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Institut
- Department Psychologie (124) (entfernen)
Turkish heritage students are underrepresented at university-track secondary schools in Germany, yet the institutional discrimination contributing to this ongoing disparity often remains unquestioned, situated within inequitable norms of belonging. Drawing on critical race theory and a risk and resilience framework, the current study investigated the interplay between institutional and interpersonal discrimination in relation to exclusionary norms enacted in university-track schools. Using thematic analysis, interviews with eight Turkish German young adults from multiple regions of Germany were analyzed, highlighting the need for culturally responsive teaching, more teacher reflexivity regarding bias, a greater focus on equity, and more direct discussions of racism and its impact.
During sentence reading, low spatial frequency information afforded by spaces between words is the primary factor for eye guidance in spaced writing systems, whereas saccade generation for unspaced writing systems is less clear and under debate. In the present study, we investigated whether word-boundary information, provided by alternating colors (consistent or inconsistent with word-boundary information) influences saccade-target selection in Chinese. In Experiment 1, as compared to a baseline (i.e., uniform color) condition, word segmentation with alternating color shifted fixation location towards the center of words. In contrast, incorrect word segmentation shifted fixation location towards the beginning of words. In Experiment 2, we used a gaze-contingent paradigm to restrict the color manipulation only to the upcoming parafoveal words and replicated the results, including fixation location effects, as observed in Experiment 1. These results indicate that Chinese readers are capable of making use of parafoveal word-boundary knowledge for saccade generation, even if such information is unfamiliar to them. The present study provides novel support for the hypothesis that word segmentation is involved in the decision about where to fixate next during Chinese reading.
Wie klingt Motivation?
(2018)
Zusammenfassung.Hintergrund/Fragestellung: Während einer erfolgreichen Psychotherapie – so Miller und Rollnick (2013) – initiiert der Therapeut ein lautes Nachdenken über Veränderung (change talk), das eine Verhaltensänderung einleitet und verschiedene Facetten der Motivation eines Patienten spiegelt. Auf den preparatory change talk (desire, ability, reasons, need) folgt der mobilizing change talk (commitment, activation, taking steps) und schließlich die Verhaltensänderung. Die vorliegende Studie ist ein erster Versuch, deutsche Begriffe und Redewendungen zu analysieren, um Therapeuten die Einschätzung der Motivation eines Patienten zu erleichtern. Methodik: Das schrittweise Vorgehen entsprach weitgehend einem in der englischsprachigen Literatur beschriebenen Verfahren zur Einschätzung von Begriffen und Redewendungen hinsichtlich der Motivation eines Sprechers (vgl. Amrhein, 2009): (1) Generierung einer Sammlung relevanter Begriffe und Redewendungen, (2) Einschätzung der Stärke einer Formulierung durch 430 Probanden, (3) Bestimmung der Retestreliabilität anhand der Einschätzungen von 63 Probanden, (4) Kategorisierung von 140 Begriffen und Redewendungen durch drei Experten. Ergebnisse: Die ausgewählten Begriffe und Phrasen lassen sich zuverlässig den von Miller und Rollnick (2013) beschriebenen Kategorien Preparatory Change Talk oder Mobilizing Change Talk zuordnen, κ = .83 (95 % CI, .80 ≤ κ≤ .85), p < .001, und spiegeln darüber hinaus verschiedene Ausprägungen der Motivation eines Sprechers wider. Die Einschätzungen der Stärke einer Formulierung sind jedoch nicht stabil (Retestreliabilität: .21 ≤ rtt ≤.70). Schlussfolgerungen: Die Beachtung typischer Schlüsselwörter kann das richtige Timing einer Intervention erleichtern und darüber hinaus Auskunft über die „Entschlossenheit“ eines Patienten geben. Im Rahmen von Forschungsprojekten könnten auf der Basis erweiterter Sammlungen relevanter Begriffe und Redewendungen Algorithmen entwickelt werden, die eine Einschätzung der Motivation und damit prognostisch bedeutsame Aussagen erlauben.
Previous research informs us about facilitators of employees’ promotive voice. Yet little is known about what determines whether a specific idea for constructive change brought up by an employee will be approved or rejected by a supervisor. Drawing on interactionist theories of motivation and personality, we propose that a supervisor will be least likely to support an idea when it threatens the supervisor’s power motive, and when it is perceived to serve the employee’s own striving for power. The prosocial versus egoistic intentions attributed to the idea presenter are proposed to mediate the latter effect. We conducted three scenario-based studies in which supervisors evaluated fictitious ideas voiced by employees that – if implemented – would have power-related consequences for them as a supervisor. Results show that the higher a supervisors’ explicit power motive was, the less likely they were to support a power-threatening idea (Study 1, N = 60). Moreover, idea support was less likely when this idea was proposed by an employee that was described as high (rather than low) on power motivation (Study 2, N = 79); attributed prosocial intentions mediated this effect. Study 3 (N = 260) replicates these results.
