Refine
Year of publication
- 2012 (86) (remove)
Document Type
- Article (60)
- Conference Proceeding (14)
- Doctoral Thesis (6)
- Monograph/Edited Volume (2)
- Review (2)
- Other (1)
- Preprint (1)
Language
- English (75)
- German (9)
- French (1)
- Multiple languages (1)
Keywords
- Eye movements (5)
- Embodied cognition (4)
- Interoception (3)
- Reading (3)
- Alexithymia (2)
- Blickbewegungen (2)
- Chinese (2)
- Computationale Modellierung (2)
- EEG (2)
- Embodiment (2)
- Eye tracking (2)
- Interoceptive awareness (2)
- Numerical cognition (2)
- Perceptual span (2)
- SNARC effect (2)
- computational modeling (2)
- eye movements (2)
- preview benefit (2)
- Action representation (1)
- Action simulation (1)
- Activation suppression model (1)
- Active vision (1)
- Adolescence (1)
- Affordance (1)
- Athlet (1)
- Attention (1)
- Autonomic activity (1)
- Boundary technique (1)
- Catechol-O-methyltransferase gene (1)
- Category effect (1)
- Childhood (1)
- Children (1)
- Chinese reading (1)
- Cognitive control (1)
- Cognitive eye movements (1)
- Common European Framework of Reference for Languages (CEFR) (1)
- Comprehension (1)
- Computational modelling (1)
- Counting (1)
- Cross-cultural (1)
- Current source density reconstruction (1)
- Cutaneous pain perception (1)
- Defocused attention (1)
- Delta plot (1)
- Development (1)
- Disturbances of embodiment (1)
- Dysphoria (1)
- ERPs (1)
- Early adolescence (1)
- Early social cognition (1)
- Eating disorder (1)
- Eating disorders (1)
- Emotion regulation (1)
- Emotions (1)
- English as a foreign language (1)
- Essstörung (1)
- Event-related potentials (ERPs) (1)
- Evoked potentials (1)
- Experimental evaluation (1)
- Eye movement (1)
- Eye-fixation-related potentials (EFRP) (1)
- Finger counting habits (1)
- Fixationdauern (1)
- Fixationspositionen (1)
- Fixationssequenzen (1)
- Food deprivation (1)
- Foveal load hypothesis (1)
- Frequency (1)
- Gedankenschweifen (1)
- Gedankenverlorenes Lesen (1)
- Goal salience (1)
- Grounded cognition (1)
- Hand kinematics (1)
- Hochleistungssport (1)
- Hunger (1)
- Imitation (1)
- Insula (1)
- Interoceptive sensitivity (1)
- Intervention (1)
- Jugendalter (1)
- Kompetenzentwicklung (1)
- Lehrergesundheit (1)
- Lehrertraining (1)
- Levels of processing (1)
- Levels-of-inattention Hypothese (1)
- Long-term memory (1)
- Longitudinal study (1)
- Magnitude processing (1)
- Maternal perception (1)
- Media violence (1)
- Memory (1)
- Mental Number (1)
- Mental number line (1)
- Mind wandering (1)
- Motivation (1)
- Motor control (1)
- Moving window paradigm (1)
- N170 (1)
- N2 (1)
- Need for action (1)
- Number-space association (1)
- Numerical cognaion (1)
- Numerical distance effect (1)
- Numerical magnitude (1)
- Obesity (1)
- Overweight (1)
- P3 (1)
- PMd (1)
- Parafoveal processing (1)
- Parafoveal vision (1)
- Perception and action (1)
- Predictability (1)
- Preschoolers (1)
- Prevention (1)
- RT models (1)
- Reading direction (1)
- Reappraisal (1)
- Rehearsal (1)
- Retrieval (1)
- SCPs (1)
- SNARC (1)
- Selection processes (1)
- Self (1)
- Self-regulation (1)
- Semantic (1)
- Semantic preview benefit (1)
- Sentence reading (1)
- Sequential instruction (1)
- Short-term memory (1)
- Signal detection theory (1)
- Simon effect (1)
- Skipping (1)
- Spatial-numerical associations (1)
- Sportler (1)
- Stimulus onset asynchrony (SOA) (1)
- Sustained attention (1)
- Time perception (1)
- To learners in which of the following categories does your work apply (1)
- Trainingsevaluation (1)
- Verbal cues (1)
- Visual search (1)
- Visual working memory (1)
- Word recognition (1)
- Working memory (1)
- Zieleffektivitätstraining (1)
- Zoom lens model of attention (1)
- action observation (1)
- action planning (1)
- action understanding (1)
- adolescent (1)
- adolescents (1)
- alcohol (1)
- alcohol use (1)
- anticipation (1)
- attention (1)
- bulimia nervosa (1)
- category (1)
- competence development (1)
- diagnostic competence (1)
- disordered eating (1)
- dyslexia (1)
- eating disorder (1)
- eating disorders (1)
- elite athlete (1)
- emotion (1)
- emotions (1)
- engagement (1)
- eye movement (1)
- eye-tracking (1)
- face recognition (1)
- fixation durations (1)
- fixation positions (1)
- fixation sequences (1)
- gene-environment interaction (1)
- general learning difficulty (1)
- gestörtes Essverhalten (1)
- goal effectiveness training (1)
