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Detecting mistakes in CPR training with multimodal data and neural networks
Di Mitri, Daniele; Schneider, Jan; Specht, Marcus; Drachsler, Hendrik
Journal Article
| In: Sensors | 2019
39363 Endnote
Author(s):
Di Mitri, Daniele; Schneider, Jan; Specht, Marcus; Drachsler, Hendrik
Title:
Detecting mistakes in CPR training with multimodal data and neural networks
In:
Sensors, 19 (2019) 14, S. 3099
DOI:
10.3390/s19143099
URL:
https://www.mdpi.com/1424-8220/19/14/3099
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Neuropsychologie; Psychomotorik; Praktisches Lernen; Student; Medizin; Lernprozess; Datenanalyse; Computerprogramm; Messung; Fehler; Feedback; Automatisierung; Tutorensystem; Validität; Indikator
Abstract:
This study investigated to what extent multimodal data can be used to detect mistakes during Cardiopulmonary Resuscitation (CPR) training. We complemented the Laerdal QCPR ResusciAnne manikin with the Multimodal Tutor for CPR, a multi-sensor system consisting of a Microsoft Kinect for tracking body position and a Myo armband for collecting electromyogram information. We collected multimodal data from 11 medical students, each of them performing two sessions of two-minute chest compressions (CCs). We gathered in total 5254 CCs that were all labelled according to five performance indicators, corresponding to common CPR training mistakes. Three out of five indicators, CC rate, CC depth and CC release, were assessed automatically by the ReusciAnne manikin. The remaining two, related to arms and body position, were annotated manually by the research team. We trained five neural networks for classifying each of the five indicators. The results of the experiment show that multimodal data can provide accurate mistake detection as compared to the ResusciAnne manikin baseline. We also show that the Multimodal Tutor for CPR can detect additional CPR training mistakes such as the correct use of arms and body weight. Thus far, these mistakes were identified only by human instructors. Finally, to investigate user feedback in the future implementations of the Multimodal Tutor for CPR, we conducted a questionnaire to collect valuable feedback aspects of CPR training. (DIPF/Orig.)
DIPF-Departments:
Informationszentrum Bildung
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
Journal Article
| In: Psychoneuroendocrinology | 2019
39079 Endnote
Author(s):
Kramer, Andrea C.; Neubauer, Andreas B.; Stoffel, Martin; Voss, Andreas; Ditzen, Beate
Title:
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
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
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-Departments:
Bildung und Entwicklung
Diagnostik mathematischer Leistungen und Kompetenzen. Grundlagen, Verfahren und Forschungstrends
Lonnemann, Jan; Hasselhorn, Marcus
Book Chapter
| Aus: Fritz, Annemarie; Schmidt, Siegbert; Ricken, Gabi (Hrsg.): Handbuch Rechenschwäche: Lernwege, Schwierigkeiten und Hilfen bei Dyskalkulie | Weinheim: Beltz | 2017
36797 Endnote
Author(s):
Lonnemann, Jan; Hasselhorn, Marcus
Title:
Diagnostik mathematischer Leistungen und Kompetenzen. Grundlagen, Verfahren und Forschungstrends
In:
Fritz, Annemarie; Schmidt, Siegbert; Ricken, Gabi (Hrsg.): Handbuch Rechenschwäche: Lernwege, Schwierigkeiten und Hilfen bei Dyskalkulie, Weinheim: Beltz, 2017 , S. 323-338
Publication Type:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Mathematische Kompetenz; Schüler; Vorschulalter; Leistung; Diagnostik; Verfahren; Testverfahren; Qualität; Methode; Aufgabe; Curriculum; Neuropsychologie; Theorie
Abstract:
