@article{BeckerBlomeyerElFaddaghetal.2010,
  author    = {Becker, Katja and Blomeyer, Dorothea and El-Faddagh, Mahha and Esser, G{\"u}nter and Schmidt, Martin H. and Banaschewski, Tobias and Laucht, Manfred},
  title     = {From regulatory problems in infancy to attention-deficit/hyperactivity disorder in childhood : a moderating role for the dopamine D4 receptor gene?},
  issn      = {0022-3476},
  doi       = {10.1016/j.jpeds.2009.12.005},
  year      = {2010},
  abstract  = {To examine whether the dopamine receptor D4 gene (DRD4) exon III VNTR moderates the risk of infants with regulatory disorders for developing attention-deficit/hyperactivity disorder (ADHD) later in childhood. In a prospective longitudinal study of children at risk for later psychopathology, 300 participants were assessed for regulatory problems in infancy, DRD4 genotype, and ADHD symptoms and diagnoses from childhood to adolescence. To examine a potential moderating effect on ADHD measures, linear and logistic regressions were computed. Models were fit for the main effects of the DRD4 genotype (presence or absence of the 7r allele) and regulatory problems (presence or absence), with the addition of the interaction term. All models were controlled for sex, family adversity, and obstetric risk status. In children without the DRD4-7r allele, a history of regulatory problems in infancy was unrelated to later ADHD. But in children with regulatory problems in infancy, the additional presence of the DRD4-7r allele increased the risk for ADHD in childhood. The DRD4 genotype seems to moderate the association between regulatory problems in infancy and later ADHD. A replication study is needed before further conclusions can be drawn, however.},
  language  = {en}
}
@article{SpoererGlaser2010,
  author    = {Sp{\"o}rer, Nadine and Glaser, Cornelia},
  title     = {F{\"o}rderung selbstregulierten Lernens im schulischen Kontext},
  issn      = {1010-0652},
  doi       = {10.1024/1010-0652/A000014},
  year      = {2010},
  abstract  = {Selbstreguliertes Lernen umfasst gedankliche und verhaltensbezogene Aktivit{\"a}ten, die Lernende dazu bef{\"a}higen, aufgabenspezifische Fertigkeiten effizient erwerben sowie wirksam und nachhaltig einsetzen zu k{\"o}nnen. In dem vorliegenden Editorial werden einschl{\"a}gige Funktions- und Ordnungssysteme selbstregulierten Lernens sowie charakteristische Formen der Vermittlung und Anwendung strategischer Fertigkeiten gekennzeichnet, einschließlich eines {\"U}berblicks zu den Beitr{\"a}gen des Themenschwerpunktes zur «F{\"o}rderung selbstregulierten Lernens im schulischen Kontext». Als Bestandsaufnahme vorliegender Beitr{\"a}ge werden Grenzen bisheriger und Perspektiven zuk{\"u}nftiger Forschung in diesem Bereich benannt.},
  language  = {de}
}
@article{SeuringSpoerer2010,
  author    = {Seuring, Vanessa A. and Sp{\"o}rer, Nadine},
  title     = {Reziprokes Lehren in der Schule : F{\"o}rderung von Leseverst{\"a}ndnis, Lesefl{\"u}ssigkeit und Strategieanwendung},
  issn      = {1010-0652},
  doi       = {10.1024/1010-0652/A000016},
  year      = {2010},
  abstract  = {In dieser Studie wurde untersucht, wie das Leseverst{\"a}ndnis von Sch{\"u}lern der 5. Klasse mittels reziproken Lehrens gef{\"o}rdert werden kann. Dabei wurde insbesondere betrachtet, welche Relevanz die Vermittlung spezifischer Lesestrategien besitzt. Die Stichprobe bestand aus 380 Sch{\"u}lern aus 15 Klassen, die einer von drei Bedingungen zugewiesen wurden: (a) Training der vier Lesestrategien Kl{\"a}ren, Fragen, Vorhersagen, Zusammenfassen (4S), (b) Training der drei Lesestrategien Kl{\"a}ren, Fragen, Vorhersagen (3S) oder (c) Training der Lesefl{\"u}ssigkeit (LF; keine Vermittlung von Lesestrategien). Der Lernerfolg wurde unmittelbar sowie 9 Wochen nach Abschluss der Intervention mittels standardisierter Leseverst{\"a}ndnis- und Lesefl{\"u}ssigkeitstests sowie selbst konstruierter Tests zur Erfassung der Qualit{\"a}t der Strategieanwendung erhoben. Zus{\"a}tzlich wurden im Verlauf des Trainings Prozessdaten erfasst. Bezogen auf die Lesefl{\"u}ssigkeit zeigte der Pr{\"a}test-Posttest-Vergleich, dass sich Sch{\"u}ler aller Bedingungen verbesserten. Zum Follow-up-Test schnitten hingegen LF-Sch{\"u}ler besser ab als Sch{\"u}ler der Strategie-Bedingungen. Bezogen auf das Leseverst{\"a}ndnis erreichten nach Abschluss des Trainings 3S-Sch{\"u}ler bessere Leistungen als Sch{\"u}ler der anderen Trainingsbedingungen. Sie konnten ihren Vorsprung mittelfristig jedoch nicht aufrechterhalten. 3S- und 4S-Sch{\"u}ler erstellten zum Posttest signifikant bessere Zusammenfassungen als LF-Sch{\"u}ler. Schließlich zeigten die Prozessdaten, dass sich Sch{\"u}ler beider Strategiebedingungen kontinuierlich in der Anwendung der Lesestrategien Fragen und Vorhersagen verbesserten. Es werden Ver{\"a}nderungen des Trainings zur Steigerung der Effektivit{\"a}t bei Umsetzung in Regelschulklassen diskutiert.},
