Refine
Year of publication
- 2009 (69) (remove)
Document Type
- Article (61)
- Postprint (5)
- Doctoral Thesis (2)
- Monograph/Edited Volume (1)
Keywords
- 46 (3) 2009 (1)
- Adolescents (1)
- Brain potentials (1)
- Consumption (1)
- ERPs (1)
- Interactive activation model (1)
- Microsaccades (1)
- Microsaccadic Inhibition (1)
- Modalitätspaarungen (1)
- Obesity risk (1)
Institute
- Department Psychologie (69) (remove)
OBJECTIVE: To examine factors associated with the maternal perception of the weight status in related and unrelated children and to examine whether associated health risks for children's physical and mental health are recognized. PATIENTS AND METHODS: Two hundred nineteen mothers with children between 3 and 6 years of age took part in this study. The participating mothers were recruited from inpatient clinics and kindergartens. Parents were presented with 9 silhouettes representing different age- and gender-specific BMI percentiles. Demographic and weight-related variables were assessed with regard to their influence on the accuracy of the maternal weight estimation in general and for their own child. RESULTS: Of the participating mothers, 64.5% identified the overweight silhouettes of preschool- aged children correctly. However, only 48.8% of the mothers identified the overweight silhouettes associated with an increased risk for physical health problems, and 38.7% identified the silhouettes associated with an increased mental health risk. Mothers with a lower educational background were more likely to misclassify the overweight silhouettes and underestimate the associated health problems. For their own child, only 40.3% of the mothers chose silhouettes that were in agreement with the objective weight status of their child. This underestimation was associated with a higher maternal and child weight status but not with a general inability to identify the weight status of children. CONCLUSIONS: Identifying unrelated overweight silhouettes is influenced by maternal education level, whereas estimating their own child's weight status is influenced by the weight status of the mother and the child. Hence, feedback on the child's risk to become overweight is necessary to increase maternal risk awareness and willingness to take part in prevention programs.
Prävention kindlichen übergewichts : elterliche Selbstwirksamkeit und Handlungsergebniserwartungen
(2009)
Adipositas ist ein ernstzunehmendes gesundheitliches Problem, welches das physische und psychosoziale Wohlbefinden von Kindern und deren Eltern beeintraechtigt und somit wirksamer praeventiver Ansaetze bedarf. Dabei ist es bedeutsam, welche Barrieren, Anreize und Selbstwirksamkeitserwartungen Eltern fuer oder gegen die Teilnahme an solchen Programmen entscheiden lassen. Ziel der Studie war es zu untersuchen, wie Muetter ihre Selbstwirksamkeits- und Handlungsergebniserwartungen beschreiben und inwieweit sich soziodemografische Aspekte auf diese Einschaetzungen auswirken. Insgesamt wurden 219 Muetter von Kindern im Alter von 3-6 Jahren befragt. Mehr als die Haelfte der befragten Muetter waren uebergewichtig bzw. adipoes sowie 12% der Kinder. Es ergaben sich weder fuer das Alter und das Geschlecht des Kindes noch fuer das Familieneinkommen Unterschiede in den Handlungsergebniserwartungen. Muetter mit geringerer Bildung nahmen weniger Anreize wahr und Muetter mit uebergewichtigen Kindern sahen weniger Barrieren fuer eine Programmteilnahme. uebergewichtige Muetter dagegen bewerteten die Barrieren und Anreize hoeher als normalgewichtige Muetter. Hinsichtlich der Selbstwirksamkeit ergaben sich ebenfalls Unterschiede bezueglich der Bildung und des Gewichts der Mutter sowie des Kindes. Im Vorfeld einer Intervention sollte ein Beratungsgespraech bezogen auf die muetterlichen Erwartungen stattfinden, um die Teilnahmebereitschaft und den Programmerfolg zu unterstuetzen.
The aim of this study was to investigate the effects of three different forms of strategy instruction on 210 elementary-school students' reading comprehension. Students were assigned to any one of three intervention conditions or to a traditional instruction condition (control condition). Training students were taught four reading strategies (summarizing, questioning, clarifying, predicting) and practiced these strategies in small groups (reciprocal teaching), pairs, or instructor-guided small groups. At both the post- and follow-up test the intervention students attained higher scores on an experiment-developed task of reading comprehension and strategy use than the control students who received traditional instruction. Furthermore, students who practiced reciprocal teaching in small groups outperformed use than the control students who received traditional instruction groups on a standardized reading comprehension test.
Active motor processes are present in many sensory systems to enhance perception. In the human visual system, miniature eye movements are produced involuntarily and unconsciously when we fixate a stationary target. These fixational eye movements represent self-generated noise which serves important perceptual functions. Here we investigate fixational eye movements under the influence of external noise. In a two-choice discrimination task, the target stimulus performed a random walk with varying noise intensity. We observe noise-enhanced discrimination of the target stimulus characterized by a U-shaped curve of manual response times as a function of the diffusion constant of the stimulus. Based on the experiments, we develop a stochastic information-accumulator model for stimulus discrimination in a noisy environment. Our results provide a new explanation for the constructive role of fixational eye movements in visual perception.
The present study aimed to clarify the functional role of genes in the dopamine and serotonin systems by examining whether polymorphisms in these genes are related to adolescent externalizing behavior either alone or in interaction with each other. Participants were selected from an ongoing prospective study of the outcome of early risk factors. At age 15 years, 298 adolescents (144 males, 154 females) completed the Youth Self Report, 296 primary caregivers the Child Behavior Checklist and 253 teachers the Teacher Report Form. DNA was genotyped for the DRD4 exon III VNTR and the 5-HTTLPR polymorphisms. Results revealed that individuals with the DRD4 7r allele reported significantly more externalizing behavior than carriers of other variants. In addition, a significant interaction emerged, indicating that adolescents carrying two copies of the 5-HTTLPR short allele and the DRD4 7r variant scored highest on aggressive and/or delinquent behavior compared to other genotypes. This result suggests an effect of 5-HTTLPR on externalizing behavior in the presence of DRD4 7r but no effect in its absence.
Two experiments are presented that test the predictions of two associative learning models of Artificial Grammar Learning. The two models are the simple recurrent network (SRN) and the competitive chunking (CC) model. The two experiments investigate acquisition of different types of knowledge in this task: knowledge of frequency and novelty of stimulus fragments (Experiment 1) and knowledge of letter positions, of small fragments, and of large fragments up to entire strings (Experiment 2). The results show that participants acquired all types of knowledge. Simulation studies demonstrate that the CC model explains the acquisition of all types of fragment knowledge but fails to account for the acquisition of positional knowledge. The SRN model, by contrast, accounts for the entire pattern of results found in the two experiments.