- infant (1)
- interference model (1)
- learning (1)
- levels-of-inattention hypothesis (1)
- mental number line (1)
- mind wandering (1)
- mindless reading (1)
- mislocated fixations (1)
- multilevel analysis (1)
- n+2-boundary paradigm (1)
- neuropeptide Y (1)
- occlusion (1)
- pain threshold (1)
- pain tolerance (1)
- parafoveal-on-foveal effect (1)
- parenting (1)
- perceptual span (1)
- prediction (1)
- premotor (1)
- preschoolers (2-4 years) (1)
- rape myth acceptance (1)
- reading (1)
- reading competence (1)
- reading habits (1)
- reading motivation (1)
- rs16147 (1)
- salience (1)
- semantic (1)
- sexual assault (1)
- short-term food deprivation (1)
- sport (1)
- strengths-based intervention (1)
- stärkenbasierte Intervention (1)
- sympathovagal balance (1)
- teacher training (1)
- teachers health (1)
- technology acceptance (1)
- technology commitment (1)
- technology competence (1)
- technology control (1)
- technology use (1)
- token resistance (1)
- tool use (1)
- training (1)
- training evaluation (1)
- transcranial magnetic stimulation (1)
- transfer (1)
- victim blame (1)
- weight regulation (1)
- working-memory capacity (1)
Institute
- Department Psychologie (86) (remove)
It sometimes happens that we finish reading a passage of text just to realize that we have no idea what we just read. During these episodes of mindless reading our mind is elsewhere yet the eyes still move across the text. The phenomenon of mindless reading is common and seems to be widely recognized in lay psychology. However, the scientific investigation of mindless reading has long been underdeveloped. Recent progress in research on mindless reading has been based on self-report measures and on treating it as an all-or-none phenomenon (dichotomy-hypothesis). Here, we introduce the levels-of-inattention hypothesis proposing that mindless reading is graded and occurs at different levels of cognitive processing. Moreover, we introduce two new behavioral paradigms to study mindless reading at different levels in the eye-tracking laboratory. First (Chapter 2), we introduce shuffled text reading as a paradigm to approximate states of weak mindless reading experimentally and compare it to reading of normal text. Results from statistical analyses of eye movements that subjects perform in this task qualitatively support the ‘mindless’ hypothesis that cognitive influences on eye movements are reduced and the ‘foveal load’ hypothesis that the response of the zoom lens of attention to local text difficulty is enhanced when reading shuffled text. We introduce and validate an advanced version of the SWIFT model (SWIFT 3) incorporating the zoom lens of attention (Chapter 3) and use it to explain eye movements during shuffled text reading. Simulations of the SWIFT 3 model provide fully quantitative support for the ‘mindless’ and the ‘foveal load’ hypothesis. They moreover demonstrate that the zoom lens is an important concept to explain eye movements across reading and mindless reading tasks. Second (Chapter 4), we introduce the sustained attention to stimulus task (SAST) to catch episodes when external attention spontaneously lapses (i.e., attentional decoupling or mind wandering) via the overlooking of errors in the text and via signal detection analyses of error detection. Analyses of eye movements in the SAST revealed reduced influences from cognitive text processing during mindless reading. Based on these findings, we demonstrate that it is possible to predict states of mindless reading from eye movement recordings online. That cognition is not always needed to move the eyes supports autonomous mechanisms for saccade initiation. Results from analyses of error detection and eye movements provide support to our levels-of-inattention hypothesis that errors at different levels of the text assess different levels of decoupling. Analyses of pupil size in the SAST (Chapter 5) provide further support to the levels of inattention hypothesis and to the decoupling hypothesis that off-line thought is a distinct mode of cognitive functioning that demands cognitive resources and is associated with deep levels of decoupling. The present work demonstrates that the elusive phenomenon of mindless reading can be vigorously investigated in the cognitive laboratory and further incorporated in the theoretical framework of cognitive science.
