Refine
Year of publication
- 2020 (101) (remove)
Document Type
- Article (73)
- Postprint (15)
- Doctoral Thesis (7)
- Monograph/Edited Volume (3)
- Review (2)
- Bachelor Thesis (1)
Is part of the Bibliography
- yes (101)
Keywords
- attention (5)
- Motivation (4)
- N400 (4)
- meaning (4)
- neural networks (4)
- EEG (3)
- ERPs (3)
- adolescent (3)
- cue validity (3)
- eye movements (3)
- eye-movement control (3)
- intervention (3)
- intimate partner violence (3)
- prediction (3)
- psychology (3)
- scene viewing (3)
- sexual aggression (3)
- sexual scripts (3)
- social cognition (3)
- Attention (2)
- Dual-process (2)
- Emotion (2)
- Facial expression (2)
- Fragebogen (2)
- Germany (2)
- Heart rate variability (2)
- Pavlovian‐to‐instrumental transfer (2)
- Somatic (2)
- action processing (2)
- affect (2)
- assault (2)
- associations (2)
- attitudes toward intimate partner violence (2)
- body image (2)
- central fixation bias (2)
- child (2)
- child abuse (2)
- client preferences (2)
- cognition (2)
- cognitive-control (2)
- college students (2)
- computer games (2)
- decision-theory (2)
- diversity climate (2)
- dynamical model (2)
- e-z reader (2)
- education (2)
- embodied cognition (2)
- expectancies (2)
- experiences survey (2)
- externalization (2)
- fixation locations (2)
- gender (2)
- grief (2)
- health anxiety (2)
- high‐risk drinking (2)
- human behaviour (2)
- ideal-observer model (2)
- identity (2)
- infancy (2)
- infant development (2)
- interference control (2)
- internalization (2)
- landing positions (2)
- language (2)
- level of personality functioning (2)
- longitudinal (2)
- mentalization (2)
- mobile eye-tracking (2)
- neuroscience (2)
- perception (2)
- perpetration (2)
- psychological distress (2)
- psychotherapeutic competencies (2)
- psychotherapy (2)
- psychotherapy process (2)
- public involvement (2)
- questionnaire (2)
- rape (2)
- real-world scenarios (2)
- reliability (2)
- responses (2)
- risk-factors (2)
- saccade generation (2)
- saccades (2)
- schema modes (2)
- school (2)
- self-objectification (2)
- self-report measures (2)
- sexual coercion (2)
- sexual self-esteem (2)
- social media (2)
- spatial frequencies (2)
- trait emotional intelligence (2)
- victimization (2)
- women (2)
- Acceptance and Commitment Therapy (ACT), (1)
- Adherence (1)
- Adhärenz (1)
- Affekt (1)
- Akzeptanz- und Commitmenttherapie (ACT) (1)
- Amygdala (1)
- Automatizität (1)
- Autonomic nervous system (1)
- Bayesian inference (1)
- Bayesian modeling (1)
- Bayesian sensorimotor (1)
- Behandlungsintegrität (1)
- Big Five (1)
- Blickbewegungen (1)
- Brain-derived neurotrophic factor (1)
- Chinese (1)
- Circadian rhythm (1)
- Cognitive Behavioral Therapy (CBT) (1)
- Cognitive control (1)
- Computational models (1)
- Confirmatory factor analyses (1)
- Conflict task (1)
- Convergent validity (1)
- D2/3 receptors (1)
- Diagnostik (1)
- Diffusion model (1)
- Discounting (1)
- Discounting inventory (1)
- Discriminant validity (1)
- Electromyography – EMG (1)
- Emotionale Intelligenz (1)
- Emotionsregulation (1)
- Emotionswahrnehmung (1)
- Exploration (1)
- Extinction (1)
- Eye movements (1)
- Fear conditioning (1)
- Food intake (1)
- Gedächtnis (1)
- Gewichtsverlauf (1)
- Grundschule (1)
- HRV (1)
- Heinz Heckhausen (1)
- Human behaviour (1)
- IAT (1)
- Imitation (1)
- Incremental validity (1)
- Insulin sensitivity (1)
- Intuitive eating (1)
- Jugendlicher (1)
- Kind (1)
- Kognitiv-verhaltenstherapeutische Behandlung (1)
- Kognitive Verhaltenstherapie (KVT) (1)
- Kompetenz (1)
- Krankheitsangst (1)
- Latency (1)
- Latenz (1)
- Lernen (1)
- Lernverlauf (1)
- Lesen (1)
- Line perception (1)
- Literaturrecherche (1)
- MCMC (1)
- MTL (1)
- Mathematik (1)
- Mental arithmetic (1)
- Metabolic flexibility (1)
- Middle-aged adults (1)
- Mu power (1)
- Muller-Lyer illusion (1)
