150 Psychologie
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IntroductionWhile physical activity (PA) can play an important role in the treatment of mental disorders (MD), large proportions of patients with MD do not meet PA recommendations. The aim of this trial was to evaluate whether structured psychological intervention (MoVo-LISA) is effective in helping outpatients with MD to increase their level of PA. As active control group (CG) we modified MoVo-LISA to target healthy diet behavior.MethodsN=83 outpatients with MD (F1-F4) were randomized to the two conditions. PA (self-report and accelerometry), dietary behavior, social-cognitive determinants of health behavior change, psychiatric symptoms and health-related quality of life were assessed at baseline, 1 and 12 weeks after the intervention.ResultsSignificant time*group interaction effects for objectively measured PA, dietary behavior and fruit and vegetable consumption indicated differential effects of the interventions on these outcomes. PA increased in the MoVo-LISA group (IG) from baseline to follow-up while it decreased in CG. IG showed a significant higher level of objectively measured PA at follow-up compared to CG. Dietary behavior and fruit and vegetable consumption significantly increased from baseline to follow-up in CG, but not IG. IG showed a significant increase in some, but not all social cognitive determinants of health behavior change.ConclusionsMoVo-LISA is effective in helping outpatients with MD to increase their level of PA in short- and mid-term. The used intervention strategies are effective for the promotion of healthy diet in patients with MD as well.
In recent years, a substantial number of psycholinguistic studies and of studies on acquired language impairments have investigated the case of morphologically complex words. These have provided evidence for what is known as ‘morphological decomposition’, i.e. a mechanism that decomposes complex words into their constituent morphemes during online processing. This is believed to be a fundamental, possibly universal mechanism of morphological processing, operating irrespective of a word’s specific properties.
However, current accounts of morphological decomposition are mostly based on evidence from suffixed words and compound words, while prefixed words have been comparably neglected. At the same time, it has been consistently observed that, across languages, prefixed words are less widespread than suffixed words. This cross-linguistic preference for suffixing morphology has been claimed to be grounded in language processing and language learning mechanisms. This would predict differences in how prefixed words are processed and therefore also affected in language impairments, challenging the predictions of the major accounts of morphological decomposition.
Against this background, the present thesis aims at reducing the gap between the accounts of morphological decomposition and the accounts of the suffixing preference, by providing a thorough empirical investigation of prefixed words. Prefixed words are examined in three different domains: (i) visual word processing in native speakers; (ii) visual word processing in non-native speakers; (iii) acquired morphological impairments. The processing studies employ the masked priming paradigm, tapping into early stages of visual word recognition. Instead, the studies on morphological impairments investigate the errors produced in reading aloud tasks.
As for native processing, the present work first focuses on derivation (Publication I), specifically investigating whether German prefixed derived words, both lexically restricted (e.g. inaktiv ‘inactive’) and unrestricted (e.g. unsauber ‘unclean’) can be efficiently decomposed. I then present a second study (Publication II) on a Bantu language, Setswana, which offers the unique opportunity of testing inflectional prefixes, and directly comparing priming with prefixed inflected primes (e.g. dikgeleke ‘experts’) to priming with prefixed derived primes (e.g. bokgeleke ‘talent’). With regard to non-native processing (Publication I), the priming effects obtained from the lexically restricted and unrestricted prefixed derivations in native speakers are additionally compared to the priming effects obtained in a group of non-native speakers of German. Finally, in the two studies on acquired morphological impairments, the thesis investigates whether prefixed derived words yield different error patterns than suffixed derived words (Publication III and IV).
For native speakers, the results show evidence for morphological decomposition of both types of prefixed words, i.e. lexically unrestricted and restricted derivations, as well as of prefixed inflected words. Furthermore, non-native speakers are also found to efficiently decompose prefixed derived words, with parallel results to the group of native speakers. I therefore conclude that, for the early stages of visual word recognition, the relative position of stem and affix in prefixed versus suffixed words does not affect how efficiently complex words are decomposed, either in native or in non-native processing. In the studies on acquired language impairments, instead, prefixes are consistently found to be more impaired than suffixes. This is explained in terms of a learnability disadvantage for prefixed words, which may cause weaker representations of the information encoded in affixes when these precede the stem (prefixes) as compared to when they follow it (suffixes). Based on the impairment profiles of the individual participants and on the nature of the task, this dissociation is assumed to emerge from later processing stages than those that are tapped into by masked priming. I therefore conclude that the different characteristics of prefixed and suffixed words do come into play at later processing stages, during which the lexical-semantic information contained in the different constituent morphemes is processed.
The findings presented in the four manuscripts significantly contribute to our current understanding of the mechanisms involved in processing prefixed words. Crucially, the thesis constrains the processing disadvantage for prefixed words to later processing stages, thereby suggesting that theories trying to establish links between language universals and processing mechanisms should more carefully consider the different stages involved in language processing and what factors are relevant for each specific stage.
