@misc{CarlsohnScharhagRosenbergerCasseletal.2017,
  author    = {Carlsohn, Anja and Scharhag-Rosenberger, Friederike and Cassel, Michael and Mayer, Frank},
  title     = {Resting Metabolic Rate in Elite Rowers and Canoeists: Difference between Indirect Calorimetry and Prediction},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-399837},
  pages     = {6},
  year      = {2017},
  abstract  = {Background: Athletes may differ in their resting metabolic rate (RMR) from the general population. However, to estimate the RMR in athletes, prediction equations that have not been validated in athletes are often used. The purpose of this study was therefore to verify the applicability of commonly used RMR predictions for use in athletes. Methods: The RMR was measured by indirect calorimetry in 17 highly trained rowers and canoeists of the German national teams (BMI 24 ± 2 kg/m2, fat-free mass 69 ± 15 kg). In addition, the RMR was predicted using Cunningham (CUN) and Harris-Benedict (HB) equations. A two-way repeated measures ANOVA was calculated to test for differences between predicted and measured RMR (α = 0.05). The root mean square percentage error (RMSPE) was calculated and the Bland-Altman procedure was used to quantify the bias for each prediction. Results: Prediction equations significantly underestimated the RMR in males (p < 0.001). The RMSPE was calculated to be 18.4\% (CUN) and 20.9\% (HB) in the entire group. The bias was 133 kcal/24 h for CUN and 202 kcal/24 h for HB. Conclusions: Predictions significantly underestimate the RMR in male heavyweight endurance athletes but not in females. In athletes with a high fat-free mass, prediction equations might therefore not be applicable to estimate energy requirements. Instead, measurement of the resting energy expenditure or specific prediction equations might be needed for the individual heavyweight athlete.},
  language  = {en}
}
@misc{CarlsohnCasselLinneetal.2010,
  author    = {Carlsohn, Anja and Cassel, Michael and Linn{\´e}, Karsten and Mayer, Frank},
  title     = {How much is too much?},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {515},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-41291},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-412910},
  pages     = {5},
  year      = {2010},
  abstract  = {Although dietary nutrient intake is often adequate, nutritional supplement use is common among elite athletes. However, high-dose supplements or the use of multiple supplements may exceed the recommended daily allowance (RDA) of particular nutrients or even result in a daily intake above tolerable upper limits (UL). The present case report presents nutritional intake data and supplement use of a highly trained male swimmer competing at international level. Habitual energy and micronutrient intake were analysed by 3 d dietary reports. Supplement use and dosage were assessed, and total amount of nutrient supply was calculated. Micronutrient intake was evaluated based on RDA and UL as presented by the European Scientific Committee on Food, and maximum permitted levels in supplements (MPL) are given. The athlete's diet provided adequate micronutrient content well above RDA except for vitamin D. Simultaneous use of ten different supplements was reported, resulting in excess intake above tolerable UL for folate, vitamin E and Zn. Additionally, daily supplement dosage was considerably above MPL for nine micronutrients consumed as artificial products. Risks and possible side effects of exceeding UL by the athlete are discussed. Athletes with high energy intake may be at risk of exceeding UL of particular nutrients if multiple supplements are added. Therefore, dietary counselling of athletes should include assessment of habitual diet and nutritional supplement intake. Educating athletes to balance their diets instead of taking supplements might be prudent to prevent health risks that may occur with long-term excess nutrient intake.},
  language  = {en}
}
@misc{BoernertRinglebWilbert2018,
  author    = {B{\"o}rnert-Ringleb, Moritz and Wilbert, J{\"u}rgen},
  title     = {The Association of Strategy Use and Concrete-Operational Thinking in Primary School},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {431},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-162010},
  pages     = {11},
  year      = {2018},
  abstract  = {Concrete-operational thinking depicts an important aspect of cognitive development. A promising approach in promoting these skills is the instruction of strategies. The construction of such instructional programs requires insights into the mental operations involved in problem-solving. In the present paper, we address the question to which extent variations of the effect of isolated and combined mental operations (strategies) on correct solution of concrete-operational concepts can be observed. Therefore, a cross-sectional design was applied. The use of mental operations was measured by thinking-aloud reports from 80 first- and second-graders (N = 80) while solving tasks depicting concrete-operational thinking. Concrete-operational thinking was assessed using the subscales conservation of numbers, classification and sequences of the TEKO. The verbal reports were transcribed and coded with regard to the mental operations applied per task. Data analyses focused on tasks level, resulting in the analyses of N = 240 tasks per subscale. Differences regarding the contribution of isolated and combined mental operations (strategies) to correct solution were observed. Thereby, the results indicate the necessity of selection and integration of appropriate mental operations as strategies. The results offer insights in involved mental operations while solving concrete-operational tasks and depict a contribution to the construction of instructional programs.},
  language  = {en}
}
@article{BoernertRinglebWilbert2018,
