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Life contexts make a difference. Emotional stability in younger and older adults
Brose, Annette; Scheibe, Susanne; Schmiedek, Florian
Zeitschriftenbeitrag
| In: Psychology and Aging | 2013
33753 Endnote
Autor*innen:
Brose, Annette; Scheibe, Susanne; Schmiedek, Florian
Titel:
Life contexts make a difference. Emotional stability in younger and older adults
In:
Psychology and Aging, 28 (2013) 1, S. 148-159
DOI:
10.1037/a0030047
URL:
http://psycnet.apa.org/?&fa=main.doiLanding&doi=10.1037/a0030047
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Affektive Entwicklung; Altern; Einflussfaktor; Emotionale Entwicklung; Emotionaler Zustand; Empirische Untersuchung; Junger Erwachsener; Reaktion; Regressionsanalyse; Senior; Stress; Umwelteinfluss; Vergleich; Wohlbefinden
Abstract (english):
Emotional stability, as indicated by low affect variability and low affective reactivity to daily events, for example, tends to increase across the adult life span. This study investigated a contextual explanation for such age differences, relating affect variability and affective reactivity to age-group-specific life contexts. A sample of 101 younger and 103 older adults reported daily stressors and negative affect across 100 days. Compared with younger adults, older adults (a) experienced fewer stressors overall, (b) had less heterogeneous stressor profiles, and (c) reported that stressors had less impact on daily routines. As expected, these contextual factors were relevant for interindividual differences in emotional stability. Multiple regression analyses revealed that reduced affect variability and affective reactivity in older adults were associated with these age-group specific life contexts. Moreover, matching younger and older adults on the contextual factors to explore the effects of context on age-group differences further provided support for the (partially) contextual explanation of age differences in emotional stability. Matched subgroups of younger and older adults that were comparable on contextual variables were identified. Affective variability, but not affective reactivity, was more similar in the matched subsamples than in the total samples of younger and older adults. We conclude that contexts in which affective experiences emerge require more attention when aiming to explain interindividual and age group differences in emotional stability. Moreover, future studies need to disentangle the extent to which contexts interact with active self-regulatory processes to shape affective experiences across adulthood.
Early adolescents show sustained susceptibility to cognitive interference by emotional distractors
Heim, Sabine; Ihssen, Niklas; Hasselhorn, Marcus; Keil, Andreas
Zeitschriftenbeitrag
| In: Cognition and Emotion | 2013
33567 Endnote
Autor*innen:
Heim, Sabine; Ihssen, Niklas; Hasselhorn, Marcus; Keil, Andreas
Titel:
Early adolescents show sustained susceptibility to cognitive interference by emotional distractors
In:
Cognition and Emotion, 27 (2013) 4, S. 696-706
DOI:
10.1080/02699931.2012.736366
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Aufmerksamkeit; Beeinflussung; Bild; Deutschland; Emotion; Entscheidung; Experimentelle Untersuchung; Jugendlicher; Mädchen; Test; Wort
Abstract (english):
A child's ability to continuously pay attention to a cognitive task is often challenged by distracting events. Distraction is especially detrimental in a learning or classroom environment in which attended information is typically associated with establishing skills and knowledge. Here we report a study examining the effect of emotional distractors on performance in a subsequent visual lexical decision task in 11- to 13-year-old students (n30). Lexical decisions about neutral verbs and verblike pseudowords (i.e., targets) were analysed as a function of the preceding distractor type (pleasant, neutral, or unpleasant photos) and the picturetarget stimulus-onset asynchrony (SOA; 200 or 600 ms). Across distractor categories, emotionally arousing pictures prolonged decisions about word targets when compared to neutral pictures, irrespective of the SOA. The present results demonstrate that similar to adults, early adolescent students exhibit sustained susceptibility to cognitive interference by irrelevant emotional events.
DIPF-Abteilung:
Bildung und Entwicklung
Negative priming persists in the absence of response-retrieval
Ihrke, Matthias; Behrendt, Jörg; Schrobsdorff, Hecke; Visser, Ingmar; Hasselhorn, Marcus
Zeitschriftenbeitrag
| In: Experimental Psychology | 2013
34147 Endnote
Autor*innen:
Ihrke, Matthias; Behrendt, Jörg; Schrobsdorff, Hecke; Visser, Ingmar; Hasselhorn, Marcus
Titel:
Negative priming persists in the absence of response-retrieval
In:
Experimental Psychology, 60 (2013) 1, S. 12-21
DOI:
10.1027/1618-3169/a000169
URL:
https://econtent.hogrefe.com/doi/10.1027/1618-3169/a000169
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Assoziation; Emotion; Experimentelle Untersuchung; Gedächtnis; Kognitive Prozesse; Messung; Reaktion; Test; Verhalten; Wirkung
Abstract:
The hypothesis that retrieval of the prime response is responsible for the negative priming (NP) effect has gained popularity in recent studies of visual identity NP. In the current study we report an experiment in which we aimed to remove the response from the prime memory trace by means of spatio-temporal separation. Compared to an identical experiment without this separation (Ihrke et al., 2011), we find that the response-retrieval-specific interaction is absent indicating that the separation was successful in preventing response-retrieval. Still, both negative and positive priming are present as main effects which show that processes other than response-retrieval can produce NP. In addition, based on recordings of the eye-movements during task processing, we localize the NP effect in a target-selection process while positive priming manifests in facilitated response-selection. Our results are in line with a multiple-route view of NP.
