TY - GEN A1 - Hadad, Yemima T1 - Hasidic myth-activism BT - Martin Buber's theopolitical revision of Volkish Nationalism T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - Since the 1970s, Buber has often been suspected of being a Volkish thinker. This essay reconsiders the affinity of Buber's late writings with Volkish ideology. It examines the allegations against Buber's Volkish thought in light of his later biblical and Hasidic writings. By illuminating the ideological affinity between these two modes of thought, the essay explains how Buber aims to depart from the dangers of myth without rejecting myth as such. I argue that Buber's relationship to myth can help us to explain his critique of nationalism. My basic argument is that in his struggle with hyper-nationalism, Buber follows the Baal Shem Tov and his struggle against Sabbateanism. Like the Besht, Buber does not reject myth, but seeks instead to repair it from within. Whereas hyper-nationalism uses myth to advance its political goals, Buber seeks to reposition ethics within a mythic framework. I view Buber's exegesis and commentaries on biblical and Hasidic myths as myth-activism. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 642 KW - Myth-Activism KW - Martin Buber KW - theopolitics KW - Zionism KW - Hasidism KW - myth KW - activism KW - Volkism KW - Judaism KW - politics Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-472235 SN - 1866-8364 IS - 642 ER - TY - GEN A1 - Noiray, Aude A1 - Popescu, Anisia A1 - Killmer, Helene A1 - Robertus, Elina A1 - Krüger, Stella A1 - Hintermeier, Lisa T1 - Spoken Language Development and the Challenge of Skill Integration T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - The development of phonological awareness, the knowledge of the structural combinatoriality of a language, has been widely investigated in relation to reading (dis)ability across languages. However, the extent to which knowledge of phonemic units may interact with spoken language organization in (transparent) alphabetical languages has hardly been investigated. The present study examined whether phonemic awareness correlates with coarticulation degree, commonly used as a metric for estimating the size of children’s production units. A speech production task was designed to test for developmental differences in intra-syllabic coarticulation degree in 41 German children from 4 to 7 years of age. The technique of ultrasound imaging allowed for comparing the articulatory foundations of children’s coarticulatory patterns. Four behavioral tasks assessing various levels of phonological awareness from large to small units and expressive vocabulary were also administered. Generalized additive modeling revealed strong interactions between children’s vocabulary and phonological awareness with coarticulatory patterns. Greater knowledge of sub-lexical units was associated with lower intra-syllabic coarticulation degree and greater differentiation of articulatory gestures for individual segments. This interaction was mostly nonlinear: an increase in children’s phonological proficiency was not systematically associated with an equivalent change in coarticulation degree. Similar findings were drawn between vocabulary and coarticulatory patterns. Overall, results suggest that the process of developing spoken language fluency involves dynamical interactions between cognitive and speech motor domains. Arguments for an integrated-interactive approach to skill development are discussed. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 598 KW - language acquisition KW - coarticulation KW - speech motor control KW - phonological awareness KW - vocabulary KW - speech production Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-444729 SN - 1866-8364 IS - 598 ER - TY - JOUR A1 - Noiray, Aude A1 - Popescu, Anisia A1 - Killmer, Helene A1 - Rubertus, Elina A1 - Krüger, Stella A1 - Hintermeier, Lisa T1 - Spoken Language Development and the Challenge of Skill Integration JF - Frontiers in Psychology N2 - The development of phonological awareness, the knowledge of the structural combinatoriality of a language, has been widely investigated in relation to reading (dis)ability across languages. However, the extent to which knowledge of phonemic units may interact with spoken language organization in (transparent) alphabetical languages has hardly been investigated. The present study examined whether phonemic awareness correlates with coarticulation degree, commonly used as a metric for estimating the size of children’s production units. A speech production task was designed to test for developmental differences in intra-syllabic coarticulation degree in 41 German children from 4 to 7 years of age. The technique of ultrasound imaging allowed for comparing the articulatory foundations of children’s coarticulatory patterns. Four behavioral tasks assessing various levels of phonological awareness from large