Eye movements are a powerful tool to examine cognitive processes. However, in most paradigms little is known about the dynamics present in sequences of saccades and fixations. In particular, the control of fixation durations has been widely neglected in most tasks. As a notable exception, both spatial and temporal aspects of eye-movement control have been thoroughly investigated during reading. There, the scientific discourse was dominated by three controversies, (i), the role of oculomotor vs. cognitive processing on eye-movement control, (ii) the serial vs. parallel processing of words, and, (iii), the control of fixation durations. The main purpose of this thesis was to investigate eye movements in tasks that require sequences of fixations and saccades. While reading phenomena served as a starting point, we examined eye guidance in non-reading tasks with the aim to identify general principles of eye-movement control. In addition, the investigation of eye movements in non-reading tasks helped refine our knowledge about eye-movement control during reading. Our approach included the investigation of eye movements in non-reading experiments as well as the evaluation and development of computational models. I present three main results : First, oculomotor phenomena during reading can also be observed in non-reading tasks (Chapter 2 & 4). Oculomotor processes determine the fixation position within an object. The fixation position, in turn, modulates both the next saccade target and the current fixation duration. Second, predicitions of eye-movement models based on sequential attention shifts were falsified (Chapter 3). In fact, our results suggest that distributed processing of multiple objects forms the basis of eye-movement control. Third, fixation durations are under asymmetric control (Chapter 4). While increasing processing demands immediately prolong fixation durations, decreasing processing demands reduce fixation durations only with a temporal delay. We propose a computational model ICAT to account for asymmetric control. In this model, an autonomous timer initiates saccades after random time intervals independent of ongoing processing. However, processing demands that are higher than expected inhibit the execution of the next saccade and, thereby, prolong the current fixation. On the other hand, lower processing demands will not affect the duration before the next saccade is executed. Since the autonomous timer adjusts to expected processing demands from fixation to fixation, a decrease in processing demands may lead to a temporally delayed reduction of fixation durations. In an extended version of ICAT, we evaluated its performance while simulating both temporal and spatial aspects of eye-movement control. The eye-movement phenomena investigated in this thesis have now been observed in a number of different tasks, which suggests that they represent general principles of eye guidance. I propose that distributed processing of the visual input forms the basis of eye-movement control, while fixation durations are controlled by the principles outlined in ICAT. In addition, oculomotor control contributes considerably to the variability observed in eye movements. Interpretations for the relation between eye movements and cognition strongly benefit from a precise understanding of this interplay.