DIPF-Abteilung:
Bildung und Entwicklung
Gezeigte Gefühle. Bilder als Mittel der Unterweisung in Campes "Kleine Seelenlehre für Kinder"
Jornitz, Sieglinde; Kollmann, Stefanie
Zeitschriftenbeitrag
| In: Jahrbuch für Historische Bildungsforschung | 2013
33338 Endnote
Autor*innen:
Jornitz, Sieglinde; Kollmann, Stefanie
Titel:
Gezeigte Gefühle. Bilder als Mittel der Unterweisung in Campes "Kleine Seelenlehre für Kinder"
In:
Jahrbuch für Historische Bildungsforschung, 18 (2013) , S. 29-46
URL:
https://www.pedocs.de/volltexte/2017/14581/pdf/Jahrbuch_fuer_Historische_Bildungsforschung_Band_18.pdf#page=31
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Deutsch
Schlagwörter:
18. Jahrhundert; Bild; Bildungsgeschichte; Campe; Joachim H.; Darstellungsform; Emotion; Historische Pädagogik; Philanthropismus
Abstract:
Die philanthropische Pädagogik hat in Joachim Heinrich Campe einen ihrer prominenten Vertreter. Seine Schriften richten sich immer auch an diejenigen, die erziehen und erzogen werden und sind damit auf Praxis bezogen. Zu diesen Werken gehört auch die 1780 zum ersten Mal veröffentlichte und danach vielfach wiederaufgelegte "Seelenlehre für Kinder". In vierzehn fiktiven Gesprächen entwickelt Campe Themen der Moral und Religion, um letztendlich ein Gleichgewicht der Seelenkräfte, von dem der Philanthropismus als Ideal ausging, bei den Kindern zu befördern.
DIPF-Abteilung:
Informationszentrum Bildung
Evidence and deployment-based research into care for the elderly using emotional robots. […]
Kolling, Thorsten; Haberstroh, Julia; Kaspar, Roman; Pantel, Johannes; Oswald, Frank; Knopf, Monika
Zeitschriftenbeitrag
| In: The Journal of Gerontopsychology and Geriatric Psychiatry | 2013
33952 Endnote
Autor*innen:
Kolling, Thorsten; Haberstroh, Julia; Kaspar, Roman; Pantel, Johannes; Oswald, Frank; Knopf, Monika
Titel:
Evidence and deployment-based research into care for the elderly using emotional robots. Psychological, methodological and cross-cultural facets
In:
The Journal of Gerontopsychology and Geriatric Psychiatry, 26 (2013) 2, S. 83-88
DOI:
10.1024/1662-9647/a000084
URL:
https://econtent.hogrefe.com/doi/10.1024/1662-9647/a000084
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Englisch
Schlagwörter:
Altenpflege; Altern; Emotion; Empirische Forschung; Forschungsstand; Gerontologie; Mensch-Maschine-Kommunikation; Roboter; Senior; Therapie
Abstract:
Global aging, particularly in Japan and Europe, an associated shortage of qualified healthcare personnel, and a general preference for living at home, have all sparked an interest in the possibilities offered by robot therapy in improving quality of life. To date, however, both evidence-based research and psychological theory building on whether, and if so how and why, robots can influence the life of the elderly are rather sparse and scattered across many scientific disciplines and countries. The present paper argues in favor of a psychological, cross-cultural framework for evidence-based analyses of emotional robots. Against the background of this framework, we present building blocks for an evidence-based approach to the assessment of emotional robots and discuss interactions between evidence- and deployment-based research.
