Das Potenzial empirischer Befunde zu abberanten Körperwahrnehmungen und -kognitionen für die philosophische Theorienbildung - Christopher Milde; Schneider Pia (Anthropologie der Wahrnehmung, 2017)

Das Studiendesign - Berend Barkela; Jürgen Maier (Merkel gegen Steinbrück. Analysen zum TV-Duell vor der Bundestagswahl 2013., 2017)
Die Beiträge des Buches basieren auf einer experimentell angelegten, mehrwelligen Studie im Kontext des TV-Duells zwischen Angela Merkel und Peer Steinbrück sowie des Dreikampfes zwischen Rainer Brüderle, Gregor Gysi und Jürgen Trittin im Vorfeld der Bundestagswahl 2013. Ca. 350 Bürgerinnen und Bürger verfolgten die Debatten an den Universitäten Mainz und Koblenz-Landau. Die Daten wurden per Fragebögen sowie den Einsatz von Real-Time-Response-Techniken gewonnen. Daneben wurde eine inhaltsanalytische Auswertung des Duells selbst, aber auch begleitender Twitter-Beiträge während des Duells durchgeführt. Die Beiträge analysieren, wie sich die Kandidaten in den Diskussionen positioniert haben und welchen Einfluss die Diskussionsrunden letztlich auf den Wahlkampf und die Wahl 2013 gehabt haben.

Der nette Serienkiller von nebenan - Ines Vogel; Uli Gleich (Gehirn und Geist, 2017)

Development and plasticity of cognitive flexibility in early and middle childhood. - F. Buttelmann; J. Karbach (Frontiers in Psychology, 2017)
Cognitive flexibility, the ability to flexibly switch between tasks, is a core dimension of executive functions (EFs) allowing to control actions and to adapt flexibly to changing environments. It supports the management of multiple tasks, the development of novel, adaptive behavior and is associated with various life outcomes. Cognitive flexibility develops rapidly in preschool and continuously increases well into adolescence, mirroring the growth of neural networks involving the prefrontal cortex. Over the past decade, there has been increasing interest in interventions designed to improve cognitive flexibility in children in order to support the many developmental outcomes associated with cognitive flexibility. This article provides a brief review of the development and plasticity of cognitive flexibility across early and middle childhood (i.e., from preschool to elementary school age). Focusing on interventions designed to improve cognitive flexibility in typically developing children, we report evidence for significant training and transfer effects while acknowledging that current findings on transfer are heterogeneous. Finally, we introduce metacognitive training as a promising new approach to promote cognitive flexibility and to support transfer of training.

Development of dynamic usage of strategies for integrating text and picture information in secondary schools - Wolfgang Schnotz; Inga Wagner; Fang Zhao; Mark Ullrich; Holger Horz; Nele McElvany; Annika Ohle; Jürgen Baumert (Competence Assessment in Education : Research, Models and Instruments, 2017)
Students are frequently required to integrate text and picture information into coherent knowledge structures. This raises the questions of how students deal with texts and how they deal with graphics when they try to integrate the two sources of information, and whether there are differences between students from different school types and grades. Forty students from Grades 5 and 8, from higher and lower tiers of the German school system, were asked to process and integrate text and pictures in order to answer items from different hierarchy-levels of a text-picture integration taxonomy. Students’ eye movements were recorded and analyzed. Results suggest a fundamental asymmetry between the functions of text and pictures, associated with different processing strategies. Texts are more likely to be used according to a coherence-formation strategy, whereas pictures are more likely to be used on demand as visual cognitive tools according to an information selection strategy. Students from different tiers of schooling revealed different adaptability with regard to the requirements of combining text and graphic information.

Development of students’ text-picture integration and reading competence across grades 5-7 in a three-tier secondary school system: A longitudinal study. - Wolfgang Schnotz; Inga Wagner; Mark Ullrich; Holger Horz; Nele McElvany (Contemporary Educational Psychology., 2017)
375 students from 24 randomly selected classes of a three-tier secondary school system were tested in a longitudinal study for their text-picture integration and pure reading competence as well as verbal and spatial intelligence at grades 5 to 7. Data were analyzed according to the integrated model of text and picture comprehension using hierarchical linear modelling techniques. Results indicate that text-picture integration comprises higher spatial cognitive demands than pure reading. School tiers differed in terms of competency levels, but also in terms of growth rates of text-picture integration competence. Differences between lower tiers and higher tiers for text-picture integration competence became smaller from grade to grade, whereas developmental trajectories of reading competence ran parallel to each other. The study reveals that the skills for the conjoint processing of text and pictures develop in a way that might help especially poorer students in lower school tiers to catch up with their mates in higher tiers as compared to the competence of pure reading. Text-picture integration seems to provide gradually better opportunities for less capable learners to compensate for previous lags in their learning.

Diagnostik und Behandlung nichtsuizidaler Selbstverletzungen im Kindes- und Jugendalter - Tina In-Albon; Katja Becker; Romuald Brunner; Rebecca C. Brown; Michael Kaess; Nestor D. Kapusta; Johannes Klein-Heßling; Rudi Merod; Paul L. Plener (Zeitschrift für Klinische Psychologie und Psychotherapie, 2017)

Diagnostik und Therapie von Suizidalität im Jugendalter: Das Wichtigste in Kürze aus den aktuellen Leitlinien - Katja Becker; Hubertus Adam; Tina In-Albon; Michael Kaess; Nestor Kapusta; Paul L. Plener (Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie, 2017)
Aufgrund der klinischen Relevanz von suizidalen Krisen, Suizidversuchen und Suiziden im Jugendalter wurde eine konsensusbasierte Leitlinie als Handlungsempfehlung erstellt. Jede Andeutung in Richtung Suizidalität muss ernst genommen werden. Suizidalität ist ein zentraler Bestandteil des psychopathologischen Befunds und Patienten sollten gezielt auf kurz- und langfristige Suizidgefährdung exploriert werden. Eine klinische Einschätzung des akuten Suizidrisikos ergibt sich aus einem vertrauensvollen anamnestischen Gespräch, der Erhebung von Risikofaktoren und dem Erfassen von psychischen Störungen sowie von Suchtmittelkonsum. Bei akuter Selbstgefährdung besteht eine Indikation zur stationären Behandlung, die zum Schutz des Patienten notfalls auch gegen dessen Willen umgesetzt werden muss. Eine adäquate Dokumentation ist unumgänglich. Nach einem Suizidversuch ist neben der fachärztlichen medizinischen Erstversorgung darauf zu achten, dass der Patient sich nicht schaden kann und rasch ein Konsil in der akutversorgenden Klinik erfolgt. Erstes therapeutisches Ziel ist die Reduktion der Suizidalität und ggf. das Wiedererreichen der Absprachefähigkeit. Für wiederkehrende Suizidgedanken ist ein Notfallplan zu erstellen. Zur Entlastung kann zusätzlich zu Gesprächsangeboten vorübergehend eine sedierende Medikation notwendig werden. Im Falle eines Suizids in einer Klinik sollte ein Handlungsleitfaden vorliegen, der die Zuständigkeiten und Abläufe genau regelt und festhält. Wirksame präventive Maßnahmen sind Schulungen von Multiplikatoren, Aufklärungskampagnen, Einschränkung der Verfügbarkeit von Suizidmethoden und die Einhaltung der Richtlinien zur Suizidberichterstattung

Dialektisch-Behaviorale Therapie für männliche Jugendliche mit Symptomen einer Borderline-Persönlichkeitsstörung - Jens Heider; Anna Fleck; Christina Peteler; Sabine Anker; Susanne Lieb; Michael Behrens; Annette Schröder; Tina In-Albon; Michael Brünger (Praxis der Kinderpsychologie und Kinderpsychiatrie, 2017)
Studien zur Evaluation der Dialektisch-Behavioralen Therapie bei Jugendlichen (DBT-A) mit Borderline-Symptomatik basieren auf Stichproben, die fast ausschließlich aus Patientinnen bestehen. Im Gegensatz zu weiblichen Adoleszenten mit Borderline-Symptomatik zeigen Jungen eher externalisierende Verhaltensweisen, sind aggressiver und neigen eher zu Hochrisikoverhaltensweisen. Es stellt sich daher die Frage, ob für männliche Jugendliche eine Adaption der DBT-A notwendig ist, und ob sie in demselben Ausmaß von der DBT-A profitieren wie weibliche Jugendliche. Aufgrund klinischer Erfahrungen wurde die DBT-A auf männliche Jugendliche und deren Problemverhalten adaptiert und im stationären Setting implementiert. Das DBT-A-Programm wurde in einem Prä-Post-Design an sieben Jugendlichen (im Mittel 14 Jahre alt) mit durchschnittlich fünf Borderline-Symptomen nach DSM-IV mittels multipler Erfolgskriterien durchgeführt und evaluiert. Als Therapieerfolgsvariablen wurden die allgemeine Symptombelastung, Emotionsregulation, Aggressivität und selbstverletzendes Verhalten untersucht. Im Laufe der Behandlung kam es zu einer Reduktion der Aggressivität (Prä-Post-Effektstärke d = 1.18) sowie zu einer Verbesserung der adaptiven Emotionsregulationskompetenzen (d = 0.65), jedoch nicht zu einer Veränderung in der allgemeinen Symptombelastung (d = 0.02). Die Ergebnisse dieser sieben Fälle sind ermutigend. Aufbauend auf diesen Ergebnissen sind randomisierte Studien mit größeren Stichproben und einer Kontrollgruppe notwendig, um die Wirksamkeit der geschlechtsspezifischen DBT-A zu belegen. Read More: http://www.vr-elibrary.de/doi/10.13109/prkk.2017.66.2.104#.WUPTZOuGO00

Die Bedeutung von Emotionen für die Rezeption von politischen Debatten im Fernsehen. - Ines Vogel; Lukas Otto (Merkel gegen Steinbrück. Das TV-Duell 2013, 2017)

Die Kommunikation über Schlüsseltechnologien - Milde Jutta (Forschungsfeld Wissenschaftskommunikation, 2017)
Der Beitrag befasst sich mit der öffentlichen Kommunikation über Schlüsseltechnologien, die insbesondere wegen ihres politischen, gesellschaftlichen und ethischen Konfliktpotenzials für die kommunikationswissenschaftliche Forschung von Bedeutung sind. Ziel ist es, einen Überblick über das Forschungsfeld seit seinen Ursprüngen in den 1980er Jahren zu geben. Hierzu werden die Rolle von Wissenschaftlern und Journalisten ebenso beleuchtet wie die Ausgestaltung der öffentlichen Diskurse in den Medien sowie Befunde aus Rezeptions- und Wirkungsstudien.

