TY - GEN A1 - Angele, Bernhard A1 - Slattery, Timothy J. A1 - Yang, Jinmian A1 - Kliegl, Reinhold A1 - Rayner, Keith T1 - Parafoveal processing in reading: Manipulating n+1 and n+2 previews simultaneously N2 - The boundary paradigm (Rayner, 1975) with a novel preview manipulation was used to examine the extent of parafoveal processing of words to the right of fixation. Words n+1 and n+2 had either correct or incorrect previews prior to fixation (prior to crossing the boundary location). In addition, the manipulation utilized either a high or low frequency word in word n+1 location on the assumption that it would be more likely that n+2 preview effects could be obtained when word n+1 was high frequency. The primary findings were that there was no evidence for a preview benefit for word n+2 and no evidence for parafoveal-on-foveal effects when word n+1 is at least four letters long. We discuss implications for models of eye-movement control in reading. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - paper 251 Y1 - 2008 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-57128 ER - TY - GEN A1 - Baltes, Paul B. A1 - Dittmann-Kohli, Freya A1 - Kliegl, Reinhold T1 - Reserve capacity of the elderly in aging-sensitive tests of fluid intelligence : replication and extension N2 - Fluid intelligence belongs to that cluster of intellectual abilities evincing aging loss. To examine further the range of intellectual reserve available to aging individuals and the question of replicability in a new cultural and laboratory setting, 204 healthy older adults (mean age = 72 years; range = 60-86) participated in a short-term longitudinal training study. For experimental subjects, 10 sessions consisted of cognitive training involving two subability tests (Figural Relations, Induction) of fluid intelligence. The pattern of outcomes replicates and expands on earlier studies. Older adults have the reserve to evince substantial increases in levels of performance in fluid intelligence tests. Transfer of training, however, is narrow in scope. Training also increases accuracy of performance and the ability to solve more difficult test items. Difficulty level was estimated in a separate study, with a comparable sample of N = 112 elderly adults. Future research is suggested to examine whether intellectual reserve extends to near-maximum levels of performance. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - paper 143 Y1 - 1986 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-39939 ER - TY - GEN A1 - Baltes, Paul B. A1 - Kliegl, Reinhold T1 - Further testing of limits of cognitive plasticity : negative age differences in a mnemonic skill are robust N2 - Earlier testing-the-limits research on age differences in cognitive plasticity of a memory skill was extended by 18 additional assessment and training sessions to explore whether older adults were able to catch up with additional practice and improved training conditions. The focus was on the method of loci, which requires mental imagination to encode and retrieve lists of words from memory in serial order. Of the original 37 subjects, 35 (16 young, ranging from 20 to 30 years of age, and 19 older adults, ranging from 66 to 80 years of age) participated in the follow-up study. Older adults showed sizable performance deficits when compared with young adults and tested for limits of reserve capacity. The negative age difference was substantial, resistant to extensive practice, and applied to all subjects studied. The primary origin for this negative age difference may be a loss in the production and use of mental imagination for operations of the mind. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - paper 159 Y1 - 1992 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-40373 ER - TY - GEN A1 - Baltes, Paul B. A1 - Kliegl, Reinhold T1 - Lernen und Gedächtnis im Alter : über Plastizität und deren Grenzen T1 - Learning and memory in old age N2 - Gedächtnishöchstleistungen sind auch im Alter möglich. Dies konnte am Beispiel der »Methode der Orte« experimentell bestätigt werden. Hierbei hat sich gezeigt, daß das Gehirn über große kognitive Kapazitätsreserven verfügt. In einer speziellen Testmethode (»testing the limits«) zeigt sich aber im Hochleistungsbereich, trotz der grundsätzlichen Plastizität, ein altersbezogenes Nachlassen der Gedächtnismechanik. Offenbar gibt es biologische