A recent extension of the stressor-detachment model holds that the path running from job stressors via psychological detachment to impairment of well-being is moderated by both personal and job resources (Sonnentag & Fritz, 2015). The aim of the present study was to test this proposition by investigating the moderating role of one personal resource and one job resource (i.e., coworker social support and general self-efficacy, respectively) on the linkage between different job stressors (i.e., workload and role ambiguity), detachment, and well-being. Hypotheses were tested with structural equation modeling using data from a representative survey of the German workforce (N = 3,937 employees, M-age = 46.5 years, 47.5% women). In agreement with previous findings, the results showed that psychological detachment mediated the negative effects of job stressors on well-being. Social support from coworkers buffered the mediation such that the conditional indirect effects of workload and role ambiguity on well-being via detachment were weaker at higher levels of support. General self-efficacy did not moderate the stressor-well-being linkage. These results imply that social support can be considered as a protective factor that helps employees maintain their well-being by alleviating the negative effects of job stressors on their ability to switch off mentally from work.
Fragestellung: Ziel der Studie war die Überprüfung der Wirksamkeit einer vorschulischen Förderung der phonologischen Bewusstheit und der Buchstaben-Laut-Verknüpfung bei Kindern mit einem Risiko für die Entwicklung einer Lese-Rechtschreibstörung (LRS) unter Bedingungen, die sich am Alltag der Kindertagesstätten orientierten und somit auch bei einem breiten Einsatz des Programms eine relativ ökonomische Variante darstellen. Methodik: Die Risikokinder der Trainingsgruppe (n = 20) wurden über 11 Wochen mit den Programmen Hören, Lauschen, Lernen 1 und 2 (Küspert & Schneider, 2008; Plume & Schneider, 2004) von Erzieherinnen gefördert. Sie wurden einer nicht-geförderten Risiko-Kontrollgruppe (n = 43) hinsichtlich ihrer Lese- und Rechtschreibleistungen sowie der Häufigkeit von LRS von der 1. bis zur 3. Klasse gegenübergestellt. Dabei wurden neben den Daten regulär eingeschulter Kinder auch jene in die Analyse inkludiert, die vom Schulbesuch zurückgestellt wurden. Ergebnisse: Im 1. und 2. Grundschuljahr zeigten die trainierten Risikokinder im Lesen und Rechtschreiben einen mindestens tendenziellen Leistungsvorsprung gegenüber nicht-geförderten Risikokindern. Trainingseffekte zeigten sich ebenfalls in einer Reduktion der Anzahl von Kindern mit LRS bis Klasse 2, tendenziell auch in Klasse 3. Schlussfolgerung: Insgesamt sprechen die Befunde für die Wirksamkeit des Trainings in der primären Prävention von Lese-Rechtschreibschwierigkeiten bei Risikokindern unter alltagsnahen Bedingungen.
Objective This prospective study explored bidirectional associations between attachment quality towards mother, father, and peers and disordered eating among a large population-based sample of boys and girls in the transition from preadolescence to adolescence. Specifically, we examined whether insecure attachment relationships emerged as a risk factor for or as an outcome of disordered eating. Method A population-based sample of 904 adolescent girls and boys was assessed four times, at baseline (T1; M-age = 10.8 years) and at 2-, 4-, and 6-year follow-up (T2, T3, and T4). Prospective data were analyzed using cross-lagged panel models for each attachment figure (i.e., mother, father, peers) in a multigroup design to compare genders. Results Better attachment to the mother led to less pronounced disturbed eating in girls across the entire age range and in boys across two time periods. In girls, more pronounced disordered eating at T3 predicted worse attachment to the mother at T4 and better attachment to the father at T1 predicted less disturbed eating at T2. In boys, disordered eating at T1 predicted better attachment to the father at T2. Concerning peer attachment, better attachment at T1 predicted disordered eating at T2, in boys only. No other significant cross-lagged effects emerged. Discussion These findings highlight the differential and gender-specific contribution of attachment figures to the development of disordered eating in adolescence. Programs aimed at improving communication and trust in the relationship with parents might be promising in the prevention of disordered eating and the subsequent deterioration of parent-child attachment relationships.
Background Aversive stimuli in the environment influence human actions. This includes valence-dependent influences on action selection, e.g., increased avoidance but decreased approach behavior. However, it is yet unclear how aversive stimuli interact with complex learning and decision-making in the reward and avoidance domain. Moreover, the underlying computational mechanisms of these decision-making biases are unknown. Methods To elucidate these mechanisms, 54 healthy young male subjects performed a two-step sequential decision-making task, which allows to computationally model different aspects of learning, e.g., model-free, habitual, and model-based, goal-directed learning. We used a within-subject design, crossing task valence (reward vs. punishment learning) with emotional context (aversive vs. neutral background stimuli). We analyzed choice data, applied a computational model, and performed simulations. Results Whereas model-based learning was not affected, aversive stimuli interacted with model-free learning in a way that depended on task valence. Thus, aversive stimuli increased model-free avoidance learning but decreased model-free reward learning. The computational model confirmed this effect: the parameter lambda that indicates the influence of reward prediction errors on decision values was increased in the punishment condition but decreased in the reward condition when aversive stimuli were present. Further, by using the inferred computational parameters to simulate choice data, our effects were captured. Exploratory analyses revealed that the observed biases were associated with subclinical depressive symptoms. Conclusion Our data show that aversive environmental stimuli affect complex learning and decision-making, which depends on task valence. Further, we provide a model of the underlying computations of this affective modulation. Finally, our finding of increased decision-making biases in subjects reporting subclinical depressive symptoms matches recent reports of amplified Pavlovian influences on action selection in depression and suggests a potential vulnerability factor for mood disorders. We discuss our findings in the light of the involvement of the neuromodulators serotonin and dopamine.