Digitized communication at work - Nicole C. Krämer; Stephan Winter (The Wiley Blackwell Handbook of the Psychology of the Internet at Work, 2017)

Disposition - Manfred Schmitt (Dorsch: Lexikon der Psychologie, 2017)

Does everyone have a price? On the role of payoff magnitude for ethical decision making - Benjamin E. Hilbig; Isabel Thielmann (Cognition, 2017)
Most approaches to dishonest behavior emphasize the importance of corresponding payoffs, typically implying that dishonesty might increase with increasing incentives. However, prior evidence does not appear to confirm this intuition. However, extant findings are based on relatively small payoffs, the potential effects of which are solely analyzed across participants. In two experiments, we used different multi-trial die-rolling paradigms designed to investigate dishonesty at the individual level (i.e., within participants) and as a function of the payoffs at stake - implementing substantial incentives exceeding 100€. Results show that incentive sizes indeed matter for ethical decision making, though primarily for two subsets of “corruptible individuals” (who cheat more the more they are offered) and “small sinners” (who tend to cheat less as the potential payoffs increase). Others (“brazen liars”) are willing to cheat for practically any non-zero incentive whereas still others (“honest individuals”) do not cheat at all, even for large payoffs. By implication, the influence of payoff magnitude on ethical decision making is often obscured when analyzed across participants and with insufficiently tempting payoffs.

Efficacy of Biofeedback in Chronic back Pain: a Meta-Analysis - Robert Sielski; Winfried Rief; Julia Anna Glombiewski (INTERNATIONAL JOURNAL OF BEHAVIORAL MEDICINE, 2017)

Eigenschaften - Manfred Schmitt (Dorsch: Lexikon der Psychologie, 2017)

Emotion Regulation in High and Low Socially Anxious Individuals: An Experimental Study Investigating Emotional Mimicry, Emotion Recognition, and Self-Reported Emotion Regulation - Claudia Peter-Ruf; Ursula Kirmse; Simone Pfeiffer; Marc Schmid; Frank Wilhelm; Tina In-Albon (Journal of Depression & Anxiety, 2017)

Emotionale Störung mit Trennungsangst im Kindes- und Jugendalter. - Tina In-Albon; Cornelia Haaß (Kinder- und Jugendmedizin, 2017)
Die Störung mit Trennungsangst geht über entwicklungsphasentypische, vorübergehende Ängste in Trennungssituationen („Fremdeln“) hinaus und äußert sich bspw. durch Vermeidungsverhalten, somatische Beschwerden oder ängstliche Kognitionen in Trennungssituationen. Angesichts der hohen Prävalenz der Störung mit Trennungsangst im Kindesalter sowie deren Persistenz und Rolle als Risikofaktor für die Entwicklung weiterer psychischer Erkrankungen im Erwachsenenalter, ist eine frühzeitige Erkennung und Behandlung der Störung notwendig. Hier kommt Pädiatern als erste Anlaufstelle von Eltern eine wichtige Rolle zu. Als Voraussetzung für eine adäquate Behandlung sollte eine multimodale Diagnostik (u. a. klinisches Interview, Fragebögen, Verhaltensbeobachtung, somatische Differenzialdiagnostik) erfolgen. Bei Bestehen einer Störung mit Trennungsangst, liegt mit der kognitiven Verhaltenstherapie ein umfangreich geprüftes und nachhaltig wirksames Therapieverfahren vor, dessen Kernelement die Konfrontation mit den angstauslösenden Situationen ist.

Enhancing Brain and Cognition through Cognitive Training - Susanne M. Jaeggi; Julia Karbach; Tilo Strobach (Journal of Cognitive Enhancement, 2017)

Everyday heroes: Determinants of moral courage - Anna Halmburger; Anna Baumert; Manfred Schmitt (Handbook of Heroism and Heroic Leadership, 2017)

Executive functions - Kerstin Unger; Julia Karbach (Encyclopedia of Geropsychology, 2017)
Executive functions are higher-level cognitive control functions supporting the flexible adaptation to changing environmental demands. They include abilities such as updating, shifting, and inhibition, which are subject to significant age-related changes. These age differences are associated with age-related changes in the neural substrate supporting executive processes. However, the brain is plastic up to very old age, and executive functions can be improved by intensive cognitive and physical training in adulthood.

Executive Functions: Development Across the Life Span - Julia Karbach; Sandra Wiebe (Taylor & Francis., 2017)
We present an overview of life span changes in the core executive function (EF) processes of working memory, response control, and set-shifting/cognitive flexibility—cognitive abilities necessary for the voluntary control of thought and action. Following this review of empirical findings, we describe two basic approaches (viz. representational and componential models) taken to account for EF at various points in development. We then present an integrated developmental model of EF by identifying features that the three processes should possess based on features already identified across different models, and we review additional empirical findings in light of this integrated model. We conclude by identifying outstanding issues that any comprehensive theory of EF will need to address.

Faced with exclusion: Perceived facial warmth and competence influence moral judgments of social exclusion - Selma Carolin Rudert; Leonie Reutner; Rainer Greifeneder; Mirella Walker (Journal of Experimental Social Psychology, 2017)
The current research investigates how facial appearance can act as a cue that guides observers' feelings and moral judgments about social exclusion episodes. In three studies, we manipulated facial portraits of allegedly ostracized persons to appear more or less warm and competent. Participants perceived it as least morally acceptable to exclude a person that appeared warm-and-incompetent. Moreover, participants perceived it as most acceptable to exclude a cold-and-incompetent looking person. In Study 2, we also varied the faces of the excluding group (i.e., the ostracizers). Results indicate that typical ostracizers are imagined as cold-and-incompetent looking. Study 3 suggests that the effect of a target's facial appearance on moral judgment is mediated by feelings of disgust. In sum, people's moral judgment about social exclusion can be influenced by facial appearance, which has many implications in intergroup research, such as for bystander intervention.

Forschungsfeld Wissenschaftskommunikation - Eine Einleitung - Bonfadelli Heinz; Fähnrich Birte; Lüthje Corinna; Milde Jutta; Rhomberg Markus; Schäfer Mike Steffen (Forschungsfeld Wissenschaftskommunikation. Erster systematischer Überblick über ein wachsendes Forschungsfeld., 2017)

From Equality-Based Respect to Environmental Activism: Antecedents and Consequences of Global Identity - Daniela Renger; Gerhard Reese (Political Psychology, 2017)
Global identity reflects social identification with the world and the largest, most inclusive human ingroup and is generally associated with behavior that serves the world and all humans, such as transnational cooperation or proenvironmental engagement. While the outcomes of being globally identified are well-established, the antecedents of global identity are only partially explored. Drawing from research suggesting that respect fosters identification in small groups, we argue that the general experience of being respected as an equal by others increases global identification. In an online study with 469 Germans (students and nonstudents), we tested the relation between equality-based respect and global identification in a structural equation model, with proenvironmental intentions and donation behavior as outcome variables. As expected, equality-based respect, but not other forms of social recognition (need-based care and achievement-based social esteem), predicted global identity while higher global identity, in turn, predicted proenvironmental activism. These effects were substantial beyond known predictors of proenvironmental behavior and thus suggest that equality-based respect represents an important facet of responses to global challenges.

Gerechtigkeit, Gerechtigkeitsprinzip - Manfred Schmitt (Dorsch: Lexikon der Psychologie, 2017)

Impaired emotion processing and a reduction in trust in patients with somatic symptom disorder - Maja Erkic; Josef Bailer; Sabrina C. Fenske; Stephanie N. L. Schmidt; Jörg Trojan; Annette Schröder; Peter Kirsch; Daniela Mier (Clinical Psychology & Psychotherapy, 2017)
There is accumulating evidence for deficits in the perception and regulation of one's own emotions, as well as the recognition of others' emotions in somatic symptom disorder (SSD). However, investigations of SSD focusing on specific aspects of emotion processing and how these might interact are missing. We included 35 patients with SSD and 35 healthy controls who completed questionnaires on the perception and regulation of their own emotions, as well as experimental investigations of emotion recognition and trust. In line with previous studies, our results show that SSD patients in comparison to healthy controls have difficulties in the identification and description of own feelings (ηp2 = .381 and ηp2 = .315). Furthermore, we found that patients apply less cognitive reappraisal (ηp2 = .185) but tend to use more expressive suppression (ηp2 = .047). In contrast to previous studies, we found SSD patients to perform superior in emotion recognition, in particular for anger (d = 0.40). In addition, patients with SSD invested less in a trust game (d = 0.73). These results point to a higher sensitivity for negative emotions and less trust in others. Further, these findings suggest a dissociation between the ability to recognize one's own emotions versus others' emotions in SSD. Future interventions targeting emotion processing in SSD might focus on the identification of one's own emotions, prior to the training of emotion regulation.