Grenzen in der Schnelligkeit der menschlichen Vorstellungskraft. Vielleicht gelingt es auf der Grundlage dieser Erkentnnis, einen zuverlässigen Markierungsindikator für das hirnphysiologische Altern zu finden. Daraus könnten sich auch neue Methoden zur Früherkennung von Demenzen ableiten lassen. N2 - A very high level of performance in memory is also possible in old age. This could be confirmed, for example, by experiments using the »method of loci«. It was shown that the human brain has available a large cognitive developmental reserve capacity. Nevertheless, a special method of assessment (»testing the limits«) revealed a robust age related decrease of memory mechanics at the high performance level despite this basic plasticity. Obviously, there are biologic limits of the speed of human imagination. Perhaps it will be possible to find a reliable marker of brainphysiologic aging based on this knowledge. Furthermore, new methods in early detection of dementias might be derived from the approach described. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - paper 150 KW - Lernen KW - Gedächtnis KW - Alter KW - Plastizität KW - Methode der Orte KW - Testing the limits KW - Demenz KW - Learning KW - memory KW - old age KW - plasticity KW - method of places KW - testing the limits KW - dementia Y1 - 1988 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-40277 ER - TY - GEN A1 - Baltes, Paul B. A1 - Kliegl, Reinhold T1 - On the dynamics between growth and decline in the aging of intelligence and memory N2 - Content: - Different Intellectual Abilities Age Differently - Cultural Change and Interindividual Variability in Aging - Cognitive Intervention Research on Plasticity in Old Age * Psychological Evidence * Brain-Physiological Evidence - Age Differences and Testing-the-Limits - Conclusions - Summary T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - paper 171 Y1 - 1986 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-41116 ER - TY - GEN A1 - Baltes, Paul B. A1 - Kliegl, Reinhold A1 - Dittmann-Kohli, Freya T1 - On the locus of training gains in research on the plasticity of fluid intelligence in old age N2 - Cognitive training research has shown that many older adults have a substantial reserve capacity in fluid intelligence. Little is known, however, about the locus of plasticity. Two studies were conducted to examine whether training gains in fluid abilities are critically dependent on experimenter-guided training and/or whether older adults can achieve similar improvements by themselves on the basis of cognitive skills already available in their repertoire. Several comparisons were made: (a) between test performances after trainer-guided training in ability-specific cognitive skills and after self-guided retest practice (without feedback), (b) between performances under speeded and power conditions of assessment, (c) between performances on easy and difficult items, and (d) between the relative numbers of correct and wrong answers. Results suggest that a large share of the training improvement shown by the elderly can plausibly be explained as the result of the activation and practice of cognitive skills already available in their repertoire. The results also have implications for educational practice, pointing to the appropriateness of strategies of self-directed learning for many elderly adults. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - paper 151 Y1 - 1988 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-40288 ER - TY - GEN A1 - Baltes, Paul B. A1 - Sowarka, Doris A1 - Kliegl, Reinhold T1 - Cognitive training research on fluid intelligence in old age : what can older adults achieve by themselves? N2 - Cognitive research on the plasticity of fluid intelligence has demonstrated that older adults benefit markedly from guided practice in cognitive skills and problem-solving strategies. We examined to what degree older adults are capable by themselves of achieving similar practice gains, focusing on the fluid ability of figural relations. A sample of 72 healthy older adults was assigned randomly to three conditions: control, tutor-guided training, self-guided training. Training time and training materials were held constant for the two training conditions. Posttraining performances were analyzed using a transfer of training paradigm in terms of three indicators: correct responses, accuracy, and level of item difficulty. The training programs were effective and produced a significant but narrow band of within-ability transfer. However, there was no difference between the two training groups. Older adults were shown to be capable of producing gains by themselves that were comparable to those obtained following tutor-guided training in the nature of test-relevant cognitive skills. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - paper 152 Y1 - 1989 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-40297 ER - TY - THES A1 - Berding, Anja T1 - Kurz-, mittel- und langfristige Effekte einer Schulung für Patienten mit chronisch entzündlichen Darmerkrankungen auf krankheitsbezogene Ängste und Gesundheitskompetenzen T1 - Beneficial short-, medium-, and long-term effects of education on disease-related worries and concerns and health competencies in patients with inflammatory bowel diseases N2 - Menschen mit chronisch entzündlichen Darmerkrankungen (CED) leiden unter vielfältigen körperlichen und psychosozialen Einschränkungen. Wie auch bei anderen chronischen Erkrankungen könnten Patientenschulungen ihr psychisches Befinden verbessern (z.B. De Ridder & Schreurs, 2001; Faller, Reusch & Meng, 2011a; Küver, Becker & Ludt, 2008; Schüssler, 1998; Warsi, Wang, LaValley, Avorn & Solomon, 2004). Für CED liegen jedoch nur wenige Schulungsevaluationen vor (z.B. Bregenzer et al., 2005; Mussell, Böcker, Nagel, Olbrich & Singer, 2003; Oxelmark, Magnusson, Löfberg & Hillerås, 2007), deren Aussagekraft i.d.R. durch methodische Mängel eingeschränkt ist. Daher ist die Bedeutung von Schulungsprogrammen für CED-Betroffene weiterhin offen. Überdies gibt es für den deutschen Sprachraum noch keine Schulung, die zu psychischen Verbesserungen führt. Aus diesem Grunde wurde ein 1,5-tägiges Wochenend-Seminar mit medizinischen und psychologischen Inhalten konzeptionalisiert, manualisiert und in der vorliegenden Studie evaluiert. Zur summativen Evaluation nahmen 181 ambulante CED-Patienten an einer prospektiven, multizentrischen, randomisierten, kontrollierten Studie mit vier Messzeitpunkten teil: vor (T1), zwei Wochen (T2) und drei Monate (T3) nach dem Seminar. Zur 12-Monatskatamnese (T4EG) wurde die Stabilität der Effekte in der Experimentalgruppe (EG; n = 86) überprüft. Die Wartekontrollgruppe (n = 95) erhielt zunächst die Standardbehandlung, also keine Patientenschulung, und konnte an dieser nach der dritten Datenerhebung ebenfalls teilnehmen. Kovarianzanalysen (ANCOVAs) mit Kontrolle für die jeweilige Ausgangslage wurden durchgeführt. Weitere Analysen legten eine Adjustierung für die Krankheitsaktivität zu T1 nahe, weshalb diese als zusätzliche Kovariate in die ANCOVAs aufgenommen wurde. Krankheitsbezogene Ängste und Sorgen (PS-CEDE Gesamtwert zu T3; Krebs, Kachel & Faller, 1998) fungierten als primärer Zielparameter. Zu den sekundären Zielkriterien gehörten Progredienzangst und Angstbewältigung (PA-F-KF und PA-F; Mehnert, Herschbach, Berg, Henrich & Koch, 2006 bzw. Dankert et al., 2003; Herschbach et al., 2005) sowie die Gesundheitskompetenzen Positive Grundhaltung, Aktive Lebensgestaltung und Erwerb von Fertigkeiten und Handlungsstrategien (heiQ; Osborne, Elsworth & Whitfield, 2007; Schuler et al., 2013). Weitere sekundäre Zielparameter waren gesundheitsbezogene Lebensqualität (SF-12; Bullinger & Kirchberger, 1998), Symptome einer Angststörung oder Depression (PHQ-4; Kroenke, Spitzer, Williams & Löwe, 2009; Löwe et al., 2010), Wissen, der Umgang mit der CED bzw. von ihr ausgelösten negativen Gefühlen sowie die Zufriedenheit der Teilnehmenden mit dem Seminar. Von Interesse war außerdem, ob Geschlecht, Alter, Art, Dauer oder Aktivität der Erkrankung vor der Schulung einen Einfluss auf die genannten Variablen hatten und ob für sie differentielle Wirksamkeitseffekte bestanden. Darüber hinaus wurden krankheitsbezogene Ängste und Sorgen von ungeschulten Studienteilnehmern untersucht. Zwei Wochen und drei Monate nach der Schulung ließen sich im Vergleich von Experimental- und Kontrollgruppe signifikante, mittlere bis große Effekte auf krankheitsbezogene Ängste und Sorgen, Progredienzangst und deren Bewältigung sowie eine Positive Grundhaltung der CED gegenüber erzielen (stets p ≤ .001). Außerdem kam es zu beiden Messzeitpunkten zu signifikanten, großen Interventionseffekten auf den Erwerb von Fertigkeiten und Handlungsstrategien im Umgang