  author    = {B{\"o}rnert-Ringleb, Moritz and Wilbert, J{\"u}rgen},
  title     = {The Association of Strategy Use and Concrete-Operational Thinking in Primary School},
  series = {Frontiers in Education},
  volume    = {3},
  journal   = {Frontiers in Education},
  publisher = {Frontiers Media},
  address   = {Lausanne},
  issn      = {2504-284X},
  doi       = {10.3389/feduc.2018.00038},
  pages     = {1 -- 11},
  year      = {2018},
  abstract  = {Concrete-operational thinking depicts an important aspect of cognitive development. A promising approach in promoting these skills is the instruction of strategies. The construction of such instructional programs requires insights into the mental operations involved in problem-solving. In the present paper, we address the question to which extent variations of the effect of isolated and combined mental operations (strategies) on correct solution of concrete-operational concepts can be observed. Therefore, a cross-sectional design was applied. The use of mental operations was measured by thinking-aloud reports from 80 first- and second-graders (N = 80) while solving tasks depicting concrete-operational thinking. Concrete-operational thinking was assessed using the subscales conservation of numbers, classification and sequences of the TEKO. The verbal reports were transcribed and coded with regard to the mental operations applied per task. Data analyses focused on tasks level, resulting in the analyses of N = 240 tasks per subscale. Differences regarding the contribution of isolated and combined mental operations (strategies) to correct solution were observed. Thereby, the results indicate the necessity of selection and integration of appropriate mental operations as strategies. The results offer insights in involved mental operations while solving concrete-operational tasks and depict a contribution to the construction of instructional programs.},
  language  = {en}
}
@misc{BuschingKrahe2015,
  author    = {Busching, Robert and Krah{\´e}, Barbara},
  title     = {The girls set the tone},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {401},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-404831},
  pages     = {18},
  year      = {2015},
  abstract  = {In a four-wave longitudinal study with N = 1,321 adolescents in Germany, we examined the impact of class-level normative beliefs about aggression on aggressive norms and behavior at the individual level over the course of 3 years. At each data wave, participants indicated their normative acceptance of aggressive behavior and provided self-reports of physical and relational aggression. Multilevel analyses revealed significant cross-level interactions between class-level and individual-level normative beliefs at T1 on individual differences in physical aggression at T2, and the indirect interactive effects were significant up to T4. Normative approval of aggression at the class level, especially girls' normative beliefs, defined the boundary conditions for the expression of individual differences in aggressive norms and their impact on physically and relationally aggressive behavior for both girls and boys. The findings demonstrate the moderating effect of social norms on the pathways from individual normative beliefs to aggressive behavior in adolescence.},
  language  = {en}
}
@misc{BurmesterSauermannSpaleketal.2018,
  author    = {Burmester, Juliane and Sauermann, Antje and Spalek, Katharina and Wartenburger, Isabell},
  title     = {Sensitivity to salience},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {454},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-412838},
  pages     = {19},
  year      = {2018},
  abstract  = {Sentence comprehension is optimised by indicating entities as salient through linguistic (i.e., information-structural) or visual means. We compare how salience of a depicted referent due to a linguistic (i.e., topic status) or visual cue (i.e., a virtual person's gaze shift) modulates sentence comprehension in German. We investigated processing of sentences with varying word order and pronoun resolution by means of self-paced reading and an antecedent choice task, respectively. Our results show that linguistic as well as visual salience cues immediately speeded up reading times of sentences mentioning the salient referent first. In contrast, for pronoun resolution, linguistic and visual cues modulated antecedent choice preferences less congruently. In sum, our findings speak in favour of a significant impact of linguistic and visual salience cues on sentence comprehension, substantiating that salient information delivered via language as well as the visual environment is integrated in the current mental representation of the discourse.},
  language  = {en}
}
@misc{BrunnerKellerWengeretal.2017,
  author    = {Brunner, Martin and Keller, Ulrich and Wenger, Marina and Fischbach, Antoine and L{\"u}dtke, Oliver},
  title     = {Between-school variation in students' achievement, motivation, affect, and learning strategies},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {465},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-412662},
  pages     = {28},
  year      = {2017},
  abstract  = {To plan group-randomized trials where treatment conditions are assigned to schools, researchers need design parameters that provide information about between-school differences in outcomes as well as the amount of variance that can be explained by covariates at the student (L1) and school (L2) levels. Most previous research has offered these parameters for U.S. samples and for achievement as the outcome. This paper and the online supplementary materials provide design parameters for 81 countries in three broad outcome categories (achievement, affect and motivation, and learning strategies) for domain-general and domain-specific (mathematics, reading, and science) measures. Sociodemographic characteristics were used as covariates. Data from representative samples of 15-year-old students stemmed from five cycles of the Programme for International Student Assessment (PISA; total number of students/schools: 1,905,147/70,098). Between-school differences as well as the amount of variance explained at L1 and L2 varied widely across countries and educational outcomes, demonstrating the limited generalizability of design parameters across these dimensions. The use of the design parameters to plan group-randomized trials is illustrated.},
