Refine
Year of publication
Document Type
- Article (300)
- Doctoral Thesis (97)
- Preprint (46)
- Book (37)
- Contribution to a Periodical (17)
- Part of Periodical (14)
- Part of a Book (11)
- Conference Proceeding (9)
- Report (3)
- Review (3)
Is part of the Bibliography
- no (545)
Keywords
- fMRI (10)
- EEG (9)
- working memory (9)
- confirmatory factor analysis (7)
- episodic memory (7)
- ADHD (5)
- Behavior (5)
- Depression (5)
- aging (5)
- Functional connectivity (4)
Institute
- Psychologie (545) (remove)
Die Schizophrenie stellt eine sehr vielfältige und schwere psychische Erkrankung dar, die fundamentale Bereiche, wie Denken, Fühlen, Wahrnehmen, Willensbildung und Handeln beeinträchtigt (Kircher & Gauggel, 2008). Neben der Störung der Kognition und der Wahrnehmung sind es die Störungen der Emotionen, die das Krankheitsbild der Schizophrenie prägen. Eine Emotion ist Grundlage eines informativen Bedeutungssystems einer Person. Sie informiert über die Relevanz einer Situation sowie über Wohlbefinden, Wünsche und Bedürfnisse. Sie ermöglicht eine bedürfnis- und situationsgerechte Auswahl von Ver-haltensweisen, beeinflusst kognitive Prozesse, prägt die Entscheidungsfindung und Problemlösung. Durch den mimischen Ausdruck, der aus einer Emotion resultiert, bekommt sie eine kommunikative bzw. interpersonelle Funktion. Damit stellen Emotionen zentrale Phänomene des alltäglichen Lebens dar, die einen großen Einfluss auf Ver-halten, Lernen, Wahrnehmung und Gedächtnis haben.
Nicht immer ist es sinnvoll und funktional, Emotionen auszuagieren. Um adäquat mit Emotionen umgehen zu können, bedarf es der Emotionsregulation. Hierbei handelt es sich um einen Prozess, bei dem beeinflusst wird, welche Emotionen wann und wie erlebt und ausgedrückt werden (Gross, 1998), um flexibel auf Umwelteinflüsse und den sozialen Kontext eingehen zu können (Thompson, 1994)...
Introduction: Previous studies have established graph theoretical analysis of functional network connectivity (FNC) as a potential tool to detect neurobiological underpinnings of psychiatric disorders. Despite the promising outcomes in studies that examined FNC aberrancies in bipolar disorder (BD) and major depressive disorder (MDD), there is still a lack of research comparing both mood disorders, especially in a nondepressed state. In this study, we used graph theoretical network analysis to compare brain network properties of euthymic BD, euthymic MDD and healthy controls (HC) to evaluate whether these groups showed distinct features in FNC.
Methods: We collected resting‐state functional magnetic resonance imaging (fMRI) data from 20 BD patients, 15 patients with recurrent MDD as well as 30 age‐ and gender‐matched HC. Graph theoretical analyses were then applied to investigate functional brain networks on a global and regional network level.
Results: Global network analysis revealed a significantly higher mean global clustering coefficient in BD compared to HC. We further detected frontal, temporal and subcortical nodes in emotion regulation areas such as the limbic system and associated regions exhibiting significant differences in network integration and segregation in BD compared to MDD patients and HC. Participants with MDD and HC only differed in frontal and insular network centrality.
Conclusion: In conclusion, our findings indicate that a significantly altered brain network topology in the limbic system might be a trait marker specific to BD. Brain network analysis in these regions may therefore be used to differentiate euthymic BD not only from HC but also from patients with MDD.
Background/Objectives: Sharing the bed with a partner is common among adults and impacts sleep quality with potential implications for mental health. However, hitherto findings are contradictory and particularly polysomnographic data on co-sleeping couples are extremely rare. The present study aimed to investigate the effects of a bed partner's presence on individual and dyadic sleep neurophysiology.
Methods: Young healthy heterosexual couples underwent sleep-lab-based polysomnography of two sleeping arrangements: individual sleep and co-sleep. Individual and dyadic sleep parameters (i.e., synchronization of sleep stages) were collected. The latter were assessed using cross-recurrence quantification analysis. Additionally, subjective sleep quality, relationship characteristics, and chronotype were monitored. Data were analyzed comparing co-sleep vs. individual sleep. Interaction effects of the sleeping arrangement with gender, chronotype, or relationship characteristics were moreover tested.
