TY  - JOUR
A1  - Meiser, Susanne
A1  - Esser, Günter
T1  - Interpersonal Stress Generation-A Girl Problem?
BT  - The Role of Depressive Symptoms, Dysfunctional Attitudes, and Gender in Early Adolescent Stress Generation
JF  - Journal of early adolescence
N2  - To provide further insight into stress generation patterns in boys and girls around puberty, this study investigated longitudinal reciprocal relations between depressive symptoms, dysfunctional attitudes, and stress generation, the process by which individuals contribute to the occurrence of stress in interpersonal contexts (e.g., problematic social interactions) or in noninterpersonal contexts (e.g., achievement problems). A community sample of N = 924 German children and early adolescents (51.8% male) completed depressive symptoms and dysfunctional attitudes measures at T1 and again 20 months later (T2). Stressful life events were reported at T2. Dysfunctional attitudes were unrelated to stress generation. Interpersonal, but not noninterpersonal, dependent stress partially mediated the relationship between initial and later depressive symptoms, with girls being more likely to generate interpersonal stress in response to depressive symptoms. Findings underscore the role of interpersonal stress generation in the early development of depressive symptomatology, and in the gender difference in depression prevalence emerging around puberty.
KW  - stress generation
KW  - depression
KW  - dysfunctional attitudes
KW  - children and adolescents
KW  - gender differences
Y1  - 2017
U6  - https://doi.org/10.1177/0272431617725197
SN  - 0272-4316
SN  - 1552-5449
VL  - 39
IS  - 1
SP  - 41
EP  - 66
PB  - Sage Publ.
CY  - Thousand Oaks
ER  - 
TY  - JOUR
A1  - Matuschek, Hannes
A1  - Kliegl, Reinhold
T1  - On the ambiguity of interaction and nonlinear main effects in a regime of dependent covariates
JF  - Behavior research methods : a journal of the Psychonomic Society
N2  - The analysis of large experimental datasets frequently reveals significant interactions that are difficult to interpret within the theoretical framework guiding the research. Some of these interactions actually arise from the presence of unspecified nonlinear main effects and statistically dependent covariates in the statistical model. Importantly, such nonlinear main effects may be compatible (or, at least, not incompatible) with the current theoretical framework. In the present literature, this issue has only been studied in terms of correlated (linearly dependent) covariates. Here we generalize to nonlinear main effects (i.e., main effects of arbitrary shape) and dependent covariates. We propose a novel nonparametric method to test for ambiguous interactions where present parametric methods fail. We illustrate the method with a set of simulations and with reanalyses (a) of effects of parental education on their children’s educational expectations and (b) of effects of word properties on fixation locations during reading of natural sentences, specifically of effects of length and morphological complexity of the word to be fixated next. The resolution of such ambiguities facilitates theoretical progress.
KW  - Interaction effects
KW  - Mixed models
KW  - Additive mixed models
KW  - Regression splines
KW  - Non-parametric curve estimation
Y1  - 2017
U6  - https://doi.org/10.3758/s13428-017-0956-9
SN  - 1554-351X
SN  - 1554-3528
VL  - 50
IS  - 5
SP  - 1882
EP  - 1894
PB  - Springer
CY  - New York
ER  - 
TY  - JOUR
A1  - Jap, Bernard A. J.
A1  - Borleffs, Elisabeth
A1  - Maassen, Ben A. M.
T1  - Towards identifying dyslexia in Standard Indonesian: the development of a reading assessment battery
JF  - Reading and writing : an interdisciplinary journal
KW  - Standard Indonesian
KW  - Dyslexia
KW  - Transparent orthography
KW  - Dyslexia assessment
Y1  - 2017
U6  - https://doi.org/10.1007/s11145-017-9748-y
SN  - 0922-4777
SN  - 1573-0905
VL  - 30
SP  - 1729
EP  - 1751
PB  - Springer
CY  - Dordrecht
ER  - 
TY  - JOUR
A1  - Ruzanska, Ulrike Alexandra
A1  - Warschburger, Petra
T1  - Psychometric evaluation of the German version of the Intuitive Eating Scale-2 in a community sample
JF  - Appetite : multidisciplinary research on eating and drinking
KW  - Intuitive eating scale
KW  - Healthy eating behavior
KW  - Psychometric properties
KW  - Disordered eating
Y1  - 2017
U6  - https://doi.org/10.1016/j.appet.2017.06.018
SN  - 0195-6663
SN  - 1095-8304
VL  - 117
SP  - 126
EP  - 134
PB  - Elsevier
CY  - London
ER  - 
TY  - JOUR
A1  - Bondü, Rebecca
A1  - Sahyazici-Knaak, Fidan
A1  - Esser, Günter
T1  - Long-Term Associations of Justice Sensitivity, Rejection Sensitivity, and Depressive Symptoms in Children and Adolescents
JF  - Frontiers in psychology
N2  - Depressive symptoms have been related to anxious rejection sensitivity, but little is known about relations with angry rejection sensitivity and justice sensitivity. We measured rejection sensitivity, justice sensitivity, and depressive symptoms in 1,665 9-to-21-year olds at two points of measurement. Participants with high T1 levels of depressive symptoms reported higher anxious and angry rejection sensitivity and higher justice sensitivity than controls at T1 and T2. T1 rejection, but not justice sensitivity predicted T2 depressive symptoms; high victim justice sensitivity, however, added to the stabilization of depressive symptoms. T1 depressive symptoms positively predicted T2 anxious and angry rejection and victim justice sensitivity. Hence, sensitivity toward negative social cues may be cause and consequence of depressive symptoms and requires consideration in cognitive-behavioral treatment of depression.