In einer quasiexperimentellen Längsschnittstudie mit 380 Lehramtsstudierenden wurde das Interventionsprogramm „Gestärkt für den Lehrerberuf“, welches Elemente eines Self-Assessments der berufsrelevanten Kompetenzen mit konkreten Beratungsmöglichkeiten und einem Zieleffektivitätstraining (Dargel, 2006) zur Entwicklung individueller berufsbezogener Kompetenzen verbindet, auf seine Wirksamkeit (Reflexionskompetenz, Lehrerselbstwirksamkeit, berufsbezogene Kompetenzen, Beanspruchungserleben, Widerstandsfähigkeit) und den Wirkungsprozess (Zielbindung, Zielrealisierbarkeit, Zieleffektivität) hin überprüft. In dem Prä-Post-Follow-up-Test-Vergleichsgruppen-Design wurden eine Interventionsgruppe, deren Treatment auf dem Stärkenansatz basiert (1), eine defizitorientierte Interventionsgruppe (2), sowie eine kombinierte Interventionsgruppe, bei der der Stärkenansatz durch den Defizitansatz ergänzt wird (3), einer unbehandelten Kontrollgruppe sowie einer alternativ behandelten Kontrollgruppe, die ausschließlich in ihren sozial-kommunikativer Kompetenzen geschult wurde, gegenübergestellt. Es gelang zum Post- und Follow-up-Test, sowohl die individuellen beruflichen Kompetenzen als auch die Reflexionskompetenz von Teilnehmern der Interventionsgruppen im Vergleich zur unbehandelten Kontrollgruppe zu fördern. Die Teilnehmer der kombinierten Intervention profitierten im Vergleich zu den Teilnehmern der anderen beiden Interventionsgruppen stärker im Bereich Lehrerselbstwirksamkeit, Widerstandsfähigkeit und Zieleffektivität. Gegenüber der alternativen Kontrollgruppe zeigten sie ebenfalls einen stärkeren Zuwachs in der Entwicklung ihrer berufsrelevanten Kompetenzen und in ihrer Widerstandsfähigkeit. Die Studie liefert erste Hinweise darauf, dass ein Ansatz, welcher Stärkenfokussierung und Defizitorientierung integriert, besonders effektiv wirkt.
Essstörungen bei Jugendlichen im Hochleistungssport : eine Analyse sportbezogener Einflussfaktoren
(2012)
Essstörungen, wie Anorexia Nervosa oder Bulimia Nervorsa, gehen mit einer hohen psychischen Belastung einher und können gesundheitliche Schäden zur Folge haben. Bei Athleten mit einer Essstörung kann es darüber hinaus zu Einbußen in der Sportleistung kommen. Gerade für den Hochleistungssport ist es daher wichtig zu wissen, welches Risiko für Essstörungen besteht und wodurch das Risiko bedingt wird. Bisherige Studien zeigen deutliche Unterschiede zwischen den Sportarten. Eliteathleten aus ästhetischen Sportarten, wie rhythmische Sportgymnastik oder Eiskunstlauf, scheinen ein besonders hohes Essstörungsrisiko aufzuweisen. Deutlich geringere Prävalenzraten finden sich in Ballsportarten, wie Handball oder Basketball. Um zu verstehen, welche Aspekte der Sportart das Essstörungsrisiko beeinflussen, beschäftigt sich die vorliegende Arbeit mit der Rolle sportbezogener Variablen. In die Studien einbezogen wurden insgesamt 171 Athleten zwischen 11 und 18 Jahren (im Mittel 14.1 ± 1.8 Jahre) aus ästhetischen Sportarten und Ballsportarten, die einen Fragebogenpaket mit Instrumenten zu gestörtem Essverhalten, allgemeiner Körperunzufriedenheit, sozialem Druck im Sport, sportbezogener Körperunzufriedenheit, Schlankheitsstreben zur Leistungssteigerung und negativen Gefühle bei Trainingsausfall ausfüllten. Nach einem Jahr wieder befragt wurden 65 Athleten aus ästhetischen Sportarten. Nach Kontrolle von Alter, Geschlecht, BMI und allgemeiner Körperunzufriedenheit trugen sportbezogene Variablen signifikant zur weiteren Varianzaufklärung gestörten Essverhaltens bei. Die Längsschnittanalysen bestätigten einen Risikofaktorstatus für Schlankheitsstreben zur Leistungssteigerung. Zusammenhänge zwischen sportbezogenen Aspekten und gestörtem Essverhalten zeigten sich sowohl in Hochrisikosportarten für gestörtes Essverhalten (ästhetischen Sportarten), als auch in Niedrigrisikosportarten für gestörtes Essverhalten (Ballsportarten). Mit Ausnahme von negativen Gefühlen nach Trainingsausfall traten die sportbezogenen Variabeln häufiger in den ästhetischen Sportarten auf als in den Ballsportarten. Die eigenen Befunde verdeutlichen somit, dass der Einbezug potentieller sportbezogener Risikofaktoren − zusätzlich zu den allgemeinen Risikofaktoren − zum besseren Verständnis der Essstörungssymptomatik von Athleten beiträgt. Vor allem die Bedeutung von Gewicht für die Leistung beeinflusst das Essstörungsrisiko bei Athleten und ist stärker ausgeprägt in Hochrisikosportarten für Essstörungssymptomatik.