- Neurophysiology (1)
- Neuroscience (1)
- Numerical cognition (1)
- OCD (1)
- Obesity (1)
- Oculomotor control (1)
- Okulomotorik (1)
- P600 (1)
- PET (1)
- Pedagogical Instruction (1)
- Pedagogical Questions (1)
- Psychische Auffälligkeit (1)
- Psychologiestudierende (1)
- Psychology (1)
- Psychometric and chronometric function (1)
- Psychometrie (1)
- Reading (1)
- Rehabilitation (1)
- Response bias (1)
- Reward (1)
- Rodin posture (1)
- SNARC effect (1)
- Sensitivity (1)
- Sensitivität und Spezifität (1)
- Sexualization (1)
- Simulationspatient_innen (1)
- Skala (1)
- Spatial-numerical (1)
- Sport (1)
- Startle (1)
- State Self-Esteem Scale (1)
- Suicide bereavement (1)
- Taste test (1)
- Treatment Integrity (1)
- Visual system (1)
- Zwei-Prozess (1)
- a priori (1)
- action events (1)
- actor-partner mediator model (1)
- aggression (1)
- aging (1)
- alcohol (1)
- anger regulation (1)
- antagonistic (1)
- anxiety disorder (1)
- assessment (1)
- asymmetry (1)
- automatic (1)
- autonomic nervous system (1)
- bereavement (1)
- central and peripheral (1)
- central-tendency bias (1)
- child protection (1)
- child's voice (1)
- childhood (1)
- childhood sexual abuse (1)
- children's participation (1)
- cognitive behavioral therapy (1)
- color (1)
- conduct-problem symptoms (1)
- contagion (1)
- contrasts (1)
- cortical thickness (1)
- court files (1)
- cybervictimization (1)
- dependence (1)
- depression (1)
- depressive symptoms (1)
- development (1)
- disorders (1)
- dopamine (1)
- dual-process (1)
- dyadic coping (1)
- dynamical models (1)
- e-health (1)
- early numeracy (1)
- eating disorder pathology (1)
- emotion (1)
- emotion control (1)
- emotion regulation (1)
- emotion-cognition (1)
- emotion-perception (1)
- emotional intelligence (1)
- emotional memory (1)
- emotions (1)
- event-related brain potentials (1)
- event-related potentials (ERPs) (1)
- evidence-based training (1)
- evidenzbasiertes Training (1)
- executive control (1)
- executive functions (1)
- exercise (1)
- experimental economics (1)
- eye movements and reading (1)
- eye tracking (1)
- fMRI (1)
- fMRT (1)
- family court (1)
- feedforward processes (1)
- fixation (1)
- flow (1)
- frequency tuning (1)
- functional magnetic resonance imaging (1)
- gaze-contingent displays (1)
- global (1)
- grandiose narcissism (1)
- group intervention (1)
- habits (1)
- hate speech (1)
- health of the planet (1)
- heart (1)
- heart rate (1)
- hemispheric asymmetry (1)
- high risk (1)
- hypochondriasis (1)
- hypotheses (1)
- imitation (1)
- implicit self-concept of personality (1)
- impulsivity (1)
- infant action-goal prediction (1)
- infant gaze behavior (1)
- infants perception (1)
- influence (1)
- integration (1)
- intelligence (1)
- intention (1)
- interaction (1)
- interest in learning physics (1)
- interindividual differences (1)
- internet (1)
- interpersonal (1)
- interpersonal relations (1)
- intrinsic motivation (1)
- justice sensitivity (1)
- labelling (1)
- learning (1)
- learning progression (1)
- likelihood function (1)
- linear models (1)
- literature search (1)
- local (1)
- lower (1)
- mathematics (1)
- measurement invariance (1)
- mechanisms (1)
- media violence (1)
- memory (1)
- mental (1)
- mental disorders (1)
- mental health (1)
- mental hypochondriasis (1)
- mentale Hypochondrie (1)
- meta-analysis (1)
- metacognition (1)
- middle (1)
- mind wandering (1)
- mindful eating (1)
- model (1)
- motivation (1)
- motor activation (1)
- narcissism (1)
- narrative (1)
- negative affect (1)
- non-response (1)
- null hypothesis significance testing (1)
- numbers (1)
- numerical cognition (1)
- numerische Basisfähigkeiten (1)
- nutrition (1)
- object search (1)
- oral reading (1)
- origins (1)
- parafoveal (1)
- peer influences (1)
- perception of agency cues (1)
- personality (1)
- positive affect (1)