KW  - justice sensitivity
KW  - rejection sensitivity
KW  - depressive symptoms
KW  - childhood
KW  - adolescence
Y1  - 2017
U6  - https://doi.org/10.3389/fpsyg.2017.01446
SN  - 1664-1078
VL  - 8
PB  - Frontiers Research Foundation
CY  - Lausanne
ER  - 
TY  - JOUR
A1  - Stober, Sebastian
T1  - Toward Studying Music Cognition with Information Retrieval Techniques: Lessons Learned from the OpenMIIR Initiative
JF  - Frontiers in psychology
N2  - As an emerging sub-field of music information retrieval (MIR), music imagery information retrieval (MIIR) aims to retrieve information from brain activity recorded during music cognition-such as listening to or imagining music pieces. This is a highly interdisciplinary endeavor that requires expertise in MIR as well as cognitive neuroscience and psychology. The OpenMIIR initiative strives to foster collaborations between these fields to advance the state of the art in MIIR. As a first step, electroencephalography (EEG) recordings ofmusic perception and imagination have beenmade publicly available, enabling MIR researchers to easily test and adapt their existing approaches for music analysis like fingerprinting, beat tracking or tempo estimation on this new kind of data. This paper reports on first results of MIIR experiments using these OpenMIIR datasets and points out how these findings could drive new research in cognitive neuroscience.
KW  - music cognition
KW  - music perception
KW  - music information retrieval
KW  - deep learning
KW  - representation learning
Y1  - 2017
U6  - https://doi.org/10.3389/fpsyg.2017.01255
SN  - 1664-1078
VL  - 8
PB  - Frontiers Research Foundation
CY  - Lausanne
ER  - 
TY  - JOUR
A1  - Zhou, Wei
A1  - Shu, Hua
A1  - Miller, Kevin
A1  - Yan, Ming
T1  - Reliance on orthography and phonology in reading of Chinese
BT  - a developmental study
JF  - Journal of research in reading : a journal of the United Kingdom Reading Association
N2  - BackgroundDisruptions of reading processes due to text substitutions can measure how readers use lexical information. MethodsWith eye-movement recording, children and adults viewed sentences with either identical, orthographically similar, homophonic or unrelated substitutions of the first characters in target words. To the extent that readers rely on orthographic or phonological cues, substitutions that contain such cues should cause less disruption reading than do unrelated substitutions. ResultsOn pretarget words, there was a reliable reduction in gaze duration due to homophonic substitution only for children. On target words, we observed reliable recovery effects due to orthographic similarity for adults. On post-target words, adults had better orthographic-based and phonological-based recovery abilities than children. ConclusionsThe combination of eye movement recording and the error detection paradigm offers a novel implicit paradigm for studying reading development: during sentence reading, beginning readers of Chinese may rely on phonological mediation, while skilled readers have more direct access to semantics from orthography.
Y1  - 2017
U6  - https://doi.org/10.1111/1467-9817.12111
SN  - 0141-0423
SN  - 1467-9817
VL  - 41
IS  - 2
SP  - 370
EP  - 391
PB  - Wiley
CY  - Hoboken
ER  - 
TY  - JOUR
A1  - McLoughlin, Grainne
A1  - Palmer, Jason
A1  - Makeig, Scott
A1  - Bigdely-Shamlo, Nima
A1  - Banaschewski, Tobias
A1  - Laucht, Manfred
A1  - Brandeis, D.
T1  - EEG Source Imaging Indices of Cognitive Control Show Associations with Dopamine System Genes
JF  - Brain Topography
N2  - Cognitive or executive control is a critical mental ability, an important marker of mental illness, and among the most heritable of neurocognitive traits. Two candidate genes, catechol-O-methyltransferase (COMT) and DRD4, which both have a roles in the regulation of cortical dopamine, have been consistently associated with cognitive control. Here, we predicted that individuals with the COMT Met/Met allele would show improved response execution and inhibition as indexed by event-related potentials in a Go/NoGo task, while individuals with the DRD4 7-repeat allele would show impaired brain activity. We used independent component analysis (ICA) to separate brain source processes contributing to high-density EEG scalp signals recorded during the task. As expected, individuals with the DRD4 7-repeat polymorphism had reduced parietal P3 source and scalp responses to response (Go) compared to those without the 7-repeat. Contrary to our expectation, the COMT homozygous Met allele was associated with a smaller frontal P3 source and scalp response to response-inhibition (NoGo) stimuli, suggesting that while more dopamine in frontal cortical areas has advantages in some tasks, it may also compromise response inhibition function. An interaction effect emerged for P3 source responses to Go stimuli. These were reduced in those with both the 7-repeat DRD4 allele and either the COMT Val/Val or the Met/Met homozygous polymorphisms but not in those with the heterozygous Val/Met polymorphism. This epistatic interaction between DRD4 and COMT replicates findings that too little or too much dopamine impairs cognitive control. The anatomic and functional separated maximally independent cortical EEG sources proved more informative than scalp channel measures for genetic studies of brain function and thus better elucidate the complex mechanisms in psychiatric illness.
