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Institute
- Department Psychologie (117) (remove)
Children of immigrants represent one in four children in the United States and will represent one in three children by 2050. Children of Asian and Latino immigrants together represent the majority of children of immigrants in the United States. Children of immigrants may be immigrants themselves, or they may have been born in the United States to foreign-born parents; their status may be legal or undocumented. We review transcultural and culture-specific factors that influence the various ways in which stressors are experienced; we also discuss the ways in which parental socialization and developmental processes function as risk factors or protective factors in their influence on the mental health of children of immigrants. Children of immigrants with elevated risk for mental health problems are more likely to be undocumented immigrants, refugees, or unaccompanied minors. We describe interventions and policies that show promise for reducing mental health problems among children of immigrants in the United States.
Starting from the notion that work is an important part of who we are, we extend existing theory making on the interplay of work and identity by applying them to (so called) atypical work situations. Without the contextual stability of a permanent organizational position, the question “who one is” will be more difficult to answer. At the same time, a stable occupational identity might provide an even more important orientation to one’s career attitudes and goals in atypical employment situations. So, although atypical employment might pose different challenges on identity, identity can still be a valid concept to assist the understanding of behaviour, attitudes, and well-being in these situations. Our analysis does not attempt to “reinvent” the concept of identity, but will elaborate how existing conceptualizations of identity as being a multiple (albeit perceived as singular), fluid (albeit perceived as stable), and actively forged (as well as passively influenced) construct that can be adapted to understand the effects of atypical employment contexts. Furthermore, we suggest three specific ways to understand the longitudinal dynamics of the interplay between atypical employment and identity over time: passive incremental, active incremental, and transformative change. We conclude with key learning points and outline a few practical recommendations for more research into identity as an explanatory mechanism for the effects of atypical employment situations.
Rechtschreibung von Konsonantenclustern und morphologische Bewusstheit bei Grundschüler_innen
(2018)
Die vorliegenden Studien untersuchen die Entwicklung der Rechtschreibfähigkeit für finale Konsonantencluster im Deutschen und die ihr zugrundeliegenden Strategien bei Erst- bis Drittklässler_innen (N = 209). Dazu wurde der Einfluss der morphologischen Komplexität (poly- vs. monomorphematische Cluster) auf die Rechtschreibung qualitativ und quantitativ analysiert, sowie mit einer Messung zur morphologischen Bewusstheit korreliert. Von der ersten Klasse an zeigt sich eine hohe Korrektheit in der Schreibung und somit eine sprachspezifisch schnelle Entwicklung der alphabetischen Rechtschreibstrategie für finale Konsonantencluster. Der Einfluss morphologischer Verarbeitungsprozesse wurde allerdings erst für die Drittklässler_innen gefunden. Obwohl bereits die Erstklässler_innen gut entwickelte morphologische Bewusstheit zeigten, scheinen sie noch nicht in der Lage zu sein, diese bei der Rechtschreibung anzuwenden. Die Ergebnisse werden im Kontrast zu den umfangreicher vorliegenden Befunden für die englische Sprache diskutiert.
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.
We compare the robustness of humans and current convolutional deep neural networks (DNNs) on object recognition under twelve different types of image degradations. First, using three well known DNNs (ResNet-152, VGG-19, GoogLeNet) we find the human visual system to be more robust to nearly all of the tested image manipulations, and we observe progressively diverging classification error-patterns between humans and DNNs when the signal gets weaker. Secondly, we show that DNNs trained directly on distorted images consistently surpass human performance on the exact distortion types they were trained on, yet they display extremely poor generalisation abilities when tested on other distortion types. For example, training on salt-and-pepper noise does not imply robustness on uniform white noise and vice versa. Thus, changes in the noise distribution between training and testing constitutes a crucial challenge to deep learning vision systems that can be systematically addressed in a lifelong machine learning approach. Our new dataset consisting of 83K carefully measured human psychophysical trials provide a useful reference for lifelong robustness against image degradations set by the human visual system.
Background:
Mother-infant interaction provides important training for the infant’s ability to cope with stress and the development of resilience. Prenatal stress (PS) and its impact on the offspring’s development have long been a focus of stress research, with studies highlighting both harmful and beneficial effects. The aim of the current study was to examine the possible influence of both psychological stress and hypothalamic-pituitary-adrenal (HPA) axis activity during pregnancy with mother-child dyadic behavior following stress exposure.
Methods:
The behavior of 164 mother-infant dyads during the still-face situation was filmed at six months postpartum and coded into three dyadic patterns: 1) both positive, 2) infant protesting-mother positive, and 3) infant protesting-mother negative. PS exposure was assessed prenatally according to psychological measures (i.e., psychopathological, perceived and psychosocial PS; n = 164) and HPA axis activity measures (maternal salivary cortisol, i.e., cortisol decline and area under the curve with respect to ground (AUCg); n = 134).