Der Begriff Diagnostik geht auf das griechische Verb "diagignoskein" zurück, das so viel bedeutet wie "genau erkennen" oder "unterscheiden". Auch in der pädagogisch-psychologischen Diagnostik geht es um genaues Erkennen und Unterscheiden. Sie befasst sich damit, individuelle Voraussetzungen und Bedingungen des Lernens zu identifizieren bzw. zu erkennen und somit beispielsweise auch Kinder mit und ohne Rechenschwäche voneinander zu unterscheiden. Eine wichtige Funktion der pädagogisch-psychologischen Diagnostik liegt also in der Feststellung einer individuellen Disposition oder eines individuellen Entwicklungsstandes und seiner Bedingungen. Basierend auf der Erfassung individueller Problembereiche und Ressourcen können lernförderliche Maßnahmen entwickelt und angewendet werden. Die Beurteilung der Wirksamkeit solcher Maßnahmen über die Feststellung von Veränderungen auf individueller Ebene stellt eine weitere wichtige Funktion der pädagogisch-psychologischen Diagnostik dar. Zur Erfassung individueller Entwicklungsstände und Entwicklungsveränderungen wurden im deutschsprachigen Raum verschiedene Verfahren zur Diagnose mathematischer Leistungen und Kompetenzen entwickelt. [In diesem Beitrag] werden Qualitätsmerkmale und Kategorisierungsmöglichkeiten derartiger diagnostischer Verfahren aufgeführt. Daraufhin werden einige Ansätze exemplarisch vorgestellt und aktuelle Forschungstrends beschrieben. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Flanker performance in female college students with ADHD. A diffusion model analysis
Merkt, Julia; Singmann, Henrik; Bodenburg, Sebastian; Goossens-Merkt, Heinrich; Kappes, Andreas; […]
Journal Article
| In: ADHD Attention Deficit and Hyperactivity Disorders | 2013
34063 Endnote
Author(s):
Merkt, Julia; Singmann, Henrik; Bodenburg, Sebastian; Goossens-Merkt, Heinrich; Kappes, Andreas; Wendt, Mike; Gawrilow, Caterina
Title:
Flanker performance in female college students with ADHD. A diffusion model analysis
In:
ADHD Attention Deficit and Hyperactivity Disorders, 5 (2013) 4, S. 321-341
DOI:
10.1007/s12402-013-0110-1
URL:
http://link.springer.com/article/10.1007%2Fs12402-013-0110-1
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Anpassungsstörung; Aufmerksamkeit; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Deutschland; Empirische Untersuchung; Frau; Kognitive Prozesse; Konflikt; Leistungstest; Neuropsychologie; Psychodiagnostik; Studentin; Vergleich; Verhaltensauffälligkeit
Abstract:
Attention Deficit Hyperactivity Disorder (ADHD) is characterized by poor adaptation to environmental demands that leads to various everyday life problems. The present study had four aims: (1) To compare performance in a flanker task in female college students with and without ADHD (N = 39) in a classical analyses of reaction time and error rate and studying the underlying processes using a diffusion model, (2) to compare the amount of focused attention, (3) to explore the adaptation of focused attention, and (4) to relate adaptation to psychological functioning. The study followed a 2-between (Group: ADHD vs. control) × 2-within (Flanker Conflict: incongruent vs. congruent) × 2-within (Conflict Frequency: 20% vs. 80%) design. Compared to a control group the ADHD group displayed prolonged response times accompanied by fewer errors in a flanker task. Results from diffusion model analyses revealed that members of the ADHD group showed deficits in nondecisional processes (i.e., higher nondecision time) and leaned more towards accuracy than participants without ADHD (i.e., setting higher boundaries). The ADHD group showed a more focused attention and less adaptation to the task conditions which is related to psychological functioning. Deficient nondecisional processes and poor adaptation are in line with theories of ADHD and presumably typical for the ADHD population, although this has not been shown using a diffusion model. However, we assume that the cautious strategy of trading speed of for accuracy is specific to the subgroup of female college students with ADHD and might be interpreted as a compensation mechanism.