KW  - EEG
KW  - Genetics
KW  - DRD4
KW  - COMT
KW  - ICA
KW  - Measure projection
Y1  - 2017
U6  - https://doi.org/10.1007/s10548-017-0601-z
SN  - 0896-0267
SN  - 1573-6792
VL  - 31
IS  - 3
SP  - 392
EP  - 406
PB  - Springer
CY  - Dordrecht
ER  - 
TY  - JOUR
A1  - Wyschkon, Anne
A1  - Schulz, Franziska
A1  - Gallit, Finja Sunnyi
A1  - Poltz, Nadine
A1  - Kohn-Henkel, Juliane
A1  - Moraske, Svenja
A1  - Bondue, Rebecca
A1  - von Aster, Michael G.
A1  - Esser, Günter
T1  - 5-Jahres-Verlauf der LRS
T1  - 5-year course of dyslexia
BT  - Stabilität, Geschlechtseffekte, Schriftsprachniveau und Schulerfolg
BT  - Persistence, sex effects, performance in reading and spelling, and school-related success
JF  - Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie
N2  - Fragestellung: Untersucht wird der Verlauf von Kindern mit Lese-Rechtschreibstörungen (LRS) über gut 5 Jahre unter Berücksichtigung des Einflusses des Geschlechts der Betroffenen. Außerdem werden Auswirkungen der LRS auf das spätere Schriftsprachniveau und den Schulerfolg überprüft. Methodik: Eingangs wurden 995 Schüler zwischen 6 und 16 Jahren untersucht. Ein Teil dieser Kinder ist nach 43 sowie 63 Monaten nachuntersucht worden. Eine LRS wurde diagnostiziert, wenn für das Lesen bzw. Rechtschreiben das doppelte Diskrepanzkriterium von 1.5 Standardabweichungen zur nonverbalen Intelligenz und dem Mittelwert der Klassenstufe erfüllt war und gleichzeitig keine Minderbegabung vorlag. Ergebnisse: Die LRS weist über einen Zeitraum von 63 Monaten eine hohe Störungspersistenz von knapp 70 % auf. Der 5-Jahres-Verlauf der mittleren Lese- und Rechtschreibleistungen wurde nicht vom Geschlecht beeinflusst. Trotz durchschnittlicher Intelligenz blieben die LRS-Schüler in der Schriftsprache mindestens eine Standardabweichung hinter durchschnittlich und etwa 0.5 Standardabweichungseinheiten hinter unterdurchschnittlich intelligenten Kindern zurück. Der Schulerfolg der LRS-Schüler glich dem unterdurchschnittlich intelligenter Kinder und fiel deutlich schlechter aus als bei durchschnittlich intelligenten Kontrollkindern. Schlussfolgerungen: Eine LRS stellt ein erhebliches Entwicklungsrisiko dar, was frühzeitige Diagnostik- und Therapiemaßnahmen erfordert. Dafür sind reliable und im Hinblick auf die resultierenden Prävalenzraten sinnvolle, allgemein anerkannte Diagnosekriterien essenziell.
N2  - Objective: The study examines the 5-year course of children with dyslexia with regard to their sex. Furthermore, the study investigates the impact of dyslexia on the performance in reading and spelling skills and school-related success. Method: A group of 995 6- to 16-year-olds were examined at the initial assessment. Part of the initial sample was then re-examined after 43 and 63 months. The diagnosis of dyslexia was based on the double discrepancy criterion using a standard deviation of 1.5. Though they had no intellectual deficits, the children showed a considerable discrepancy between their reading or writing abilities and (1) their nonverbal intelligence and (2) the mean of their grade norm. Results: Nearly 70 % of those examined had a persisting diagnosis of dyslexia over a period of 63 months. The 5-year course was not influenced by sex. Despite average intelligence, the performance in writing and spelling of children suffering from dyslexia was one standard deviation below a control group without dyslexia with average intelligence and 0.5 standard deviations below a group of children suffering from intellectual deficits. Furthermore, the school-related success of the dyslexics was significantly lower than those of children with average intelligence. Dyslexics showed similar school-related success rates to children suffering from intellectual deficits. Conclusions: Dyslexia represents a considerable developmental risk. The adverse impact of dyslexia on school-related success supports the importance of early diagnostics and intervention. It also underlines the need for reliable and general accepted diagnostic criteria. It is important to define such criteria in light of the prevalence rates.
KW  - dyslexia
KW  - discrepancy criterion
KW  - persistence
KW  - course
KW  - school-related success
KW  - Lese-Rechtschreibstörung
KW  - Diskreptanzdefinition
KW  - Stabilität
KW  - Verlauf
KW  - Schulerfolg
Y1  - 2017
U6  - https://doi.org/10.1024/1422-4917/a000535
SN  - 1422-4917
SN  - 1664-2880
VL  - 46
IS  - 2
SP  - 107
EP  - 122
PB  - Hogrefe
CY  - Bern
ER  - 
TY  - JOUR
A1  - Hohm, Erika
A1  - Zohsel, Katrin
A1  - Schmidt, Martin H.