Anti-fat bias is widespread and is linked to the internalization of weight bias and psychosocial problems. The purpose of this study was to examine the internalization of weight bias among children across weight categories and to evaluate the psychometric properties of the Weight Bias Internalization Scale for Children (WBIS-C). Data were collected from 1484 primary school children and their parents. WBIS-C demonstrated good internal consistency (alpha = .86) after exclusion of Item 1. The unitary factor structure was supported using exploratory and confirmatory factor analyses (factorial validity). Girls and overweight children reported higher WBIS-C scores in comparison to boys and non-overweight peers (known-groups validity). Convergent validity was shown by significant correlations with psychosocial problems. Internalization of weight bias explained additional variance in different indicators of psychosocial well-being. The results suggest that the WBIS-C is a psychometrically sound and informative tool to assess weight bias internalization among children.
Migration is a critical issue for child development in the 21st century. We expand on García Coll et al.’s (1996) integrative model of minority child development by drawing from principles of attachment theory and interpersonal relationships research to offer new insights into how youth manage and respond to migration experiences. Immigrant and refugee youth should experience better outcomes to the extent that they (a) maintain strong relationships with caregivers and peers who provide a sense of closeness, safety, and confidence during the process of adjusting to this life transition and (b) find ways to establish a sense of connection and belonging to the new people, places, communities, and social networks within which they now live. Strong bonds to people and connection to places (both familiar and new) can counter the social stratification consequences to minority youth development that are well articulated in García Coll et al.’s integrative model. The need for new and better strategies that promote the positive development of immigrant and refugee youth within their families, schools, workplaces, and communities is crucial, not only for individuals and families but for society as a whole.
Do properties of individual languages shape the mechanisms by which they are processed? By virtue of their non-concatenative morphological structure, the recognition of complex words in Semitic languages has been argued to rely strongly on morphological information and on decomposition into root and pattern constituents. Here, we report results from a masked priming experiment in Hebrew in which we contrasted verb forms belonging to two morphological classes, Paal and Piel, which display similar properties, but crucially differ on whether they are extended to novel verbs. Verbs from the open-class Piel elicited familiar root priming effects, but verbs from the closed-class Paal did not. Our findings indicate that, similarly to other (e.g., Indo-European) languages, down-to-the-root decomposition in Hebrew does not apply to stems of non-productive verbal classes. We conclude that the Semitic word processor is less unique than previously thought: Although it operates on morphological units that are combined in a non-linear way, it engages the same universal mechanisms of storage and computation as those seen in other languages.
Transdualism
(2018)
The author introduces the concept of transdualism to critique dualism without relying on a dualistic model of critique, the modus operandi necessary for a critique against sexual dualism and hetero/cisnormativity. Transdualism offers an opportunity to dwell within that operation by staying below (not beyond) the “dualism,” that is, below the logic of either/or. The essay will explore the notion of “transdualism” through the hexagram Tai of the Yi Jing, which is often used in medical contexts to illustrate the body-of-orifices of Huangdi Neijing or the Inner Canon of the Yellow Emperor. The author reads this body-of-orifices, which is primarily represented by its nine major bodily tunnels, with yinyang philosophy as gender/sex indeterminant and shows that the Inner Canon's yinyang body-of-orifices points to something more transgressive, which could unsettle from within the naturalism of gender and sexual dualism and the nature/culture as well as other dualistic divides that have informed contemporary critical rethinking of embodiment. By unpacking the hexagram Tai alongside Inner Canon's body-of-orifices. as well as contemporary feminist, queer, and transgender theorizations of the body and sexuality, this essay aims at rethinking the materio-discursive complexity of the body-of-orifices, which has been either dualistically separated into antagonisms between man and woman, sex and gender, body and discourse, yin and yang; or one-sidedly reduced to a function of “social construction,” knowable only through language—or problematically lumped together in a gender-is-fluid postmodern “both-and,” which supposedly overcomes the metaphysico-theological “either/or.”
Response conflicts play a prominent role in the flexible adaptation of behavior as they represent context-signals that indicate the necessity for the recruitment of cognitive control. Previous studies have highlighted the functional roles of the affectively aversive and arousing quality of the conflict signal in triggering the adaptation process. To further test this potential link with arousal, participants performed a response conflict task in two separate sessions with either transcutaneous vagus nerve stimulation (tVNS), which is assumed to activate the locus coeruleus-noradrenaline (LC-NE) system, or with neutral sham stimulation. In both sessions the N2 and P3 event-related potentials (ERP) were assessed. In line with previous findings, conflict interference, the N2 and P3 amplitude were reduced after conflict. Most importantly, this adaptation to conflict was enhanced under tVNS compared to sham stimulation for conflict interference and the N2 amplitude. No effect of tVNS on the P3 component was found. These findings suggest that tVNS increases behavioral and electrophysiological markers of adaptation to conflict. Results are discussed in the context of the potentially underlying LC-NE and other neuromodulatory (e.g., GABA) systems. The present findings add important pieces to the understanding of the neurophysiological mechanisms of conflict-triggered adjustment of cognitive control.
