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Integrating state dynamics and trait change. A tutorial using the example of stress reactivity and […]
Brose, Annette; Neubauer, Andreas B.; Schmiedek, Florian
Zeitschriftenbeitrag
| In: European Journal of Personality | 2022
41321 Endnote
Autor*innen:
Brose, Annette; Neubauer, Andreas B.; Schmiedek, Florian
Titel:
Integrating state dynamics and trait change. A tutorial using the example of stress reactivity and change in well-being
In:
European Journal of Personality, 36 (2022) 2, S. 180-199
DOI:
10.1177/08902070211014055
URL:
https://journals.sagepub.com/doi/10.1177/08902070211014055
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Mehrebenenanalyse; Stress; Reaktion; Wirkung; Wohlbefinden; Emotionaler Zustand; Veränderung; Persönlichkeitsmerkmal; Messverfahren; Methode; Modellierung; Simulation; Strukturgleichungsmodell; Regressionsanalyse
Abstract:
Recent theoretical accounts on the causes of trait change emphasize the potential relevance of states. In the same vein, reactions to daily stress have been shown to prospectively predict change in well-being, speaking for the proposition that state dynamics can be a precursor to long-term change in more stable individual-differences characteristics. A common analysis approach towards linking state dynamics such as stress reactivity and change in some more stable individual differences characteristic has been a two-step approach, modeling state dynamics and trait change separately. In this paper, we elaborate on one-step procedures to simultaneously model state dynamics and trait change, realized in the multilevel structural equation modeling framework. We highlight three distinct advantages over the two-step approach which pre-exists in the methodological literature, and we disseminate these advantages to a larger audience. We target a readership of substantive researchers interested in the relationships between state dynamics and traits or trait change, and we provide them with a tutorial style paper on state-of-the-art methods on these topics. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
The role of ethnic origin and situational information in teachers' reactions to social exclusion […]
Beißert, Hanna; Staat, Miriam; Bonefeld, Meike
Zeitschriftenbeitrag
| In: Social Psychology of Education | 2021
42386 Endnote
Autor*innen:
Beißert, Hanna; Staat, Miriam; Bonefeld, Meike
Titel:
The role of ethnic origin and situational information in teachers' reactions to social exclusion among students
In:
Social Psychology of Education, 24 (2021) 6, S. 1511-1533
DOI:
10.1007/s11218-021-09656-5
URL:
https://link.springer.com/article/10.1007/s11218-021-09656-5
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Lehrer; Lehramtsstudent; Reaktion; Verhalten; Intervention; Schüler; Ausgrenzung; Ethnische Gruppe; Migrationshintergrund; Schulform; Befragung; Deutschland
Abstract (english):
The current study investigated pre- and in-service teachers' reactions to interethnic exclusion in Germany. Using hypothetical scenarios, we examined a sample of 482 teachers (84 males, 398 females; 59% pre-service teachers, 41% in-service teachers) as observers of exclusion among students. In these scenarios, we varied the ethnic origin of the excluded student (German vs. Turkish) and the background information, providing participants either with no additional background information or with information specifying that the excluded student had shown prior norm-violating behavior (insult of another student). We assessed the teachers' evaluations of the scenarios and their anticipated reactions. The aim of the study was to replicate and extend previous research on teachers' reactions to social exclusion. As expected, the analyses revealed a strong effect of the background information on teachers' evaluations and reactions. The teachers evaluated exclusion as much more acceptable and were less likely to intervene in the scenarios with negative background information compared to those without additional information. Teachers seem to view exclusion in these situations as an understandable consequence of norm-violating behavior. However, in contrast to our expectations, the ethnic origin of the excluded student in the scenarios had no impact on teachers' reactions. That is, situational information seems to be much more important for teachers' reactions to social exclusion than the ethnic origin of an excluded student. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Effects of positive reinforcement training and novel object exposure on salivary cortisol levels […]
Hambrecht, Susan; Oerke, Ann-Kathrin; Heistermann, Michael; Hartig, Johannes; Dierkes, Paul W.
