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Involvement in sport and exercise not only provides participants with health benefits but can be an important aspect of living a meaningful life. The COVID-19 pandemic and the temporary cessation of public life in March/April/May 2020 came with restrictions, which probably also made it difficult, if not impossible, to participate in certain types of sport or exercise. Following the philosophical position that different types of sport and exercise offer different ways of "relating to the world," this study explored (dis)continuity in the type of sport and exercise people practiced during the pandemic-related lockdown, and possible effects on mood. Data from a survey of 601 adult exercisers, collected shortly after the COVID-19 outbreak in Finland, were analyzed. Approximately one third (35%) of the participants changed their "worldmaking" and shifted to "I-Nature"-type activities. We observed worse mood during the pandemic in those who shifted from "I-Me," compared to those who had preferred the "I-Nature" relation already before the pandemic and thus experienced continuity. The clouded mood of those experiencing discontinuity may be the result of a temporary loss of "feeling at home" in their new exercise life-world. However, further empirical investigation must follow, because the observed effect sizes were small.
The human language processing mechanism assigns a structure to the incoming materials as they unfold. There is evidence that the parser prefers some attachment types over others; however, theories of sentence processing are still in dispute over the stage at which each source of information contributes to the parsing system. The present study aims to identify the nature of initial parsing decisions during sentence processing through manipulating attachment type and verbs' argument structure. To this end, we designed a self-paced reading task using globally ambiguous constructions in Dutch. The structures included double locative prepositional phrases (PPs) where the first PP could attach both to the verb (high attachment) and the noun preceding it (low attachment). To disambiguate the structures, we presented a visual context in the form of short animation clips prior to each reading task. Furthermore, we manipulated the argument structure of the sentences using 2- and 3-argument verbs. The results showed that parsing decisions were influenced by contextual cues depending on the argument structure of the verb. That is, the visual context overcame the preference for high attachment only in the case of 2-argument verbs, while this preference persisted in structures including 3-argument verbs as represented by longer reading times for the low attachment interpretations. These findings can be taken as evidence that our language processing system actively integrates information from linguistic and non-linguistic sources from the initial stages of analysis to build up meaning. We discuss our findings in light of serial and parallel models of sentence processing.
Objective:
Little attention has been given to the relationship between cyber polyvictimization and academic outcomes (e.g., classroom misconduct, school readiness, academic performance, absenteeism, school behavioral problems), and the factors, such as parent social support, that buffer against the negative outcomes associated with experiencing multiple forms of victimization. Addressing gaps in the literature by including a longitudinal design and objective assessments of academic outcomes, the present study examined the moderating effect of parent social support in the association between cyber polyvictimization and academic outcomes over one and a half years later.
Method:
Participants were 371 8th graders (50% female) from middle schools in the United States, who completed questionnaires on offline and cyber polyvictimization and parent social support during the 7th grade. Teachers completed questionnaires on students' classroom misconduct and school readiness during 7th and 8th grade. School records were used to determine absenteeism, academic performance, and school behavioral problems (i.e., referrals, in-school suspension, out-of-school suspension) during 7th and 8th grade.
Results:
Findings revealed that 7th grade cyber polyvictimization was related positively to 8th grade classroom misconduct, absenteeism, and school behavioral problems, while it was negatively associated with 8th grade academic performance and school readiness. Parent social support moderated the associations between cyber polyvictimization and school readiness, academic performance, and absenteeism. Conclusion: The results highlight the importance of intervening in adolescents' experience of cyber polyvictimization to reduce negative academic outcomes.
Background & aims:
This study aimed to describe the association of healthy eating literacy (HEL) with energy, nutrients, and food consumption in young women who had normal and lean weight at a Japanese university, considering their resident status.
Methods:
Cross-sectional data from the Ochanomizu Health Study were used in this study. Participants answered a self-administered, two-part, anonymous survey in 2018 and 2019.
A total of 203 female undergraduate students with lean and normal body mass index (BMI) were included in the analysis. Single and stepwise multiple linear regression analysis was used to examine the association of HEL and resident status with healthy food consumption, such as vegetables, fish, and shellfish.
The dependent variables were HEL and resident status, and the covariates were age, BMI, and the total metabolic equivalents.
Results:
The median (25th and 75th percentiles) age, BMI, and total HEL score were 20 (19, 21) years, 20.2 (18.9, 21.3) kg/m 2, and 18 (16, 20), respectively.
Resident status and HEL were independently associated with vegetables, fish, and shellfish intake.
Participants who had higher total HEL scores and lived in their family home consumed significantly more vegetables (b = 0.17 and-0.34, p < 0.05) and fish and shellfish (b = 0.24,-0.28, p < 0.001).
Conclusion:
This study provides an insight into the association between HEL and dietary consumption in young women with normal and lean BMI.
As cultural diversity is increasing around the globe, a more nuanced understanding of the cultural diversity climate in classroom settings is needed, including how its different aspects relate to student outcomes. We developed the Classroom Cultural Diversity Climate Scale (CCDCS), integrating theory and research from social psychology and multicultural education and including novel facets like polyculturalism, which has not been studied in the school context before. We then studied associations with intergroup relations, socio-emotional adjustment, and school achievement among students of immigrant and non-immigrant background at the individual and classroom levels. The scale includes six subscales in the two broad dimensions of equality and inclusion: contact and cooperation, (un)equal treatment, and color-evasion, and cultural pluralism: heritage and intercultural learning, critical consciousness, and polyculturalism. Using data from 1,335 secondary school students in Germany (Mage = 14.7; 51% male; 51% immigrant background), the scale demonstrated measurement invariance by immigrant background, gender, and school track, and reliability at individual and classroom levels. A more positive diversity climate, with better intercultural relations (equality and inclusion) and more opportunities to learn about cultural diversity (cultural pluralism), was associated with more positive student outcomes. Interestingly, polyculturalism was not associated with negative effects observed for other facets of cultural pluralism. Relations for different climate aspects also varied by outcome and students' immigrant background. This underscores the importance of a nuanced perspective when evaluating different approaches to cultural diversity in context.
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.