zBMI growth. These effects were not moderated by the children's age or gender. In conclusion, as early as in middle childhood, cool EFs seem to support the self-regulation of food-intake and consequently may play a causal role in the multifactorial etiology of overweight.},
  language  = {en}
}
@phdthesis{Lensing2018,
  author    = {Lensing, Johanna Nele},
  title     = {Executive Functions in Middle Childhood},
  school      = {Universit{\"a}t Potsdam},
  pages     = {159},
  year      = {2018},
  abstract  = {This doctoral dissertation aims at elucidating the development of hot and cool executive functions in middle childhood and at gaining insight about their role in childhood overweight. The dissertation is based on three empirical studies which have been published in peer-reviewed journals. Data from a large 3-year longitudinal study (the "PIER-study") was used. The findings presented in the dissertation demonstrated that both hot and cool EF abilities increase during middle childhood. They also supported the notion that hot and cool EF facets are distinguishable from each other in middle childhood, that they have distinct developmental trajectories, and different predictors. Evidence was found for associations of hot and cool EF with body weight in middle childhood, which is in line with the notion that they might play a role in the self-regulation of eating and the multifactorial etiology of childhood overweight.},
  language  = {en}
}
@article{EnglertWolff2015,
  author    = {Englert, Chris and Wolff, Wanja},
  title     = {Neuroenhancement and the strength model of self-control},
  series = {Frontiers in psychology},
  volume    = {6},
  journal   = {Frontiers in psychology},
  publisher = {Frontiers Research Foundation},
  address   = {Lausanne},
  issn      = {1664-1078},
  doi       = {10.3389/fpsyg.2015.01425},
  pages     = {4},
  year      = {2015},
  abstract  = {Neuroenhancement (NE), the use of substances as a means to enhance performance, has garnered considerable scientific attention of late. While ethical and epidemiological publications on the topic accumulate, there is a lack of theory-driven psychological research that aims at understanding psychological drivers of NE. In this perspective article we argue that self-control strength offers a promising theory-based approach to further understand and investigate NE behavior. Using the strength model of self-control, we derive two theory-driven perspectives on NE-self-control research. First, we propose that individual differences in state/trait self-control strength differentially affect NE behavior based on one's individual experience of NE use. Building upon this, we outline promising research questions that (will) further elucidate our understanding of NE based on the strength model's propositions. Second, we discuss evidence indicating that popular NE substances (like Methylphenidate) may counteract imminent losses of self-control strength. We outline how further research on NE's effects on the ego-depletion effect may further broaden our understanding of the strength model of self-control.},
  language  = {en}
}
@article{CelebiKraheSpoerer2014,
  author    = {Celebi, Christin and Krah{\´e}, Barbara and Sp{\"o}rer, Nadine},
  title     = {Strengthened for the teaching profession: promoting professional competencies in teacher training students},
  series = {Zeitschrift f{\"u}r p{\"a}dagogische Psychologie.},
  volume    = {28},
  journal   = {Zeitschrift f{\"u}r p{\"a}dagogische Psychologie.},
  number    = {3},
  publisher = {Hogrefe},
  address   = {Bern},
  issn      = {1010-0652},
  doi       = {10.1024/1010-0652/a000128},
  pages     = {115 -- 126},
  year      = {2014},
  abstract  = {A quasi-experimental study with N = 293 participants studying toward a teaching degree examined the efficacy of the intervention program "Strengthened for the teaching profession". In a pre-, intermediate- and post-test control group design, three treatment conditions that focused (1) on their individual professional strengths, (2) professional weaknesses, or (3) a combination of strengths and weaknesses were compared to a no-treatment control condition. Both at intermediate test and at posttest, students in the three intervention conditions scored higher than students in the control group on measures of self-efficacy and professional self-regulation. The combined intervention condition was more successful at promoting professional self-efficacy and self-regulation than the intervention focusing either on strengths or relative weaknesses only. The implications of the findings for teacher training are discussed.},
  language  = {de}
}