Zeitschriftenbeitrag
| In: Animals | 2021
42306 Endnote
Autor*innen:
Hambrecht, Susan; Oerke, Ann-Kathrin; Heistermann, Michael; Hartig, Johannes; Dierkes, Paul W.
Titel:
Effects of positive reinforcement training and novel object exposure on salivary cortisol levels under consideration of individual variation in captive African elephants (loxodonta africana)
In:
Animals, 11 (2021) 12, S. 3525
DOI:
10.3390/ani11123525
URL:
https://doi.org/10.3390/ani11123525
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Englisch
Schlagwörter:
Elefant; Training; Stress; Zoo; Tierhaltung; Tierbeobachtung; Physiologie; Reaktion <Physiol>; Tierpflege; Tierverhalten
Abstract (english):
Dealing with potential stress in species that have high husbandry requirements, such as elephants, is a challenge for zoos. The objective of the present study was to determine whether positive reinforcement training (PRT) and exposure to a novel object (NOV) for enrichment induced a salivary cortisol response indicative of activation of the hypothalamic-pituitary-adrenal (HPA) axis and which factors determine individual variation in this regard in captive African elephants. We repeatedly sampled the saliva of ten animals (three zoos) for the analysis of cortisol (SACort) before and up to 60 min (in 10-15 min intervals) after the onset of PRT (three repeats) or NOV (nine repeats), which lasted 10 min. There was considerable individual variation in SACort in response to PRT or NOV. Using mixed models, we were able to control these and to reveal that PRT was associated with high SACort before and relatively low SACort after PRT, while NOV induced a moderate SACort increase. The individual differences in SACort were related to age and sex (NOV), while the effects of zoo, handling method (free vs. protected contact) and reproductive and social status were variable. We conclude that positive affective states, such as anticipation or arousal, should be taken into account when interpreting the differences in the SACort responses between PRT and NOV. In addition, understanding the individuality of stress will support management decisions aimed at promoting captive elephant welfare. (DIPF/Orig.)
DIPF-Abteilung:
Lehr und Lernqualität in Bildungseinrichtungen
German pre-service teachers' evaluations of and reactions to interethnic social exclusion scenarios
Beißert, Hanna; Bonefeld, Meike
Zeitschriftenbeitrag
| In: Frontiers in Education | 2020
40848 Endnote
Autor*innen:
Beißert, Hanna; Bonefeld, Meike
Titel:
German pre-service teachers' evaluations of and reactions to interethnic social exclusion scenarios
In:
Frontiers in Education, (2020) , S. 5:586962
DOI:
10.3389/feduc.2020.586962
URN:
urn:nbn:de:0111-pedocs-231031
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-231031
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Englisch
Schlagwörter:
Schüler; Soziale Ausgrenzung; Ethnischer Aspekt; Lehramtsstudent; Bewertung; Reaktion; Intervention; Befragung; Szenarium; Deutschland
Abstract (english):
This study investigated pre-service teachers' evaluations, reactions, and interventions with regard to interethnic exclusion scenarios in Germany. More specifically, we focused on pre-service teachers (N = 145, 99 female, Mage= 21.34) in the role of observers of exclusion among students. Using hypothetical scenarios in which either a German or a Turkish boy was excluded by other children of his class, we assessed teachers' evaluations of this exclusion behavior. This included evaluating how likely teachers were to intervene in the situation and what they would specifically do. The aim of this research was to examine whether the origin of an excluded student represents a relevant category for teachers' evaluations of and reactions to social exclusion. In addition, we aimed to determine whether teachers include aspects related to group functioning in their considerations. The analyses demonstrated that teachers generally reject social exclusion, with female participants rejecting exclusion even more than male participants. Further, participants evaluated the exclusion of a Turkish protagonist as more reprehensible than the exclusion of a German protagonist. Regarding the likelihood of intervention, the origin of the excluded person was only relevant for male participants; i.e., they were less likely to intervene when the excluded person was German than when the excluded person was Turkish. Analyses of teachers' reasoning revealed their strong focus on inclusion as a social norm, especially in cases of interethnic exclusion. That is, when participants reasoned about the exclusion of the Turkish protagonist, they referred to the social norm of inclusion much more than when talking about the German protagonist. In contrast, aspects related to group functioning were scarcely of importance. In terms of the specific actions that participants would undertake as a reaction to the exclusion situation, no differences related to the origin of the excluded person were found. Hence, the origin of the excluded person factored into both the evaluation of the exclusion and the likelihood of intervention, but once the decision to intervene was made, there were no differences in the specific actions. The results are discussed in light of practical implications and teacher training as well as in terms of implications for future research.
