TY - JOUR A1 - Schwarz, Wolfgang T1 - Comparing continuous and discrete birthday coincidences : "Same-Day" versus "Within 24 Hours" N2 - In its classical form the famous birthday problem (Feller 1968; Mosteller 1987) addresses coincidences within a discrete sample space, looking at births that fall on the same calendar day. However, coincidence phenomena often arise in situations in which it is more natural to consider a continuous-time parameter. We first describe an elementary variant of the classical problem in continuous time, and then derive and illustrate close approximate relations that exist between the discrete and the continuous formulations. Y1 - 2010 U6 - https://doi.org/10.1198/tast.2009.09003 SN - 0003-1305 ER - TY - JOUR A1 - Krügel, André A1 - Engbert, Ralf T1 - On the launch-site effect for skipped words during reading N2 - 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. Y1 - 2010 UR - http://www.sciencedirect.com/science/journal/00426989 U6 - https://doi.org/10.1016/j.visres.2010.05.009 SN - 0042-6989 ER - TY - JOUR A1 - Nuthmann, Antje A1 - Smith, Tim J. A1 - Engbert, Ralf A1 - Henderson, John M. T1 - CRISP: a computational model of fixation duration in scene viewing N2 - Eye-movement control during scene viewing can be represented as a series of individual decisions about where and when to move the eyes. While substantial behavioral and computational research has been devoted to investigating the placement of fixations in scenes, relatively little is known about the mechanisms that control fixation durations. Here, we propose a computational model (CRISP) that accounts for saccade timing and programming and thus for variations in fixation durations in scene viewing. First, timing signals are modeled as continuous-time random walks. Second, difficulties at the level of visual and cognitive processing can inhibit and thus modulate saccade timing. Inhibition generates moment-by-moment changes in the random walk's transition rate and processing-related saccade cancellation. Third, saccade programming is completed in 2 stages: an initial, labile stage that is subject to cancellation and a subsequent, nonlabile stage. Several simulation studies tested the model's adequacy and generality. An initial simulation study explored the role of cognitive factors in scene viewing by examining how fixation durations differed under different viewing task instructions. Additional simulations investigated the degree to which fixation durations were under direct moment-to-moment control of the current visual scene. The present work further supports the conclusion that fixation durations, to a certain degree, reflect perceptual and cognitive activity in scene viewing. Computational model simulations contribute to an understanding of the underlying processes of gaze control. Y1 - 2010 UR - http://psycnet.apa.org/journals/rev/117/2/382/ ER - TY - JOUR A1 - Rauh, Hellgard T1 - Entwicklungspsychologische Grundlagen II : das Kleinstkind Y1 - 2010 SN - 978-3-17-020957-2 ER - TY - JOUR A1 - Spörer, Nadine A1 - Glaser, Cornelia T1 - Förderung selbstregulierten Lernens im schulischen Kontext N2 - Selbstreguliertes Lernen umfasst gedankliche und verhaltensbezogene Aktivitäten, die Lernende dazu befähigen, aufgabenspezifische Fertigkeiten effizient erwerben sowie wirksam und nachhaltig einsetzen zu können. In dem vorliegenden Editorial werden einschlägige Funktions- und Ordnungssysteme selbstregulierten Lernens sowie charakteristische Formen der Vermittlung und Anwendung strategischer Fertigkeiten gekennzeichnet, einschließlich eines Überblicks zu den Beiträgen des Themenschwerpunktes zur «Förderung selbstregulierten Lernens im schulischen Kontext». Als Bestandsaufnahme vorliegender Beiträge werden Grenzen bisheriger und Perspektiven zukünftiger Forschung in diesem Bereich benannt. Y1 - 2010 UR - http://psycontent.metapress.com/content/1010-0652 U6 - https://doi.org/10.1024/1010-0652/A000014 SN - 1010-0652 ER - TY - JOUR A1 - Esser, Günter T1 - Verhaltenstherapie bei Kindern und Jugendlichen Y1 - 2010 SN - 978-3-932096-83-9 ER - TY - JOUR A1 - Esser, Günter A1 - Wyschkon, Anne T1 - Diagnostik bei Kindern und Jugendlichen Y1 - 2010 SN - 978-3-932096-83-9 ER - TY - JOUR A1 - Jeschonek, Susanna A1 - Marinovic, Vesna A1 - Hoehl, Stefanie A1 - Elsner, Birgit A1 - Pauen, Sabina T1 - Do animals and furniture items elicit different brain responses in human infants? N2 - One of the earliest categorical distinctions to be made by preverbal infants is the animate-inanimate distinction. To explore the neural basis for this distinction in 7-8-month-olds, an equal number of animal and furniture pictures was presented in an ERP-paradigm. The total of 118 pictures, all looking different from each other, were presented in a semi-randomized order for 1000 ms each. Infants' brain responses to exemplars from both categories differed systematically regarding the negative central component (Nc: 400-600 ms) at anterior channels. More specifically, the Nc was enhanced for animals in one subgroup of infants, and for furniture items in another subgroup of infants. Explorative analyses related to categorical priming further revealed category-specific differences in brain responses in the late time window (650-1550 ms) at right frontal channels: Unprimed stimuli (preceded by a different-category item) elicited a more positive response as compared to primed stimuli (preceded by a same-category item). In sum, these findings suggest that the infant's brain discriminates exemplars from both global domains. Given the design of our task, we conclude that processes of category identification are more likely to account for our findings than processes of on-line category formation during the experimental session. Y1 - 2010 SN - 0387-7604 ER - TY - JOUR A1 - Rauh, Hellgard T1 - Theorien und Konzepte der Entwicklungspsychologie Y1 - 2010 SN - 978-3-17-020957-2 ER - TY - JOUR A1 - Wittig, Kirsten A1 - Esser, Günter T1 - Erstgespräche mit Kindern und Jugendlichen Y1 - 2010 SN - 978-3-456-84781-8 ER -