Results:
Mother-infant dyads in both the high- and low-stress groups showed decreasing positive and increasing negative dyadic behavior in the reunion episode, which is associated with the well-known “still-face” and “carry-over” effect. Furthermore, mother-infant dyads with higher psychosocial PS exhibited significantly more positive dyadic behavior than the low psychosocial PS group in the first play episode, but not in the reunion episode. Similarly, mother-infant dyads with high HPA axis activity (i.e. high AUCg) but steeper diurnal cortisol decline (i.e. cortisol decline) displayed significantly less negative behavior in the reunion episode than dyads with low HPA axis activity. No significant results were found for psychopathological stress and perceived stress.
Conclusions:
The results suggest a beneficial effect of higher psychosocial PS and higher prenatal maternal HPA axis activity in late gestation, which is in line with “stress inoculation” theories.
Narcissism scores are higher in individualistic cultures compared with more collectivistic cultures. However, the impact of sociocultural factors on narcissism and self-esteem has not been well described. Germany was formerly divided into two different social systems, each with distinct economic, political and national cultures, and was reunified in 1989/90. Between 1949 and 1989/90, West Germany had an individualistic culture, whereas East Germany had a more collectivistic culture. The German reunification provides an exceptional opportunity to investigate the impact of sociocultural and generational differences on narcissism and self-esteem. In this study, we used an anonymous online survey to assess grandiose narcissism with the Narcissistic Personality Inventory (NPI) and the Pathological Narcissism Inventory (PNI) to assess grandiose and vulnerable aspects of narcissism, and self-esteem with the Rosenberg Self-Esteem Scale (RSE) in 1,025 German individuals. Data were analyzed according to age and place of birth. Our results showed that grandiose narcissism was higher and self-esteem was lower in individuals who grew up in former West Germany compared with former East Germany. Further analyses indicated no significant differences in grandiose narcissism, vulnerable narcissism or self-esteem in individuals that entered school after the German reunification (≤ 5 years of age in 1989). In the middle age cohort (6–18 years of age in 1989), significant differences in vulnerable narcissism, grandiose narcissism and self-esteem were observed. In the oldest age cohort (> 19 years of age in 1989), significant differences were only found in one of the two scales assessing grandiose narcissism (NPI). Our data provides empirical evidence that sociocultural factors are associated with differences in narcissism and self-esteem.
Predictors of sexual aggression victimization and perpetration among Polish University Students
(2018)
This two-wave study investigated predictors of sexual aggression victimization and perpetration in a convenience sample of 318 Polish university students (214 women), considering males and females from the perspective of both victims and perpetrators. At T1, we assessed participants’ risky sexual scripts (defined as cognitive representations of consensual sexual interactions containing elements related to sexual aggression), risky sexual behavior, pornography use, religiosity, sexual self-esteem, and attitudes toward sexual coercion. These variables were used to predict sexual aggression perpetration and victimization reports obtained 12 months later (T2) for two time windows: (a) since the age of 15 until a year ago and (b) in the past year. As expected, risky sexual scripts were linked to risky sexual behavior and indirectly increased the likelihood of victimization in both time windows. Lower sexual self-esteem predicted sexual victimization since age 15, but not in the past 12 months. Pornography use and religiosity indirectly predicted victimization via risky scripts and behavior. Attitudes toward sexual coercion were a prospective predictor of sexual aggression perpetration. The results extend the international literature on sexual aggression and have implications for sexual education and sexual aggression prevention programs.
Visual search paradigms have provided evidence for the enhanced capture of attention by threatening faces. Especially in social anxiety, hypervigilance for threatening faces has been found repeatedly across behavioral paradigms, whose reliability however have been questioned recently. In this EEG study, we sought to determine whether the detection of threat (angry faces) is specifically enhanced in individuals with high (HSA) compared to low social anxiety (LSA). In a visual search paradigm, the N2pc component of the event-related brain potential was measured as an electrophysiological indicator of attentional selection. Twenty-one HSA and twenty-one LSA participants were investigated while searching for threatening or friendly targets within an array of neutral faces, or neutral targets within threatening or friendly distractors. Whereas no differences were found in reaction times, HSA showed significant higher detection rates for angry faces, whereas LSA showed a clear ‘happiness bias’. HSA also showed enhanced N2pc amplitudes in response to emotional facial expressions (angry and happy), indicating a general attentional bias for emotional faces. Overall, the results show that social anxiety may be characterized not only by a spatial attentional bias for threatening faces, but for emotional faces in general. In addition, the results further demonstrate the utility of the N2pc component in capturing subtle attentional biases.