  language  = {en}
}
@misc{BrennerOrtnerFay2016,
  author    = {Brenner, Falko S. and Ortner, Tuulia M. and Fay, Doris},
  title     = {Asynchronous video interviewing as a new technology in personnel selection},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {500},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-40843},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-408430},
  pages     = {11},
  year      = {2016},
  abstract  = {The present study aimed to integrate findings from technology acceptance research with research on applicant reactions to new technology for the emerging selection procedure of asynchronous video interviewing. One hundred six volunteers experienced asynchronous video interviewing and filled out several questionnaires including one on the applicants' personalities. In line with previous technology acceptance research, the data revealed that perceived usefulness and perceived ease of use predicted attitudes toward asynchronous video interviewing. Furthermore, openness revealed to moderate the relation between perceived usefulness and attitudes toward this particular selection technology. No significant effects emerged for computer self-efficacy, job interview self efficacy, extraversion, neuroticism, and conscientiousness. Theoretical and practical implications are discussed.},
  language  = {en}
}
@misc{BrandWolffZiegler2016,
  author    = {Brand, Ralf and Wolff, Wanja and Ziegler, Matthias},
  title     = {Drugs as instruments},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {434},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-406738},
  pages     = {11},
  year      = {2016},
  abstract  = {Neuroenhancement (NE) is the non-medical use of psychoactive substances to produce a subjective enhancement in psychological functioning and experience. So far empirical investigations of individuals' motivation for NE however have been hampered by the lack of theoretical foundation. This study aimed to apply drug instrumentalization theory to user motivation for NE. We argue that NE should be defined and analyzed from a behavioral perspective rather than in terms of the characteristics of substances used for NE. In the empirical study we explored user behavior by analyzing relationships between drug options (use over-the-counter products, prescription drugs, illicit drugs) and postulated drug instrumentalization goals (e.g., improved cognitive performance, counteracting fatigue, improved social interaction). Questionnaire data from 1438 university students were subjected to exploratory and confirmatory factor analysis to address the question of whether analysis of drug instrumentalization should be based on the assumption that users are aiming to achieve a certain goal and choose their drug accordingly or whether NE behavior is more strongly rooted in a decision to try or use a certain drug option. We used factor mixture modeling to explore whether users could be separated into qualitatively different groups defined by a shared "goal X drug option" configuration. Our results indicate, first, that individuals decisions about NE are eventually based on personal attitude to drug options (e.g., willingness to use an over-the-counter product but not to abuse prescription drugs) rather than motivated by desire to achieve a specific goal (e.g., fighting tiredness) for which different drug options might be tried. Second, data analyses suggested two qualitatively different classes of users. Both predominantly used over-the-counter products, but "neuroenhancers" might be characterized by a higher propensity to instrumentalize over-the-counter products for virtually all investigated goals whereas "fatigue-fighters" might be inclined to use over-the-counter products exclusively to fight fatigue. We believe that psychological investigations like these are essential, especially for designing programs to prevent risky behavior.},
  language  = {en}
}
@misc{BoschVerissimoClahsen2019,
  author    = {Bosch, Sina and Ver{\´i}ssimo, Joao Marques and Clahsen, Harald},
  title     = {Inflectional morphology in bilingual language processing},
  series = {Postprints der Universit{\"a}t Potsdam Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam Humanwissenschaftliche Reihe},
  number    = {569},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-43337},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-433371},
  pages     = {339 -- 360},
  year      = {2019},
  abstract  = {This study addresses the question of how age of acquisition (AoA) affects grammatical processing, specifically with respect to inflectional morphology, in bilinguals. We examined experimental data of more than 100 participants from the Russian/German community in Berlin, all of whom acquired Russian from birth and German at different ages. Using the cross-modal lexical priming technique, we investigated stem allomorphs of German verbs that encode multiple morphosyntactic features. The results revealed a striking AoA modulation of observed priming patterns, indicating efficient access to morphosyntactic features for early AoAs and a gradual decline with increasing AoAs. In addition, we found a discontinuity in the function relating AoA to morphosyntactic feature access, suggesting a sensitive period for the development of morphosyntax.},
  language  = {en}
}