@article{GleichSpittaButleretal.2020, author = {Gleich, Tobias and Spitta, Gianna and Butler, Oisin and Zacharias, Kristin and Aydin, Semiha and Sebold, Miriam and Garbusow, Maria and Rapp, Michael A. and Schubert, Florian and Buchert, Ralph and Heinz, Andreas and Gallinat, J{\"u}rgen}, title = {Dopamine D2/3 receptor availability in alcohol use disorder and individuals at high risk}, series = {Addiction Biology}, volume = {26}, journal = {Addiction Biology}, number = {2}, publisher = {Wiley-Blackwell}, address = {Hoboken}, issn = {1369-1600}, doi = {10.1111/adb.12915}, pages = {1 -- 10}, year = {2020}, abstract = {Alcohol use disorder (AUD) is the most common substance use disorder worldwide. Although dopamine-related findings were often observed in AUD, associated neurobiological mechanisms are still poorly understood. Therefore, in the present study, we investigate D2/3 receptor availability in healthy participants, participants at high risk (HR) to develop addiction (not diagnosed with AUD), and AUD patients in a detoxified stage, applying F-18-fallypride positron emission tomography (F-18-PET). Specifically, D2/3 receptor availability was investigated in (1) 19 low-risk (LR) controls, (2) 19 HR participants, and (3) 20 AUD patients after alcohol detoxification. Quality and severity of addiction were assessed with clinical questionnaires and (neuro)psychological tests. PET data were corrected for age of participants and smoking status. In the dorsal striatum, we observed significant reductions of D2/3 receptor availability in AUD patients compared with LR participants. Further, receptor availability in HR participants was observed to be intermediate between LR and AUD groups (linearly decreasing). Still, in direct comparison, no group difference was observed between LR and HR groups or between HR and AUD groups. Further, the score of the Alcohol Dependence Scale (ADS) was inversely correlated with D2/3 receptor availability in the combined sample. Thus, in line with a dimensional approach, striatal D2/3 receptor availability showed a linear decrease from LR participants to HR participants to AUD patients, which was paralleled by clinical measures. Our study shows that a core neurobiological feature in AUD seems to be detectable in an early, subclinical state, allowing more individualized alcohol prevention programs in the future.}, language = {en} } @article{KoesterKayhanLangelohetal.2020, author = {K{\"o}ster, Moritz and Kayhan, Ezgi and Langeloh, Miriam and Hoehl, Stefanie}, title = {Making sense of the world}, series = {Perspectives on Psychological Science}, volume = {15}, journal = {Perspectives on Psychological Science}, number = {3}, publisher = {Sage}, address = {London}, issn = {1745-6916}, doi = {10.1177/1745691619895071}, pages = {562 -- 571}, year = {2020}, abstract = {For human infants, the first years after birth are a period of intense exploration-getting to understand their own competencies in interaction with a complex physical and social environment. In contemporary neuroscience, the predictive-processing framework has been proposed as a general working principle of the human brain, the optimization of predictions about the consequences of one's own actions, and sensory inputs from the environment. However, the predictive-processing framework has rarely been applied to infancy research. We argue that a predictive-processing framework may provide a unifying perspective on several phenomena of infant development and learning that may seem unrelated at first sight. These phenomena include statistical learning principles, infants' motor and proprioceptive learning, and infants' basic understanding of their physical and social environment. We discuss how a predictive-processing perspective can advance the understanding of infants' early learning processes in theory, research, and application.}, language = {en} } @article{PanYanLaubrock2020, author = {Pan, Jinger and Yan, Ming and Laubrock, Jochen}, title = {Semantic preview benefit and cost}, series = {Cognition : international journal of cognitive science}, volume = {205}, journal = {Cognition : international journal of cognitive science}, publisher = {Elsevier}, address = {Amsterdam}, issn = {0010-0277}, doi = {10.1016/j.cognition.2020.104452}, pages = {10}, year = {2020}, abstract = {How is semantic information in the mental lexicon accessed and selected during reading? Readers process information of both the foveal and parafoveal words. Recent eye-tracking studies hint at bi-phasic lexical activation dynamics, demonstrating that semantically related parafoveal previews can either facilitate, or interfere with lexical processing of target words in comparison to unrelated previews, with the size and direction of the effect