Integrating personality structure, personality process, and personality development - Anna Baumert; Manfred Schmitt; Marco Perugini; Wendy Johnson; Gabriela Blum; Peter Borkenau; Giulio Costantini; Jaap Denissen; William Fleeson; Ben Grafton; Eranda Jayawickreme; Elena Kurzius; et al. (European Journal of Personality, 2017)

Interaktionismus - Manfred Schmitt (Dorsch: Lexikon der Psychologie, 2017)

Is higher inequality less legitimate? Depends on how you frame it! - Susanne Bruckmüller; Gerhard Reese; Sarah E. Martiny (British Journal of Social Psychology, 2017)
Economic inequality is increasing both globally and in various countries around the world, and such inequality has been linked to worsening health, well‐being, and social cohesion. A key predictor for whether people take action against inequality is the extent to which they perceive it as illegitimate. We investigate how two variables jointly predict the legitimization of inequality, namely the perceived magnitude of differences in economic outcomes and the way these differences are described. Two experiments (total N = 190) tested whether framing the same difference in outcomes as an advantaged group having more or as a disadvantaged group having less moderates whether higher inequality is perceived as less legitimate. Participants perceived bigger differences as less legitimate when these differences were framed as the disadvantaged group having less. When they were framed as the advantaged group having more, the perceived magnitude of differences and legitimacy beliefs were unrelated. Together, this research highlights the importance of language for how people perceive and respond to inequality.

Keep on Rockin’ in a (Plastic-)Free World: Collective Efficacy and Pro-Environmental Intentions as a Function of Task Difficulty - Gerhard Reese; Eva Junge (Sustainability, 2017)

Knowing One’s Place: Parental Educational Background Influences Social Identification with Academia, Test Anxiety, and Satisfaction with Studying at University - Stefan Janke; Selma C. Rudert; Tamara Marksteiner; Oliver Dickhäuser (Frontiers in Psychology, 2017)
First-generation students (i.e., students whose parents did not attend university) often experience difficulties fitting in with the social environment at universities. This experience of personal misfit is supposedly associated with an impaired social identification with their aspired in-group of academics compared to continuing-generation students (i.e., students with at least one parent with an academic degree. In this article, we investigate how the postulated differences in social identification with the group of academics affect first-generation students’ satisfaction with studying and test anxiety over time. We assume that first-generation students’ impaired social identification with the group of academics leads to decreased satisfaction with studying and aggravated test anxiety over the course of the first academic year. In a longitudinal study covering students’ first year at a German university, we found that continuing-generation students consistently identified more strongly with their new in-group of academics than first-generation students. The influence of social identification on test anxiety and satisfaction with studying differed between groups. For continuing-generation students, social identification with the group of academics buffered test anxiety and helped them maintain satisfaction with studying over time. We could not find these direct effects within the group of first-generation students. Instead, first-generation students were more sensitive to effects of test anxiety on satisfaction with studying and vice versa over time. The results suggest that first-generation students might be more sensitive to the anticipation of academic failure. Furthermore, continuing-generation students’ social identification with the group of academics might have buffered them against the impact of negative experiences during the entry phase at university. Taken together, our findings underscore that deficit-driven approaches focusing solely on first-generation status may not be sufficient to fully understand the importance of parental educational background for students’ well-being. More specifically, continuing-generation students might reap benefits from their parental educational background. These benefits widen the social gap in academia in addition to the disadvantages of students with first-generation status. In sum, understanding the benefits of continuing-generation status has important implications for interventions aiming to reduce social class gaps in academia.

Kommentar des Fachkollegiums Psychologie und der Geschäftsstelle der DFG zu den Empfehlungen des DGPs-Vorstands zum Umgang mit Forschungsdaten - Brunna Tuschen-Caffier; Stefan Koch; Rolf van Dick; Bettina Hannover; Iring Koch; Barbara Krahé; Wilfried Kunde; Jens Möller; Winfried Rief; Brigitte Röder; Manfred Schmitt; Bernhard Strauß; et al. (Psychologische Rundschau, 2017)

Komorbide Angststörungen bei Störungen des Sozialverhaltens: Ein Schutz- oder Risikofaktor - Janine Lüdtke; Cyril Boonmann; Claudia Dölitzsch; Tina In-Albon; Nils Jenkel; Michael Kölch; Jörg M. Fegert; Klaus Schmeck; Marc Schmid (Kindheit und Entwicklung, 2017)
Obwohl Angststörungen (AS) häufig komorbid mit einer Störung des Sozialverhaltens (SSV) auftreten, wurde diese Komorbidität in der Forschung weitgehend vernachlässigt. Komorbide AS wirken sich in Studien sowohl positiv als auch negativ auf den Verlauf einer SSV aus. Diese Studie zielt darauf ab, Heranwachsende mit einer SSV mit und ohne AS hinsichtlich psychischer Belastung, traumatischen Erlebnissen, psychopathischen Persönlichkeitstraits und Legalbewährung zu untersuchen. 207 Heranwachsende mit einer SSV (9 - 25 Jahre; 73.4 % männlich; SSV: N = 180, SSV und AS: N = 27), die zum Zeitpunkt der Untersuchung in Jugendhilfeeinrichtungen lebten, konnten eingeschlossen werden. Es wurden strukturierte klinische Interviews und eine psychometrische Testbatterie eingesetzt. Die Resultate zeigen, dass die Gruppe mit SSV und AS signifikant weniger externalisierende und mehr internalisierende Symptome sowie traumatische Erlebnisse aufweisen. Bezüglich psychopathischer Persönlichkeitsmerkmale und Verurteilungen (>50 % in beiden Gruppen) ergaben sich keine signifikanten Gruppenunterschiede. Die Ergebnisse legen nahe, dass die Ausprägung der SSV für die Kriminalitätsentwicklung bedeutsamer und die spezifische Komorbidität von AS aber doch ätiologisch und symptomatisch von großem Interesse ist. Diese sollte deshalb mit Längsschnittstudien und Therapieprozessanalysen intensiver beforscht werden.

Komplett auf Englisch - was würde das bedeuten? - Fähnrich Birte; Milde Jutta (Aviso, 2017)

Konstruktvalidität - Manfred Schmitt (Dorsch: Lexikon der Psychologie, 2017)

Learning from static and dynamic visualizations: What kind of questions should we ask? - Inga Wagner; Wolfgang Schnotz (Learning from dynamic visualization, 2017)
Many recent research studies have compared dynamic visualizations with static graphics in the expectation that one of these display types is superior to the other. The research reported here challenges this black-and-white view by focusing instead on whether the aim of the intended learning is to produce a perceptual or a cognitive mental representation of the subject matter. For learning at the perceptual level, dynamic visualizations were supposed to be superior whereas at the cognitive level, learning from static graphics was expected to be more effective. In order to test these hypotheses, two learning experiments were conducted. Regarding learning at the perceptual level, dynamic visualizations led to posttest performance similar to that from static graphics, but required less mental effort. Regarding learning at the cognitive level, dynamic visualizations and static graphics also led to similar performance. However, dynamic visualizations and sequentially presented static graphics emphasizing temporal information led to better learning results than simultaneously presented static graphics emphasizing spatial information. It is concluded that instead of relying on the traditional simplistic distinction between static and animated displays, a more fruitful approach to the design of learning environments may be to consider how much emphasis should be put on the temporal as opposed to the spatial aspects of the content to be learned.

Methodenpapier zur Koordination der Datenerhebung und -auswertung an Hochschul- und Ausbildungsambulanzen für Psychotherapie (KODAP) - Julia Velten; Jürgen Margraf; Cord Benecke; Matthias Berking; Tina In-Albon; Tania Lincoln; Wolfgang Lutz; Angelika Schlarb; Henning Schöttke; Ulrike Willutzki; Jürgen Hoyer (Zeitschrift für Klinische Psychologie und Psychotherapie, 2017)

Mindlessly polite: A conceptual replication of the emotional seesaw effect on compliance and information processing - Melanie Caroline Steffens; Magdalena Kaczmarek (Frontiers in Psychology, 2017)
Recent studies demonstrated that the sequential induction of contrasting negative and positive emotions can be used as a social influence technique. The original field experiments found that whenever a sudden change in the emotional dynamic occurs - from negative to positive or vice versa - an increase in compliant behavior and an impairment in cognitive functioning can be observed. The goal of the present experiments was a conceptual replication and extension of the results in a more controlled and counterbalanced fashion. To this aim a novel emotion induction technique was created using an outcome related expectancy violation to induce and change emotions. In a first experiment, the influence of contrasting emotions (vs. only one emotion) on compliance, message processing and information recall was assessed among 80 undergraduate students. We were able to show that a positive, then negative experience, and vice versa, led to losses in processing efficacy, not only leaving individuals momentarily vulnerable to social influence attempts, but also impairing information recall. We replicated this pattern of findings in a second experiment (N = 41). The implications of this innovative induction technique and its findings for theory and future research on the emerging field on contrasting emotions as social-influence techniques are discussed.