DIPF-Abteilung:
Bildungsqualität und Evaluation
Self-awareness and health-related quality of life after traumatic brain injury
Sasse, Nadine; Gibbons, Henning; Wilson, Lindsay; Martinez-Olivera, Ramon; Schmidt, Holger; […]
Zeitschriftenbeitrag
| In: Journal of Head Trauma Rehabilitation | 2013
34512 Endnote
Autor*innen:
Sasse, Nadine; Gibbons, Henning; Wilson, Lindsay; Martinez-Olivera, Ramon; Schmidt, Holger; Hasselhorn, Marcus; Steinbüchel, Nicole von; Wild, Klaus von
Titel:
Self-awareness and health-related quality of life after traumatic brain injury
In:
Journal of Head Trauma Rehabilitation, 28 (2013) 6, S. 464-472
DOI:
10.1097/HTR.0b013e318263977d
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Angst; Befragung; Depression; Emotion; Gehirnschädigung; Kognitive Prozesse; Kranker; Lebensqualität; Messung; Regressionsanalyse; Rehabilitation; Selbsteinschätzung; Stimmung; Therapie; Trauma <Psy>; Wahrnehmung; Wohlbefinden
Abstract:
Objective: To investigate the relations among self-awareness (SA), impaired SA, and health-related quality of life (HRQOL) after traumatic brain injury (TBI). Participants: One hundred forty-one adults hospitalized with TBI and their significant others from a cross-sectional multicenter study. Using Glasgow Coma Scale classification, 32 participants had severe injuries, 29 moderate, 44 mild, and 25 complicated mild TBI. Measures: Patient Competency Rating Scale for Neurorehabilitation; Short Form-36 Health Survey; Cognitive Quality of Life; Quality Of Life after Brain Injury; Hospital Anxiety and Depression Scale; Profile of Mood States; Glasgow Outcome Scale Extended. Method: Patient Competency Rating Scale for Neurorehabilitation ratings made by participants and their significant others were used to assess SA and discrepancies between the 2 ratings were used to define impaired SA. Results: Significant associations were identified between SA and HRQOL, anxiety, depression, and severity of injury. Participants with and without impaired SA differed in cognitive HRQOL and leisure activities. Using multiple regression, no direct predictors of SA were identified, although interaction effects were observed. Conclusion: After TBI, lower SA is associated with higher estimates of HRQOL, particularly in the cognitive domain. Although the associations are modest, the assessment of SA should play a role in the interpretation of reported HRQOL after TBI.
DIPF-Abteilung:
Bildung und Entwicklung
Die Entwicklung sozial-emotionaler Kompetenz im Spiegel des Deutschen Bildungsservers
Völkerling, Andrea
Zeitschriftenbeitrag
| In: Frühe Bildung | 2013
33907 Endnote
Autor*innen:
Völkerling, Andrea
Titel:
Die Entwicklung sozial-emotionaler Kompetenz im Spiegel des Deutschen Bildungsservers
In:
Frühe Bildung, 2 (2013) 4, S. 224-225
DOI:
10.1026/2191-9186/a000123
URL:
http://www.bildungsserver.de/Fruehe-Bildung-4-2013-Die-Entwicklung-sozial-emotionaler-Kompetenz-im-Spiegel-des-Deutschen-Bildungsservers-10896.html
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Bibliografien/Rezensionen u.ä. (z.B. Linktipps)
Sprache:
Deutsch
Schlagwörter:
Aggression; Diagnostik; Emotionale Entwicklung; Emotionale Kompetenz; Forschungsstand; Gewalt; Jugendlicher; Kind; Kleinkind; Prävention; Selbstregulation; Soziale Entwicklung; Soziale Kompetenz
Abstract:
Zum Schwerpunktthema dieses Heftes "Förderung der sozial-emotionalen Entwicklung" wurden im Folgenden im Internet verfügbare wissenschaftliche Aufsätze und Fachbeiträge zusammengestellt.
DIPF-Abteilung:
Informationszentrum Bildung
Physical and emotional well-being and the balance of needed and received emotional support. Age […]
Wolff, Julia K.; Schmiedek, Florian; Brose, Annette; Lindenberger, Ulman
Zeitschriftenbeitrag
| In: Social Science & Medicine | 2013
33714 Endnote
Autor*innen:
Wolff, Julia K.; Schmiedek, Florian; Brose, Annette; Lindenberger, Ulman
Titel:
Physical and emotional well-being and the balance of needed and received emotional support. Age differences in a daily diary study
In:
Social Science & Medicine, 91 (2013) , S. 67-75
DOI:
10.1016/j.socscimed.2013.04.033
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Alter; Bedürfnis; Deutschland; Emotionaler Zustand; Gesundheit; Junger Erwachsener; Körpererlebnis; Senior; Unterstützung; Wirkung; Wirkungsforschung; Wohlbefinden
Abstract:
Whether received social support matches the actual needs of the recipient is a largely overlooked aspect in research on associations of support and well-being. In particular, studies that investigate the match of needed and received support from a within-person perspective are rare. Therefore, we investigated the daily within-person relationship of well-being and the balance of needed and received social support in a German Sample of 79 younger (23e34 years) and 88 older adults (68e83 years). Health complaints and negative affect were predicted with linear effects of received and needed emotional support and quadratic effects of the balance (i.e., difference) of these two aspects using multilevel modeling of selfreports over 20 days. The predicted beneficial association between a match of needed and received support (i.e., a support balance) and well-being was observed among younger adults. Needed support was associated with more health complaints and negative affect on the same day. The match of needed and received support is important for well-being, particularly in younger adults. Future research should account for support needed in research on received support and shed more light into the processes underlying these short-term within-person relationships of social support and well-being.
