150 Psychologie
Refine
Year of publication
Document Type
- Article (581)
- Postprint (309)
- Doctoral Thesis (136)
- Other (29)
- Review (23)
- Monograph/Edited Volume (13)
- Master's Thesis (6)
- Conference Proceeding (4)
- Habilitation Thesis (3)
- Bachelor Thesis (2)
Language
- English (906)
- German (198)
- French (2)
- Multiple languages (2)
- Russian (1)
Keywords
- eye movements (28)
- embodied cognition (24)
- reading (23)
- adolescence (19)
- attention (18)
- gender (16)
- motivation (16)
- depression (15)
- Germany (14)
- working memory (14)
Institute
- Department Psychologie (680)
- Humanwissenschaftliche Fakultät (101)
- Strukturbereich Kognitionswissenschaften (89)
- Department Linguistik (70)
- Department Erziehungswissenschaft (52)
- Department Sport- und Gesundheitswissenschaften (33)
- Strukturbereich Bildungswissenschaften (26)
- Extern (23)
- Department für Inklusionspädagogik (18)
- Fachgruppe Betriebswirtschaftslehre (9)
Introduction:
Positively conditioned Pavlovian cues tend to promote approach and negative cues promote withdrawal in a Pavlovian-to-instrumental transfer (PIT) paradigm, and the strength of this PIT effect was associated with the subsequent relapse risk in alcohol-dependent (AD) patients.
When investigating the effect of alcohol-related background cues, instrumental approach behavior was inhibited in subsequent abstainers but not relapsers. An automatic approach bias towards alcohol can be modified using a cognitive bias modification (CBM) intervention, which has previously been shown to reduce the relapse risk in AD patients. Here we examined the effects of such CBM training on PIT effects and explored its effect on the relapse risk in detoxified AD patients.
Methods:
N = 81 recently detoxified AD patients performed non-drug-related and drug-related PIT tasks before and after CBM versus placebo training. In addition, an alcohol approach/avoidance task (aAAT) was performed before and after the training to assess the alcohol approach bias. Patients were followed up for 6 months.
Results:
A stronger alcohol approach bias as well as a stronger non-drug-related PIT effect predicted relapse status in AD patients. No significant difference regarding relapse status or the number of heavy drinking days was found when comparing the CBM training group versus the placebo group.
Moreover, there was no significant modulation effect of CBM training on any PIT effect or the aAAT.
Conclusion:
A higher alcohol approach bias in the aAAT and a stronger non-drug-related PIT effect both predicted relapse in AD patients, while treatment outcome was not associated with the drug-related PIT effect. Unlike expected, CBM training did not significantly interact with the non-drug-related or the drug-related PIT effects or the alcohol approach bias.
Adults' ratings of children's personality have been found to be more closely associated with academic performance than children's self-reports. However, less is known about the relevance of the unique perspectives held by specific adult observers such as teachers and parents for explaining variance in academic performance. In this study, we applied bifactor (S-1) models for 1411 elementary school children to investigate the relative merits of teacher and parent ratings of children's personalities for academic performance above and beyond the children's self-reports. We examined these associations using standardized achievement test scores in addition to grades. We found that teachers' unique views on children's openness and conscientiousness had the strongest associations with academic performance. Parents' unique views on children's neuroticism showed incremental associations above teacher ratings or self-reports. For extraversion and agreeableness, however, children's self-reports were more strongly associated with academic performance than teacher or parent ratings. These results highlight the differential value of using multiple informants when explaining academic performance with personality traits.
Anger, indignation, guilt, rumination, victim compensation, and perpetrator punishment are considered primary responses associated with justice sensitivity (JS).
However, injustice and high JS may predispose to further responses.
We had N = 293 adults rate their JS, 17 potential responses toward 12 unjust scenarios from the victim's, observer's, beneficiary's, and perpetrator's perspectives, and several control variables.
Unjust situations generally elicited many affective, cognitive, and behavioral responses. JS generally predisposed to strong affective responses toward injustice, including sadness, pity, disappointment, and helplessness. It impaired trivialization, victim-blaming, or justification, which may otherwise help cope with injustice.
