Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe
ISSN (online) 1866-8364
URN urn:nbn:de:kobv:517-series-394
Herausgegeben von der Universität Potsdam
URN urn:nbn:de:kobv:517-series-394
Herausgegeben von der Universität Potsdam
Refine
Has Fulltext
- yes (862)
Year of publication
Document Type
- Postprint (862)
Language
- English (678)
- German (171)
- Multiple languages (7)
- French (6)
Keywords
- exercise (16)
- embodied cognition (15)
- German (14)
- adolescents (13)
- eye movements (11)
- football (11)
- language acquisition (11)
- performance (10)
- depression (8)
- eye-tracking (8)
Institute
- Humanwissenschaftliche Fakultät (219)
- Department Psychologie (187)
- Strukturbereich Kognitionswissenschaften (161)
- Department Erziehungswissenschaft (135)
- Department Sport- und Gesundheitswissenschaften (84)
- Department Linguistik (49)
- Strukturbereich Bildungswissenschaften (26)
- Extern (24)
- Department für Inklusionspädagogik (6)
- Fakultät für Gesundheitswissenschaften (5)
873
Rats are a reservoir of human- and livestock-associated methicillin-resistant Staphylococcus aureus (MRSA). However, the composition of the natural S. aureus population in wild and laboratory rats is largely unknown. Here, 144 nasal S. aureus isolates from free-living wild rats, captive wild rats and laboratory rats were genotyped and profiled for antibiotic resistances and human-specific virulence genes. The nasal S. aureus carriage rate was higher among wild rats (23.4%) than laboratory rats (12.3%). Free-living wild rats were primarily colonized with isolates of clonal complex (CC) 49 and CC130 and maintained these strains even in husbandry. Moreover, upon livestock contact, CC398 isolates were acquired. In contrast, laboratory rats were colonized with many different S. aureus lineages—many of which are commonly found in humans. Five captive wild rats were colonized with CC398-MRSA. Moreover, a single CC30-MRSA and two CC130-MRSA were detected in free-living or captive wild rats. Rat-derived S. aureus isolates rarely harbored the phage-carried immune evasion gene cluster or superantigen genes, suggesting long-term adaptation to their host. Taken together, our study revealed a natural S. aureus population in wild rats, as well as a colonization pressure on wild and laboratory rats by exposure to livestock- and human-associated S. aureus, respectively.
872
In his essay, Mel Ainscow looks at inclusion and equity from an international perspective and makes suggestions on how to develop inclusive education in a ‘whole-system approach’. After discussing different conceptions of inclusion and equity, he describes international policies which address them. From this international macro-level, Ainscow zooms in to the meso-level of the school and its immediate environment, defining dimensions to be considered for an inclusive school development. One of these dimensions is the ‘use of evidence’. In my comment, I want to focus on this dimension and discuss its scope and the potential to apply it in inclusive education development. As a first and important precondition, Ainscow explains that different circumstances lead to different linguistic uses of the term ‘inclusive education’. Thus, the term ‘inclusive education’ does not refer to an identical set of objectives across countries, and neither does the term ‘equity’.
871
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.
870
This study addresses the question of whether and how growing up with more than one language shapes a child's language impairment. Our focus is on Specific Language Impairment (SLI) in bilingual (Turkish-German) children. We specifically investigated a range of phenomena related to the so-called CP (Complementizer Phrase) in German, the hierarchically highest layer of syntactic clause structure, which has been argued to be particularly affected in children with SLI. Spontaneous speech data were examined from bilingual children with SLI in comparison to two comparison groups: (i) typically-developing bilingual children, (ii) monolingual children with SLI. We found that despite persistent difficulty with subject-verb agreement, the two groups of children with SLI did not show any impairment of the CP-domain. We conclude that while subject-verb agreement is a suitable linguistic marker of SLI in German-speaking children, for both monolingual and bilingual ones, 'vulnerability of the CP-domain' is not.
869
Word forms such as walked or walker are decomposed into their morphological constituents (walk + -ed/-er) during language comprehension. Yet, the efficiency of morphological decomposition seems to vary for different languages and morphological types, as well as for first and second language speakers. The current study reports results from a visual masked priming experiment focusing on different types of derived word forms (specifically prefixed vs. suffixed) in first and second language speakers of German. We compared the present findings with results from previous studies on inflection and compounding and proposed an account of morphological decomposition that captures both the variability and the consistency of morphological decomposition for different morphological types and for first and second language speakers. Open Practices This article has been awarded an Open Materials badge. Study materials are publicly accessible via the Open Science Framework at . Learn more about the Open Practices badges from the Center for Open Science.
868
Only the right noise?