- post-traumatic stress disorder (1)
- prevention (1)
- primary school (1)
- prisoner's dilemma game (1)
- prolonged grief disorder (1)
- psychische Gesundheit (1)
- psychische Störungen (1)
- psychological problems (1)
- psychometrics (1)
- pädagogische Fragen (1)
- pädagogische Instruktion (1)
- quality of life (1)
- questionnaires (1)
- randomized controlled trial (1)
- range effect (1)
- rate variability (1)
- reading (1)
- rehabilitation (1)
- rejection (1)
- relationship satisfaction (1)
- review (1)
- saccadic accuracy (1)
- scale development (1)
- science motivation (1)
- secondary school (1)
- self-esteem (1)
- self-report (1)
- semantic preview cost (1)
- sensitivity (1)
- sensitivity and specificity (1)
- sex (1)
- sexualization (1)
- simulated patients (1)
- simulation-based (1)
- simulationsbasierte Lehre (1)
- social cues (1)
- social judgement (1)
- social learning (1)
- spaces (1)
- spatial (1)
- spatial vision (1)
- spatial-numerical associations (1)
- state self-esteem (1)
- stroop-effect (1)
- students (1)
- suicidality (1)
- survivor (1)
- sustainability (1)
- swift (1)
- systematic review (1)
- task (1)
- task influence (1)
- temporal frequencies (1)
- theory of mind (1)
- therapeutische (1)
- therapist competence (1)
- therapy (1)
- training (1)
- trait emotional (1)
- transcutaneous vagus nerve stimulation (1)
- treatment response (1)
- university students (1)
- verbs (1)
- victim (1)
- victim-perpetrator overlap (1)
- vision (1)
- vulnerable narcissism (1)
- webinar (1)
- weight course (1)
- welfare (1)
- well-being (1)
- words (1)
- working memory (1)
Institute
- Department Psychologie (101) (remove)
According to influential accounts of mind wandering (MW), working memory capacity (WMC) plays a key role in controlling the amount of off-task thought during the execution of a demanding task. Whereas WMC has primarily been associated with reduced levels of involuntarily occurring MW episodes in prior research, here we demonstrate for the first time that high-WMC individuals exhibit lower levels of voluntary MW. One hundred and eighty participants carried out a demanding reading task and reported their attentional state in response to random thought probes. In addition, participants' WMC was measured with two common complex span tasks (operation span and symmetry span). As a result, WMC was negatively related to both voluntary and involuntary MW, and the two forms of MW partially mediated the positive effect of WMC on reading performance. Furthermore, the negative relation between voluntary WM and reading remained significant after controlling for interest. Thus, in contrast to prior research suggesting that voluntary MW might be more closely related to motivation rather than WMC, the present results demonstrate that high-WMC individuals tend to limit both involuntary and voluntary MW more strictly than low-WMC individuals.
Aim
Although research and clinical definitions of psychotherapeutic competence have been proposed, less is known about the layperson perspective. The aim was to explore the views of individuals with different levels of psychotherapy experience regarding what-in their views-constitutes a competent therapist.
Method
In an online survey, 375 persons (64% female, mean age 33.24 years) with no experience, with professional experience, or with personal pre-experience with psychotherapy participated. To provide low-threshold questions, we first presented two qualitative items (i.e. "In your opinion, what makes a good/competent psychotherapist?"; "How do you recognize that a psychotherapist is not competent?") and analysed them using inductive content analysis techniques (Mayring, 2014). Then, we gave participants a 16-item questionnaire including items from previous surveys and from the literature and analysed them descriptively.