A1  - Esser, Günter
A1  - Brandeis, Daniel
A1  - Banaschewski, Tobias
A1  - Laucht, Manfred
T1  - Beeinträchtigter Start ins Leben
T1  - Impaired Start into Life
BT  - Langfristige Auswirkungen der postpartalen Depression und der Einfluss des mütterlichen Interaktionsverhaltens
BT  - Long-Term Effects of Postpartum Depression and the Role of Maternal Interactional Behavior
JF  - Kindheit und Entwicklung
N2  - Postpartale Depressionen sind häufige und schwerwiegende psychische Erkrankungen mit ungünstigem Einfluss auf die kindliche Entwicklung. Als Haupttransmissionsweg gilt die frühe Mutter-Kind-Interaktion. Über die langfristigen Auswirkungen auf die Kinder im Erwachsenenalter und die Rolle der Interaktion liegen kaum Ergebnisse vor. Im Rahmen der Mannheimer Risikokinderstudie wurden postpartale Depressionen bis zwei Jahre nach der Geburt erfasst. Die kindliche Entwicklung wurde fortlaufend und die Mutter-Kind-Interaktion im Alter von 3 Monaten standardisiert erhoben. 28 Kinder postpartal depressiver und 107 Kinder gesunder Mütter konnten mit 25 Jahren untersucht werden. Beeinträchtigungen der kognitiven und psychischen Entwicklung bei Kindern postpartal depressiver Mütter waren bis ins Erwachsenenalter nachweisbar. Responsives bzw. sensitives mütterliches Verhalten wirkte der negativen Entwicklung entgegen. Dies betont die Bedeutung einer hohen Qualität der Mutter-Kind-Interaktion für die Entwicklung von Risikokindern.
N2  - Postpartum depression (PPD) is a common and serious mental health problem with prevalence rates ranging from 13% to 19%, and is associated with an increased risk of adverse child development. PPD is characterized by symptoms common of depression, particularly by impairments of maternity, parenting, and mother-infant interactions. Several reviews suggest an impact on attachment, cognitive, behavioral, and health-related outcome in the offspring. However, the long-term effects of PPD regarding cognitive and mental development into adulthood and the underlying mechanisms, especially the role of maternal interactional behavior, are not yet well understood. In the Mannheim Study of Children at Risk, maternal depression was assessed when the child was 3 months and 2 years old. Development from infancy to young adulthood (25 years) was assessed at regular intervals in 28 children of postnatally depressed mothers and 107 children born to mentally healthy mothers. Cognitive outcome up to age 11 was measured using standardized instruments; in adulthood, school outcome was used approximately. Psychiatric diagnosis as well as symptom scores served as psychological outcome. At age 3 months, mothers and infants were videotaped during a nursing and a playing situation. Videotapes of the 10-min session were recorded and evaluated by trained raters (kappa > .83) using the Category System for Microanalysis of Early Mother Child Interaction (Esser, Scheven, et al., 1989). The cognitive as well as social-emotional outcome of children of mothers suffering from PPD was significantly poorer than in the children of mentally healthy mothers. The adverse effects were more pronounced during childhood. The offspring of postnatally depressed mothers who interacted in a responsive manner with their infant exhibited a better prognosis in contrast to those with mothers interacting less sensitively. This effect was observed with regard to cognitive development and symptoms of externalizing behavior at age 19 years. Regarding internalizing behavior, no impact of maternal behavior was detected. These findings emphasize the importance of high-quality early mother-child interaction in the development of children at risk. Furthermore, convincing arguments are given for very early specialized treatment of impaired mother-child interactions in mothers suffering from PPD. The PPD treatment should always comprise treatment of depression as well as treatment of the disturbed mother-child interaction.
KW  - postpartum depression
KW  - development
KW  - longitudinal study
KW  - Mannheim Study of Children at Risk
KW  - mother-child interaction
KW  - Postpartale+Depression
KW  - Entwicklung
KW  - Längsschnittstudie
KW  - Mannheimer+Risikokinderstudie
KW  - Mutter-Kind-Interaktion
Y1  - 2017
U6  - https://doi.org/10.1026/0942-5403/a000234
SN  - 0942-5403
SN  - 2190-6246
VL  - 26
SP  - 210
EP  - 220
PB  - Hogrefe
CY  - Göttingen
ER  - 
TY  - JOUR
A1  - Zohsel, Katrin
A1  - Hohm, Erika
A1  - Schmidt, Martin H.
A1  - Brandeis, Daniel
A1  - Banaschewski, Tobias
A1  - Laucht, Manfred
T1  - Die langfristigen Auswirkungen von Frühgeburtlichkeit auf kognitive Entwicklung und Schulerfolg
T1  - Long-term consequences of preterm birth on cognitive development and academic achievement
BT  - Gibt es einen protektiven Effekt mütterlicher Responsivität?
BT  - Is there a protective effect of maternal responsiveness?