(2020)
Seminal work by Werker and colleagues (Stager & Werker [1997]Nature, 388, 381-382) has found that 14-month-old infants do not show evidence for learning minimal pairs in the habituation-switch paradigm. However, when multiple speakers produce the minimal pair in acoustically variable ways, infants' performance improves in comparison to a single speaker condition (Rost & McMurray [2009]Developmental Science, 12, 339-349). The current study further extends these results and assesses how different kinds of input variability affect 14-month-olds' minimal pair learning in the habituation-switch paradigm testing German learning infants. The first two experiments investigated word learning when the labels were spoken by a single speaker versus when the labels were spoken by multiple speakers. In the third experiment we studied whether non-acoustic variability, implemented by visual variability of the objects presented together with the labels, would also affect minimal pair learning. We found enhanced learning in the multiple speakers compared to the single speaker condition, confirming previous findings with English-learning infants. In contrast, visual variability of the presented objects did not support learning. These findings both confirm and better delimit the beneficial role of speech-specific variability in minimal pair learning. Finally, we review different proposals on the mechanisms via which variability confers benefits to learning and outline what may be likely principles that underlie this benefit. We highlight among these the multiplicity of acoustic cues signalling phonemic contrasts and the presence of relations among these cues. It is in these relations where we trace part of the source for the apparent paradoxical benefit of variability in learning.
867
Background Recent shoulder injury prevention programs have utilized resistance exercises combined with different forms of instability, with the goal of eliciting functional adaptations and thereby reducing the risk of injury. However, it is still unknown how an unstable weight mass (UWM) affects the muscular activity of the shoulder stabilizers. Aim of the study was to assess neuromuscular activity of dynamic shoulder stabilizers under four conditions of stable and UWM during three shoulder exercises. It was hypothesized that a combined condition of weight with UWM would elicit greater activation due to the increased stabilization demand. Methods Sixteen participants (7 m/9 f) were included in this cross-sectional study and prepared with an EMG-setup for the: Mm. upper/lower trapezius (U.TA/L.TA), lateral deltoid (DE), latissimus dorsi (LD), serratus anterior (SA) and pectoralis major (PE). A maximal voluntary isometric contraction test (MVIC; 5 s.) was performed on an isokinetic dynamometer. Next, internal/external rotation (In/Ex), abduction/adduction (Ab/Ad) and diagonal flexion/extension (F/E) exercises (5 reps.) were performed with four custom-made-pipes representing different exercise conditions. First, the empty-pipe (P; 0.5 kg) and then, randomly ordered, water-filled-pipe (PW; 1 kg), weight-pipe (PG; 4.5 kg) and weight + water-filled-pipe (PWG; 4.5 kg), while EMG was recorded. Raw root-mean-square values (RMS) were normalized to MVIC (%MVIC). Differences between conditions for RMS%MVIC, scapular stabilizer (SR: U.TA/L.TA; U.TA/SA) and contraction (CR: concentric/eccentric) ratios were analyzed (paired t-test; p <= 0.05; Bonferroni adjusted alpha = 0.008). Results PWG showed significantly greater muscle activity for all exercises and all muscles except for PE compared to P and PW. Condition PG elicited muscular activity comparable to PWG (p > 0.008) with significantly lower activation of L.TA and SA in the In/Ex rotation. The SR ratio was significantly higher in PWG compared to P and PW. No significant differences were found for the CR ratio in all exercises and for all muscles. Conclusion Higher weight generated greater muscle activation whereas an UWM raised the neuromuscular activity, increasing the stabilization demands. Especially in the In/Ex rotation, an UWM increased the RMS%MVIC and SR ratio. This might improve training effects in shoulder prevention and rehabilitation programs.
866
We are glad to introduce the Second Journal Club of Volume Five, Second Issue. This edition is focused on relevant studies published in the last few years in the field of resistance training, chosen by our Editorial Board members and their colleagues. We hope to stimulate your curiosity in this field and to share with you the passion for the sport, seen also from the scientific point of view. The Editorial Board members wish you an inspiring lecture.
864
Making sense of the world
(2020)
For human infants, the first years after birth are a period of intense exploration-getting to understand their own competencies in interaction with a complex physical and social environment. In contemporary neuroscience, the predictive-processing framework has been proposed as a general working principle of the human brain, the optimization of predictions about the consequences of one's own actions, and sensory inputs from the environment. However, the predictive-processing framework has rarely been applied to infancy research. We argue that a predictive-processing framework may provide a unifying perspective on several phenomena of infant development and learning that may seem unrelated at first sight. These phenomena include statistical learning principles, infants' motor and proprioceptive learning, and infants' basic understanding of their physical and social environment. We discuss how a predictive-processing perspective can advance the understanding of infants' early learning processes in theory, research, and application.
863
Do stereotypes strike twice?
(2019)
Stereotypes influence teachers' perception of and behaviour towards students, thus shaping students' learning opportunities. The present study investigated how 315 Australian pre-service teachers' stereotypes about giftedness and gender are related to their perception of students' intellectual ability, adjustment, and social-emotional ability, using an experimental vignette approach and controlling for social desirability in pre-service teachers' responses. Repeated-measures ANOVA showed that pre-service teachers associated giftedness with higher intellectual ability, but with less adjustment compared to average-ability students. Furthermore, pre-service teachers perceived male students as less socially and emotionally competent and less adjusted than female students. Additionally, pre-service teachers seemed to perceive female average-ability students' adjustment as most favourable compared to male average-ability students and gifted students. Findings point to discrepancies between actual characteristics of gifted female and male students and stereotypes in teachers' beliefs. Consequences of stereotyping and implications for teacher education are discussed.