  language  = {de}
}
@article{SchwarzMiller2010,
  author    = {Schwarz, Wolfgang and Miller, Jeff O.},
  title     = {Locking the Wiener process to its level-crossing time},
  issn      = {0361-0926},
  doi       = {10.1080/03610920902755821},
  year      = {2010},
  abstract  = {We consider the specific transformation of a Wiener process {X(t), t >= 0} in the presence of an absorbing barrier a that results when this process is "time-locked" with respect to its first passage time T-a through a criterion level a, and the evolution of X(t) is considered backwards ( retrospectively) from T-a. Formally, we study the random variables defined by Y(t) = X(T-a - t) and derive explicit results for their density and mean, and also for their asymptotic forms. We discuss how our results can aid interpretations of time series "response-locked" to their times of crossing a criterion level.},
  language  = {en}
}
@article{KruegelEngbert2010,
  author    = {Kr{\"u}gel, Andr{\´e} and Engbert, Ralf},
  title     = {On the launch-site effect for skipped words during reading},
  issn      = {0042-6989},
  doi       = {10.1016/j.visres.2010.05.009},
  year      = {2010},
  abstract  = {The launch-site effect, a systematic variation of within-word landing position as a function of launch-site distance, is among the most important oculomotor phenomena in reading. Here we show that the launch-site effect is strongly modulated in word skipping, a finding which is inconsistent with the view that the launch-site effect is caused by a saccadic-range error. We observe that distributions of landing positions in skipping saccades show an increased leftward shift compared to non-skipping saccades at equal launch-site distances. Using an improved algorithm for the estimation of mislocated fixations, we demonstrate the reliability of our results.},
  language  = {en}
}
@article{SchadNuthmannEngbert2010,
  author    = {Schad, Daniel and Nuthmann, Antje and Engbert, Ralf},
  title     = {Eye movements during reading of randomly shuffled texts},
  issn      = {0042-6989},
  year      = {2010},
  abstract  = {In research on eye-movement control during reading, the importance of cognitive processes related to language comprehension relative to visuomotor aspects of saccade generation is the topic of an ongoing debate. Here we investigate various eye-movement measures during reading of randomly shuffled meaningless text as compared to normal meaningful text. To ensure processing of the material, readers were occasionally probed for words occurring in normal or shuffled text. For reading of shuffled text we observed longer fixation times, less word skippings, and more refixations than in normal reading. Shuffled-text reading further differed from normal reading in that low-frequency words were not overall fixated longer than high-frequency words. However, the frequency effect was present on long words, but was reversed for short words. Also, consistent with our prior research we found distinct experimental effects of spatially distributed processing over several words at a time, indicating how lexical word processing affected eye movements. Based on analyses of statistical linear mixed-effect models we argue that the results are compatible with the hypothesis that the perceptual span is more strongly modulated by foveal load in the shuffled reading task than in normal reading. Results are discussed in the context of computational models of reading.},
  language  = {en}
}
@article{MergenthalerEngbert2010,
  author    = {Mergenthaler, Konstantin and Engbert, Ralf},
  title     = {Microsaccades are different from saccades in scene perception},
  year      = {2010},
  abstract  = {Eye-fixation durations are among the best and most widely used measures of ongoing cognition in visual tasks, e.g., reading, visual search or scene perception. However, fixations are characterized by ongoing motor activity (or fixational eye movements) with microsaccades as their most pronounced components. Recent work demonstrated the similarities of microsaccades and inspection saccades. Here, we show that distinct properties of microsaccades and inspection saccades can be found in a scene perception task, based on descriptive measures (e.g., a bimodal amplitude distribution) as well as functional characteristics (e.g., inter saccadic-event intervals and generating processes). Besides these specific differences, microsaccade rates produced by individual participants in a fixation paradigm are correlated with microsaccade rates extracted from fixations in scene perception, indicating a common neurophysiological basis. Finally, we observed that slow fixational eye movements, called drift, are significantly reduced during long fixations in scene viewing, which informs about the control of eye movements in scene viewing.},
