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(Schlagwörter: "Psychophysiologie")

Analysis of the "D'oh!" moments. Physiological markers of performance in cognitive switching tasks Buraha, Tetiana; Schneider, Jan; Di Mitri, Daniele; Schiffner, Daniel Sammelbandbeitrag | Aus: De Laet, Tinne; Klemke, Roland; Alario-Hoyos, Carlos; Hilliger, Isabel; Ortega-Arranz, Alejandro (Hrsg.): Technology-enhanced learning for a free, safe, and sustainable world: 16th European Conference on Technology Enhanced Learning, EC-TEL 2021, Bolzano, Italy, September 20-24, 2021, proceedings | Cham: Springer | 2021 41326 Endnote: Autor*innen: Buraha, Tetiana; Schneider, Jan; Di Mitri, Daniele; Schiffner, Daniel
Titel: Analysis of the "D'oh!" moments. Physiological markers of performance in cognitive switching tasks
Aus: De Laet, Tinne; Klemke, Roland; Alario-Hoyos, Carlos; Hilliger, Isabel; Ortega-Arranz, Alejandro (Hrsg.): Technology-enhanced learning for a free, safe, and sustainable world: 16th European Conference on Technology Enhanced Learning, EC-TEL 2021, Bolzano, Italy, September 20-24, 2021, proceedings, Cham: Springer, 2021 (Lecture Notes in Computer Science, 12884), S. 137-148
DOI: 10.1007/978-3-030-86436-1_11
URL: https://link.springer.com/chapter/10.1007/978-3-030-86436-1_11
Dokumenttyp: 4. Beiträge in Sammelbänden; Tagungsband/Konferenzbeitrag/Proceedings
Sprache: Englisch
Schlagwörter: Analyse; Lernbeobachtung; Lernprozess; Multimodalität; Psychophysiologie; Kognition; Sensor
Abstract (english): The link between the body and mind has fascinated philosophers and scientists for ages. The increasing availability of sensor technologies has enabled the possibility to explore this link even deeper, providing some evidence that certain physiological measurements such as galvanic skin response can have in the performance of different learning activities. In this paper, we explore the link between learners' performance of cognitive tasks and their physiological state with the use of Multimodal Learning Analytics (MMLA). We used MMLA tools and techniques to collect, annotate, and analyze physiological data from 16 participants wearing an Empatica E4 wristband while engaging in task-switching cognitive exercises. The collected data include temperature, blood volume pulse, heart rate variability, galvanic skin response, and screen recording from each participant while performing the exercises. To examine the link between cognitive performance we applied a preliminary qualitative analysis to galvanic skin response and tested different Artificial Intelligence techniques to differentiate between productive and unproductive performance. (DIPF/Orig.)
DIPF-Abteilung: Informationszentrum Bildung