JF  - Kindheit und Entwicklung
N2  - In einer prospektiven Längsschnittstudie wurde der Zusammenhang zwischen früher Responsivität der Mutter und kognitiver Entwicklung ihrer früh- bzw. reifgeborenen Kinder untersucht. Im Alter von drei Monaten wurde dafür die Mutter-Kind-Interaktion mittels Verhaltensbeobachtung erfasst. Bei n=351 der teilnehmenden Kinder (101 frühgeboren) wurde die allgemeine Intelligenz (IQ) im Alter von 11 Jahren und bei n=313 (85 frühgeboren) zusätzlich der höchste erreichte Schulabschluss bis 25 Jahren erhoben. Frühgeborene wiesen mit 11 Jahren einen signifikant niedrigeren IQ als Reifgeborene auf, nachdem für mögliche konfundierende Faktoren kontrolliert worden war. Nur bei Früh-, nicht aber bei Reifgeborenen zeigte sich ein signifikanter positiver Zusammenhang zwischen mütterlicher Responsivität und IQ. Für die Wahrscheinlichkeit einen höheren Schulabschluss (mind. Fachabitur) zu erreichen, fand sich weder ein signifikanter Effekt von Frühgeburtlichkeit noch von mütterlicher Responsivität.
N2  - Preterm birth is associated with adverse long-term consequences regarding cognitive development. Whereas children born very preterm represent a subgroup at special risk, so-called late preterms are also affected to a lesser degree. Effects of prematurity can be observed until adulthood. For example, decreased wealth was reported in adults born preterm, which was mediated by decreased intelligence during childhood and lower educational qualifications during young adulthood. Hence, it is highly relevant to examine whether certain factors can buffer against the adverse effects of preterm birth on cognitive development. Parenting might play an important role here. There is evidence suggesting a protective effect of sensitive parenting during childhood on later cognitive outcome in preterms. In the current study, we examined whether early responsive maternal care was associated with later intelligence and academic achievement in children born preterm versus full term. As part of an ongoing cohort study, early maternal responsiveness was assessed at the child’s age of 3 months (adjusted for gestational age) during a nursing and playing situation. At age 11 years, general intelligence (IQ) was determined in n = 351 children (101 born preterm; 168 male). Until age 25 years, educational qualification was assessed in n = 313 participants (85 born preterm; 145 male). IQ at age 11 was significantly lower in preterms compared with full-term subjects after adjusting for potential confounders like maternal educational background and early psychosocial risk. A significant interaction between preterm birth and early maternal responsiveness was detected. In preterms only, higher levels of early maternal responsiveness were significantly associated with higher child IQ. Lower IQs in children born preterm as compared with those born full term were observed in the subaverage-to-average range of maternal responsiveness. Interestingly, preterms exposed to very high levels of maternal responsiveness showed slightly higher IQs when compared with children born at term. With regard to academic achievement, neither a significant effect of preterm birth nor of early maternal responsiveness occurred after adjusting for potential confounders. The results of the current study replicate and extend earlier findings with regard to a protective effect of sensitive parenting on childhood cognitive outcome in preterms. The lacking impact of prematurity on academic achievement may be explained by the exclusion of participants with IQs outside the normal range in the current study. Interventions enhancing early responsive care in parents of preterms may be advisable. More studies on long-term outcomes of such interventions on cognitive development are encouraged.
KW  - preterm birth
KW  - parental quality
KW  - cognitive development
KW  - longitudinal study
KW  - Mannheim Study of Children at Risk
KW  - Frühgeburt
KW  - Elternverhalten
KW  - kognitive Entwicklung
KW  - Längsschnittstudie
KW  - Mannheimer Risikokinderstudie
Y1  - 2017
U6  - https://doi.org/10.1026/0942-5403/a000235
SN  - 0942-5403
SN  - 2190-6246
VL  - 26
SP  - 221
EP  - 229
PB  - Hogrefe
CY  - Göttingen
ER  - 
TY  - JOUR
A1  - Torrance, Mark
A1  - Nottbusch, Guido
A1  - Alves, Rui A.
A1  - Arfe, Barbara
A1  - Chanquoy, Lucile
A1  - Chukharev-Hudilainen, Evgeny
A1  - Dimakos, Ioannis
A1  - Fidalgo, Raquel
A1  - Hyona, Jukka
A1  - Johannesson, Omar I.
A1  - Madjarov, George
A1  - Pauly, Dennis Nikolas
A1  - Uppstad, Per Henning
A1  - van Waes, Luuk
A1  - Vernon, Michael
A1  - Wengelin, Asa
T1  - Timed written picture naming in 14 European languages
JF  - Behavior research methods : a journal of the Psychonomic Society
N2  - We describe the Multilanguage Written Picture Naming Dataset. This gives trial-level data and time and agreement norms for written naming of the 260 pictures of everyday objects that compose the colorized Snodgrass and Vanderwart picture set (Rossion & Pourtois in Perception, 33, 217-236, 2004). Adult participants gave keyboarded responses in their first language under controlled experimental conditions (N = 1,274, with subsamples responding in Bulgarian, Dutch, English, Finnish, French, German, Greek, Icelandic, Italian, Norwegian, Portuguese, Russian, Spanish, and Swedish). We measured the time to initiate a response (RT) and interkeypress intervals, and calculated measures of name and spelling agreement. There was a tendency across all languages for quicker RTs to pictures with higher familiarity, image agreement, and name frequency, and with higher name agreement. Effects of spelling agreement and effects on output rates after writing onset were present in some, but not all, languages. Written naming therefore shows name retrieval effects that are similar to those found in speech, but our findings suggest the need for cross-language comparisons as we seek to understand the orthographic retrieval and/or assembly processes that are specific to written output.