Neural correlates of evoked phantom limb sensations - J. Andoh; M. Diers; C. Milde; C. Frobel; D. Kleinböhl; H. Flor (Biological Psychology, 2017)
evoked phantom sensation amputee phantom limb pain cortical reorganization functional imaging

Neurocognitive Function Surrounding the Resection of Frontal WHO Grade I Meningiomas: A Prospective Matched-Control Study - Philipp Hendrix; Elisa Hans; Christoph J. Griessenauer; Andreas Simgen; Joachim Oertel; Julia Karbach (WORLD NEUROSURGERY, 2017)
OBJECTIVE: Patients with intracranial meningiomas can experience neurocognitive dysfunctions in specific cognitive domains depending on tumor location and size. The literature regarding cognitive function surrounding the resection of frontal meningiomas is sparse. METHODS: We performed a prospective matchedcontrol study to investigate the cognitive performance of frontal meningioma patients undergoing resection. The neurocognitive status 1 week and 2 months after resection was compared with the preoperative status and matchedcontrols. Matching was performed for age, sex, handedness, education, and profession. An extensive test battery was used to assess perceptual speed, executive function, visual-spatial and verbal working memory, short-and longterm memory, verbal fluency, fluid intelligence, anxiety, and depression. RESULTS: Twelve patients with frontal World Health Organization grade I meningioma and 12 matched-controls underwent cognitive testing. Macroscopically, complete removal was achieved in all cases. Comparison of patients and controls revealed significant cognitive impairments in perceptual speed, executive function, short-term memory, and verbal fluency preoperatively and postoperatively. At 2 months' follow-up, perceptual speed and verbal fluency were still significantly impaired, whereas executive function and short-term memory were equal to that in the control group. None of the patients experienced cognitive deterioration after surgical therapy. CONCLUSION: Patients with frontal meningiomas display preoperative and postoperative deficits in perceptual speed, executive function, short-term memory, and verbal fluency. The risk for cognitive deterioration owing to surgical resection is low. Within the first two months after surgery, executive function and short-term memory appear to recover.

Neurocognitive status in patients with newly-diagnosed brain tumors in good neurological condition: The impact of tumor type, volume, and location. Clinical Neurology and Neurosurgery. - Philipp Hendrix; Christoph J. Griessenauer; Elisa Hans; E. Simgen; A. Oertel; Julia Karbach (Clinical neurology and neurosurgery, 2017)
Objective Neurocognitive function is of great importance in patients with brain tumors. Even patients in good neurological condition may suffer from neurocognitive dysfunction that affects their daily living. The purpose of the present study was to identify risk factors for neurocognitive dysfunction in patients suffering from common supratentorial brain tumors with minor neurological deficits. Methods A prospective study evaluating neurocognitive dysfunction in patients with a newly-diagnosed brain tumor in good neurological condition was performed at a major German academic institution. Patients underwent extensive neurocognitive testing assessing perceptual speed, executive function, visual-spatial and verbal working memory, short- and long-term memory, verbal fluency, fluid intelligence, anxiety, and depression. For each patient, a healthy control was pair-matched based on age, sex, handedness, and profession. Results A total of 46 patients and 46 healthy controls underwent neurocognitive testing. Patients suffered from glioblastoma multiforme (10), cerebral metastasis (10), pituitary adenoma (13), or meningioma (13). There was neither any difference in age, educational level, fluid intelligence, neurological deficits, and anxiety nor in any depression scores between tumor subgroups. Overall, neurocognitive performance was significantly worse in patients compared to healthy controls. Larger tumor volume, frontal location, and left/dominant hemisphere were associated with worse executive functioning and verbal fluency. Additionally, larger tumors and left/dominant location correlated with impairments on perceptual speed tasks. Frontal tumor location was related to worse performance in visual-spatial and short- and long-term memory. Tumor type, clinical presentation, and patient self-awareness were not associated with specific neurocognitive impairments. Conclusions Patients suffering from newly-diagnosed brain tumors presenting in good neurological condition display neurocognitive impairments in various domains. Larger tumor volumes, frontal location, and left/dominant hemisphere are important predictors for potential neurocognitive deficits. Tumor type, clinical presentation, or self-awareness are less significant at the time of diagnosis.

Neuroimaging of Chronic Pain - Martin Diers; Christopher Milde (Neuroimaging of Pain, 2017)

Nonsuicidal Self-Injury in Adolescents Placed in Youth Welfare and Juvenile Justice Group Homes: Associations with Mental Disorders and Suicidality - Janine Lüdtke; Tina In-Albon; Klaus Schmeck; Paul L Plener; Jörg M Fegert; Marc Schmid (Journal of Abnormal Child Psychology, 2017)

On Measuring the Sixth Basic Personality Dimension: A Comparison Between HEXACO Honesty-Humility and Big Six Honesty-Propriety - Isabel Thielmann; Benjamin E. Hilbig; Ingo Zettler; Morten Moshagen (ASSESSMENT, 2017)

On the Maintenance of Expectations in Major Depression - Investigating a Neglected Phenomenon - Tobias Kube; Winfried Rief; Julia A. Glombiewski (Frontiers in Psychology, 2017)
In this perspective paper, we suggest that among patients suffering from major depressive disorder (MDD), dysfunctional expectations are maintained despite experiences that are contrary to these expectations. Surprisingly, this persistence of expectations in MDD has not yet been addressed by empirical studies. We argue that it is worthwhile to investigate this phenomenon with the aim of improving the treatment of MDD, and we provide a theoretical framework for understanding it. It is hypothesized that the persistence of expectations is primarily due to a process called immunization. That is, people experiencing depressive symptoms may cognitively reappraise the contradictory experience such that expectations do not need to be changed. There may be two mechanisms underlying this immunization: (1) the experience in the expectation-violating situation is considered to be an exception; or (2) the credibility of the information gained from the experience is called into question. Moreover, the maintenance of expectations may be particularly persistent if a person’s expectations reflect his or her self-concept, as self-concept has been shown to be associated with future expectations. To empirically examine the hypothesized maintenance of expectations in MDD, we propose an experimental approach which could provide important implications for the treatment of MDD within cognitive behavioral therapy. We suggest that psychological interventions such as behavioral experiments should more rigorously focus on patients’ appraisal of expectation-violating experiences in order to prevent immunization processes. Therapists should continuously examine whether patients’ expectations were modified and should address the reasons for the maintenance of expectations.

Parent-Child Diagnostic Agreement on Anxiety Symptoms with a Structured Diagnostic Interview for Mental Disorders in Children - Lukka Popp; Murielle Neuschwander; Sandra Mannstadt; Tina In-Albon; Silvia Schneider (Frontiers in Psychology, 2017)
In clinical structured diagnostic interviews, diagnoses based on parent and child reports have low to moderate agreement. The aims of the present study are (1) to examine diagnostic agreement on anxiety disorders between parents and children on the levels of current and lifetime diagnostic category and diagnoses focusing in particular on diagnostic criteria and (2) to identify parent- and child-related diagnoses predictors for diagnostic agreement.

Patients’ Expectations Regarding Medical Treatment: A Critical Review of Concepts and Their Assessment - Johannes A. C. Laferton; Tobias Kube; Stefan Salzmann; Charlotte J. Auer; Meike C. Shedden-Mora (Frontiers in Psychology, 2017)
Patients’ expectations in the context of medical treatment represent a growing area of research, with accumulating evidence suggesting their influence on health outcomes across a variety of medical conditions. However, the aggregation of evidence is complicated due to an inconsistent and disintegrated application of expectation constructs and the heterogeneity of assessment strategies. Therefore, based on current expectation concepts, this critical review provides an integrated model of patients’ expectations in medical treatment. Moreover, we review existing assessment tools in the context of the integrative model of expectations and provide recommendations for improving future assessment. The integrative model includes expectations regarding treatment and patients’ treatment-related behavior. Treatment and behavior outcome expectations can relate to aspects regarding benefits and side effects and can refer to internal (e.g., symptoms) and external outcomes (e.g., reactions of others). Furthermore, timeline, structural and process expectations are important aspects with respect to medical treatment. Additionally, generalized expectations such as generalized self-efficacy or optimism have to be considered. Several instruments assessing different aspects of expectations in medical treatment can be found in the literature. However, many were developed without conceptual standardization and psychometric evaluation. Moreover, they merely assess single aspects of expectations, thus impeding the integration of evidence regarding the differential aspects of expectations.

Representational Competence, Understanding of Experiments, Phenomena and Basic Concepts in Geometrical Optics: A Representational Approach - Andreas Müller; Rosa Hettmannsperger; Jochen Scheid; Wolfgang Schnotz (Models and Modeling in Science Education, 2017)
We review results from two related studies on two aspects of multiple representations (MRs) which are considered to be essential for the learning from physics experiments, namely representational coherence ability (RCA) and the representation related conceptual change (RCC) of the learners. Both knowledge coherence and conceptual change are hard to achieve and in this chapter we propose and investigate a specific form of experiment-related learning tasks to foster these educational objectives called representational activity tasks (RATs). These tasks always involve two or more types of representations simultaneously and explicitly ask students to elaborate on various connections between them (such as comparing, mapping, completing etc.). The 6 week investigation took place within regular early secondary level physics classrooms on the topic of geometrical optics (converging lenses, image formation). The research showed that the form of explicit cognitive activation during learning (of geometrical optics) with representational activity tasks (RATs) appears to foster representational coherence ability (RCA). When merely addressed in an implicit way, as in usual learning tasks, this competence does not develop properly. Second, as many pre- and misconceptions are closely related to multiple representations (ray concept, ray constructions, etc.), asking students to work on these domain specific representation-misconception links is effective in supporting conceptual change. The design of the instructional key element (RATs) seems transferable to learning with multiple representations beyond the context of experiments and the specific topic of geometrical optics.