It predisposed to conflict solutions and victim compensation. Particularly victim and beneficiary JS had stronger effects in unjust situations from the corresponding perspective.
These findings add to a better understanding of the main and interaction effects of unjust situations from different perspectives and the JS facets, differences between the JS facets, as well as the links between JS and behavior and well-being.
The ‘social brain’, consisting of areas sensitive to social information, supposedly gates the mechanisms involved in human language learning. Early preverbal interactions are guided by ostensive signals, such as gaze patterns, which are coordinated across body, brain, and environment. However, little is known about how the infant brain processes social gaze in naturalistic interactions and how this relates to infant language development. During free-play of 9-month-olds with their mothers, we recorded hemodynamic cortical activity of ´social brain` areas (prefrontal cortex, temporo-parietal junctions) via fNIRS, and micro-coded mother’s and infant’s social gaze. Infants’ speech processing was assessed with a word segmentation task. Using joint recurrence quantification analysis, we examined the connection between infants’ ´social brain` activity and the temporal dynamics of social gaze at intrapersonal (i.e., infant’s coordination, maternal coordination) and interpersonal (i.e., dyadic coupling) levels. Regression modeling revealed that intrapersonal dynamics in maternal social gaze (but not infant’s coordination or dyadic coupling) coordinated significantly with infant’s cortical activity. Moreover, recurrence quantification analysis revealed that intrapersonal maternal social gaze dynamics (in terms of entropy) were the best predictor of infants’ word segmentation. The findings support the importance of social interaction in language development, particularly highlighting maternal social gaze dynamics.
Previous studies suggest that associations between numbers and space are mediated by shifts of visuospatial attention along the horizontal axis. In this study, we investigated the effect of vertical shifts of overt attention, induced by optokinetic stimulation (OKS) and monitored through eye-tracking, in two tasks requiring explicit (number comparison) or implicit (parity judgment) processing of number magnitude. Participants were exposed to black-and-white stripes (OKS) that moved vertically (upward or downward) or remained static (control condition). During the OKS, participants were asked to verbally classify auditory one-digit numbers as larger/smaller than 5 (comparison task; Exp. 1) or as odd/even (parity task; Exp. 2). OKS modulated response times in both experiments. In Exp.1, upward attentional displacement decreased the Magnitude effect (slower responses for large numbers) and increased the Distance effect (slower responses for numbers close to the reference). In Exp.2, we observed a complex interaction between parity, magnitude, and OKS, indicating that downward attentional displacement slowed down responses for large odd numbers. Moreover, eye tracking analyses revealed an influence of number processing on eye movements both in Exp. 1, with eye gaze shifting downwards during the processing of small numbers as compared to large ones; and in Exp. 2, with leftward shifts after large even numbers (6,8) and rightward shifts after large odd numbers (7,9). These results provide evidence of bidirectional links between number and space and extend them to the vertical dimension. Moreover, they document the influence of visuo-spatial attention on processing of numerical magnitude, numerical distance, and parity. Together, our findings are in line with grounded and embodied accounts of numerical cognition.
Rhythmicity characterizes both interpersonal synchrony and spoken language. Emotions and language are forms of interpersonal communication, which interact with each other throughout development. We investigated whether and how emotional synchrony between mothers and their 9-month-old infants relates to infants' word segmentation as an early marker of language development. Twenty-six 9-month-old infants and their German-speaking mothers took part in the study. To measure emotional synchrony, we coded positive, neutral and negative emotional expressions of the mothers and their infants during a free play session. We then calculated the degree to which the mothers' and their infants' matching emotional expressions followed a predictable pattern. To measure word segmentation, we familiarized infants with auditory text passages and tested how long they looked at the screen while listening to familiar versus novel words. We found that higher levels of predictability (i.e. low entropy) during mother-infant interaction is associated with infants' word segmentation performance. These findings suggest that individual differences in word segmentation relate to the complexity and predictability of emotional expressions during mother-infant interactions.