depending on exposure time to parafoveal previews. However, evidence to date is only correlational, because exposure time was determined by participants' pre-target fixation durations. Here we experimentally controlled parafoveal preview exposure duration using a combination of the gaze-contingent fast-priming and boundary paradigms. We manipulated preview duration and examined the time course of parafoveal semantic activation during the oral reading of Chinese sentences in three experiments. Semantic previews led to faster lexical access of target words than unrelated previews only when the previews were presented briefly (80 ms in Experiments 1 and 3). Longer exposure time (100 ms or 150 ms) eliminated semantic preview effects, and full preview without duration limit resulted in preview cost, i.e., a reversal of preview benefit. Our results indicate that high-level semantic information can be obtained from parafoveal words and the size and direction of the parafoveal semantic effect depends on the level of lexical activation.}, language = {en} } @article{KwarikundaSchiefeleSsenyongaetal.2020, author = {Kwarikunda, Diana and Schiefele, Ulrich and Ssenyonga, Joseph and Muwonge, Charles Magoba}, title = {The Relationship between Motivation for, and Interest in, Learning Physics among Lower Secondary School Students in Uganda}, series = {African Journal of Research in Mathematics, Science and Technology Education}, volume = {24}, journal = {African Journal of Research in Mathematics, Science and Technology Education}, number = {3}, publisher = {Routledge, Taylor \& Francis Group}, address = {Abingdon}, issn = {1811-7295}, doi = {10.1080/18117295.2020.1841961}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-605353}, pages = {435 -- 446}, year = {2020}, abstract = {Motivation and interest affect students' learning especially in Physics, a subject learners perceive as abstract. The present study was guided by three objectives: (a) to adapt and validate the Science Motivation Questionnaire (SMQ-II) for the Ugandan context; (b) to examine whether there are significant differences in motivation for learning Physics with respect to students' gender; and (c) to establish the extent to which students' interest predicts their motivation to learn Physics. The sample comprised 374 randomly selected students from five schools in central Uganda who responded to anonymous questionnaires that included scales from the SMQ-II and the Individual Interest Questionnaire. Data were analysed using confirmatory factor analyses, t-tests and structural equation modelling in SPSS-25 and Mplus-8. The five-factor model solution of the SMQ-II fitted adequately with the present data, with deletion of one item. The modified SMQ-II exhibited invariant factor loadings and intercepts (i.e. strong measurement invariance) when administered to boys and girls. Furthermore, motivation for learning Physics did not vary with gender. Students' interest was related to motivation for learning Physics. Lastly, although students' interest significantly predicted all motivational constructs, we noted considerable predictive strength of interest on students' self-efficacy and self-determination in learning Physics. Implications of these findings for the teaching and learning of Physics at lower secondary school are discussed in the paper.}, language = {en} } @article{RudolphSchroederAbeSchuetz2020, author = {Rudolph, Almut and Schr{\"o}der-Ab{\´e}, Michela and Sch{\"u}tz, Astrid}, title = {I like myself, I really do (at least right now)}, series = {European journal of psychological assessment : EJPA}, volume = {36}, journal = {European journal of psychological assessment : EJPA}, number = {1}, publisher = {Hogrefe}, address = {G{\"o}ttingen}, issn = {1015-5759}, doi = {10.1027/1015-5759/a000501}, pages = {196 -- 206}, year = {2020}, abstract = {In five studies, we evaluated the psychometric properties of a revised German version of the State Self-Esteem Scale (SSES; Heatherton \& Polivy, 1991). In Study 1, the results of a confirmatory factor analysis on the original scale revealed poor model fit and poor construct validity in a student sample that resembled those in the literature; thus, a revised 15-item version was developed (i.e., the SSES-R) and thoroughly validated. Study 2 showed a valid three-factor structure (Performance, Social, and Appearance) and good internal consistency of the SSES-R. Correlations between subscales of trait and state SE empirically supported the scale's construct validity. Temporal stability and intrapersonal sensitivity of the scale to naturally occurring events were investigated in Study 3. Intrapersonat sensitivity of the scale to experimentally induced changes in state SE was uncovered in Study 4 via social feedback (acceptance vs. rejection) and performance feedback (positive vs. negative). In Study 5, the scale's interpersonal sensitivity was confirmed by comparing depressed and healthy individuals. Finally, the usefulness of the SSES-R was demonstrated by assessing SE instability as calculated from repeated measures of state SE.