to small units and expressive vocabulary were also administered. Generalized additive modeling revealed strong interactions between children’s vocabulary and phonological awareness with coarticulatory patterns. Greater knowledge of sub-lexical units was associated with lower intra-syllabic coarticulation degree and greater differentiation of articulatory gestures for individual segments. This interaction was mostly nonlinear: an increase in children’s phonological proficiency was not systematically associated with an equivalent change in coarticulation degree. Similar findings were drawn between vocabulary and coarticulatory patterns. Overall, results suggest that the process of developing spoken language fluency involves dynamical interactions between cognitive and speech motor domains. Arguments for an integrated-interactive approach to skill development are discussed. KW - language acquisition KW - coarticulation KW - speech motor control KW - phonological awareness KW - vocabulary KW - speech production Y1 - 2019 U6 - https://doi.org/10.3389/fpsyg.2019.02777 SN - 1664-1078 VL - 10 PB - Frontiers Research Foundation CY - Lausanne ER - TY - GEN A1 - Schwarzenthal, Miriam Jelena A1 - Schachner, Maja Katharina A1 - Juang, Linda P. A1 - Van De Vijver, Fons J. R. T1 - Reaping the benefits of cultural diversity BT - classroom cultural diversity climate and students’ intercultural competence T2 - Postprints der Universität Potsdam Humanwissenschaftliche Reihe N2 - Culturally diverse schools may constitute natural arenas for training crucial intercultural skills. We hypothesized that a classroom cultural diversity climate fostering contact and cooperation and multiculturalism, but not a climate fostering color‐evasion, would be positively related to adolescents’ intercultural competence. Adolescents in North Rhine‐Westphalia (N = 631, Mage = 13.69 years, 49% of immigrant background) and Berlin (N = 1,335, Mage = 14.69 years, 52% of immigrant background) in Germany reported their perceptions of the classroom cultural diversity climate and completed quantitative and qualitative measures assessing their intercultural competence. Multilevel structural equation models indicate that contact and cooperation, multiculturalism, and, surprisingly, also color‐evasion (as in emphasizing a common humanity), were positively related to the intercultural competence of immigrant and non‐immigrant background students. We conclude that all three aspects of the classroom climate are uniquely related to aspects of adolescents’ intercultural competence and that none of them may be sufficient on their own. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 581 KW - color‐evasion KW - contact KW - intercultural competence KW - multiculturalism KW - school climate Y1 - 2019 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-437502 SN - 1866-8364 IS - 581 ER - TY - JOUR A1 - Zghal, Firas A1 - Colson, Serge S. A1 - Blain, Grégory A1 - Behm, David George A1 - Granacher, Urs A1 - Chaouachi, Anis T1 - Combined Resistance and Plyometric Training Is More Effective Than Plyometric Training Alone for Improving Physical Fitness of Pubertal Soccer Players JF - frontiers in Physiology N2 - The purpose of this study was to compare the effects of combined resistance and plyometric/sprint training with plyometric/sprint training or typical soccer training alone on muscle strength and power, speed, change-of-direction ability in young soccer players. Thirty-one young (14.5 ± 0.52 years; tanner stage 3–4) soccer players were randomly assigned to either a combined- (COMB, n = 14), plyometric-training (PLYO, n = 9) or an active control group (CONT, n = 8). Two training sessions were added to the regular soccer training consisting of one session of light-load high-velocity resistance exercises combined with one session of plyometric/sprint training (COMB), two sessions of plyometric/sprint training (PLYO) or two soccer training sessions (CONT). Training volume was similar between the experimental groups. Before and after 7-weeks of training, peak torque, as well as absolute and relative (normalized to torque; RTDr) rate of torque development (RTD) during maximal voluntary isometric contraction of the knee extensors (KE) were monitored at time intervals from the onset of contraction to 200 ms. Jump height, sprinting speed at 5, 10, 20-m and change-of-direction ability performances were also assessed. There were no significant between–group baseline differences. Both COMB and PLYO significantly increased their jump height (Δ14.3%; ES = 0.94; Δ12.1%; ES = 0.54, respectively) and RTD at mid to late phases but with greater within effect sizes in COMB in comparison with PLYO. However, significant increases in peak torque (Δ16.9%; p < 0.001; ES = 0.58), RTD (Δ44.3%; ES = 0.71), RTDr (Δ27.3%; ES = 0.62) and sprint performance at 5-m (Δ-4.7%; p < 0.001; ES = 0.73) were found in COMB without any significant pre-to-post