KW  - Written production
KW  - Response time
KW  - Interkey interval
KW  - Picture naming
KW  - Word production
KW  - Language production
Y1  - 2017
U6  - https://doi.org/10.3758/s13428-017-0902-x
SN  - 1554-351X
SN  - 1554-3528
VL  - 50
IS  - 2
SP  - 744
EP  - 758
PB  - Springer
CY  - New York
ER  - 
TY  - JOUR
A1  - Brand, Ralf
A1  - Ekkekakis, Panteleimon
T1  - Affective-Reflective Theory of physical inactivity and exercise
T1  - Die Affective-Reflective Theory zur Erklärung von körperlicher Inaktivität und Sporttreiben
BT  - Foundations and preliminary evidence
BT  - Grundlagen und erste Studienergebnisse
JF  - German Journal of Exercise and Sport Research
N2  - This article introduces a new theory, the Affective-Reflective Theory (ART) of physical inactivity and exercise. ART aims to explain and predict behavior in situations in which people either remain in a state of physical inactivity or initiate action (exercise). It is a dual-process model and assumes that exercise-related stimuli trigger automatic associations and a resulting automatic affective valuation of exercise (type-1 process). The automatic affective valuation forms the basis for the reflective evaluation (type-2 process), which can follow if self-control resources are available. The automatic affective valuation is connected with an action impulse, whereas the reflective evaluation can result in action plans. The two processes, in constant interaction, direct the individual towards or away from changing behavior. The ART of physical inactivity and exercise predicts that, when there is an affective-reflective discrepancy and self-control resources are low, behavior is more likely to be governed by the affective type-1 process. This introductory article explains the underlying concepts and main theoretical roots from which the ART of physical inactivity and exercise was developed (field theory, affective responses to exercise, automatic evaluation, evaluation-behavior link, dual-process theorizing). We also summarize the empirical tests that have been conducted to refine the theory in its present form.
KW  - Motivation
KW  - Implicit
KW  - Explicit
KW  - Dual system
KW  - Self-control
KW  - Motivation
KW  - Implizit
KW  - Explizit
KW  - Zwei-System-Theorien
KW  - Selbstkontrolle
Y1  - 2017
U6  - https://doi.org/10.1007/s12662-017-0477-9
SN  - 2509-3142
SN  - 2509-3150
VL  - 48
IS  - 1
SP  - 48
EP  - 58
PB  - Springer
CY  - New York
ER  - 
TY  - JOUR
A1  - Schwarz, Wolfgang
A1  - Reike, Dennis
T1  - Regression away from the mean
BT  - theory and examples
JF  - British journal of mathematical and statistical psychology / British Psychological Society
N2  - Using a standard repeated measures model with arbitrary true score distribution and normal error variables, we present some fundamental closed-form results which explicitly indicate the conditions under which regression effects towards (RTM) and away from the mean are expected. Specifically, we show that for skewed and bimodal distributions many or even most cases will show a regression effect that is in expectation away from the mean, or that is not just towards but actually beyond the mean. We illustrate our results in quantitative detail with typical examples from experimental and biometric applications, which exhibit a clear regression away from the mean (‘egression from the mean’) signature. We aim not to repeal cautionary advice against potential RTM effects, but to present a balanced view of regression effects, based on a clear identification of the conditions governing the form that regression effects take in repeated measures designs.
KW  - bimodality
KW  - measurement error
KW  - non-normality
KW  - regression towards the mean
KW  - repeated measures
KW  - skewed distributions
Y1  - 2017
U6  - https://doi.org/10.1111/bmsp.12106
SN  - 0007-1102
SN  - 2044-8317
VL  - 71
IS  - 1
SP  - 186
EP  - 203
PB  - Wiley
CY  - Hoboken
ER  - 
TY  - JOUR
A1  - Warschburger, Petra
A1  - Gmeiner, Michaela Silvia
A1  - Morawietz, Marisa
A1  - Rinck, Mike
T1  - Battle of plates
BT  - a pilot study of an approach-avoidance training for overweight children and adolescents
JF  - Public health nutrition : PHN / The Nutrition Society
N2  - Objective: Approach-avoidance training (AAT) is a promising approach in obesity treatment. The present study examines whether an AAT is feasible and able to influence approach tendencies in children and adolescents, comparing implicit and explicit training approaches. Design/Setting/Subjects: Fifty-nine overweight children and adolescents (aged 8-16 years; twenty-six boys) participated in an AAT for food cues, learning to reject snack items and approach vegetable items. Reaction times in the AAT and an implicit association rest (IAT) were assessed pre- and post-intervention. Results: A significant increase in the AAT compatibility scores with a large effect (eta(2) = 0.18) was found. No differences between the implicit and explicit training approaches and no change in the IAT scores were observed. Conclusions: Automatic tendencies in children can be trained, too. The implementation of AAT in the treatment of obesity might support the modification of an unhealthy nutrition behaviour pattern. Further data from randomized controlled clinical trials are needed.