DIPF-Abteilung:
Bildung und Entwicklung
Long-term effects of an extensive cognitive training on personality development
Sander, Julia; Schmiedek, Florian; Brose, Annette; Wagner, Gert G.; Specht, Jule
Zeitschriftenbeitrag
| In: Journal of Personality | 2017
36804 Endnote
Autor*innen:
Sander, Julia; Schmiedek, Florian; Brose, Annette; Wagner, Gert G.; Specht, Jule
Titel:
Long-term effects of an extensive cognitive training on personality development
In:
Journal of Personality, 85 (2017) 4, S. 454-463
DOI:
10.1111/jopy.12252
URN:
urn:nbn:de:0111-dipfdocs-176691
URL:
http://www.dipfdocs.de/volltexte/2019/17669/pdf/Schmiedek_2017_long-term_JoP_A.pdf
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Gedächtnis; Training; Kognitive Entwicklung; Wirkung; Persönlichkeitsentwicklung; Persönlichkeitsmerkmal; Veränderung; Junger Erwachsener; Alter Mensch; Aufmerksamkeit; Reaktion; Dauer; Erkenntnis; Arbeitsgedächtnis; Leistungsfähigkeit; Leistungstest; Altersgruppe; Vergleich; Strukturgleichungsmodell; Längsschnittuntersuchung
Abstract:
Previous research found that cognitive training increases the Big Five personality trait openness to experience during and some weeks after the intervention. The present study investigated whether long-term changes happen in openness to experience and other personality traits after an extensive cognitive training of memory and perceptual speed. Method: Intervention group consisted of 204 adults (20-31 years and 65-80 years, 50% female), who received daily one-hour cognitive training sessions for about 100 days. The control group consisted of 86 adults (21-29 years and 65-82 years, 51% female), who received no cognitive training. All participants answered the NEO Five-Factor Inventory before and two years after the cognitive training. Latent change models were applied that controlled for age group (young vs. old) and gender. In the long-run the cognitive training did not affect changes in any facet of openness to experience. This was true for young and old participants as well as for men and women. Instead, the cognitive training lowered the general increase of conscientiousness. Conclusion: Even an extensive cognitive training on memory and perceptual speed does not serve as a sufficient intervention for enduring changes in openness to experiences or one of its facets. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Generalization of the worst performance rule across the lifespan
Fernandez, Sebastien; Fagot, Delphine; Dirk, Judith; Ribaupierre, Anik de
Zeitschriftenbeitrag
| In: Intelligence | 2014
34271 Endnote
Autor*innen:
Fernandez, Sebastien; Fagot, Delphine; Dirk, Judith; Ribaupierre, Anik de
Titel:
Generalization of the worst performance rule across the lifespan
In:
Intelligence, 42 (2014) , S. 31-43
DOI:
10.1016/j.intell.2013.10.001
URN:
urn:nbn:de:0111-dipfdocs-180695
URL:
http://www.dipfdocs.de/volltexte/2020/18069/pdf/Dirk_2014_generalizationoftheworstperformanceruleacrossthelifespan_A.pdf
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Empirische Untersuchung; Intelligenz; Intelligenzmessung; Junger Erwachsener; Kind; Kognitive Prozesse; Lebensalter; Leistungsfähigkeit; Leistungsschwäche; Reaktion; Regressionsanalyse; Senior; Test; Zeit
Abstract:
The worst performance rule (WPR) predicts that the slowest trials in reaction time (RT) tasks are more strongly related to intelligence than the fastest trials. To date, the WPR was observed mainly in young adults. The present study examined if the WPR holds not only in young adults but also in children and older adults in three kinds of RT tasks (simple RT, choice RT, and inhibition). Results showed that in each age group slowest and fastest trials were related to intelligence but the former correlated with intelligence to a greater extent than the latter. These results support the assumption that the WPR can be generalized across the lifespan.