Results
Work-relatedprinciples, professionalism, personalitycharacteristics, caringcommunication, empathy and understandingwere important categories of competence. Concerning the quantitative questions, most participants agreed with items indicating that a therapist should be open, listen well, show empathy and behave responsibly.
Conclusion
Investigating layperson perspectives suggested that effective and professional interpersonal behaviour of therapists plays a central role in the public's perception of psychotherapy.
Aim
Although research and clinical definitions of psychotherapeutic competence have been proposed, less is known about the layperson perspective. The aim was to explore the views of individuals with different levels of psychotherapy experience regarding what-in their views-constitutes a competent therapist.
Method
In an online survey, 375 persons (64% female, mean age 33.24 years) with no experience, with professional experience, or with personal pre-experience with psychotherapy participated. To provide low-threshold questions, we first presented two qualitative items (i.e. "In your opinion, what makes a good/competent psychotherapist?"; "How do you recognize that a psychotherapist is not competent?") and analysed them using inductive content analysis techniques (Mayring, 2014). Then, we gave participants a 16-item questionnaire including items from previous surveys and from the literature and analysed them descriptively.
Results
Work-relatedprinciples, professionalism, personalitycharacteristics, caringcommunication, empathy and understandingwere important categories of competence. Concerning the quantitative questions, most participants agreed with items indicating that a therapist should be open, listen well, show empathy and behave responsibly.
Conclusion
Investigating layperson perspectives suggested that effective and professional interpersonal behaviour of therapists plays a central role in the public's perception of psychotherapy.
Web-based bereavement care
(2020)
Background:
Web-based interventions have been introduced as novel and effective treatments for mental disorders and, in recent years, specifically for the bereaved. However, a systematic summary of the effectiveness of online interventions for people experiencing bereavement is still missing.
Objective:
A systematic literature search was conducted by four reviewers who reviewed and meta-analytically summarized the evidence for web-based interventions for bereaved people.
Methods:
Systematic searches (PubMed, Web of Science, PsycInfo, PsycArticles, Medline, and CINAHL) resulted in seven randomized controlled trials (N= 1,257) that addressed adults having experienced bereavement using internet-based interventions. We used random effects models to summarize treatment effects for between-group comparisons (treatmentvs.control at post) and stability over time (postvs.follow-up).
Results:
All web-based interventions were based on cognitive behavioral therapy (CBT). In comparison with control groups, the interventions showed moderate (g= .54) to large effects (g= .86) for symptoms of grief and posttraumatic stress disorder (PTSD), respectively. The effect for depression was small (g= .44). All effects were stable over time. A higher number of treatment sessions achieved higher effects for grief symptoms and more individual feedback increased effects for depression. Other moderators (i.e.dropout rate, time since loss, exposure) did not significantly reduce moderate degrees of heterogeneity between the studies.
Limitations:
The number of includable studies was low in this review resulting to lower power for moderator analyses in particular.
Conclusions:
Overall, the results of web-based bereavement interventions are promising, and its low-threshold approach might reduce barriers to bereavement care. Nonetheless, future research should further examine potential moderators and specific treatment components (e.g.exposure, feedback) and compare interventions with active controls.
Narcissism has traditionally been assessed using explicit measures, yet contemporary measures are limited in their ability to capture people's automatic (i.e., implicit) self-evaluations. Here, we propose the antagonistic narcissism Implicit Association Test (AN-IAT). Three studies (N = 1082) using self-, informant-reports, and other implicit measures tested the psychometric properties of the AN-IAT. The AN-IAT showed high internal consistency and good temporal stability. The measure was positively associated with (antagonistic) narcissism, aggression, and lack of empathy, but unrelated to communal, pathological, and agentic narcissism as well as self-esteem. The AN-IAT predicted self- and informantratings of aggression and empathy beyond self-reports of antagonistic and agentic narcissism, and agreeableness. Together, the antagonistic narcissism IAT is a promising addition to the assessment of narcissism.