DIPF-Departments:
Bildung und Entwicklung
Set shifting and working memory in adults with ADHD
Rohlf, Helena; Jucksch, Viola; Gawrilow, Caterina; Huss, Michael; Hein, Jakob; Lehmkuhl, Ulrike; […]
Journal Article
| In: Journal of Neural Transmission | 2012
32322 Endnote
Author(s):
Rohlf, Helena; Jucksch, Viola; Gawrilow, Caterina; Huss, Michael; Hein, Jakob; Lehmkuhl, Ulrike; Salbach-Andrae, Harriet
Title:
Set shifting and working memory in adults with ADHD
In:
Journal of Neural Transmission, 119 (2012) 1, S. 95-106
DOI:
10.1007/s00702-011-0660-3
URL:
http://dx.doi.org/10.1007/s00702-011-0660-3
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Arbeitsgedächtnis; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Diagnose; Erwachsener; Hyperaktivität; Leistungstest; Methode; Neuropsychologie; Vergleich
Abstract (english):
Compared to the high number of studies that investigated executive functions (EF) in children with attention-deficit/hyperactivity disorder (ADHD), a little is known about the EF performance of adults with ADHD. This study compared 37 adults with ADHD (ADHDtotal) and 32 control participants who were equivalent in age, intelligence quotient (IQ), sex, and years of education, in two domains of EF set shifting and working memory. Additionally, the ADHDtotal group was subdivided into two subgroups: ADHD patients without comorbidity (ADHD , n = 19) and patients with at least one comorbid disorder (ADHD+, n = 18). Participants fulfilled two measures for set shifting (i.e., the trail making test, TMT and a computerized card sorting test, CKV) and one measure for working memory (i.e., digit span test, DS). Compared to the control group the ADHDtotal group displayed deficits in set shifting and working memory. The differences between the groups were of medium-to-large effect size (TMT: d = 0.48; DS: d = 0.51; CKV: d = 0.74). The subgroup comparison of the ADHD+ group and the ADHD group revealed a poorer performance in general information processing speed for the ADHD+ group. With regard to set shifting and working memory, no significant differences could be found between the two subgroups. These results suggest that the deficits of the ADHDtotal group are attributable to ADHD rather than to comorbidity. An influence of comorbidity, however, could not be completely ruled out as there was a trend of a poorer performance in the ADHD+ group on some of the outcome measures.
DIPF-Departments:
Bildung und Entwicklung
Inhibition in the dynamics of selective attention: an integrative model for negative priming
Schrobsdorf, Hecke; Ihrke, Matthias; Behrendt, Jörg; Hasselhorn, Marcus; Herrmann, J. Michael
Journal Article
| In: Frontiers in Psychology | 2012
33107 Endnote
Author(s):
Schrobsdorf, Hecke; Ihrke, Matthias; Behrendt, Jörg; Hasselhorn, Marcus; Herrmann, J. Michael
Title:
Inhibition in the dynamics of selective attention: an integrative model for negative priming
In:
Frontiers in Psychology, (2012) , S. 3:491
DOI:
10.3389/fpsyg.2012.00491
URL:
http://dx.doi.org/10.3389/fpsyg.2012.00491
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Aufmerksamkeit; Entscheidung; Erinnerung; Experiment; Modell; Neurophysiologie; Neuropsychologie; Theorie; Wahrnehmung
Abstract:
We introduce a computational model of the negative priming (NP) effect that includes perception, memory, attention, decision making, and action. The model is designed to provide a coherent picture across competing theories of NP. The model is formulated in terms of abstract dynamics for the activations of features, their binding into object entities, their semantic categorization as well as related memories and appropriate reactions. The dynamic variables interact in a connectionist network which is shown to be adaptable to a variety of experimental paradigms. We find that selective attention can be modeled by means of inhibitory processes and by a threshold dynamics. From the necessity of quantifying the experimental paradigms, we conclude that the specificity of the experimental paradigm must be taken into account when predicting the nature of the NP effect.
DIPF-Departments:
Bildung und Entwicklung
EEG alpha synchronization is related to top-down processing in convergent and divergent thinking
Benedek, Mathias; Bergner, Sabine; Könen, Tanja; Fink, Andreas; Neubauer, Aljoscha C.
Journal Article
| In: Neuropsychologia | 2011
31955 Endnote
Author(s):
Benedek, Mathias; Bergner, Sabine; Könen, Tanja; Fink, Andreas; Neubauer, Aljoscha C.