Results: As compared to sleeping individually, co-sleeping was associated with about 10% more REM sleep, less fragmented REM sleep (p = 0.008), longer undisturbed REM fragments (p = 0.0006), and more limb movements (p = 0.007). None of the other sleep stages was significantly altered. Social support interacted with sleeping arrangement in a way that individuals with suboptimal social support showed the biggest impact of the sleeping arrangement on REM sleep. Sleep architectures were more synchronized between partners during co-sleep (p = 0.005) even if wake phases were excluded (p = 0.022). Moreover, sleep architectures are significantly coupled across a lag of ± 5min. Depth of relationship represented an additional significant main effect regarding synchronization, reflecting a positive association between the two. Neither REM sleep nor synchronization was influenced by gender, chronotype, or other relationship characteristics.
Conclusion: Depending on the sleeping arrangement, couple's sleep architecture and synchronization show alterations that are modified by relationship characteristics. We discuss that these alterations could be part of a self-enhancing feedback loop of REM sleep and sociality and a mechanism through which sociality prevents mental illness.
Self-compassion has been theorized to have three components, each with a positive pole and a negative pole: self-kindness versus self-judgment, common humanity versus isolation, and mindfulness versus over-identification. Neff (Self Identity 2:85–101, 2003a) proposes that they mutually influence each other, however, this proposition has not been tested yet. We conducted a pilot study to see if improvements from training one component spilled over to the other two—and whether these trainings had an impact on well-being. 80 participants completed 8 weeks of self-compassionate writing exercises to enhance either self-kindness, common humanity, or mindfulness. Trait self-compassion was assessed using the six-factor model of the self-compassion scale. To address issues of alpha-error-inflation, the false discovery rate was fixed at 5%, and critical p values were adjusted accordingly. Participants in the mindfulness condition reported increased total self-compassion (p = .009), which was accompanied by increased self-kindness (p = .027) and lower isolation (p = .045). Participants in the common humanity condition reported improved total self-compassion (p = .018), lower over-identification (p = .045), and higher life-satisfaction (p = .049). The training in self-kindness failed to improve self-kindness or any other factor. These findings provide initial evidence that the components of self-compassion mutually enhance each other. They also emphasize the importance of mindfulness within the conceptualization of self-compassion.
Scene grammar shapes the way we interact with objects, strengthens memories, and speeds search
(2017)
Predictions of environmental rules (here referred to as "scene grammar") can come in different forms: seeing a toilet in a living room would violate semantic predictions, while finding a toilet brush next to the toothpaste would violate syntactic predictions. The existence of such predictions has usually been investigated by showing observers images containing such grammatical violations. Conversely, the generative process of creating an environment according to one’s scene grammar and its effects on behavior and memory has received little attention. In a virtual reality paradigm, we either instructed participants to arrange objects according to their scene grammar or against it. Subsequently, participants’ memory for the arrangements was probed using a surprise recall (Exp1), or repeated search (Exp2) task. As a result, participants’ construction behavior showed strategic use of larger, static objects to anchor the location of smaller objects which are generally the goals of everyday actions. Further analysis of this scene construction data revealed possible commonalities between the rules governing word usage in language and object usage in naturalistic environments. Taken together, we revealed some of the building blocks of scene grammar necessary for efficient behavior, which differentially influence how we interact with objects and what we remember about scenes.
The effects of aging on response time were examined in a paper-based lexical-decision experiment with younger (age 18–36) and older (age 64–75) adults, applying Ratcliff’s diffusion model. Using digital pens allowed the paper-based assessment of response times for single items. Age differences previously reported by Ratcliff and colleagues in computer-based experiments were partly replicated: older adults responded more conservatively than younger adults and showed a slowing of their nondecision components of RT by 53 ms. The rates of evidence accumulation (drift rate) showed no age-related differences. Participants with a higher score in a vocabulary test also had higher drift rates. The experiment demonstrates the possibility to use formal processing models with paper-based tests.