This longitudinal study aimed to investigate how motivational transitions of adolescents in the domain of mathematics from Grades 9 to 10 were related to student-perceived mathematics teacher support and student -oriented teaching. Data were drawn from the 2012 Programme for International Student Assessment (PISA) and its German national extension called PISA Plus 2012-2013. We used a subsample of 2605 students (51.0 % girls) from 198 classrooms. Using latent profile analyses, we identified three motivational patterns based on expectancy-value theory that were meaningfully associated with students' mathematics test scores and work ethics. Latent transition analyses showed that these patterns were mostly stable across time. Occurring changes were characterized by a decrease in mathematics motivation across time. Student-oriented teaching as reported by students in Grade 9 impeded maladaptive motivational transitions. Students with particularly low interest and utility value benefitted from teachers who direct their instruction at students' motivational characteristics.
More than 30 years have passed since Mehler et al. (1988) proposed that newborns can discriminate between languages that belong to different rhythm classes: stress-, syllable- or mora-timed. Thereupon they developed the hypothesis that infants are sensitive to differences in vowel and consonant interval durations as acoustic correlates of rhythm classes. It remains unknown exactly which durational computations infants use when perceiving speech for the purposes of distinguishing languages. Here, a meta-analysis of studies on infants' language discrimination skills over the first year of life was conducted, aiming to quantify how language discrimination skills change with age and are modulated by rhythm classes or durational metrics. A systematic literature search identified 42 studies that tested infants' (birth to 12 months) discrimination or preference of two language varieties, by presenting infants with auditory or audio-visual continuous speech. Quantitative data synthesis was conducted using multivariate random effects meta-analytic models with the factors rhythm class difference, age, stimulus manipulation, method, and metrics operationalising proportions of and variability in vowel and consonant interval durations, to explore which factors best account for language discrimination or preference. Results revealed that smaller differences in vowel interval variability (oV) and larger differences in successive consonantal interval variability (rPVI-C) were associated with more successful language discrimination, and better accounted for discrimination results than the factor rhythm class. There were no effects of age for discrimination but results on preference studies were affected by age: the older infants get, the more they prefer non-native languages that are rhythmically similar to their native language, but not non-native languages that are rhythmically distinct. These findings can inform theories on language discrimination that have previously focussed on rhythm class, by providing a novel way to operationalise rhythm in language in the extent to which it accounts for infants' language discrimination abilities.
The purpose of this study was to examine the moderating effects of technology use for relationship maintenance on the longitudinal associations among self-isolation during the coronavirus-19 (COVID-19) pandemic and romantic relationship quality among adolescents. Participants were 239 (120 female; M age = 16.69, standard deviation [SD] = 0.61; 60 percent Caucasian) 11th and 12th graders from three midwestern high schools. To qualify for this study, adolescents had to be in the same romantic relationship for the duration of the study, similar to 7 months (M length of relationship = 10.03 months). Data were collected in October of 2019 (Time 1) and again 7 months later in May of 2020 (Time 2). Adolescents completed a romantic relationship questionnaire at Time 1 and again at Time 2, along with questionnaires on frequency of self-isolation during the COVID-19 pandemic and use of technology for romantic relationship maintenance. Findings revealed that increases in self-isolation during the COVID-19 pandemic related positively to the use of technology for romantic relationship maintenance and negatively to Time 2 romantic relationship quality. High use of technology for romantic relationship maintenance buffered against the negative effects of self-isolation during the COVID-19 pandemic on adolescents' romantic relationship quality 7 months later, whereas low use strengthened the negative relationship between self-isolation during the COVID-19 pandemic and romantic relationship quality. These findings suggest the importance of considering the implications of societal crisis or pandemics on adolescents' close relationships, particularly their romantic relationships.
Spacing repeated study phases across multiple sessions instead of studying and restudying the learning material in one session only is an effective strategy to promote lasting learning. However, most studies demonstrating the spacing effect were conducted in the laboratory, using simple verbal material. Learning in educational contexts differs regarding the complexity and coherence of the learning material and concerning the role of motivational and affective learner characteristics. Studies conducted in educational contexts suggest that the spacing effect is not as robust here. For example, acquiring mathematical skills or nonrepeated, consecutive information does not reliably benefit from spacing. After an overview of studies addressing the spacing effect in the laboratory and in educational contexts, we discuss various open questions that need to be addressed by future research before recommending spacing as a learning strategy to promote meaningful and lasting learning at schools and universities.