Title:
EEG alpha synchronization is related to top-down processing in convergent and divergent thinking
In:
Neuropsychologia, 49 (2011) 12, S. 3505-3511
DOI:
10.1016/j.neuropsychologia.2011.09.004
URL:
http://dx.doi.org/10.1016/j.neuropsychologia.2011.09.004
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Denken; Experimentelle Untersuchung; Gehirn; Kognitive Prozesse; Kreativität; Neuropsychologie; Testaufgabe
Abstract (english):
Synchronization of EEG alpha activity has been referred to as being indicative of cortical idling, but according to more recent evidence it has also been associated with active internal processing and creative thinking. The main objective of this study was to investigate to what extent EEG alpha synchronization is related to internal processing demands and to specific cognitive process involved in creative thinking. To this end, EEG was measured during a convergent and a divergent thinking task (i.e., creativity-related task) which once were processed involving low and once involving high internal processing demands. High internal processing demands were established by masking the stimulus (after encoding) and thus preventing further bottom-up processing. Frontal alpha synchronization was observed during convergent and divergent thinking only under exclusive top-down control (high internal processing demands), but not when bottom-up processing was allowed (low internal processing demands). We conclude that frontal alpha synchronization is related to top-down control rather than to specific creativity-related cognitive processes. Frontal alpha synchronization, which has been observed in a variety of different creativity tasks, thus may not reflect a brain state that is specific for creative cognition but can probably be attributed to high internal processing demands which are typically involved in creative thinking.
DIPF-Departments:
Bildung und Entwicklung
A hand full of numbers: a role for offloading in arithmetics learning?
Costa, Annelise Ju lio; Lopes Silva, Ju lia Beatriz; Pinheiro Chagas, Pedro; Krinzinger, Helga; […]
Journal Article
| In: Frontiers in Psychology | 2011
32185 Endnote
Author(s):
Costa, Annelise Ju lio; Lopes Silva, Ju lia Beatriz; Pinheiro Chagas, Pedro; Krinzinger, Helga; Lonnemann, Jan; Willmes, Klaus; Wood, Guilherme; Haase, Vitor Geraldi
Title:
A hand full of numbers: a role for offloading in arithmetics learning?
In:
Frontiers in Psychology, 2 (2011) , S. 368
DOI:
10.3389/fpsyg.2011.00368
URL:
http://www.frontiersin.org/cognition/10.3389/fpsyg.2011.00368/full
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Arithmetik; Brasilien; Empirische Untersuchung; Fertigkeit; Kognitive Kompetenz; Lernschwierigkeit; Mathematische Kompetenz; Messung; Neuropsychologie; Rechenschwierigkeit; Test; Zahlbegriff
Abstract (english):
Finger counting has been associated to arithmetic learning in children. We examined children with (n = 14) and without (n = 84) mathematics learning difficulties with ages between 8 and 11 years. Deficits in finger gnosia were found in association to mathematical difficulties. Finger gnosia was particularly relevant for the performance in word problems requiring active manipulation of small magnitudes in the range between 1 and 10. Moreover, the deficits in finger gnosia could not be attributed to a shortage in working memory capacity but rather to a specific inability to use fingers to transiently represent magnitudes, tagging to be counted objects, and reducing the cognitive load necessary to solve arithmetic problems. Since finger gnosia was more related to symbolic than to non-symbolic magnitude processing, finger-related representation of magnitude seems to be an important link for learning the mapping of analog onto discrete symbolic magnitudes.