Representational Competence, Understanding of Experiments, Phenomena and Basic Concepts in Geometrical Optics: A Representational Approach - Andreas Müller; Rosa Hettmannsperger; Jochen Scheid; Wolfgang Schnotz (Multiple representations in physics education, 2017)

Seeing is Knowing: On the Predictive Accuracy of Self- and Informant Reports for Prosocial and Moral Behaviours - Isabel Thielmann; Johannes Zimmermann; Daniel Leising; Benjamin E. Hilbig (EUROPEAN JOURNAL OF PERSONALITY, 2017)

Selektion, Integration und Evaluation: Wie wir das Internet nutzen, wenn wir uns über Wissenschaft informieren wollen / Selection, integration, and evaluation: How we use the Internet when searching for science information - Marc Stadtler; Stephan Winter; Lisa Scharrer; Eva Thomm; Nicole C. Krämer; Rainer Bromme (Psychologische Rundschau, 2017)

Should Versus Want: On the Relative Contribution of Injunctive Norms and Preferences on Trust Decisions - Isabel Thielmann; Benjamin E. Hilbig (JOURNAL OF BEHAVIORAL DECISION MAKING, 2017)

SioS-L - Studie zu individuellen und organisationalen Einflüssen auf den Studien- und Ausbildungserfolg in der Lehrerbildung - Antje Biermann; Kathrin Kaub; Anja Friedrich; F.-Sophie Wach; Stephanie Ruffing; Corinna Reichl; Dirk Hochscheid-Mauel; Hans-Werner Bedersdorfer; Frank M. Spinath; Julia Karbach; Roland Brünken (Entwicklung von Professionalität des pädagogischen Personals. Interdisziplinäre Betrachtungen, Befunde und Perspektiven., 2017)

Skandale ruinieren Vertrauen - Tobias Rothmund; Anna Baumert; Manfred Schmitt; Jürgen Maier; Anna Halmburger; John Jost (Uniprisma spezial, 2017)

Social Loafing in the Refugee Crisis: Information about Existing Initiatives Decreases Willingness to Help - Simon Schindler; Gerhard Reese (Societies, 2017)
In light of the European refugee situation, we investigate how information about others’ support influences individuals’ willingness to help. When individuals see information about other people supporting refugees, they may either be influenced by a descriptive norm, and act accordingly. Alternatively, they may perceive that others are already doing the job, and thus engage in social loafing. In an experiment (N = 132), we tested these competing predictions. Specifically, participants were exposed to a map of Germany that either indicated many or few helping initiatives across the country. In a control group, no map was shown. Subsequently, participants were asked about their willingness to help. While there was no effect between the two map conditions, results revealed that participants reported lower willingness to help in both map conditions, compared with the control group. Thus, providing information about helping projects results in social loafing, jeopardizing widespread communication strategies to increase solidarity

Stabilität - Manfred Schmitt (Dorsch: Lexikon der Psychologie, 2017)

State - Manfred Schmitt (Dorsch: Lexikon der Psychologie, 2017)

Students’ multiple state goals as a function of appraisals, trait goals, and their interactions - Kathrin Bürger; Manfred Schmitt (Contemporary educational psychology, 2017)
Although many motivational theories have emphasized that person- and situation-based aspects should be recognized simultaneously when explaining actual learning behavior, not much is known about the occurrence of state goals. The model of adaptive learning (Boekaerts & Niemivierta, 2000) proposes that state goals are influenced by trait goals, perceptions of the situation (i.e., appraisals), and interactions between trait goals and appraisals. Nevertheless, empirical evidence for this model is scarce. The present study aimed to overcome this research deficit by integrating trait goals and appraisals as well as their interactions in explaining state goals in authentic learning episodes. As suggested by Boekaerts and Niemivierta (2000), we adopted a multiple-goal approach and included achievement goals (i.e., mastery, performance-approach, and performance-avoidance goals) as well as well-being goals (i.e., affiliation and work-avoidance goals). They outlined the meaning of perceived relevance and autonomy for learning behavior. Therefore, we included both appraisals in our study. Using longitudinal data with one trait and two state measurements (N =542), we applied structural equation modeling to test three different effect models with latent variables: an additive effect model, a reactive effect model, and an interaction effect model. Our data did not fit the reactive effect model: Trait goals did not Impact appraisals. The joint influence of trait goals and appraisals on state goals was not unitary but multiform: Additive and multiplicative relations between trait goals and appraisals explained the occurrence of state goals. State goals are important predictors of proximal learning behavior. Thus, these results are important for theory development and for practitioners.

Survival processing effect - Meike Kroneisen; Edgar Erdfelder (Cognitive illusions : intriguing phenomena in judgement, thinking and memory, 2017)

Temperament and character traits in female adolescents with nonsuicidal self-injury disorder with and without comorbid borderline personality disorder - Taru Tschan; Claudia Peter-Ruf; Marc Schmid; Tina In-Albon (Child and Adolescent Psychiatry and Mental Health, 2017)
Background Temperament and character traits of adolescents with nonsuicidal self-injury disorder (NSSI) might differentiate those- with and without comorbid borderline personality disorder (BPD). Methods Participants were 57 female adolescents with NSSI disorder without BPD (NSSI − BPD), 14 adolescents with NSSI disorder and BPD (NSSI + BPD), 32 clinical controls (CC), and 64 nonclinical controls (NC). Temperament and character traits were assessed with the Junior Temperament and Character Inventory, and impulsivity with the Barratt Impulsiveness Scale and a Go/NoGo task. Results Adolescents with NSSI disorder scored significantly higher on novelty seeking and harm avoidance and lower on persistence, self-directedness, and cooperativeness than CC. The NSSI + BPD group scored even higher than the NSSI − BPD group on novelty seeking and harm avoidance and lower on persistence and cooperativeness (d ≥ 0.72). Adolescents with NSSI reported higher levels of impulsivity than the CC and NC group. However, this difference was not found in a Go/NoGo task. Conclusions The results provide further evidence for a distinct diagnostic entity of NSSI disorder.

The assessment of emotional clarity via response times to emotion items: shedding light on the response process and its relation to emotion regulation strategies - Charlotte Arndt; Tanja Lischetzke; Claudia Crayen; Michael Eid (Cognition and Emotion, 2017)
Researchers have begun to use response times (RTs) to emotion items as an indirect measure of emotional clarity. Our first aim was to scrutinise the properties of this RT measure in more detail than previously. To be able to provide recommendations as to whether (and how) emotional intensity - as a possible confound - should be controlled for, we investigated the specific form of the relation between emotional intensity and RTs to emotion items. In particular, we assumed an inverted U-shaped relation at the item level. Moreover, we analysed the RT measure’s convergent validity with respect to individuals’ confidence in their emotion ratings. As a second aim, we compared the predictive validity of emotional clarity measures (RT measure, self-report) with respect to daily emotion regulation. The results of three experience sampling studies showed that the association between emotional intensity and RT followed an inverted U shape. RT was in part related to confidence. Emotional clarity measures were unrelated to reappraisal. There was some evidence that lower emotional clarity was related to a greater use of suppression. The findings highlight that emotional intensity and squared emotional intensity should be controlled for when using the RT measure of emotional clarity in future research.

The Cutaneous Rabbit Effect: Phenomenology and saltation - Jack Brooks; Jörg Trojan (Scholarpedia, 2017)
Frank Geldard and Carl Sherrick first described the Cutaneous Rabbit Effect (CRE) in 1972 (Geldard and Sherrick, 1972). This version of the illusion entailed five quick taps at the wrist, then at the middle of the forearm, and then at the elbow (see figure). Participants felt the taps uniformly along the arm as if “a tiny rabbit were hopping from wrist to elbow” (Geldard and Sherrick, 1972). The CRE demonstrates the perceptual interdependence of space and time and gives us insight into how the spatiotemporal properties of touch are processed.

The DIsgust-RelaTed-Images (DIRTI) database: Validation of a novel standardized set of disgust pictures - Anke Haberkamp; Julia Anna Glombiewski; Filipp Schmidt; Antonia Barke (BEHAVIOUR RESEARCH AND THERAPY, 2017)

The effect of red color on perceived self-attractiveness - Anne Berthold; Gerhard Reese; Judith Martin (European Journal of Social Psychology, 2017)
Recent research showed that individuals are perceived as more attractive when presented with the color red. We seek to extend these findings by studying the effects of red color on individuals' perception of self‐attractiveness, rather than the attractiveness of others. Based on the color‐in‐context theory, we hypothesized that individuals would perceive themselves as more attractive under red chromatic conditions. In three experiments, participants were asked to wear a red or a blue shirt and rated their own attractiveness. As expected, participants in the red shirt condition indicated a higher level of self‐attractiveness than participants in the blue condition. Moreover, the results showed that the self‐perception red effect was mediated by the individuals' self‐perceived sexual receptivity and self‐perceived status.

The effects of enactment and intention accessibility on prospective memory performance - Janette C. Schult; Melanie Caroline Steffens (Memory & cognition, 2017)
The intention-superiority effect denotes faster response latencies to stimuli linked with a prospective memory task compared to stimuli linked with no prospective task or with a cancelled task. It is generally assumed that the increased accessibility of intention-related materials contributes to successful execution of prospective memory tasks at an appropriate opportunity. In two experiments we investigated the relationship between the intention-superiority effect and actual prospective memory performance under relatively realistic conditions. We also manipulated enactment versus observation encoding to further investigate the similarity in representations of enacted and to-be-enacted tasks. Additionally, Experiment 1 included a control condition to investigate the development of the intention-superiority effect over time. Participants were asked to perform prospective tasks at the end of the experiment to prepare the room for the next participant. They studied these preparatory tasks at the beginning of the experiment either by enacting them themselves or by observing the experimenter perform them. In Experiment 2, participants in a control condition did not intend to perform prospective tasks. We observed a smaller intention-superiority effect after enactment encoding than after observation encoding, but only if response latencies were assessed immediately before the prospective memory task. In addition, Experiment 2 suggested that the size of the intention-superiority effect is related to successful prospective memory performance, thus providing evidence for a functional relationship between accessibility and memory.

