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Institute
- Department Psychologie (68) (remove)
In the present study, we manipulated different types of information available in the parafovea during the reading of Chinese sentences and examined how native Korean readers who learned Chinese as a second language make use of the parafoveal information. Results clearly indicate that, only identical and orthographically similar previews facilitated processing of the target words when they were subsequently fixated. More critically, more parafoveal information was obtained by subjects with higher reading proficiency. These results suggest that, mainly low-level features of the parafoveal words are obtained by the non-native Chinese readers and less attentional resources are available for the readers with lower reading proficiency, thereby causing a reduction of the perceptual span.
In a longitudinal study with N = 1,854 adolescents from Germany, we investigated patterns of change and gender differences in physical and relational aggression in relation to normative beliefs about these two forms of aggression. Participants, whose mean age was 13 years at T1, completed self-report measures of physically and relationally aggressive behavior and indicated their normative approval of both forms of aggression at four data waves separated by 12-month intervals. Boys scored higher than did girls on both forms of aggression, but the gender difference was more pronounced for physical aggression. Physical aggression decreased and relational aggression increased over the four data waves in both gender groups. The normative acceptance of both forms of aggression decreased over time, with a greater decrease for the approval of physical aggression. In both gender groups, normative approval of relational aggression prospectively predicted relational aggression across all data waves, and the normative approval of physical aggression predicted physically aggressive behavior at the second and third data waves. A reciprocal reinforcement of aggressive norms and behavior was found for both forms of aggression. The findings are discussed as supporting a social information processing perspective on developmental patterns of change in physical and relational aggression in adolescence.
Freely available software has popularized "mousetracking" to study cognitive processing; this involves the on-line recording of cursor positions while participants move a computer mouse to indicate their choice. Movement trajectories of the cursor can then be reconstructed off-line to assess the efficiency of responding in time and across space. Here we focus on the process of selecting among alternative numerical responses. Several studies have recently measured the mathematical mind with cursor movements while people decided about number magnitude or parity, computed sums or differences, or simply located numbers on a number line. After some general methodological considerations about mouse tracking we discuss several conceptual concerns that become particularly evident when "mousing" the mathematical mind.
Leaking comprises observable behavior or statements that signal intentions of committing a violent offense and is considered an important warning sign for school shootings. School staff who are confronted with leaking have to assess its seriousness and react appropriately - a difficult task, because knowledge about leaking is sparse. The present study, therefore, examined how frequently leaking occurs in schools and how teachers identify leaking and respond to it. To achieve this aim, we informed teachers from eight schools in Germany about the definition of leaking and other warning signs and risk factors for school shootings in a one-hour information session. Teachers were then asked to report cases of leaking over a six- to nine-month period and to answer a questionnaire on leaking and its treatment after the information session and six to nine months later. Our results suggest that leaking is a relevant problem in German schools. Teachers mostly rated the information session positively and benefited in several aspects (e.g. reported more perceived courses of action or improved knowledge about leaking), but also expressed a constant need for support. Our findings highlight teachers' needs for further support and training and may be used in the planning of prevention measures for school shootings.
In explicit memory recall and recognition tasks, elaboration and contextual isolation both facilitate memory performance. Here, we investigate these effects in the context of sentence processing: targets for retrieval during online sentence processing of English object relative clause constructions differ in the amount of elaboration associated with the target noun phrase, or the homogeneity of superficial features (text color). Experiment 1 shows that greater elaboration for targets during the encoding phase reduces reading times at retrieval sites, but elaboration of non-targets has considerably weaker effects. Experiment 2 illustrates that processing isolated superficial features of target noun phrases-here, a green word in a sentence with words colored white-does not lead to enhanced memory performance, despite triggering longer encoding times. These results are interpreted in the light of the memory models of Nairne, 1990, 2001, 2006, which state that encoding remnants contribute to the set of retrieval cues that provide the basis for similarity-based interference effects.
Theories of decision-making and its neural substrates have long assumed the existence of two distinct and competing valuation systems, variously described as goal-directed vs. habitual, or, more recently and based on statistical arguments, as model-free vs. model-based reinforcement-learning. Though both have been shown to control choices, the cognitive abilities associated with these systems are under ongoing investigation. Here we examine the link to cognitive abilities, and find that individual differences in processing speed covary with a shift from model-free to model-based choice control in the presence of above-average working memory function. This suggests shared cognitive and neural processes; provides a bridge between literatures on intelligence and valuation; and may guide the development of process models of different valuation components. Furthermore, it provides a rationale for individual differences in the tendency to deploy valuation systems, which may be important for understanding the manifold neuropsychiatric diseases associated with malfunctions of valuation.