mit der Erkrankung, das Wissen um sie und den Umgang mit ihr (stets p < .001) sowie zu moderaten Effekten auf den Umgang mit CED-bedingten negativen Gefühlen (T2: p = .001; T3: p = .008). Alle beschriebenen Effekte waren auch nach zwölf Monaten noch stabil. Für Aktive Lebensgestaltung, gesundheitsbezogene Lebensqualität sowie Angst- und Depressionssymptomatik konnten keine Schulungseffekte nachgewiesen werden. Die zusätzliche Kontrolle für die Krankheitsaktivität zu T1 führte zu keinen wesentlichen Änderungen in den Ergebnissen. Auch bei den Subgruppenanalysen hatte die Krankheitsaktivität keinen relevanten Einfluss auf die Wirksamkeit der Schulung. Gleiches gilt für Geschlecht, Alter, Art und Dauer der CED. Mit Ausnahme der Krankheitsaktivität deuteten dies bereits die zur Baseline durchgeführten t-Tests an, bei denen insgesamt nur sehr wenige signifikante, höchstens moderate Unterschiede zwischen den einzelnen Subgruppen auftraten. Sowohl bei der formativen als auch der summativen Evaluation zeigte sich überdies die hohe Zufriedenheit der Teilnehmenden mit der Schulung. Neben der Akzeptanz konnte außerdem die Durchführbarkeit bestätigt werden. Die Auswertung der Ängste und Sorgen der Studienteilnehmenden lieferte zudem Hinweise für die Entwicklung und Modifikation von Interventionen für CED-Betroffene. Es lässt sich festhalten, dass für die hier evaluierte Schulung für CED-Patienten ein Wirksamkeitsnachweis erbracht werden konnte und sie sehr positiv von den Teilnehmenden bewertet wurde. Sie führte sowohl kurz-, mittel- als auch langfristig zu substantiellen Verbesserungen in psychischer Belastung, Selbstmanagement-Fähigkeiten, der Bewältigung der Erkrankung sowie im Wissen und war gleichermaßen wirksam bei Betroffenen, die sich in Geschlecht, Alter, Art, Dauer oder Aktivität ihrer CED unterschieden. N2 - People with inflammatory bowel diseases (IBD) are affected by a wide range of somatic and psychosocial impairments. As in other chronic conditions, patient education might improve their well-being (e.g., De Ridder & Schreurs, 2001; Faller et al., 2011a; Küver et al., 2008; Schüssler, 1998; Warsi et al., 2004). In IBD only a few evaluations of education programs are available (e.g., Bregenzer et al., 2005; Mussell et al., 2003; Oxelmark et al., 2007) whose significance is limited due to several methodological flaws. The impact of education in IBD remains therefore unclear. Furthermore, there is no program contributing to psychological improvements for the German-speaking area so far. Thus, a manualized 1.5-day weekend-seminar for IBD patients, addressing medical and psychological issues, was designed. The main aim of this study was to evaluate it in a large controlled trial. For summative evaluation, 181 outpatients participated in a prospective, multicenter, randomized, waitlist-controlled trial with assessments before (t1) as well as two weeks (t2) and three months (t3) after the seminar. Patients serving as waitlist controls (n = 95) received treatment as usual (no patient education) and were also offered to participate in the intervention after the third data collection. The intervention group (IG, n = 86) was reassessed for stability of effects at the 12-months follow-up (t4IG). Analysis of covariance (ANCOVA) with adjustment for the respective baseline score was used. Due to further analyses, which suggested a control for baseline perceived disease activity, the ANCOVAs were repeated with that additional covariate. Disease-related worries and concerns (IBDPC total score at t3, German validation by Krebs et al., 1998; original: RFIPC by Drossman et al., 1991) were the primary outcome. Secondary outcomes included fear of progression and coping with anxiety (FoP-Q-SF; Mehnert et al., 2006; FoP-Q; Dankert et al., 2003; Herschbach et al., 2005), and the following three health competencies: constructive attitudes and approaches, skill and technique acquisition as well as positive and active engagement in life (heiQ; Osborne et al., 2007; Schuler et al., 2013). Further sec¬ondary outcomes were health-related quality of life (HRQoL; SF-12; Bullinger & Kirchberger, 1998), symptoms of depression and anxiety (PHQ-4; Kroenke et al., 2009; Löwe et al., 2010), disease-related knowledge, coping, and participants’ satisfaction with the seminar. It was also of interest, if patient characteristics like sex, age, type, duration