Trait emotional intelligence (TEI) is an important individual difference variable that is related to the quality of romantic relationships. The present study investigated the associations between TEI, dyadic coping, and relationship satisfaction. A convenience sample of N = 136 heterosexual couples was recruited online. When the actor-partner interdependence model was applied to the data, TEI showed a positive actor effect and a positive partner effect on relationship satisfaction. The actor effect and partner effect of TEI on relationship satisfaction were partially mediated through positive dyadic coping and common dyadic coping, respectively. A small total indirect actor effect was also found for negative dyadic coping. Controlling for potential content overlap between TEI and relationship satisfaction did not alter the results. However, removing variance from the TEI score that was shared with the Big Five trait factors attenuated TEI's actor and partner effects on relationship satisfaction and rendered all but one actor effect for TEI on dyadic coping and all but one indirect effect nonsignificant. The results underline the importance of TEI for the quality of romantic relationships and they shed light on underlying mechanisms. Implications for theory, research, and applications in counseling contexts will be discussed.
Thoroughly revised and updated, this third edition offers a comprehensive and up-to-date overview of the social psychology of aggression, covering all the relevant major theories, individual differences, situational factors, and applied contexts. Understanding the causes, forms, and consequences of aggression and violence is critical for dealing with these harmful forms of social behavior. Addressing a range of sub-topics, the firstpart deals with the definition and measurement of aggression, presents major theories, examines the development of aggression and discusses individual and gender differences in aggressive behaviour. It covers the role of situational factors in eliciting aggression and the impact of exposure to violence in the media. The second part examines specific forms and manifestations of aggression, including chapters on aggression in everyday contexts and in the family, sexual aggression, intergroup aggression, and terrorism. The new edition also includes additional coverage of gender differences, gun violence, and terrorism, to reflect the latest research developments in the field. Alsodiscussing strategies for reducing and preventing aggression, this bookis essential reading for students and researchers in psychology and related disciplines, as well as practitioners andpolicy makers.
Most reading theories assume that readers aim at word centers for optimal information processing. During reading, saccade targeting turns out to be imprecise: Saccades’ initial landing positions often miss the word centers and have high variance, with an additional systematic error that is modulated by the distance from the launch site to the center of the target word. The performance of the oculomotor system, as reflected in the statistics of within-word landing positions, turns out to be very robust and mostly affected by the spatial information during reading. Hence, it is assumed that the saccade generation is highly automated.
The main goal of this thesis is to explore the performance of the oculomotor system under various reading conditions where orthographic information and the reading direction were manipulated. Additionally, the challenges in understanding the eye movement data to represent the oculomotor process during reading are addressed.
Two experimental studies and one simulation study were conducted for this thesis, which resulted in the following main findings:
(i) Reading texts with orthographic manipulations leads to specific changes in the eye movement patterns, both in temporal and spatial measures. The findings indicate that the oculomotor control of eye movements during reading is dependent on reading conditions (Chapter 2 & 3).
(ii) Saccades’ accuracy and precision can be simultaneously modulated under reversed reading condition, supporting the assumption that the random and systematic oculomotor errors are not independent. By assuming that readers increase the precision of sensory observation while maintaining the learned prior knowledge when reading direction was reversed, a process-oriented Bayesian model for saccade targeting can account for the simultaneous reduction of oculomotor errors (Chapter 2).
(iii) Plausible parameter values serving as proxies for the intended within-word landing positions can be estimated by using the maximum a posteriori estimator from Bayesian inference. Using the mean value of all observations as proxies is insufficient for studies focusing on the launch-site effect because the method exhibits the strongest bias when estimating the size of the effect. Mislocated fixations remain a challenge for the currently known estimation methods, especially when the systematic oculomotor error is large (Chapter 4).
The results reported in this thesis highlight the role of the oculomotor system, together with underlying cognitive processes, in eye movements during reading. The modulation of oculomotor control can be captured through a precise analysis of landing positions.
Motivation and interest affect students' learning especially in Physics, a subject learners perceive as abstract. The present study was guided by three objectives: (a) to adapt and validate the Science Motivation Questionnaire (SMQ-II) for the Ugandan context; (b) to examine whether there are significant differences in motivation for learning Physics with respect to students' gender; and (c) to establish the extent to which students' interest predicts their motivation to learn Physics. The sample comprised 374 randomly selected students from five schools in central Uganda who responded to anonymous questionnaires that included scales from the SMQ-II and the Individual Interest Questionnaire. Data were analysed using confirmatory factor analyses, t-tests and structural equation modelling in SPSS-25 and Mplus-8. The five-factor model solution of the SMQ-II fitted adequately with the present data, with deletion of one item. The modified SMQ-II exhibited invariant factor loadings and intercepts (i.e. strong measurement invariance) when administered to boys and girls. Furthermore, motivation for learning Physics did not vary with gender. Students' interest was related to motivation for learning Physics. Lastly, although students' interest significantly predicted all motivational constructs, we noted considerable predictive strength of interest on students' self-efficacy and self-determination in learning Physics. Implications of these findings for the teaching and learning of Physics at lower secondary school are discussed in the paper.