The Functionality of Emotional Clarity: A Process-Oriented Approach to Understanding the Relation Between Emotional Clarity and Well-Being - Tanja Lischetzke; Michael Eid (The Happy Mind: Cognitive Contributions to Well-Being, 2017)

The influence of personality traits and emotional and behavioral problems on repetitive nonsuicidal self-injury in a school sample - Janine Lüdtke; Benedict Weizenegger; Rachel Rauber; Brigitte Contin; Tina In-Albon; Marc Schmid (Comprehensive Psychiatry, 2017)
Background Nonsuicidal self-injury (NSSI) is highly prevalent among adolescents and associated with various mental health problems and suicidality. Previous studies have found that certain personality traits are related to NSSI behavior, however only few studies examined personality traits in adolescents with NSSI. Our study aimed to assess the relationship between personality traits and emotional and behavioral problems in predicting repetitive NSSI among adolescents from a school sample. Methods Four hundred and forty-seven students (M = 14.95 years, SD = 0.74, 52% male) completed self-report measures on NSSI, personality traits, and emotional and behavioral problems. Results The past year prevalence of occasional and repetitive NSSI was 4.9% and 6.3% respectively. Repetitive NSSI was significantly associated with female gender, higher levels of age, novelty seeking, harm avoidance, self-transcendence, antisocial behavior, and positive self and lower levels of persistence and self-directedness in univariate analyses. However, multivariate logistic regression analyses indicated that only high levels of antisocial behavior and low levels of self-directedness significantly predicted repetitive NSSI. Conclusions The association between a lack of self-directedness and NSSI emphasizes the significance of targeting self-directedness in psychotherapy by strengthening self-awareness, affect tolerance and emotion regulation, as well as establishing and pursuing long-term goals.

The Nonlinear Interaction of Person and Situation (NIPS) Model and its values for a psychology of situations - Gabriela Blum; Manfred Schmitt (The Oxford Handbook of Psychological Situations, 2017)

The role of expectations in mental disorders and their treatment - Winfried Rief; Julia Anna Glombiewski (WORLD PSYCHIATRY, 2017)

The topography of the uncanny valley and individuals’ need for structure: A nonlinear mixed effects analysis - Tanja Lischetzke; David Izydorczyk; Christina Hüller; Markus Appel (Journal of Research in Personality, 2017)
The uncanny valley hypothesis suggests that robots that closely resemble humans elicit feelings of eeriness. We focused on individual differences in the uncanny valley experience, which have been largely neglected to date. Using a mixed effects modelling approach, we tested whether individual differences in the need for structure predict uncanny valley sensitivity. Two experiments (Ns = 226 and 336) with morphed stimuli confirmed the uncanny valley effect. A moderator effect of need for structure was found in Experiment 2, which used a fine-grained manipulation of human likeness, but not in Experiment 1, which used a 3-step manipulation. The results provide tentative evidence that individuals who respond negatively to a lack of structure show a more pronounced (“deeper”) uncanny valley effect.

Therapie-Tools Angststörungen im Kindes- und Jugendalter : mit E-Book inside und Arbeitsmaterial - Johannes Traub; Tina In-Albon (Beltz, 2017)

Threat or challenge? Teacher beliefs about gifted students and their relationship to teacher motivation - Svenja Matheis; Leonie Kronborg; Manfred Schmitt; Franzis Preckel (Gifted and Talented International, 2017)

Under threat by popular vote: German-speaking immigrants’ affect and cognitions following the Swiss vote against mass immigration - Selma Carolin Rudert; Stefan Janke; Rainer Greifeneder (PLOS ONE, 2017)
A popular initiative in support of regulating future immigration to Switzerland was accepted by the electorate in 2014. Assuming that the initiative acted as an exclusionary threat for current immigrants of Switzerland, we conducted an online survey among a sample of highly-skilled German-speaking immigrants (“expats”). Participants reported having experienced negative affect following the vote. Moreover, having a more left-wing orientation, living in a political constituency that had voted pro-regulation and having proportionally few Swiss friends positively predicted negative affect following the vote. Negative affect was associated with a reported negative change in one’s attitudes towards Switzerland, increased considerations to leave the country, and impaired satisfaction with life. In sum, the results suggest that a powerful exclusionary threat such as a national vote may be experienced as distressful by highly-skilled immigrants currently living in the country.

User-generated opinion: How reader reactions and source reputation influence the effects of online news - Stephan Winter; Nicole C. Krämer; Yuhua Liang (Studies in Communication and Media, 2017)

Validity risks and potential advancements of Situational Judgment Tests and Assessment Centers in personality research - Johanna Pretsch; Manfred Schmitt (European Journal of Personality, 2017)

Visually induced analgesia during massage treatment in chronic back pain patients - A. Löffler; J. Trojan; W. Zieglgänsberger; M. Diers (European Journal of Pain, 2017)
Background Previous findings suggest that watching sites of experimental and chronic pain can exert an analgesic effect. Our present study investigates whether watching one's back during massage increases the analgesic effect of this treatment in chronic back pain patients. Methods Twenty patients with chronic back pain were treated with a conventional massage therapy. During this treatment, patients received a real-time video feedback of their own back. Watching a neutral object, a video of another person of the same sex being massaged, a picture of the own back, and keeping one's eyes closed were used as controls. These conditions were presented in randomized order on five separate days. Results All conditions yielded significant decreases in habitual pain intensity. The effect of real-time video feedback of the own back on massage treatment was the strongest and differed significantly from the effect of watching a neutral object, but not from the other control conditions, which may have induced slight effects of their own. Conclusions Repeated real-time video feedback may be useful during massage treatment of chronic pain. Significance This study shows that inducing visual induced analgesia during massage treatment can be helpful in alleviating chronic pain.

Von Stift zum Smartphone - Anna Baumert; Tobias Rothmund; Manfred Schmitt; Felix Hampe; Anna Halmburger (Uniprisma spezial, 2017)

When “We” or “They” exclude others: attributing and evaluating ostracism observed in in-groups and out-groups - Sarah Noel Arpin; Laura Froehlich; Anthony Lantian; Selma Carolin Rudert; Marleen Stelter (Comprehensive Results in Social Psychology, 2017)
Ostracism is a common social occurrence with severe psychological and behavioral consequences. Whereas many studies have focused on the perspective of ostracized individuals, our research explores observers’ perceptions of another’s ostracism, when the reason for ostracism is unclear. We investigated whether group membership affects observers’ causal attributions and evaluations of observed ostracism. Based on previous research and theory (Black Sheep Effect Ultimate Attribution Error), we hypothesized that when ostracism is observed in an out-group, the sources (i.e. the ostracizing group members) will be evaluated more negatively than the target (i.e. the ostracized individual), as the exclusion will be perceived as a violation of social norms. However, when ostracism is observed in the in-group, we hypothesized that observers would evaluate targets more negatively than the sources of ostracism. We further assumed that an intergroup bias in evaluation would be mediated by in-group-serving causal attributions. Results of an online experiment (N = 398) revealed that group membership influenced neither the attribution of responsibility nor the general evaluation of the ostracism sources and targets. Regardless of group membership, participants attributed responsibility for ostracism more to the sources than to the targets and rated targets as more likable. Though questions regarding the influence of group membership on observed ostracism remain open, the current study provided further insight into the impact of attributions on evaluation of ostracism sources and targets.

When does activating diversity alleviate, when does it increase intergroup bias? An ingroup projection perspective - Melanie C. Steffens; Gerhard Reese; Franziska Ehrke; Kai J. Jonas (PLOS ONE, 2017)
The question how intergroup bias can be alleviated is of much theoretical and practical interest. Whereas diversity training and the multiculturalism ideology are two approaches prominent in practice, most theoretical models on reducing intergroup bias are based on social-identity theory and self-categorization theory. This social-identity perspective assumes that similar processes lead to intergroup bias in very different intergroup contexts if people identify with the respective social groups. A recent prominent model based on these theories is the ingroup-projection model. As this model assumes, an ingroup’s norms and standards are applied to outgroups included in a common superordinate category (this is called ingroup projection). Intergroup bias results because the outgroup fulfils these norms and standards less than the ingroup. Importantly, if the diversity of the superordinate category is induced as the norm, ingroup projection and thus intergroup bias should be reduced. The present research delineates and tests how general this process is. We propose that ingroup prototypicality is not only an outcome variable, as the ingroup-projection model originally assumes, but can also be an important moderator. We hypothesize that for members considering their ingroup highly prototypical (“pars pro toto”, large majorities), the superordinate group’s diversity may question their ingroup’s position and thus elicit threat and intergroup bias. In contrast, for members who consider their group as less prototypical (one among several, or “una inter pares” groups), activating diversity should, as originally assumed in the ingroup-projection model, reduce intergroup bias. Three experiments (total N = 345) supported these predictions in the contexts of groups defined by gender or nationality. Taken together, the ingroup-projection model can explain under which conditions activating superordinate-category diversity induces tolerance, and when it may backfire. We discuss in how far the ingroup-projection model can integrate conflicting findings on the multiculturalism ideology.

When Silence Is Not Golden: Why Acknowledgment Matters Even When Being Excluded - Selma C. Rudert; Andrew H. Hales; Rainer Greifeneder; Kipling D. Williams (Personality and Social Psychology Bulletin, 2017)
Following ostracism, individuals are highly sensitive to social cues. Here we investigate whether and when minimal acknowledgment can improve need satisfaction following an ostracism experience. In four studies, participants were either ostracized during Cyberball (Studies 1 and 2) or through a novel apartment-application paradigm (Studies 3 and 4). To signal acknowledgment following ostracism, participants were either thrown a ball a few times at the end of the Cyberball game, or received a message that was either friendly, neutral, or hostile in the apartment-application paradigm. Both forms of acknowledgment increased need satisfaction, even when the acknowledgment was hostile (Study 4), emphasizing the beneficial effect of any kind of acknowledgment following ostracism. Reinclusion buffered threat immediately, whereas acknowledgment without reinclusion primarily aided recovery. Our results suggest that minimal acknowledgment such as a few ball throws or even an unfriendly message can reduce the sting of ostracism.