DIPF-Abteilung:
Bildung und Entwicklung
Motivation und Lehrorganisation als Elemente von Lernkultur
Metzger, Christiane; Schulmeister, Rolf; Martens, Thomas
Zeitschriftenbeitrag
| In: Zeitschrift für Hochschulentwicklung | 2012
33237 Endnote
Autor*innen:
Metzger, Christiane; Schulmeister, Rolf; Martens, Thomas
Titel:
Motivation und Lehrorganisation als Elemente von Lernkultur
In:
Zeitschrift für Hochschulentwicklung, 7 (2012) 3
URL:
http://zfhe.at/index.php/zfhe/article/view/433/502
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Deutsch
Schlagwörter:
Bewertung; Emotion; Empirische Untersuchung; Hochschullehre; Interview; Latent-Class-Analyse; Lernkultur; Lernmotivation; Lernverhalten; Motivation; Selbstregulation; Selbststudium; Student; Typologie; Unterrichtsorganisation; Wille; Zeitbudget
Abstract:
Lernverhalten und Lehrorganisation werden als komplementäre Komponenten einer Lernkultur betrachtet. Auf der Grundlage eines Modells der Lernmotivation wurde das Lernverhalten Studierender mit einer Latenten Klassenanalyse untersucht. Die Gruppenprofile wurden zu Noten und Workload-Daten einer Zeitbudget-Erhebung in Bezug gesetzt. Es zeigte sich, dass nur eine Gruppe Studierender ihren Lernprozess unter herkömmlichen Bedingungen selbstbestimmt erfolgreich gestaltet. Eine andere Lehrorganisation könnte Lernende anderer Typen der Motivationsregulation besser unterstützen.
Abstract (english):
Learning behavior and teaching organisation are regarded as complementary components of a learning culture. Using a model of learning motivation, we investigated the learning behavior of students using a latent class analysis. We then matched the group profiles to grades and to workload, as measured by a time-budget analysis. We found that only one group of students operating under conditions typical of traditional teaching organisation was able to regulate their learning behavior sucessfully. An alternative type of teaching organisation may assist groups of students with different profiles much more effectively.
DIPF-Abteilung:
Bildungsqualität und Evaluation
Emotions and physical health in the second half of life. Interindividual differences in age-related […]
Schöllgen, Ina; Huxhold, Oliver; Schmiedek, Florian
Zeitschriftenbeitrag
| In: Psychology and Aging | 2012
32711 Endnote
Autor*innen:
Schöllgen, Ina; Huxhold, Oliver; Schmiedek, Florian
Titel:
Emotions and physical health in the second half of life. Interindividual differences in age-related trajectories and dynamic associations according to socioeconomic status
In:
Psychology and Aging, 27 (2012) , S. 338-352
DOI:
10.1037/a0026115
URL:
https://doi.apa.org/record/2011-30103-001
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Altern; Bildungsniveau; Deutschland; Einflussfaktor; Emotion; Empirische Untersuchung; Erwachsener; Forschungsdesign; Gesundheit; Körperliche Entwicklung; Messverfahren; Senior; Sozialer Status; Sozioökonomische Lage; Unterschied
Abstract (english):
The importance of socioeconomic status (SES) for psychological functioning over the life span is increasingly acknowledged in psychological research. The Reserve Capacity Model by Gallo and Matthews (2003) suggests that SES is not only linked to physical health but also to the experience of positive and negative emotions. Moreover, due to differential amounts of psychosocial resources, cross-domain associations between emotions and health might differ according to SES. The present study examined age-related developments in positive affect (PA), negative affect (NA), and physical health, as well as dynamic associations between health and emotions in the second half of life. We looked at differences in these trajectories and their interrelationships according to education as one aspect of SES. We used data of up to three waves spanning 12 years from the nationally representative German Ageing Survey (N 3,847, AgeT1 40-85 years). Applying multiple-group dual change score models, we found differential age-related change in PA and physical health, but not in NA, in two groups differing in level of education. NA did only predict change in physical health in low-educated individuals, whereas physical health was equally strongly related to change in PA in both education groups. These results indicate that SES not only affects changes in physical health and emotional functioning but also their interrelationships.
DIPF-Abteilung:
Bildung und Entwicklung
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