We propose to interpret tasks evoking the classical Müller-Lyer illusion as one form of a conflict paradigm involving relevant (line length) and irrelevant (arrow orientation) stimulus attributes. Eight practiced observers compared the lengths of two line-arrow combinations; the length of the lines and the orientation of their arrows was varied unpredictably across trials so as to obtain psychometric and chronometric functions for congruent and incongruent line-arrow combinations. To account for decision speed and accuracy in this parametric data set, we present a diffusion model based on two assumptions: inward (outward)-pointing arrows added to a line (i) add (subtract) a separate, task-irrelevant drift component, and (ii) they reduce (increase) the distance to the barrier associated with the response identifying this line as being longer. The model was fitted to the data of each observer separately, and accounted in considerable quantitative detail for many aspects of the data obtained, including the fact that arrow-congruent responses were most prominent in the earliest RT quartile-bin. Our model gives a specific, process-related meaning to traditional static interpretations of the Muller-Lyer illusion, and combines within a single coherent framework structural and strategic mechanisms contributing to the illusion. Its central assumptions correspond to the general interpretation of geometrical-optical illusions as a manifestation of the resolution of a perceptual conflict (Day & Smith, 1989; Westheimer, 2008).
When infants observe a human grasping action, experience-based accounts predict that all infants familiar with grasping actions should be able to predict the goal regardless of additional agency cues such as an action effect. Cue-based accounts, however, suggest that infants use agency cues to identify and predict action goals when the action or the agent is not familiar. From these accounts, we hypothesized that younger infants would need additional agency cues such as a salient action effect to predict the goal of a human grasping action, whereas older infants should be able to predict the goal regardless of agency cues. In three experiments, we presented 6-, 7-, and 11-month-olds with videos of a manual grasping action presented either with or without an additional salient action effect (Exp. 1 and 2), or we presented 7-month-olds with videos of a mechanical claw performing a grasping action presented with a salient action effect (Exp. 3). The 6-month-olds showed tracking gaze behavior, and the 11-month-olds showed predictive gaze behavior, regardless of the action effect. However, the 7-month-olds showed predictive gaze behavior in the action-effect condition, but tracking gaze behavior in the no-action-effect condition and in the action-effect condition with a mechanical claw. The results therefore support the idea that salient action effects are especially important for infants' goal predictions from 7 months on, and that this facilitating influence of action effects is selective for the observation of human hands.
In his seminal works, Endel Tulving argued that functionally distinct memory systems give rise to subjective experiences of remembering and knowing (i.e., recollection- vs. familiarity-based memory, respectively). Evidence shows that emotion specifically enhances recollection, and this effect is subserved by a synergistic mechanism involving the amygdala (AMY) and hippocampus (HC). In extreme circumstances, however, uncontrolled recollection of highly distressing memories may lead to symptoms of affective disorders. Therefore, it is important to understand the factors that can diminish such detrimental effects. Here, we investigated the effects of Focused Attention (FA) on emotional recollection. FA is an emotion regulation strategy that has been proven quite effective in reducing the impact of emotional responses associated with the recollection of distressing autobiographical memories, but its impact during emotional memory encoding is not known. Functional MRI and eye-tracking data were recorded while participants viewed a series of composite negative and neutral images with distinguishable foreground (FG) and background (BG) areas. Participants were instructed to focus either on the FG or BG content of the images and to rate their emotional responses. About 4 days later, participants' memory was assessed using the R/K procedure, to indicate whether they Recollected specific contextual details about the encoded images or the images were just familiar to them - i.e., participants only Knew that they saw the pictures without being able to remember specific contextual details. First, results revealed that FA was successful in decreasing memory for emotional pictures viewed in BG Focus condition, and this effect was driven by recollection-based retrieval. Second, the BG Focus condition was associated with decreased activity in the AMY, HC, and anterior parahippocampal gyrus for subsequently recollected emotional items. Moreover, correlation analyses also showed that reduced activity in these regions predicted greater reduction in emotional recollection following FA. These results demonstrate the effectiveness of FA in mitigating emotional experiences and emotional recollection associated with unpleasant emotional events.