Nicht-monetäre Erträge von Bildung in den Bereichen Gesundheit, nicht-kognitive Fähigkeiten sowie […] Becker, Michael; Brose, Anette; Camehl, Georg; Graeber, Daniel; Huebener, Mathias; […] (Hrsg.) Sammelband | Berlin: Deutsches Institut für Wirtschaftsforschung | 2019 39203 Endnote: Herausgeber*innen: Becker, Michael; Brose, Anette; Camehl, Georg; Graeber, Daniel; Huebener, Mathias; von Keyserlingk, Luise; Krekel, Christian; Maaz, Kai; Marcus, Jan; Margaryan, Shushanik; Möwisch, Dave; Paul, Annemarie; Peter, Frauke; Schmiedek, Florian; Schnitzlein, Daniel; Schupp, Jürgen; Siedler, Thomas; Spieß, C. Katharina
Titel: Nicht-monetäre Erträge von Bildung in den Bereichen Gesundheit, nicht-kognitive Fähigkeiten sowie gesellschaftliche und politische Partizipation. Endbericht des gleichnamigen Forschungsprojektes gefördert durch das Bundesministerium für Bildung und Forschung (BMBF)
Erscheinungsvermerk: Berlin: Deutsches Institut für Wirtschaftsforschung, 2019 (Politikberatung kompakt, 137)
URL: https://www.diw.de/sixcms/detail.php?id=diw_01.c.623859.de
Dokumenttyp: 2. Herausgeberschaft; Sammelband (keine besondere Kategorie)
Sprache: Deutsch
Schlagwörter: Bildungsertrag; Gesundheit; Psychophysiologie; Kompetenz; Erwachsener; Schüler; Zufriedenheit; Grundschüler; Jugendlicher; Psychosoziale Situation; Junger Erwachsener; Politische Betätigung; Partizipation; Bürgerschaftliches Engagement; Ehrenamt; Spendensammlung; Verhalten; Selbsteinschätzung; Forschungsstand; Systematic Review; Projektbericht; Deutschland
Abstract: Im Fokus eines vom BMBF geförderten Verbundprojektes, welches im Rahmen des Förderschwerpunkts "Nicht-monetäre Erträge von Bildung" gefördert wurde, haben WissenschaftlerInnen des DIPF Berlin/Frankfurt, DIW Berlin, der Forschungsinfrastruktureinrichtung SOEP/DIW, der Universität Hamburg und der Humboldt Universität zu Berlin sich mit drei zentralen Bereichen nicht-monetärer Bildungserträge befasst: 1. Bereich: physische und psychische Gesundheit, 2. Bereich: nicht-kognitive Fähigkeiten sowie 3. Bereich: gesellschaftliche und politische Partizipation. Die drei Bereiche wurden in unterschiedlichen Teilprojekten bearbeitet. In mehreren Arbeitsmodulen der Teilprojekte wurden unterschiedliche Fragestellungen, welche diesen Ertragskategorien zuzuordnen sind, aus unterschiedlichen disziplinären Perspektiven bearbeitet. In dem vorliegenden Endbericht werden Kurzzusammenfassungen der Arbeitsergebnisse aller Arbeitsmodule zusammengestellt (Kapitel 2). Darüber hinaus wurden zu den jeweiligen Fragestellungen in den einzelnen Teilprojekten systematische Literaturüberblicke über den Stand der bisherigen Forschungsliteratur erstellt. Diese Literaturüberblicke sind dem Bericht zu entnehmen (Kapitel 3). Die in diesem Verbundprojekt entstandenen Forschungspapiere und Transferpublikationen sind teilweise bereits veröffentlicht oder im Veröffentlichungsprozess. Eine Zusammenstellung derselben findet sich am Ende dieses Berichts mit den entsprechenden Hinweisen, wo die Publikationen zu finden sind (Kapitel 4). (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung; Struktur und Steuerung des Bildungswesens

Tomorrow's gonna suck. Today's stress anticipation predicts tomorrow's post-awakening cortisol […] Kramer, Andrea C.; Neubauer, Andreas B.; Stoffel, Martin; Voss, Andreas; Ditzen, Beate Zeitschriftenbeitrag | In: Psychoneuroendocrinology | 2019 39079 Endnote: Autor*innen: Kramer, Andrea C.; Neubauer, Andreas B.; Stoffel, Martin; Voss, Andreas; Ditzen, Beate
Titel: Tomorrow's gonna suck. Today's stress anticipation predicts tomorrow's post-awakening cortisol increase
In: Psychoneuroendocrinology, 106 (2019) , S. 38-46
DOI: 10.1016/j.psyneuen.2019.03.024
URN: urn:nbn:de:0111-dipfdocs-174748
URL: http://www.dipfdocs.de/volltexte/2020/17474/pdf/Kramer_2019_tomorrows_gonna_suck_A.pdf
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Stress; Psychophysiologie; Prognose; Wirkung; Tagesablauf; Bewältigung; Psychische Vorgänge; Junger Erwachsener; Messung; Schlaf; Dauer; Neuropsychologie
Abstract (english): The cortisol awakening response (a rapid rise in cortisol concentration shortly after awakening) is hypothesized to prepare the organism to cope with upcoming demands, suggesting a key role for anticipatory stress in its regulation. Yet, no thorough test of this hypothesis incorporating temporal dynamics of the underlying processes has been conducted so far. To address this gap in the literature, the present study investigated the effects of anticipated stress for the next day (assessed in the evening) on an estimate of the cortisol awakening response (assessed in the following morning). In an ambulatory assessment paradigm, 42 participants (69% female; mean age = 22.8, range = 18-30 years) completed 5 consecutive days of assessments in their daily lives, collecting saliva samples at awakening and 30 minutes later. Using hierarchical linear modeling, associations with anticipatory stress were examined separately on the within- and between-person level. In line with our expectations, anticipatory stress predicted the post-awakening cortisol increase on the within-person level, implying an elevated cortisol rise on days for which more stress than usual had been anticipated. In contrast, on the between-person level higher average anticipatory stress did not predict an increased cortisol rise. Taken together, the findings confirm a key role of anticipatory stress in the regulation of the cortisol awakening response on the within-person level. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung

Profiling sympathetic arousal in a physics course: How active are students? Pijeira-Díaz, Héctor J.; Drachsler, Hendrik; Kirschner, P. A.; Järvelä, S. Zeitschriftenbeitrag | In: Journal of Computer Assisted Learning | 2018 38387 Endnote: Autor*innen: Pijeira-Díaz, Héctor J.; Drachsler, Hendrik; Kirschner, P. A.; Järvelä, S.
Titel: Profiling sympathetic arousal in a physics course: How active are students?
In: Journal of Computer Assisted Learning, 34 (2018) 4, S. 397-408
DOI: 10.1111/jcal.12271
URN: urn:nbn:de:0111-dipfdocs-161603
URL: http://www.dipfdocs.de/volltexte/2019/16160/pdf/Drachsler_Profiling_sympathetic_arousal_in_the_classroom_2018_A.pdf
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache: Englisch
Schlagwörter: Lernprozess; Analyse; Finnland; Physikunterricht; Sekundarstufe II; Schüler; Interesse; Langeweile; Einflussfaktor; Lernerfolg; Messverfahren; Computerunterstütztes Verfahren; Psychophysiologie; Aktives Lernen; Aufmerksamkeit; Kognitive Prozesse; Emotion; Lernmotivation; Prüfung; Wirkung; Schulnoten
Abstract: Low arousal states (especially boredom) have been shown to be more deleterious to learning than high arousal states, though the latter have received much more attention (e.g., test anxiety, confusion, and frustration). Aiming at profiling arousal in the classroom (how active students are) and examining how activation levels relate to achievement, we studied sympathetic arousal during two runs of an elective advanced physics course in a real classroom setting, including the course exam. Participants were high school students (N = 24) who were randomly selected from the course population. Arousal was indexed from electrodermal activity, measured unobtrusively via the Empatica E4 wristband. Low arousal was the level with the highest incidence (60% of the lesson on average) and longest persistence, lasting on average three times longer than medium arousal and two times longer than high arousal level occurrences. During the course exam, arousal was positively and highly correlated (r = .66) with achievement as measured by the students' grades. Implications for a need to focus more on addressing low arousal states in learning are discussed, together with potential applications for biofeedback, teacher intervention, and instructional design. (DIPF/Orig.)
DIPF-Abteilung: Informationszentrum Bildung

Outside of the laboratory. Associations of working-memory performance with psychological and […] Riediger, Michaela; Wrzus, Cornelia; Klipker, Kathrin; Müller, Viktor; Schmiedek, Florian; […] Zeitschriftenbeitrag | In: Psychology and Aging | 2014 34432 Endnote: Autor*innen: Riediger, Michaela; Wrzus, Cornelia; Klipker, Kathrin; Müller, Viktor; Schmiedek, Florian; Wagner, Gert
Titel: Outside of the laboratory. Associations of working-memory performance with psychological and physiological arousal vary with age
In: Psychology and Aging, 29 (2014) 1, S. 103-114
DOI: 10.1037/a0035766
URN: urn:nbn:de:0111-dipfdocs-180824
URL: http://www.dipfdocs.de/volltexte/2020/18082/pdf/Riediger_et_al_2014_Outside_of_the_laboratory_A.pdf
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Alltag; Altersgruppe; Arbeitsgedächtnis; Einflussfaktor; Kognitive Prozesse; Lebensalter; Leistungsfähigkeit; Leistungstest; Messung; Psychophysiologie; Rhythmus; Tagesablauf; Vergleich
Abstract: We investigated age differences in associations among self-reported experiences of tense and energetic arousal, physiological activation indicated by heart rate, and working-memory performance in everyday life. The sample comprised 92 participants aged 14-83 years. Data were collected for 24 hr while participants pursued their normal daily routines. Participants wore an ambulatory biomonitoring system that recorded their cardiac and physical activity. Using mobile phones as assessment devices, they also provided an average of 7 assessments of their momentary experiences of tense arousal (feeling nervous) and energetic arousal (feeling wide-awake) and completed 2 trials of a well-practiced working-memory task. Experiences of higher energetic arousal were associated with higher heart rate in participants younger than 50 years of age but not in participants older than that, and energetic arousal was unrelated to within-person fluctuations in working-memory performance. Experiences of tense arousal were associated with higher heart rate independent of participants' age. Tense arousal and physiological activation were accompanied by momentary impairments in working-memory performance in middleaged and older adults but not in younger individuals. Results suggest that psychological arousal experiences are associated with lower working-memory performance in middle-aged and older adults when they are accompanied by increased physiological activation and that the same is true for physiological activation deriving from other influences. Hence, age differences in cognitive performance may be exaggerated when the assessment situation itself elicits tense arousal or occurs in situations with higher physiological arousal arising from affective experiences, physical activity, or circadian rhythms.
DIPF-Abteilung: Bildung und Entwicklung