KW  - Approach-avoidance
KW  - Intervention
KW  - Child
KW  - Obesity
KW  - Feasibility study
Y1  - 2017
U6  - https://doi.org/10.1017/S1368980017002701
SN  - 1368-9800
SN  - 1475-2727
VL  - 21
IS  - 2
SP  - 426
EP  - 434
PB  - Cambridge Univ. Press
CY  - Cambridge
ER  - 
TY  - JOUR
A1  - Hohm, Erika
A1  - Laucht, Manfred
A1  - Zohsel, Katrin
A1  - Schmidt, Martin H.
A1  - Esser, Günter
A1  - Brandeis, Daniel
A1  - Banaschewski, Tobias
T1  - Resilienz und Ressourcen im Verlauf der Entwicklung
T1  - Resilience and Resources During Development
BT  - Von der frühen Kindheit bis zum Erwachsenenalter
BT  - From Early Childhood to Adulthood
JF  - Kindheit und Entwicklung
N2  - Anhand von Daten der Mannheimer Risikokinderstudie, die sich mit der langfristigen Entwicklung von Kindern mit unterschiedlichen Risikobelastungen beschäftigt, wird gezeigt, wie Schutzfaktoren aufseiten des Kindes und seines familiären Umfelds im Verlauf der Entwicklung wirksam werden und zur Entstehung von Resilienz beitragen können. Eine besondere Rolle kommt dabei positiven frühen Eltern-Kind-Beziehungen zu (sowohl Mutter- als auch Vater-Kind-Interaktionen). Daneben spielen auch Interaktionserfahrungen im Alter von zwei Jahren des Kindes eine bedeutsame Rolle; diese schützen Risikokinder davor, eine ungünstige Entwicklung zu nehmen und tragen dazu bei, dass sich Kinder, die in psychosozialen Hochrisikofamilien aufwachsen, trotz ungünstiger „Startbedingungen“ positiv entwickeln. Neben Merkmalen der sozialen Umwelt nehmen auch sprachliche, sozial-emotionale und internale Kompetenzen des Kindes im Entwicklungsverlauf eine wichtige Rolle ein. Diese Kompetenzen ermöglichen es Risikokindern auch unter widrigen Lebensumständen (psychosoziale Hochrisikofamilien, Aufwachsen in Armutsverhältnissen) erfolgreich zu bestehen. Darüber hinaus zeigt die Arbeit, dass Resilienz ein Persönlichkeitsmerkmal ist, das ab dem frühen Erwachsenenalter eine hohe Stabilität besitzt. Mit diesen Befunden verweist die Arbeit auf die große Bedeutung der Resilienz bei der Vorhersage der langfristigen Entwicklung von Risikokindern.
N2  - Resilience refers to the ability to successfully deal with stressful life circumstances and experiences and to cope with them. Based on data from the Mannheim Study of Children at Risk, which follows a sample of children at risk from birth to adulthood, the present paper provides convincing evidence demonstrating how protective factors in the child and his/her family environment operate during the course of development to contribute to the development of resilience. As shown, a major role is assigned to positive early parent–child relationships (both mother– and father–child interactions). Moreover, positive interactive experiences at the child’s age of 2 years play a significant role. These experiences consistently contribute to a positive child development in the face of adversity. In addition to characteristics of the social environment of the child, cognitive, social–emotional, and internal competencies during childhood, youth, and young adulthood play a major role in the development of resilience. These competencies enable children at risk who are growing up in psychosocial high-risk families or in poverty to successfully cope with conditions of high adversity. Moreover, the findings presented here demonstrate that resilience may be conceived as a personal characteristic that exhibits high stability since young adulthood. With these findings, the present study points to the significance of resilience in predicting the long-term outcome of children at risk.
KW  - protective factors
KW  - risk factors
KW  - longitudinal study
KW  - Mannheim Study of Children at Risk
KW  - early parent-child relationship
KW  - Schutzfaktoren
KW  - Risikofaktoren
KW  - Längsschnittstudie
KW  - Mannheimer Risikokinderstudie
KW  - frühe Eltern-Kind-Beziehung
Y1  - 2018
U6  - https://doi.org/10.1026/0942-5403/a000236
SN  - 0942-5403
SN  - 2190-6246
VL  - 26
SP  - 230
EP  - 239
PB  - Hogrefe
CY  - Göttingen
ER  - 
TY  - JOUR
A1  - Hennig, Timo
A1  - Schramm, Satyam Antonio
A1  - Linderkamp, Friedrich
T1  - Cross-informant disagreement on behavioral symptoms in adolescent attention-deficit/hyperactivity disorder and its impact on treatment effects
JF  - European Journal of Psychological Assessment
N2  - In assessing adolescent behavior difficulties, parents, teachers, and the adolescents themselves are key informants. However, substantial disagreement has been found between informants. Specifically, children with attention-deficit/hyperactivity disorder (ADHD) tend to overestimate their competencies, also known as "positive (illusionary) bias." This study compared parent, teacher, and adolescent ratings of ADHD and other behavioral symptoms in a sample of 114 adolescents with ADHD. Further, the effect of cross-informant disagreement (CID) on treatment outcomes was investigated in a subsample of 54 adolescents who had undergone a training and coaching intervention. Overall, there was moderate agreement among informants. Parent and adolescent ratings were more strongly correlated with each other than with teacher ratings. The strongest discrepancy was found between teacher and adolescent ratings on prosocial behavior. This discrepancy explained 12% of the variance in parent-rated ADHD symptom severity after the intervention. The treatment was less effective in participants with high teacher-adolescent disagreement on prosocial behavior (d = 0.41) than with low disagreement (d = 0.98). These findings suggest that professionals working with adolescents with ADHD should consider multiple sources of information before initiating treatment and pay attention to cross-informant disagreements because these may indicate a risk of diminished treatment effects.