We examined whether German adolescents who participated in an adapted 8-week school-based intervention, the Identity Project, reported greater changes in heritage and global identities and perceptions of classroom cultural climate. We used a longitudinal, wait-list control design pooling eight classrooms across the school years of 2018-2019 and 2019-2020. The sample included 195 seventh graders (M-age = 12.35 years, SD =.79, 39% female, 83% of migration background). Findings showed moderate support for more heritage identity exploration and greater perceptions of unequal treatment and critical consciousness climate in the intervention group. There were also important differences across conditions regarding how identity and climate related to adolescent outcomes. We conclude that the Identity Project can be adapted and applied in other cultural contexts such as Germany. It provides a necessary space for adolescents to engage in discussions about diversity, cultural heritage, social inequities, and their relevance to one's identities.
We examined whether German adolescents who participated in an adapted 8-week school-based intervention, the Identity Project, reported greater changes in heritage and global identities and perceptions of classroom cultural climate. We used a longitudinal, wait-list control design pooling eight classrooms across the school years of 2018-2019 and 2019-2020. The sample included 195 seventh graders (M-age = 12.35 years, SD =.79, 39% female, 83% of migration background). Findings showed moderate support for more heritage identity exploration and greater perceptions of unequal treatment and critical consciousness climate in the intervention group. There were also important differences across conditions regarding how identity and climate related to adolescent outcomes. We conclude that the Identity Project can be adapted and applied in other cultural contexts such as Germany. It provides a necessary space for adolescents to engage in discussions about diversity, cultural heritage, social inequities, and their relevance to one's identities.
Although effective treatments exist, obsessive-compulsive disorder (OCD) is, according to the views of patients and experts, still associated with chronicity, a term with no clear and consistent definition. To improve patient care and to foster research, a clear distinction between the various concepts of chronicity cited in the literature is crucial. The aim was thus to explicate central concepts related to courses and trajectories in OCD based on an explorative, scoping search of the existing literature. Our review revealed a considerable lack in content validity, as the concepts were operationalized inconsistently. Concepts related to symptom improvement were (complete) recovery, partial/full remission and partial/full response. Terms used in relation with symptom stability or worsening were chronic/continuous, intermittent and episodic course, waxing and waning, relapse, recurrence, deterioration and treatment-refractoriness. All concepts are explained and visualized as a result of the review. Further, based on authors' remarks, we present recommendations on how to enhance care for chronic OCD patients, namely training psychotherapists to apply CBT as intended, managing patient beliefs about disease and treatment, and adapting psychotherapy to OCD subtypes. Finally, we then propose a literature-based definition of treatment-refractory OCD.
Aim The Discounting Inventory was developed to provide researchers and practitioners with a standardized tool to asses individual differences in delay, probabilistic, effort and social discounting, all related to behavioral impulsivity. Convergent and discriminant validity of the Discounting Inventory was evaluated by comparing its associations with external variables to those obtained using standardized discounting measures with the same external variables. Subjects and methods A sample of 347 volunteers was examined. The first questionnaire completed by all participants was the Discounting Inventory. Individuals also completed the traditional discounting measure using pairs of hypothetical choices. The external measures included the Sensation Seeking Scale, Barratt Impulsiveness Scale, Eysenck Impulsivity Venturesomeness Empathy Questionnaire, Eysenck Personality Questionnaire-Revised, and Temperament and Character Inventory. Results The results revealed that although almost all correlations were significant for both the Discounting Inventory and the traditional discounting measures, most of the correlations between external variables and the Discounting Inventory were significantly higher than those between external variables and traditional discounting measures. However, both discounting measures were most strongly correlated with external measures of impulsivity, which is not surprising given the fact that discounting is seen as a behavioral impulsivity. Finally, most relationships between the Discounting Inventory and external variables were incrementally valid over the traditional discounting measures. Conclusion The Discounting Inventory can help to diagnose problems with behavioral impulsivity.
To construct a coherent multi-modal percept, vertebrate brains extract low-level features (such as spatial and temporal frequencies) from incoming sensory signals. However, because frequency processing is lateralized with the right hemisphere favouring low frequencies while the left favours higher frequencies, this introduces asymmetries between the hemispheres. Here, we describe how this lateralization shapes the development of several cognitive domains, ranging from visuo-spatial and numerical cognition to language, social cognition, and even aesthetic appreciation, and leads to the emergence of asymmetries in behaviour. We discuss the neuropsychological and educational implications of these emergent asymmetries and suggest future research approaches.