The visual number world
(2018)
In the domain of language research, the simultaneous presentation of a visual scene and its auditory description (i.e., the visual world paradigm) has been used to reveal the timing of mental mechanisms. Here we apply this rationale to the domain of numerical cognition in order to explore the differences between fast and slow arithmetic performance, and to further study the role of spatial-numerical associations during mental arithmetic. We presented 30 healthy adults simultaneously with visual displays containing four numbers and with auditory addition and subtraction problems. Analysis of eye movements revealed that participants look spontaneously at the numbers they currently process (operands, solution). Faster performance was characterized by shorter latencies prior to fixating the relevant numbers and fewer revisits to the first operand while computing the solution. These signatures of superior task performance were more pronounced for addition and visual numbers arranged in ascending order, and for subtraction and numbers arranged in descending order (compared to the opposite pairings). Our results show that the visual number world-paradigm provides on-line access to the mind during mental arithmetic, is able to capture variability in arithmetic performance, and is sensitive to visual layout manipulations that are otherwise not reflected in response time measurements.
The relation between executive functions and reading comprehension in primary-school students
(2018)
Higher-order cognitive skills are necessary prerequisites for reading and understanding words, sentences and texts. In particular, research on executive functions in the cognitive domain has shown that good executive functioning in children is positively related to reading comprehension skills and that deficits in executive functioning are related to difficulties with reading comprehension. However, developmental research on literacy and self-regulation in the early school years suggests that the relation between higher-order cognitive skills and reading might not be unidirectional, but mutually interdependent in nature. Therefore, the present longitudinal study explored the bidirectional relations between executive functions and reading comprehension during primary school across a 1-year period. At two time points (T1, T2), we assessed reading comprehension at the word, sentence, and text levels as well as three components of executive functioning, that is, updating, inhibition, and attention shifting. The sample consisted of three sequential cohorts of German primary school students (N = 1657) starting in first, second, and third grade respectively (aged 6-11 years at T1). Using a latent cross-lagged-panel design, we found bidirectional longitudinal relations between executive functions and reading comprehension for second and third graders. However, for first graders, only the path from executive functioning at T1 to reading comprehension at T2 attained significance. Succeeding analyses revealed updating as the crucial component of the effect from executive functioning on later reading comprehension, whereas text reading comprehension was most predictive of later executive functioning. The potential processes underlying the observed bidirectional relations are discussed with respect to developmental changes in reading comprehension across the primary years.
The number-weight illusion
(2018)
When objects are manually lifted to compare their weight, then smaller objects are judged to be heavier than larger objects of the same physical weights: the classical size-weight illusion (Gregory, 2004). It is also well established that increasing numerical magnitude is strongly associated with increasing physical size: the number-size congruency effect e.g., (Besner & Coltheart Neuropsychologia, 17, 467-472 1979); Henik & Tzelgov Memory & Cognition, 10, 389-395 1982). The present study investigates the question suggested by combining these two classical effects: if smaller numbers are associated with smaller size, and objects of smaller size appear heavier, then are numbered objects (balls) of equal weight and size also judged as heavier when they carry smaller numbers? We present two experiments testing this hypothesis for weight comparisons of numbered (1 to 9) balls of equal size and weight, and report results which largely conform to an interpretation in terms of a new number-weight illusion.
The present study employed a longitudinal person-centered approach to examine the profiles of reading motivation in a sample of 405 elementary school students who were tested in grades 3 and 4. Two dimensions of intrinsic reading motivation (involvement and curiosity) and two dimensions of extrinsic reading motivation (recognition and competition) were considered. Latent profile analyses revealed the same set of four profiles across third and fourth grades: high intrinsic (i.e., high on involvement and curiosity, low on recognition and competition), high involvement (i.e., high on involvement, low on the remaining dimensions), high quantity (high on all dimensions), and moderate quantity (low to moderate on all dimensions). Further results showed that 35% of the students changed their profile membership from third to fourth grade. We particularly observed an increased probability of students in the high-quantity, moderate-quantity, and high-involvement profiles to move to the high-intrinsic profile. Finally, the moderate-quantity profile proved to be significantly lower in reading amount than the other groups that did not differ significantly. Pertaining to reading comprehension, however, the two intrinsic profiles outperformed both the high- and moderate-quantity groups. The latter finding emphasizes the particular importance of intrinsic reading motivation.