or activity of IBD influenced those variables at baseline and if differential effects of the intervention existed. Moreover, baseline disease-related worries and concerns were analyzed. At two weeks and three months post-intervention, significant medium to large effects on disease-related worries and concerns, fear of progression, and coping with anxiety as well as constructive attitudes and approaches could be achieved (each p ≤ .001). In addition, large significant effects on skill and technique acquisition, knowledge, and coping with IBD (each p < .001) and medium effects on coping with disease-related negative emotions (t2: p = .001; t3: p = .008) were found. All aforementioned effects persisted even after one year. Effects on positive and active engagement in life, HRQoL as well as symptoms of anxiety and depression could not be observed. Additional adjustment for perceived disease activity basically yielded similar results. Moreover, subgroup analyses did not show any relevant influence of disease activity on the effectiveness of the intervention. The same applies to participants’ sex and age as well as their type of IBD and its duration. With the exception of disease activity, this was already suggested by t-tests performed at baseline, which showed only very few significant differences of moderate size between subgroups. Furthermore, for formative and summative evaluation the education program was rated very favorably by the attendees. In addition to its acceptance, its feasibility was confirmed. The results of the analyses of study participants’ disease-related worries and concerns can be used for the develop¬ment and modification of interventions for patients with IBD. In conclusion, the patient education program tested in this study proved to be effective and was appreciated by the attendees. It contributed to substantial short-, medium-, and even long-term improvements in psychological distress, self-management skills, coping with IBD, and knowledge, which were independent of sex, age, type, duration, or activity of IBD. KW - Patientenschulung KW - chronisch entzündliche Darmerkrankungen KW - Krankheitsbewältigung KW - Lebensqualität KW - Selbstmanagement KW - Ängste und Sorgen KW - Progredienzangst KW - Depression KW - Wissen KW - Coping KW - patient education KW - Morbus Crohn KW - Colitis ulcerosa KW - inflammatory bowel disease KW - Crohn's disease KW - ulcerative colitis KW - coping KW - disease management KW - self-management KW - quality of life KW - worries and concerns KW - fear of progression KW - anxiety KW - depression KW - knowledge Y1 - 2017 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-401063 ER - TY - GEN A1 - Bohn, Christiane A1 - Kliegl, Reinhold T1 - Zur Interaktion von Verarbeitungstiefe und dem Wortvorhersagbarkeitseffekt beim Lesen von Sätzen T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - paper 243 Y1 - 2008 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-57036 ER - TY - GEN A1 - Boston, Marisa Ferrara A1 - Hale, John A1 - Kliegl, Reinhold A1 - Patil, Umesh A1 - Vasishth, Shravan T1 - Parsing costs as predictors of reading difficulty: An evaluation using the Potsdam Sentence Corpus N2 - The surprisal of a word on a probabilistic grammar constitutes a promising complexity metric for human sentence comprehension difficulty. Using two different grammar types, surprisal is shown to have an effect on fixation durations and regression probabilities in a sample of German readers’ eye movements, the Potsdam Sentence Corpus. A linear mixed-effects model was used to quantify the effect of surprisal while taking into account unigram and bigram frequency, word length, and empirically-derived word predictability; the so-called “early” and “late” measures of processing difficulty both showed an effect of surprisal. Surprisal is also shown to have a small but statistically non-significant effect on empirically-derived predictability itself. This work thus demonstrates the importance of including parsing costs as a predictor of comprehension difficulty in models of reading, and suggests that a simple identification of syntactic parsing costs with early measures and late measures with durations of post-syntactic events may be difficult to uphold. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - paper 253 Y1 - 2008 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-57139 ER -