Communication with young children is often multimodal in nature, involving, for example, language and actions. The simultaneous presentation of information from both domains may boost language learning by highlighting the connection between an object and a word, owing to temporal overlap in the presentation of multimodal input. However, the overlap is not merely temporal but can also covary in the extent to which particular actions co-occur with particular words and objects, e.g. carers typically produce a hopping action when talking about rabbits and a snapping action for crocodiles. The frequency with which actions and words co-occurs in the presence of the referents of these words may also impact young children’s word learning. We, therefore, examined the extent to which consistency in the co-occurrence of particular actions and words impacted children’s learning of novel word–object associations. Children (18 months, 30 months and 36–48 months) and adults were presented with two novel objects and heard their novel labels while different actions were performed on these objects, such that the particular actions and word–object pairings always co-occurred (Consistent group) or varied across trials (Inconsistent group). At test, participants saw both objects and heard one of the labels to examine whether participants recognized the target object upon hearing its label. Growth curve models revealed that 18-month-olds did not learn words for objects in either condition, and 30-month-old and 36- to 48-month-old children learned words for objects only in the Consistent condition, in contrast to adults who learned words for objects independent of the actions presented. Thus, consistency in the multimodal input influenced word learning in early childhood but not in adulthood. In terms of a dynamic systems account of word learning, our study shows how multimodal learning settings interact with the child’s perceptual abilities to shape the learning experience.
Successful communication often involves comprehension of both spoken language and observed actions with and without objects. Even very young infants can learn associations between actions and objects as well as between words and objects. However, in daily life, children are usually confronted with both kinds of input simultaneously. Choosing the critical information to attend to in such situations might help children structure the input, and thereby, allow for successful learning. In the current study, we therefore, investigated the developmental time course of children’s and adults’ word and action learning when given the opportunity to learn both word-object and action-object associations for the same object. All participants went through a learning phase and a test phase. In the learning phase, they were presented with two novel objects which were associated with a distinct novel name (e.g., “Look, a Tanu”) and a distinct novel action (e.g., moving up and down while tilting sideways). In the test phase, participants were presented with both objects on screen in a baseline phase, then either heard one of the two labels or saw one of the two actions in a prime phase, and then saw the two objects again on screen in a recognition phase. Throughout the trial, participants’ target looking was recorded to investigate whether participants looked at the target object upon hearing its label or seeing its action, and thus, would show learning of the word-object and action-object associations. Growth curve analyses revealed that 12-month-olds showed modest learning of action-object associations, 36-month-olds learned word-object associations, and adults learned word-object and action-object associations. These results highlight how children attend to the different information types from the two modalities through which communication is addressed to them. Over time, with increased exposure to systematic word-object mappings, children attend less to action-object mappings, with the latter potentially being mediated by word-object learning even in adulthood. Thus, choosing between different kinds of input that may be more relevant in their rich environment encompassing different modalities might help learning at different points in development.
Narcissism is unrelated to using first-person singular pronouns. Whether narcissism is linked to other language use remains unclear. We aimed to identify linguistic markers of narcissism. We applied the Linguistic Inquiry and Word Count to texts (k = 15; N = 4,941). The strongest positive correlates were using words related to sports, second-person pronouns, and swear words. The strongest negative correlates were using anxiety/fear words, tentative words, and words related to sensory/perceptual processes. Effects were small (each |r| < .10).
Recent research indicates that non- invasive stimulation of the afferent auricular vagal nerve (tVNS) may modulate various cognitive and affec-tive functions, likely via activation of the locus coeruleus- norepinephrine (LC- NE) system. In a series of ERP studies we found that the attention- related P300 component is enhanced during continuous vagal stimula-tion, compared to sham, which is also related to increased salivary alpha amylase levels (a putative indirect marker for central NE activation). In another study, we investigated the effect of continuous tVNS on the late positive potential (LPP), an electrophysiological index for motivated atten-tion toward emotionally evocative cues, and the effects of tVNS on later recognition memory (1- week delay). Here, vagal stimulation prompted earlier LPP differences (300- 500 ms) between unpleasant and neutral scenes. During retrieval, vagal stimulation significantly improved memory performance for unpleasant, but not neutral pictures, compared to sham stimulation, which was also related to enhanced salivary alpha amylase levels. In line, unpleasant images encoded under tVNS compared to sham stimulation also produced enhanced ERP old/new differences (500- 800 ms) during retrieval indicating better recollection. Taken together, our studies suggest that tVNS facilitates attention, learning and episodic memory, likely via afferent projections to the arousal- modulated LC- NE system. We will, however, also show data that point to critical stimulation parameters (likely duration and frequency) that need to be considered when applying tVNS