DIPF-Abteilung:
Bildung und Entwicklung
Response-retrieval in identity negative priming is modulated by temporal discriminability
Ihrke, Matthias; Behrendt, Jörg; Menge, Uwe; Titz, Cora; Hasselhorn, Marcus
Zeitschriftenbeitrag
| In: Frontiers in Psychology | 2014
34606 Endnote
Autor*innen:
Ihrke, Matthias; Behrendt, Jörg; Menge, Uwe; Titz, Cora; Hasselhorn, Marcus
Titel:
Response-retrieval in identity negative priming is modulated by temporal discriminability
In:
Frontiers in Psychology, (2014) , S. 5:621
DOI:
10.3389/fpsyg.2014.00621
URL:
http://journal.frontiersin.org/Journal/10.3389/fpsyg.2014.00621/abstract
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Aufmerksamkeit; Deutschland; Erwachsener; Experiment; Experimentelle Untersuchung; Gedächtnis; Reaktion; Semantik; Sinneseindruck; Unaufmerksamkeit; Visuelle Wahrnehmung; Wiederholung
Abstract (english):
Reaction times to previously ignored information are often delayed, a phenomenon referred to as negative priming (NP). Rothermund et al. (2005) proposed that NP is caused by the retrieval of incidental stimulus-response associations when consecutive displays share visual features but require different responses. In two experiments we examined whether the features (color, shape) that reappear in consecutive displays, or their level of processing (early-perceptual, late-semantic) moderate the likelihood that stimulus-response associations are retrieved. Using a perceptual matching task (Experiment 1), NP occurred independently of whether responses were repeated or switched. Only when implementing a semantic-matching task (Experiment 2), negative priming was determined by response-repetition as predicted by response-retrieval theory. The results can be explained in terms of a task-dependent temporal discrimination process (Milliken et al., 1998): Response-relevant features are encoded more strongly and/or are more likely to be retrieved than irrelevant features. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Die Kamera und der Dritte. Videographie als Methode kulturwissenschaftlich orientierter […]
Reh, Sabine
Sammelbandbeitrag
| Aus: Thompson, Christiane; Jergus, Kerstin; Breidenstein, Georg (Hrsg.): Interferenzen: Perspektiven kulturwissenschaftlicher Bildungsforschung | Weilerswist: Velbrück Wissenschaft | 2014
34624 Endnote
Autor*innen:
Reh, Sabine
Titel:
Die Kamera und der Dritte. Videographie als Methode kulturwissenschaftlich orientierter Bildungsforschung
Aus:
Thompson, Christiane; Jergus, Kerstin; Breidenstein, Georg (Hrsg.): Interferenzen: Perspektiven kulturwissenschaftlicher Bildungsforschung, Weilerswist: Velbrück Wissenschaft, 2014 , S. 30-50
Dokumenttyp:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Sprache:
Deutsch
Schlagwörter:
Beobachtung; Bildungsforschung; Empirische Forschung; Fallstudie; Feldforschung; Forscher; Kulturwissenschaft; Reaktion; Schüler; Schulforschung; Videoaufzeichnung
Abstract:
Beginnend mit Bemerkungen zum Stand der methodologischen Diskussion über die Nutzung von Videoaufzeichnungen in der ethnographisch orientierten Bildungsforschung wird das sozialtheoretische Konzept des "Dritten" aufgegriffen und dann fallanalytisch an das spezifische soziale Arrangement einer Schulpausensituation angelegt, die von einer Forscherin mit der Handkamera videografiert wurde. An diesem Beispiel aus der Feldforschung werden pädagogische Ordnungsbildungsprozesse herausgearbeitet, für die Dreistelligkeit insofern konstitutiv ist, als auch "Aktanten" wie ein Sammelalbum oder die Kamera der Forscherin zu einflussnehmenden Faktoren werden, die in einer praxeologisch vorgehenden erziehungswissenschaftlichen Ethnographie Berücksichtigung verdienen. (DIPF/Autor)
DIPF-Abteilung:
Bibliothek für Bildungsgeschichtliche Forschung
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.
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
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