It has frequently been observed that single emotional events are not only more efficiently processed, but also better remembered, and form longer-lasting memory traces than neutral material. However, when emotional information is perceived as a part of a complex event, such as in the context of or in relation to other events and/or source details, the modulatory effects of emotion are less clear. The present work aims to investigate how emotional, contextual source information modulates the initial encoding and subsequent long-term retrieval of associated neutral material (item memory) and contextual source details (contextual source memory). To do so, a two-task experiment was used, consisting of an incidental encoding task in which neutral objects were displayed over different contextual background scenes which varied in emotional content (unpleasant, pleasant, and neutral), and a delayed retrieval task (1 week), in which previously-encoded objects and new ones were presented. In a series of studies, behavioral indices (Studies 2, 3, and 5), event-related potentials (ERPs; Studies 1-4), and functional magnetic resonance imaging (Study 5) were used to investigate whether emotional contexts can rapidly tune the visual processing of associated neutral information (Study 1) and modulate long-term item memory (Study 2), how different recognition memory processes (familiarity vs. recollection) contribute to these emotion effects on item and contextual source memory (Study 3), whether the emotional effects of item memory can also be observed during spontaneous retrieval (Sstudy 4), and which brain regions underpin the modulatory effects of emotional contexts on item and contextual source memory (Study 5). In Study 1, it was observed that emotional contexts by means of emotional associative learning, can rapidly alter the processing of associated neutral information. Neutral items associated with emotional contexts (i.e. emotional associates) compared to neutral ones, showed enhanced perceptual and more elaborate processing after one single pairing, as indexed by larger amplitudes in the P100 and LPP components, respectively. Study 2 showed that emotional contexts produce longer-lasting memory effects, as evidenced by better item memory performance and larger ERP Old/New differences for emotional associates. In Study 3, a mnemonic differentiation was observed between item and contextual source memory which was modulated by emotion. Item memory was driven by familiarity, independently of emotional contexts during encoding, whereas contextual source memory was driven by recollection, and better for emotional material. As in Study 2, enhancing effects of emotional contexts for item memory were observed in ERPs associated with recollection processes. Likewise, for contextual source memory, a pronounced recollection-related ERP enhancement was observed for exclusively emotional contexts. Study 4 showed that the long-term recollection enhancement of emotional contexts on item memory can be observed even when retrieval is not explicitly attempted, as measured with ERPs, suggesting that the emotion enhancing effects on memory are not related to the task embedded during recognition, but to the motivational relevance of the triggering event. In Study 5, it was observed that enhancing effects of emotional contexts on item and contextual source memory involve stronger engagement of the brain's regions which are associated with memory recollection, including areas of the medial temporal lobe, posterior parietal cortex, and prefrontal cortex.
Taken together, these findings suggest that emotional contexts rapidly modulate the initial processing of associated neutral information and the subsequent, long-term item and contextual source memories. The enhanced memory effects of emotional contexts are strongly supported by recollection rather than familiarity processes, and are shown to be triggered when retrieval is both explicitly and spontaneously attempted. These results provide new insights into the modulatory role of emotional information on the visual processing and the long-term recognition memory of complex events. The present findings are integrated into the current theoretical models and future ventures are discussed.
Real-world scene perception is typically studied in the laboratory using static picture viewing with restrained head position. Consequently, the transfer of results obtained in this paradigm to real-word scenarios has been questioned. The advancement of mobile eye-trackers and the progress in image processing, however, permit a more natural experimental setup that, at the same time, maintains the high experimental control from the standard laboratory setting. We investigated eye movements while participants were standing in front of a projector screen and explored images under four specific task instructions. Eye movements were recorded with a mobile eye-tracking device and raw gaze data were transformed from head-centered into image-centered coordinates. We observed differences between tasks in temporal and spatial eye-movement parameters and found that the bias to fixate images near the center differed between tasks. Our results demonstrate that current mobile eye-tracking technology and a highly controlled design support the study of fine-scaled task dependencies in an experimental setting that permits more natural viewing behavior than the static picture viewing paradigm.