Die vorliegende Arbeit befasst sich mit den nichtlinearen Zusammenhangsstrukturen in Form von Moderator- und quadratischen Effekten, die einen aktuellen Gegenstand der Forschung darstellen. In der Arbeit wurden zunächst die theoretischen Grundlagen von Strukturgleichungsmodellen sowie die Problematik von manifesten und latenten nichtlinearen Modellen erläutert. Die komplexeren Strukturgleichungsmodelle, die neben einem Moderatorterm auch quadratische Termen enthalten, wurden besprochen und danach sowohl die Produktindikatorverfahren vorgestellt, die zur Parameterschätzung die Maximum-Likelihood-Methode verwenden, als auch die neu entwickelten verteilungsanalytischen Verfahren, nämlich LMS (Klein, 2000; Klein & Moosbrugger, 2000) und QML (Klein & Muthén, 2007) vorgestellt. Das Thema wurde zuerst aus theoretischer Perspektive analysiert und unter "Fragestellung 1" dargestellt. Bei der Analyse von Moderator- und quadratischen Termen in multiplen Regressionsmodellen kann es bei steigender Prädiktorkorrelation wegen des zunehmenden gemeinsamen Varianzanteils dieser beiden Terme zu einer Fehlspezifizierung der tatsächlich vorhandenen nichtlinearen Effekte kommen. Um eine zuverlässige Aufdeckung dieser Effekte zu ermöglichen, wurde daher in der Vergangenheit mehrfach empfohlen, grundsätzlich Moderator− und quadratische Effekte simultan zu untersuchen. Da psychologische Variablen jedoch selten messfehlerfrei erfasst werden können, erwiesen sich entsprechende Untersuchungen, die lediglich auf manifester Variablenebene durchgeführt worden waren und somit, von perfekt reliablen Messungen ausgingen, als methodisch problematisch. Zur weiterführenden Untersuchung der simultanen Analyse nichtlinearer Effekte empfiehlt sich daher der Einsatz latenter Strukturgleichungsmodelle, die den Messfehler manifester Variablen explizit berücksichtigen. Im Anschluss daran wurden die neu entwickelten verteilungsanalytischen Verfahren, LMS und QML vorgestellt. Diese neuen Verfahren berücksichtigen erstmals explizit die multivariate nichtnormale Verteilung der Indikatorvariablen, die aus nichtlinearen Modellen resultiert. Unter "Fragestellung 2“ wurde ihre Leistungsfähigkeit im Vergleich zu LISRELML-Verfahren überprüft. Die Voraussetzungen zur Anwendung der beiden Methoden ist die Normalverteilung der Indikatoren der latenten Prädiktorvariablen. Da in der empirischen Forschung zu psychologischen oder sozialwissenschaftlichen Fragestellungen normalverteilte Variablen sehr selten sind, wurde unter "Fragestellung 3" die Frage untersucht, wie robust beide Verfahren gegenüber der Verletzung der Verteilungsvoraussetzung sind. Es wurden zahlreiche Simulationsstudien durchgeführt, anhand derer die Robustheit der verteilungsanalytischen Verfahren bei variierender Schiefe und Kurtosis der Variablen nachgewiesen werden konnte. Auch unter weiteren praxisrelevanten Bedingungen, z.B. sehr komplexen Modellen mit bis zu sechs nichtlinearen Effekten und relativ kleinen Stichproben, zeigten beide Methoden sehr gute Schätzeigenschaften. Diese Ergebnisse sind für Anwender sehr ermutigend, da sie zeigen konnten, dass für die Untersuchung von multiplen nichtlinearen Effekten unter verschiedenen simulierten Bedingungen die verteilungsanalytischen Verfahren LMS und QML sehr zuverlässig sind und eingesetzt werden können. Beide Methoden wiesen unter den realisierten Bedingungen bezüglich der Güte der Parameterschätzungen keine bedeutsamen Unterschiede auf. Beide Verfahren lieferten unabhängig von der Komplexität der untersuchten Modelle erwartungstreue Parameterschätzungen und unverzerrte Standardfehlerschätzungen. Anschließend konnte neben dem Nachweis der erweiterten Leistungsfähigkeit der verteilungsanalytischen Verfahren anhand eines empirischen Beispiels aus der Burnout-Forschung gezeigt werden, dass die Analyse von multiplen nichtlinearen Effekten eine praktische Relevanz für die Weiterentwicklung von Theorien haben kann.