KW  - informant discrepancies
KW  - inter-rater reliability
KW  - positive illusionary bias
KW  - response to treatment
KW  - ADHD
Y1  - 2017
U6  - https://doi.org/10.1027/1015-5759/a000446
SN  - 1015-5759
SN  - 2151-2426
VL  - 34
IS  - 2
SP  - 79
EP  - 86
PB  - Hogrefe
CY  - Göttingen
ER  - 
TY  - JOUR
A1  - Pan, Jinger
A1  - Yan, Ming
A1  - Laubrock, Jochen
T1  - Perceptual span in oral reading
BT  - the case of Chinese
JF  - Scientific Studies of Reading
N2  - The present study explores the perceptual span, that is, the physical extent of the area from which useful visual information is obtained during a single fixation, during oral reading of Chinese sentences. Characters outside a window of legible text were replaced by visually similar characters. Results show that the influence of window size on the perceptual span was consistent across different fixation and oculomotor measures. To maintain normal reading behavior when reading aloud, it was necessary to have information provided from three characters to the right of the fixation. Together with findings from previous research, our findings suggest that the physical size of the perceptual span is smaller when reading aloud than in silent reading. This is in agreement with previous studies in English, suggesting that the mechanisms causing the reduced span in oral reading have a common base that generalizes across languages and writing systems.
Y1  - 2017
U6  - https://doi.org/10.1080/10888438.2017.1283694
SN  - 1088-8438
SN  - 1532-799X
VL  - 21
SP  - 254
EP  - 263
PB  - Routledge, Taylor & Francis Group
CY  - Abingdon
ER  - 
TY  - JOUR
A1  - Zhu, Fangjun
A1  - Schlupp, Ingo
A1  - Tiedemann, Ralph
T1  - Allele-specific expression at the androgen receptor alpha gene in a hybrid unisexual fish, the Amazon molly (Poecilia formosa)
JF  - PLoS one
N2  - The all-female Amazon molly (Poecilia formosa) is the result of a hybridization of the Atlantic molly (P. mexicana) and the sailfin molly (P. latipinna) approximately 120,000 years ago. As a gynogenetic species, P. formosa needs to copulate with heterospecific males including males from one of its bisexual ancestral species. However, the sperm only triggers embryo genesis of the diploid eggs. The genetic information of the sperm donor typically will not contribute to the next generation of P. formosa. Hence, P. formosa possesses generally one allele from each of its ancestral species at any genetic locus. This raises the question whether both ancestral alleles are equally expressed in P. formosa. Allele-specific expression (ASE) has been previously assessed in various organisms, e.g., human and fish, and ASE was found to be important in the context of phenotypic variability and disease. In this study, we utilized Real-Time PCR techniques to estimate ASE of the androgen receptor alpha (ara) gene in several distinct tissues of Amazon mollies. We found an allelic bias favoring the maternal ancestor (P. mexicana) allele in ovarian tissue. This allelic bias was not observed in the gill or the brain tissue. Sequencing of the promoter regions of both alleles revealed an association between an Indel in a known CpG island and differential expression. Future studies may reveal whether our observed cis-regulatory divergence is caused by an ovary-specific trans-regulatory element, preferentially activating the allele of the maternal ancestor.
Y1  - 2017
U6  - https://doi.org/10.1371/journal.pone.0186411
SN  - 1932-6203
VL  - 12
PB  - PLoS
CY  - San Fransisco
ER  - 
TY  - JOUR
A1  - Fatfouta, Ramzi
A1  - Zeigler-Hill, Virgil
A1  - Schröder-Abe, Michela
T1  - I’m merciful, am I not?
BT  - Facets of narcissism and forgiveness revisited
JF  - Journal of research in personality
N2  - Narcissists are said to be particularly unforgiving, yet previous research remains inconclusive. This is likely because most previous studies focused on narcissism as a unitary construct, thereby neglecting its multiple facets. The present study (N = 1101) thus aimed to clarify the nuanced associations between different facets of narcissism and forgiveness, the latter being assessed via self-report and non-self-report measures. The results of a structural equation model (SEM) showed that antagonistic aspects of narcissism were negatively correlated with explicit forgiveness. Importantly, agentic as well as communal aspects of narcissism were positively correlated with explicit forgiveness. Aspects of narcissistic personality were not correlated with implicit forgiveness. Results suggest that not all facets of narcissism are associated with an unforgiving stance.
KW  - Narcissism
KW  - Forgiveness
KW  - Social relationships
KW  - Narcissistic entitlement
KW  - Conflict
Y1  - 2017
U6  - https://doi.org/10.1016/j.jrp.2017.07.007
SN  - 0092-6566
SN  - 1095-7251
VL  - 70
SP  - 166
EP  - 173
PB  - Elsevier
CY  - San Diego
ER  -