change in PLYO and CONT groups. Our results suggest that COMB is more effective than PLYO or CONT for enhancing strength, sprint and jump performances. KW - strength KW - power KW - rate of torque development KW - jumping KW - running Y1 - 2019 U6 - https://doi.org/10.3389/fphys.2019.01026 SN - 1664-042X VL - 10 IS - August 2019 PB - Frontiers Research Foundation CY - Lausanne ER - TY - GEN A1 - Zghal, Firas A1 - Colson, Serge S. A1 - Blain, Grégory A1 - Behm, David George A1 - Granacher, Urs A1 - Chaouachi, Anis T1 - Combined Resistance and Plyometric Training Is More Effective Than Plyometric Training Alone for Improving Physical Fitness of Pubertal Soccer Players T2 - Postprints der Universität Potsdam Humanwissenschaftliche Reihe N2 - The purpose of this study was to compare the effects of combined resistance and plyometric/sprint training with plyometric/sprint training or typical soccer training alone on muscle strength and power, speed, change-of-direction ability in young soccer players. Thirty-one young (14.5 ± 0.52 years; tanner stage 3–4) soccer players were randomly assigned to either a combined- (COMB, n = 14), plyometric-training (PLYO, n = 9) or an active control group (CONT, n = 8). Two training sessions were added to the regular soccer training consisting of one session of light-load high-velocity resistance exercises combined with one session of plyometric/sprint training (COMB), two sessions of plyometric/sprint training (PLYO) or two soccer training sessions (CONT). Training volume was similar between the experimental groups. Before and after 7-weeks of training, peak torque, as well as absolute and relative (normalized to torque; RTDr) rate of torque development (RTD) during maximal voluntary isometric contraction of the knee extensors (KE) were monitored at time intervals from the onset of contraction to 200 ms. Jump height, sprinting speed at 5, 10, 20-m and change-of-direction ability performances were also assessed. There were no significant between–group baseline differences. Both COMB and PLYO significantly increased their jump height (Δ14.3%; ES = 0.94; Δ12.1%; ES = 0.54, respectively) and RTD at mid to late phases but with greater within effect sizes in COMB in comparison with PLYO. However, significant increases in peak torque (Δ16.9%; p < 0.001; ES = 0.58), RTD (Δ44.3%; ES = 0.71), RTDr (Δ27.3%; ES = 0.62) and sprint performance at 5-m (Δ-4.7%; p < 0.001; ES = 0.73) were found in COMB without any significant pre-to-post change in PLYO and CONT groups. Our results suggest that COMB is more effective than PLYO or CONT for enhancing strength, sprint and jump performances. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 576 KW - strength KW - power KW - rate of torque development KW - jumping KW - running Y1 - 2019 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-437810 SN - 1866-8364 IS - 576 ER - TY - GEN A1 - Kayhan Wagner, Ezgi A1 - Meyer, Marlene A1 - O’Reilly, J.X. A1 - Hunnius, Sabine A1 - Bekkering, Harold T1 - Nine-month-old infants update their predictive models of a changing environment T2 - Postprints der Universität Potsdam Humanwissenschaftliche Reihe N2 - Humans generate internal models of their environment to predict events in the world. As the environments change, our brains adjust to these changes by updating their internal models. Here, we investigated whether and how 9-month-old infants differentially update their models to represent a dynamic environment. Infants observed a predictable sequence of stimuli, which were interrupted by two types of cues. Following the update cue, the pattern was altered, thus, infants were expected to update their predictions for the upcoming stimuli. Because the pattern remained the same after the no-update cue, no subsequent updating was required. Infants showed an amplified negative central (Nc) response when the predictable sequence was interrupted. Late components such as the PSW were also evoked in response to unexpected stimuli; however, we found no evidence for a differential response to the informational value of surprising cues at later stages of processing. Infants rather learned that surprising cues always signal a change in the environment that requires updating. Interestingly, infants responded with an amplified neural response to the absence of an expected change, suggesting a top-down modulation of early sensory processing in infants. Our findings corroborate emerging evidence showing that infants build predictive models early in life. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 577 KW - Internal models KW - Predictive models KW - Predictive processing KW - Development KW - Event-Related potentials Y1 - 2019 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-437844 SN - 1866-8364 IS - 577 ER - TY - JOUR A1 - Kayhan Wagner, Ezgi A1 - Meyer, Marlene A1 - O’Reilly, J.X. A1 - Hunnius, Sabine A1 - Bekkering, Harold T1 - Nine-month-old infants update their predictive models of a changing environment JF - Developmental Cognitive Neuroscience : a journal for cognitive, affective and social developmental neuroscience N2 - Humans generate internal models of their environment to predict events in the world. As the environments change, our brains adjust to these changes by updating their internal models. Here, we investigated whether and how 9-month-old infants differentially update their models to represent a dynamic environment. Infants observed a predictable sequence of stimuli, which were interrupted by two types of cues. Following the update cue, the pattern was altered, thus, infants were expected to update their predictions for the upcoming stimuli. Because the pattern remained the same after the no-update cue, no subsequent updating was required. Infants showed an amplified negative central (Nc) response when the predictable sequence was interrupted. Late components such as the PSW were also evoked in response to unexpected stimuli; however, we found no evidence for a differential response to the informational value of surprising cues at later stages of processing. Infants rather learned that surprising cues always signal a change in the environment that requires updating. Interestingly, infants responded with an amplified neural response to the absence of an expected change, suggesting a top-down modulation of early sensory processing in infants. Our findings corroborate emerging evidence showing that infants build predictive models early in life. KW - Internal models KW - Predictive models KW - Predictive processing KW - Development KW - Event-Related potentials Y1 - 2019 U6 - https://doi.org/10.1016/j.dcn.2019.100680 SN - 1878-9293 SN - 1878-9307 VL - 38 PB - Elsevier CY - Amsterdam ER - TY - GEN A1 - Kałczewiak, Mariusz T1 - Yiddish in the Andes BT - unbearable distance, devoted activists and building Yiddish culture in Chile T2 - Postprints der Universität Potsdam Humanwissenschaftliche Reihe N2 - This article elucidates the efforts of Chilean-Jewish activists to create, manage and protect Chilean Yiddish culture. It illuminates how Yiddish cultural leaders in small diasporas, such as Chile, worked to maintain dialogue with other Jewish centers. Chilean culturists maintained that a unique Latin American Jewish culture existed and needed to be strengthened through the joint efforts of all Yiddish actors on the continent. Chilean activists envisioned a modern Jewish culture informed by both Eastern European influences and local Jewish cultural production, as well as by exchanges with non-Jewish Latin American majority cultures. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 571 KW - Yiddish culture KW - Chile KW - Latin America KW - Yiddish culturism KW - Jewish networking Y1 - 2019 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-435064 IS - 571 ER - TY - GEN A1 - Kulawiak, Pawel R. A1 - Wilbert, Jürgen T1 - Introduction of a new method for representing the sociometric status within the peer group BT - the example of sociometrically neglected children T2 - Postprints der Universität Potsdam Humanwissenschaftliche Reihe N2 - Sociometrically neglected children are not often liked and not often disliked by their peers. This kind of social information is known as social status. Evidence concerning internalizing behaviour of neglected children is as yet equivocal. Contradictory research results could possibly be attributed to methodological issues of social status classification methods. Therefore, we will paradigmatically emphasize insufficiencies of one social status classification method. Since arbitrary cutoffs (sociometric data) provide the basis for the categorical classification of social status groups, the classification approach lacks precision and consistency. Furthermore, social status classification discounts the multidimensional nature of a child’s social status (social status group affiliation is mutually exclusive), disregards between-peer-group differences in the sociometric data, and offers a peer-group-norm-referenced interpretation. By contrast, we will highlight some advantages of the newly introduced social status extreme points procedure, which describes a child’s social status in terms of the child’s adaptation to sociometric extreme points. The continuous social status extreme points variables offer a criterion-referenced interpretation (multidimensionality: degree of adaptation to each and every sociometric extreme point). The performance and agreement of both methods will be demonstrated using empirical data (N = 316 children within 22 school classes). T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 570 KW - sociometry KW - social status KW - sociometric status KW - peer status KW - peer group KW - sociometrically neglected children KW - internalizing behaviour Y1 - 2019 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-434137 SN - 1866-8364 IS - 570 ER -