Research has suggested that teachers’ beliefs toward culturally diverse classrooms are affected during teacher education. Text reading, as one of the major learning activities in initial teacher education, is supposed to affect teachers’ educational concepts and beliefs. We conducted two experiments to test the impact of reading a positively or negatively oriented persuasive text about diversity on preservice teachers’ belief change. In Study 1 (N = 42), we found that belief change varied significantly as a function of the direction of the text condition, and that the reading of the texts led to a significantly stronger belief change if the text was in alignment with participants’ prior beliefs. Study 2 (N = 57) revealed a middle-sized but non-significant moderator effect for prior knowledge (p = .08, η2p = .06), suggesting that participants with more prior knowledge were less likely to be persuaded by the text. The results provide new insights into factors that may affect the development of preservice teachers’ diversity beliefs.
The purpose of this thesis was to investigate different aspects of the promotion of selfregulated learning in primary and secondary school education by focussing on its effectiveness, and on its assessment from different perspectives. Theoretically, the thesis is based on contemporary social-cognitive and constructivist theories of self-regulated learning. Two meta-analyses were conducted, an observation instrument was developed which was tested and employed in two observation studies, and a multi-method study was conducted to investigate different perspectives on the topic. Common to all studies is the evaluation of different aspects of the promotion of self-regulated learning among students. The results of this investigation are reported in four research articles (Studies 1-4), which have been accepted for publication (Study 1 and 2) or submitted to scientific peer reviewed journals (Study 3 and 4). The data are analyzed by applying a multi-method approach, using several sources of data (primary studies, self-reports, video data, interviews) and diverse methods (meta-analysis, observation analysis, survey analysis). The present data generally indicate that self-regulated learning can be enhanced both at primary and secondary school. The results of the first and the second study showed that primary and secondary school students partly benefit from different training characteristics. However, there were also common aspects of effective training characteristics that hold for both school levels. Moreover, the third study revealed that it was possible to develop an instrument to observe teachers’ promotion of self-regulated learning in a reliable way, which can be applied in several contexts. The results indicated that the stability of teachers’ promotion of selfregulated learning varies among the school subjects. Furthermore, the results showed that only little instruction of self-regulated learning takes place in primary and secondary school mathematics lessons. Yet, secondary school teachers showed more promotion of cognitive strategies than primary school teachers did, although the former included more constructivist characteristics in the learning environment. The observation studies produced a rich pool of data, serving as pilot studies for future studies with a larger sample sizes that are needed to further strengthen the results. As the fourth study indicated, teacher ratings differ significantly from video-based observations in perceiving their promotion of self-regulated learning. However, for some aspects they agree with their students’ perception. Finally, it was found that students’ perception on their teachers’ promotion of self-regulated learning had the highest impact on their self-regulation competence. In the future, it will be crucial to include the instruction of self-regulated learning from a theoretical and a practical perspective in the teacher training curriculum. Moreover, in future research the implementation of the promotion of self-regulated learning should be investigated, and in experimental settings different ways of supporting such an implementation should be examined. A close collaboration with teachers would be helpful to get deeper insights into teachers’ behaviour and attitudes. The promotion of self-regulated learning should start as early as in primary school as students are already able to learn it then and as it takes many years to develop it fully. In addition, when investigating teachers’ promotion of self-regulated learning, the school subject should be taken into account during assessment. Long-term measurements could acknowledge such a potential instability. Moreover, in further studies, observation data of a large sample of teachers should be gathered in order to get a representative overview of teachers’ promotion of self-regulated learning. Furthermore, research on the promotion of self-regulated learning should account for the impact of students’ perspectives referring on this.
We propose that resilience effectively helps people cope with stress, thus predominantly reducing the negative. However, we argue that individuals’ social identification has the potential to contribute to their well-being, thus fostering the positive. A two-wave survey study of 180 students shows that resilience is more strongly (negatively) associated with ill-health (i.e. stress and depression), whereas social identification is more strongly (positively) related to well-being (i.e. satisfaction and work engagement). We believe that it is necessary to see these two routes to improving people’s health as complementary, both in future research and for therapy and interventions.