Experimental studies on polysemy have come to contradictory conclusions on whether words with multiple senses are stored as separate or shared mental representations. The present study examined the semantic relatedness and semantic similarity of literal and non-literal (metonymic and metaphorical) senses of three word classes: nouns, verbs, and adjectives. Two methods were used: a psycholinguistic experiment and a distributional analysis of corpus data. In the experiment, participants were presented with 6-12 short phrases containing a polysemous word in literal, metonymic, or metaphorical senses and were asked to classify them so that phrases with the same perceived sense were grouped together. To investigate the impact of professional background on their decisions, participants were controlled for linguistic vs. non-linguistic education. For nouns and verbs, all participants preferred to group together phrases with literal and metonymic senses, but not any other pairs of senses. For adjectives, two pairs of senses were often grouped together: literal with metonymic, and metonymic with metaphorical. Participants with a linguistic background were more accurate than participants with non-linguistic backgrounds, although both groups shared principal patterns of sense classification. For the distributional analysis of corpus data, we used a semantic vector approach to quantify the similarity of phrases with literal, metonymic, and metaphorical senses in the corpora. We found that phrases with literal and metonymic senses had the highest degree of similarity for the three word classes, and that metonymic and metaphorical senses of adjectives had the highest degree of similarity among all word classes. These findings are in line with the experimental results. Overall, the results suggest that the mental representation of a polysemous word depends on its word class. In nouns and verbs, literal and metonymic senses are stored together, while metaphorical senses are stored separately; in adjectives, metonymic senses significantly overlap with both literal and metaphorical senses.
Disordered eating is highly prevalent during adolescence and has a detrimental effect on further development. Effective prevention programs are needed to prevent unhealthy developmental trajectories. This study evaluated the efficacy of the POPS-program (POtsdam Prevention at Schools), a universal school-based eating disorder prevention program for adolescents. In a cluster-randomized design, we compared the intervention group receiving the prevention program to a waiting control group. Outcomes included indicators of disordered eating and relevant risk factors for eating disorders (body dissatisfaction, internalization of the thin ideal, perceived media pressure, perfectionism, emotional element of exercise, social comparison, and perceived teasing). Questionnaires were administered at the start of the intervention, 3 and 12 months post intervention. At baseline, 1112 adolescents aged 10 to 16 years participated (49% girls; 51% intervention group). Intention-to-treat analyses with the complete data set and per-protocol analyses as a completer analysis were performed. The intervention group showed a more favorable course compared to the control group regarding all observed risk factors for eating disorders except for perceived teasing. Effect sizes were small but comparable to other primary prevention programs. At 1-year follow-up, a small but significant effect on disordered eating was observed. Results of the per-protocol analyses were mostly confirmed by the intention-to-treat analyses. Results were promising for both genders although girls benefited more regarding disordered eating and internalization of the thin ideal. Further studies are warranted examining successful program elements and whether gender-specific programs are needed.
Researchers examining the accuracy of observers ratings of others are devoting increased attention to peer-reported personality traits. Thus, the main purpose of this study was to investigate convergent validity of the three-factor Dark Triad model of personality framework, using two different rating methods: self-ratings and peer-ratings. Each participant (N = 266) was asked to collect three peer ratings (total peers N = 798). First, respondents completed three Dark Triad measures-Mach IV, SRP-III, and NPI-17 instruments. The peer-report forms of these instruments consisted of the same items as in the self-report version, but the rephrasing was appropriate to a third-person perspective. With the exception of one subscale of narcissism, Dark Triad measures demonstrated substantial convergent validity. These findings challenge views that at least two dark personality characteristics, i.e. psychopathy and Machiavellianism, are accurately observable phenomenon. The influences of agreement between self and other raters are discussed in relation to the degree of ratability and social desirability.
The social context plays a decisive role in the formation of the academic self-concept (ASC) and has been widely studied as the big-fish-little-pond-effect (BFLPE). This effect describes that comparable talented students in high-achieving school settings have a lower ASC compared to equally talented students attending low-achieving settings. Past research has focused on students’ domain-specific ASC, while little is known about the relation of achievement-related classroom compositions and the various facets of ASC. Additionally, BFLPE-research has been critiqued to build its theoretical frame on social comparison theory, without providing sufficient empirical support. To address this gap, we analyzed how the single student’s social, criterial, absolute, and individual ASC relate to class-level achievement of 8th graders. Applying Multilevel Structural Equation Modeling (MLSEM) we found that all facets of ASC were significantly related to average-class achievement, while student’s social ASC revealed the strongest associated. The results reveal explicitly that average-class achievement is strongly related to social comparison processes.