Which is the greater good? A social dilemma paradigm disentangling environmentalism and cooperation - Sina A. Klein; Benjamin E. Hilbig; Daniel W. Heck (Journal of Environmental Psychology, 2017)
In previous research, pro-environmental behavior (PEB) was almost exclusively aligned with in-group cooperation. However, PEB and in-group cooperation can also be mutually exclusive or directly conflict. To provide first evidence on behavior in these situations, the present work develops the Greater Good Game (GGG), a social dilemma paradigm with a selfish, a cooperative, and a pro-environmental choice option. In Study 1, the GGG and a corresponding measurement model were experimentally validated using different payoff structures. Results show that in-group cooperation is the dominant behavior in a situation of mutual exclusiveness, whereas selfish behavior becomes more dominant in a situation of conflict. Study 2 examined personality influences on choices in the GGG. High Honesty-Humility was associated with less selfishness, whereas Openness was not associated with more PEB. Results corroborate the paradigm as a valid instrument for investigating the conflict between in-group cooperation and PEB and provide first insights into personality influences.

Who Benefits the Most? Individual Differences in the Transfer of Executive Control Training Across the Lifespan - Julia Karbach; Tanja Könen; Marion Spengler (Journal of Cognitive Enhancement, 2017)
Training studies have shown that cognitive plasticity, that is the potential modifiability of a person’s cognitive abilities, is considerable across the lifespan and extends to very old age. Cognitive training can not only result in significant performance improvements on the trained tasks, but also benefit performance on new untrained tasks (transfer). However, even though interventions can be very successful at the group level, individual differences in training gains tend to be large. Why do some individuals benefit more than others? In the present study (N = 168), we investigated transfer of executive control training in children (N = 56, 8-10 years of age), younger adults (N = 56, 18-28 years of age), and older adults (N = 56, 62-77 years of age) in a pretest-training-posttest design. Results of latent change modeling showed a training-induced reduction of age differences and individual differences across training and transfer tasks in all age groups. Moreover, individuals with lower cognitive abilities at pretest showed larger training and transfer benefits after the training. This effect was significantly higher in the training group compared to an active control group, indicating that it was based on the executive control training and not on non-focal effects (e.g., regression to the mean). These findings reveal a pattern of compensation effects with the largest training-induced improvements in participants who needed them the most.

Working towards integration of personality structure, process, and development - Anna Baumert; Manfred Schmitt; Marco Perugini; Wendy Johnson; Gabriela Blum; Peter Borkenau; Giulio Costantini; Jaap Denissen; William Fleeson; Ben Grafton; Eranda Jayawickreme; Elena Kurzius; et al. (European Journal of Personality, 2017)

A confirmatory factor analysis of the model of quality of life containing internal and external domains - Jozef Dzuka; Manfred Schmitt (Československá psychologie, 2016)

A Cross-Lag Panel Analysis of Low Self-Esteem as a Predictor of Adolescent Internalizing Symptoms in a Prospective Longitudinal Study - Tina In-Albon; Andrea H. Meyer; Christa Winkler Metzke; Hans-Christoph Steinhausen (Child Psychiatry & Human Development, 2016)
Self-esteem, generally regarded as an important indicator of adolescents’ mental health, was assessed by a self-report questionnaire in a school sample of 593 subjects who had been assessed at 3 time points over 7 years between 11 and 25 years of age within the Zurich Psychology and Psychopathology Study (ZAPPS). Cross-lagged panel analyses of the longitudinal data from ZAPPS indicated that self-esteem was predictive of internalizing problems and had an impact on internalizing symptoms when the analyses were adjusted for coping behavior, efficiency of social networks, and impact of stressful life events. Self-esteem was also stable (r = .37-.60) within the observed age range, after controlling for prior levels of the predicted variables. The findings support the impact of self-esteem on mental health and indicate the importance of addressing self-esteem in prevention and intervention programs.

A test of the metacognitive model of obsessive-compulsive disorder - J. Hansmeier; C. Exner; W. Rief; J. A. Glombiewski (JOURNAL OF OBSESSIVE-COMPULSIVE AND RELATED DISORDERS, 2016)

Anonymity and incentives: An investigation of techniques to reduce socially desirable responding in the Trust Game - Isabel Thielmann; Daniel W. Heck; Benjamin E. Hilbig (JUDGMENT AND DECISION MAKING, 2016)

As high as it gets: Ingroup projection processes in the superordinate group humans - Gerhard Reese; Anne Berthold; Melanie C. Steffens (International Journal of Intercultural Relations, 2016)
Recent research on inclusive identities suggests that the highly inclusive superordinate group “humans” is a relevant social category such that identification with all humans is related to various pro-social outcomes. In this research, we tested whether dual identity affects the extent to which the superordinate group humans serves as a relevant comparison standard for relations between developed and developing countries. Overall, participants from a developed country perceived their ingroup as more relatively prototypical for all humanity than people from developing countries. Study 1 revealed that relative prototypicality perceptions predicted weaker behavioral intentions to act against global inequality. In Studies 2 and 3, higher levels of relative prototypicality tended to predict fewer donations and a lower probability to seek fair trade information. Perceived legitimacy of global inequality explained the relation between relative prototypicality and donation behavior (Study 3). Dual identification with both developed countries and humanity did not predict relative prototypicality judgments. We discuss that the social representation of all humans can be a meaningful comparison standard for individuals, and we discuss the role of dual identity in international relations.

Beware of indirect effects. Rigorous definitions and methods for testing the causality of traits - Anna Baumert; Manfred Schmitt; Gabriela Blum (European Journal of Personality, 2016)

Borderline Personality and the Detection of Angry Faces - Johanna Hepp; Benjamin E. Hilbig; Pascal J. Kieslich; Julia Herzog; Stefanie Lis; Christian Schmahl; Inga Niedtfeld (PLOS ONE, 2016)

Cognitive costs of encoding novel natural activities: Can “learning by doing” be distractive and deceptive? - Rul von Stülpnagel; Janette C. Schult; Claudia Richter; Melanie Caroline Steffens (Quarterly journal of experimental psychology, 2016)
Findings from action memory research suggest that the enactment of simple actions and naturalistic activities results in similar memory performance to that from their observation. However, little is known about potential differences between the conditions during the encoding of the to-be-studied actions and activities. We analysed the cognitive costs of encoding two novel naturalistic activities studied via enactment or via observation in four experiments. In addition to memory performance, we measured objective cognitive costs with a secondary task and subjective cognitive costs with repeated ratings of mental effort and estimates of general activity difficulty. Memory performance was comparable across study conditions throughout all experiments. The enactment of activities repeatedly resulted in slower reaction times in the secondary task than did observation, suggesting higher objective costs. In contrast, subjective costs were rated lower after enactment than after observation. Findings from a pantomimic enactment condition suggested that the low ratings of subjective costs after enactment represent a misinterpretation of task demands. Our findings imply that the widespread belief about “learning by doing” as an easy way of learning does not stem from an actual advantage in memory performance, but rather from continuous feedback about one's performance resulting from enactment.

Cognitive training - An overview of features and applications - Tilo Strobach; Julia Karbach (Springer., 2016)
his book brings together a cutting edge international team of contributors to critically review the current knowledge regarding the effectiveness of training interventions designed to improve cognitive functions in different target populations. There is substantial evidence that cognitive and physical training can improve cognitive performance, but these benefits seem to vary as a function of the type and the intensity of interventions and the way training-induced gains are measured and analyzed. This book further fulfills the need for clarification of the mechanisms underlying cognitive and neural changes occurring after training. This book offers a comprehensive overview of empirical findings and methodological approaches of cognitive training research in different cognitive domains (memory, executive functions, etc.), types of training (working memory training, video game training, physical training, etc.), age groups (from children to young and older adults), target populations (children with developmental disorders, aging workers, MCI patients etc.), settings (laboratory-based studies, applied studies in clinical and educational settings), and methodological approaches (behavioral studies, neuroscientific studies). Chapters feature theoretical models that describe the mechanisms underlying training-induced cognitive and neural changes. Cognitive Training: An Overview of Features and Applications will be of interest to researchers, practitioners, students, and professors in the fields of psychology and neuroscience.

Comfort-related feedforward information: occupants’ choice of cooling strategy and perceived comfort - Anita Meinke; Maren Hawighorst; Andreas Wagner; Jörg Trojan; Marcel Schweiker (Building Research & Information, 2016)
Approaches to provide feedforward information to building occupants about the impact of potential actions on individual thermal comfort levels are scarce. Even less is known about the effect of such information on the decision process of occupants to interact with their built environment and their level of comfort after such decisions. In a naturalistic study, participants (N = 76) were given a choice of four actions to counteract thermal discomfort induced by constantly rising room temperatures: removing a piece of clothing, opening the window, switching on the ceiling fan or switching on the air-conditioning. After receiving information about the potential change in comfort and energy consumption of these options, they had to confirm or revise their choice. The vast majority of participants initially chose to open the windows (N = 28) or remove a piece of clothing (N = 37); only a few chose the ceiling fan (N = 2) or the air-conditioning (N = 9). About one-third (N = 23) revised their choice of action; most of them (N = 15) indicated an influence from the provided information. In conclusion, feedforward information can be a useful tool to combat overheating problems by increasing energy-aware behaviour and thermal acceptance.