DIPF-Departments:
Bildung und Entwicklung
Kognitive Kontrolle und Selbstregulation bei Kindern mit Aufmerksamkeitsdefizit-/ […]
Gawrilow, Caterina; Schmitt, Kathrin; Rauch, Wolfgang
Journal Article
| In: Kindheit und Entwicklung | 2011
31423 Endnote
Author(s):
Gawrilow, Caterina; Schmitt, Kathrin; Rauch, Wolfgang
Title:
Kognitive Kontrolle und Selbstregulation bei Kindern mit Aufmerksamkeitsdefizit-/ Hyperaktivitätsstörungen
In:
Kindheit und Entwicklung, 20 (2011) 1, S. 41-48
DOI:
10.1026/0942-5403/a000039
URL:
http://dx.doi.org/10.1026/0942-5403/a000039
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Belohnungsaufschub; Denken; Deutschland; Diagnose; Entwicklungsstörung; Hyperaktivität; Impulsivität; Intervention; Kind; Kontrolle; Modell; Neuropsychologie; Selbstregulation; Strategie; Therapie; Unaufmerksamkeit
Abstract:
Kinder mit ADHS sind unaufmerksam, impulsiv und hyperaktiv, was zu Lern- und Leistungsstörungen sowie zu Schwierigkeiten im Umgang mit Eltern, Lehrern und Gleichaltrigen führt. Aktuell wird ADHS im Zusammenhang mit Selbstregulationsdefiziten diskutiert. Demzufolge gehen die Probleme der von ADHS Betroffenen auf mangelnde Selbstregulationsfähigkeiten sowie defizitäre exekutive Funktionen und dabei vor allem auf mangelnde kognitive Kontrolle zurück. Folglich erscheinen Interventionen, die auf die Förderung der Selbstregulation abzielen (z. B. Wenn-Dann-Pläne) als vielversprechend für die Besserung einer ADHS-Symptomatik.
Abstract (english):
Children with ADHD are inattentive, impulsive, and hyperactive. These symptoms result in disorders of learning as well as in frequent conflicts with parents, teachers, and peers. ADHD symptoms are explained by self-regulation deficits. Hence, difficulties shown by children, adolescents, and adults with ADHD are assumed to be related to self-regulation deficits as well as to executive function deficits and mainly deficits in cognitive control. Therefore, interventions that aim to facilitate self-regulation in children with ADHD (i. e., if-then-plans) are particularly promising.
DIPF-Departments:
Bildung und Entwicklung
Kognitive Kontrolle und Selbstregulation bei Kindern mit Aufmerksamkeitsdefizit-/ […]
Gawrilow, Caterina; Schmitt, Kathrin; Rauch, Wolfgang
Journal Article
| In: Kindheit und Entwicklung | 2011
8540 Endnote
Author(s):
Gawrilow, Caterina; Schmitt, Kathrin; Rauch, Wolfgang
Title:
Kognitive Kontrolle und Selbstregulation bei Kindern mit Aufmerksamkeitsdefizit-/ Hyperaktivitätsstörungen
In:
Kindheit und Entwicklung, 20 (2011) 1, S. 41-48
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Hyperaktivität; Kind; Selbstregulation; Kognitive Prozesse; Kontrolle; Aufmerksamkeit; Diagnose; Entwicklungsstörung; Modell; Impulsivität; Intervention; Therapie; Strategie; Neuropsychologie; Deutschland
Abstract:
Kinder mit ADHS sind unaufmerksam, impulsiv und hyperaktiv, was zu Lern- und Leistungsstörungen sowie zu Schwierigkeiten im Umgang mit Eltern, Lehrern und Gleichaltrigen führt. Aktuell wird ADHS im Zusammenhang mit Selbstregulationsdefiziten diskutiert. Demzufolge gehen die Probleme der von ADHS Betroffenen auf mangelnde Selbstregulationsfähigkeiten sowie defizitäre exekutive Funktionen und dabei vor allem auf mangelnde kognitive Kontrolle zurück. Folglicherscheinen Interventionen, die auf die Förderung der Selbstregulation abzielen (z. B. Wenn-Dann-Pläne) als vielversprechend für die Besserung einer ADHS-Symptomatik. (DIPF/Orig.)
Abstract (english):
Children with ADHD are inattentive, impulsive, and hyperactive. These symptoms result in disorders of learning as well as in frequent conflicts with parents, teachers, and peers. ADHD symptoms are explained by self- regulation deficits. Hence, difficulties shown by children, adolescents, and adults with ADHD are assumed to be related to self-regulation deficits as well as to executive function deficits and mainly deficits in cognitive control. Therefore, interventions that aim to facilitate self-regulation in children with ADHD (i. e., if-then-plans) are particularly promising. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
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