  language  = {en}
}
@article{LangeVerhaeghenCerella2010,
  author    = {Lange, Elke B. and Verhaeghen, Paul and Cerella, John},
  title     = {Dual representations of item identity and item location in short-term memory: Evidence for two access modes},
  issn      = {0954-1446},
  year      = {2010},
  abstract  = {Memory sets of N=1 ~ 5 digits were exposed sequentially from left-to-right across the screen, followed by N recognition probes. Probes had to be compared to memory list items on identity only (Sternberg task) or conditional on list position. Positions were probed randomly or in left-to-right order. Search functions related probe response times to set size. Random probing led to ramped, "Sternbergian" functions whose intercepts were elevated by the location requirement. Sequential probing led to flat search functions{\`u}fast responses unaffected by set size. These results suggested that items in STM could be accessed either by a slow search-on-identity followed by recovery of an associated location tag, or in a single step by following item-to-item links in study order. It is argued that this dual coding of location information occurs spontaneously at study, and that either code can be utilised at retrieval depending on test demands.},
  language  = {en}
}
@article{InhoffSeymourSchadetal.2010,
  author    = {Inhoff, Albrecht W. and Seymour, Bradley A. and Schad, Daniel and Greenberg, Seth},
  title     = {The size and direction of saccadic curvatures during reading},
  issn      = {0042-6989},
  year      = {2010},
  abstract  = {Eye movements during the reading of multi-line pages of texts were analyzed to determine the trajectory of reading saccades. The results of two experiments showed that the trajectory of the majority of forward-directed saccades was negatively biased, i.e., the trajectory fell below the start and end location of the saccadic movement. This is attributed to a global top-to-bottom orienting of attention. The curvature size and the proportion of negative trajectories were diminished when linguistic processing demands were high and when the beginning lines of a page were read. Longer pre-saccadic fixations also yielded smaller saccadic curvatures, and they resulted in fewer negatively curved forward-directed saccades in Experiment 1 although not in Experiment 2. These findings indicate that the top-to- bottom pull of saccadic trajectories is modulated by processing demands and processing opportunities. The results are in general agreement with a time-locked attraction-inhibition hypothesis, according to which the horizontal movement component of a saccade is initially subject to an automatic top-to-bottom orienting of attention that is subsequently inhibited.},
  language  = {en}
}
@article{LaubrockKlieglRolfsetal.2010,
  author    = {Laubrock, Jochen and Kliegl, Reinhold and Rolfs, Martin and Engbert, Ralf},
  title     = {When do microsaccades follow spatial attention?},
  issn      = {1943-3921},
  doi       = {10.3758/APP.72.3.683},
  year      = {2010},
  abstract  = {Following up on an exchange about the relation between microsaccades and spatial attention (Horowitz, Fencsik, Fine, Yurgenson, \& Wolfe, 2007; Horowitz, Fine, Fencsik, Yurgenson, \& Wolfe, 2007; Laubrock, Engbert, Rolfs, \& Kliegl, 2007), we examine the effects of selection criteria and response modality. We show that for Posner cuing with saccadic responses, microsaccades go with attention in at least 75\% of cases (almost 90\% if probability matching is assumed) when they are first (or only) microsaccades in the cue target interval and when they occur between 200 and 400 msec after the cue. The relation between spatial attention and the direction of microsaccades drops to chance level for unselected microsaccades collected during manual-response conditions. Analyses of data from four cross-modal cuing experiments demonstrate an above-chance, intermediate link for visual cues, but no systematic relation for auditory cues. Thus, the link between spatial attention and direction of microsaccades depends on the experimental condition and time of occurrence, but it can be very strong.},
  language  = {en}
}