}, language = {en} } @article{JuangSchachnerPevecZimmeretal.2020, author = {Juang, Linda P. and Schachner, Maja Katharina and Pevec-Zimmer, Sharleen and Moffitt, Ursula Elinor}, title = {The Identity Project intervention in Germany}, series = {New directions for child and adolescent development}, volume = {173}, journal = {New directions for child and adolescent development}, publisher = {Wiley}, address = {San Fransisco}, issn = {1534-8687}, doi = {10.1002/cad.20379}, pages = {65 -- 82}, year = {2020}, abstract = {We examined whether German adolescents who participated in an adapted 8-week school-based intervention, the Identity Project, reported greater changes in heritage and global identities and perceptions of classroom cultural climate. We used a longitudinal, wait-list control design pooling eight classrooms across the school years of 2018-2019 and 2019-2020. The sample included 195 seventh graders (M-age = 12.35 years, SD =.79, 39\% female, 83\% of migration background). Findings showed moderate support for more heritage identity exploration and greater perceptions of unequal treatment and critical consciousness climate in the intervention group. There were also important differences across conditions regarding how identity and climate related to adolescent outcomes. We conclude that the Identity Project can be adapted and applied in other cultural contexts such as Germany. It provides a necessary space for adolescents to engage in discussions about diversity, cultural heritage, social inequities, and their relevance to one's identities.}, language = {en} } @article{FelisattiAagtenMurphyLaubrocketal.2020, author = {Felisatti, Arianna and Aagten-Murphy, David and Laubrock, Jochen and Shaki, Samuel and Fischer, Martin H.}, title = {The brain's asymmetric frequency tuning}, series = {Symmetry / Molecular Diversity Preservation International (MDPI)}, volume = {12}, journal = {Symmetry / Molecular Diversity Preservation International (MDPI)}, number = {12}, publisher = {MDPI}, address = {Basel}, issn = {2073-8994}, doi = {10.3390/sym12122083}, pages = {25}, year = {2020}, abstract = {To construct a coherent multi-modal percept, vertebrate brains extract low-level features (such as spatial and temporal frequencies) from incoming sensory signals. However, because frequency processing is lateralized with the right hemisphere favouring low frequencies while the left favours higher frequencies, this introduces asymmetries between the hemispheres. Here, we describe how this lateralization shapes the development of several cognitive domains, ranging from visuo-spatial and numerical cognition to language, social cognition, and even aesthetic appreciation, and leads to the emergence of asymmetries in behaviour. We discuss the neuropsychological and educational implications of these emergent asymmetries and suggest future research approaches.}, language = {en} } @article{GamezGuadixWachsWright2020, author = {Gamez-Guadix, Manuel and Wachs, Sebastian and Wright, Michelle F.}, title = {"Haters back off!" psychometric properties of the coping with cyberhate questionnaire and relationship with well-being in Spanish adolescents}, series = {Psicothema}, volume = {32}, journal = {Psicothema}, number = {4}, publisher = {Colegio oficial de psicologos de asturias}, address = {Oviedo}, issn = {0214-9915}, doi = {10.7334/psicothema2020.219}, pages = {567 -- 574}, year = {2020}, abstract = {Background: Cyberhate is a growing form of online aggression against a person or a group based on race, ethnicity, nationality, sexual orientation, gender, religion, or disability. The present study aims to examine psychometric properties of the Coping with Cyberhate Questionnaire, the prevalence of coping strategies in Spanish adolescents, differences in coping strategies based in sex, age, and victim status, and the association between coping with cyberhate and adolescents' mental well-being. Method: The sample consisted of 1,005 adolescents between 12 and 18 years old (Mage = 14.28 years, SD = 1.63; 51.9\% girls) who completed self-report measures on coping strategies, victimization status, and mental well-being. Results: The results of confirmatory factor analyses showed a structure for the Coping with Cyberhate Questionnaire composed of six factors, namely Distal advice, Assertiveness, Helplessness/Selfblame, Close support, Technical coping, and Retaliation. It demonstrated acceptable internal consistency. The three most frequently endorsed coping strategies were Technical coping, Close support, and Assertiveness. In addition, lower Helplessness/Self-blame, and higher Close-support, Assertiveness, and Distal advice were significantly related to adolescents' better mental well-being. Conclusion: Prevention programs that educate adolescents about how to deal with cyberhate are needed.}, language = {en} } @article{PanLaubrockYan2020, author = {Pan, Jinger and Laubrock, Jochen and Yan, Ming}, title = {Phonological consistency effects in Chinese sentence reading}, series = {Scientific studies of reading}, volume = {25}, journal = {Scientific studies of reading}, number = {4}, publisher = {Routledge, Taylor \& Francis Group}, address = {Abingdon}, issn = {1088-8438}, doi = {10.1080/10888438.2020.1789146}, pages = {335 -- 350}, year = {2020}, abstract = {In two eye-tracking experiments, we investigated the processing of information about phonological consistency of Chinese phonograms during sentence reading. In Experiment 1, we adopted the error disruption paradigm in silent reading and found significant effects of phonological consistency and homophony in the foveal vision, but only in a late processing stage. Adding oral reading to Experiment 2, we found both effects shifted to earlier indices of parafoveal processing. Specifically, low-consistency characters led to a better homophonic foveal recovery effect in Experiment 1 and stronger homophonic preview benefits in Experiment 2. These findings suggest that phonological consistency information can be obtained during sentence reading, and compared to the low-consistency previews the high-consistency previews are processed faster, which leads to greater interference to the recognition of target characters.}, language = {en} } @article{DolcosKatsumiBogdanetal.2020, author = {Dolcos, Florin and Katsumi, Yuta and Bogdan, Paul C. and Shen, Chen and Jun, Suhnyoung and Buetti, Simona and Lleras, Alejandro and Bost, Kelly Freeman and Weymar, Mathias and Dolcos, Sanda}, title = {The impact of focused attention on subsequent emotional recollection}, series = {Neuropsychologia : an international journal in behavioural and cognitive neuroscience}, volume = {138}, journal = {Neuropsychologia : an international journal in behavioural and cognitive neuroscience}, publisher = {Elsevier}, address = {Oxford}, issn = {0028-3932}, doi = {10.1016/j.neuropsychologia.2020.107338}, pages = {12}, year = {2020}, abstract = {In his seminal works, Endel Tulving argued that functionally distinct memory systems give rise to subjective experiences of remembering and knowing (i.e., recollection- vs. familiarity-based memory, respectively). Evidence shows that emotion specifically enhances recollection, and this effect is subserved by a synergistic mechanism involving the amygdala (AMY) and hippocampus (HC). In extreme circumstances, however, uncontrolled recollection of highly distressing memories may lead to symptoms of affective disorders. Therefore, it is important to understand the factors that can diminish such detrimental effects. Here, we investigated the effects of Focused Attention (FA) on emotional recollection. FA is an emotion regulation strategy that has been proven quite effective in reducing the impact of emotional responses associated with the recollection of distressing autobiographical memories, but its impact during emotional memory encoding is not known. Functional MRI and eye-tracking data were recorded while participants viewed a series of composite negative and neutral images with distinguishable foreground (FG) and background (BG) areas. Participants were instructed to focus either on the FG or BG content of the images and to rate their emotional responses. About 4 days later, participants' memory was assessed using the R/K procedure, to indicate whether they Recollected specific contextual details about the encoded images or the images were just familiar to them - i.e., participants only Knew that they saw the pictures without being able to remember specific contextual details. First, results revealed that FA was successful in decreasing memory for emotional pictures viewed in BG Focus condition, and this effect was driven by recollection-based retrieval. Second, the BG Focus condition was associated with decreased activity in the AMY, HC, and anterior parahippocampal gyrus for subsequently recollected emotional items. Moreover, correlation analyses also showed that reduced activity in these regions predicted greater reduction in emotional recollection following FA. These results demonstrate the effectiveness of FA in mitigating emotional experiences and emotional recollection associated with unpleasant emotional events.}, language = {en} }