Communicating scientific evidence: scientists’, journalists’ and audiences’ expectations and evaluations regarding the representation of scientific uncertainty - Michaela Maier; Jutta Milde; Senja Post; Lars Günther; Georg Ruhrmann; Berend Barkela (Communications, 2016)
Although uncertainty is inherent in scientific research, it is an often neglected topic in public communication. In this article, we analyze how scien- tists and journalists think they should communicate about the uncertainty of scientific evidence in public, and whether their real-world communication meets laypersons’ demands and expectations. For scientists and journalists, our analyses are based theoretically on an expectancy-value model and empiri- cally on two representative surveys. Laypersons’ expectations and evaluations are analyzed using qualitative in-depth interviews. Results show that scientists and journalists widely agree that scientific uncertainty should be pointed out in their communication. Nonetheless, while scientists show a clear inclination toward the media and hope that uncertainties will not be dramatized or mis- used, journalists on the other hand have a strong audience orientation and hope to stimulate critical reflection on scientific findings. For audiences, how- ever, media coverage about scientific uncertainty is of less interest. They clearly expect fact-oriented information on the use of technology in everyday life.

Conceptual Motivation as a tool for raising language awareness in the English as a foreign language classroom - Does it enhance learning outcomes? Insights from an empirical study - Dorothee Kohl-Dietrich; Constanze Juchem-Grundmann; Wolfgang Schnotz (Yearbook of the German Cognitive Linguistics Association, 2016)

Cross-cultural adaption of the German Quebec Back Pain Disability Scale: an exposure-specific measurement for back pain patients - Jenny Riecke; Sebastian Holzapfel; Winfried Rief; Harald Lachnit; Julia A. Glombiewski (JOURNAL OF PAIN RESEARCH, 2016)

Current challenges, new developments, and future directions in scale construction - D. Danner; J. Blasius; B. Breyer; S. Eifler; N. Menold; D. L. Paulhus; B. Rammstedt; R. D. Roberts; M. Schmitt; M. Ziegler (European Journal of Psychological Assessment, 2016)

Dangerous minds? Effects of uncivil online comments on aggressive cognitions, emotions, and behavior - Leonie Rösner; Stephan Winter; Nicole C. Krämer (Computers in Human Behavior, 2016)

Das Sad-Film-Paradoxon - Uli Gleich; Ines Vogel (Schlüsselbegriffe der Medienpsychologie, 2016)

Development and Validation of the Behavioral Avoidance TestBack Pain (BAT-Back) for Patients With Chronic Low Back Pain - Sebastian Holzapfel; Jenny Riecke; Winfried Rief; Jessica Schneider; Julia A. Glombiewski (CLINICAL JOURNAL OF PAIN, 2016)

Die Bedeutung von politischem Vertrauen für die Glaubwürdigkeit von Wahlversprechen - Julia Dupont; Evelyn Bytzek; Melanie Caroline Steffens; Frank M. Schneider (Politische Psychologie, 2016)
Wahlversprechen von Parteien sind aus Wahlkämpfen nicht wegzudenken. Fraglich ist jedoch, ob diese Versprechen von den Bürgerinnen1 als glaubwürdig empfunden werden. Die Beantwortung dieser Frage ist relevant für potentielle Wirkungen von Wahlversprechen auf Wahlentscheidungen, denn die Glaubwürdigkeit von Wahlversprechen sollte die Wahlentscheidung für oder gegen eine Partei beeinflussen. Wesentlich für die Glaubwürdigkeit sollte das Vertrauen in die Partei, die das Wahlversprechen gibt, und das allgemeine Vertrauen in Politikerinnen sein. Da Wahlversprechen in die Zukunft gerichtet sind, muss man darauf vertrauen, dass diese umgesetzt werden. Unser Experiment (N = 632) zeigt, dass sowohl das allgemeine Vertrauen in Politikerinnen als auch das Vertrauen in die Versprechen gebende Partei einen zentralen Einfluss auf die Glaubwürdigkeit eines Wahlversprechens ausüben, auch bei Kontrolle von Effekten, die von der Konkretheit und der Verbindlichkeit des Versprechens und der persönlichen Betroffenheit vom Thema des Versprechens ausgehen.

Die Pfalz macht sich/dich stark - Wege zur Resilienz. Die Rolle des Pfalzklinikums für die seelische Gesundheit in der Pfalz. - Annette Schröder (200 Jahre Bezirkstag Pfalz. Wissenschaftliches Symposium zur Geschichte, Gegenwart und Zukunft des Bezirksverbands Pfalz, 2016)
Am 6. Dezember trat der „Landrath des Rheinkreises“ (seit 1838 „Pfalz“) zu seiner Sitzung in Speyer zusammen. In beinahe ununterbrochener Kontinuität setzt der heutige Bezirkstag Pfalz das erfolgreiche Wirken seines vor 200 Jahren gegründeten Ahnherren fort. Seit 1950 ist das als „Bezirkstag Pfalz“ bezeichnete „Parlament der Pfälzer“ das höchste Organ des Bezirksverbands Pfalz, der als höherer Kommunalverband „ein Unikum“ in Rheinland-Pfalz ist. Als Auftaktveranstaltung zum Jubiläumsjahr 2016 richtete der Bezirksverband Pfalz am 6. und 7. November 2015 in Zweibrücken ein wissenschaftliches Symposium zu seiner Geschichte, Gegenwart und Zukunft aus. Das Symposium nahm eine Standortbestimmung des Bezirksverbands Pfalz vor und zeigte Möglichkeiten und Perspektiven für die Fort- und Weiterentwicklung auf. Zudem stand die 200-jährige Geschichte des Bezirkstags Pfalz und seiner handelnden Personen im Focus. „Wir haben während des Symposiums den Blick mit Bedacht auch in die Zukunft gerichtet, denn bekanntermaßen soll man ein Jubiläum feiern, um die Vision der Gründung zu erneuern.“ (Theo Wieder, Vorsitzender des Bezirkstags Pfalz)

Discrimination at Work on the Basis of Sexual Orientation: Subjective Experience, Experimental Evidence, and Interventions - Melanie C. Steffens; Claudia Niedlich; Franziska Ehrke (Sexual Orientation and Transgender Issues in Organizations, 2016)
Do lesbians and gay men experience discrimination at work, and can this be prevented? The present chapter reviews evidence from three complementary perspectives. First, focusing on the perceived organizational working climate, the chapter reviews studies in which samples of lesbians, gay men, bisexuals, and (sometimes) transgender individuals described their work experiences. The theoretical basis is the minority stress model (Meyer. Psychological Bulletin 129(5):674-697, 2003) postulating that (sexual) minorities are, because of their minority status, confronted with additional stressors in their work life. The minority stress model is used to organize this review of the existing findings, focusing on outcome variables strongly related to the work environment, such as perceived organizational working climate and turnover intentions. In this part of the chapter, the focus is on German-language studies, in order to make that evidence available to an international audience for the first time. In the second part of the review, an outside perspective is adopted: How are lesbian and gay employees perceived, and under which conditions does this result in sexual orientation-based discrimination at work? Internationally, there is very little experimental research testing this question, and to the best of the authors’ knowledge, no published review exists. Therefore, the chapter provides a comprehensive review of all available published studies (i.e., from North America and Europe). These two parts of the review focus on the status quo, suggesting intervention routes, but not testing them. The third part reviews international evidence on the effectiveness of diversity training in improving sexual orientation-related attitudes.

Dissociating Indifferent, Directional, and Extreme Responding in Personality Data: Applying the Three-Process Model to Self- and Observer Reports - Ingo Zettler; Jonas W. B. Lang; Ute R. Huelsheger; Benjamin E. Hilbig (JOURNAL OF PERSONALITY, 2016)

Diversity Kompetenz in Bezug auf Gender: Sozialpsychologisches Wissen über Geschlechterstereotype und Geschlechterrollen - Melanie Caroline Steffens; Jenny Roth (Handbuch Diversity Kompetenz. Band 2: Gegenstandsbereiche, 2016)
Der vorliegende Beitrag gibt einen Überblick über das sozialpsychologische Wissen über Geschlechterstereotype und Geschlechterrollen, welches für Diversity-Kompetenz in Bezug auf Gender unerlässlich ist. Geschlechterstereotype schreiben Frauen und Männern unterschiedliche Fähigkeiten und Eigenschaften zu. Sie schränken ein, welche Verhaltensweisen, Interessen und Berufe Frauen und Männer für sich in Betracht ziehen. Situationen, in denen Geschlechterstereotype aktiviert werden, mindern die Leistungen von Frauen in Bezug auf typisch maskuline Fähigkeiten. Wenn durch die geringe Zahl anwesender Frauen oder andere Hinweise nahegelegt wird, dass Frauen ‚nicht dazugehören‘, sinkt das Interesse von Frauen beispielsweise an Studienfächern und Arbeitsstellen. Auch überdauernde Stereotype von Fächern und Berufen bilden eine Hürde, die Frauen von bestimmten Karrieren abhält. Wenn Personalverantwortlichen wenig objektive Informationen vorliegen und sie sich keine Zeit nehmen, ein überlegtes Urteil auf der Basis tatsächlicher Fakten zu bilden, laufen sie Gefahr, Frauen auf Basis von Geschlechterstereotypen schlechter zu beurteilen als Männer mit objektiv gleichen Qualifikationen. Rollenaufteilungen in der Partner- und Elternschaft erleichtern die Karrieren von Männern, erschweren aber diejenigen (heterosexueller) Frauen. Damit stellen Geschlechterstereotype und traditionelle Geschlechterrollen auch heute noch Hürden für die Karrieren von Frauen dar.

Effects of motor-cognitive coordination training and cardiovascular training on motor coordination and cognitive functions - Verena E. Johann; Katharina Stenger; Stephanie Kersten; Julia Karbach (PSYCHOLOGY OF SPORT AND EXERCISE, 2016)
Objectives: Numerous recent studies showed that physical training can enhance cognitive abilities, such as attention, spatial ability, memory performance, and executive functions. However, most of these studies focused on the efficiency of cardiovascular training, whereas evidence for combined motor cognitive training emphasizing coordination abilities is scarce. Therefore, the aim of the present study was to investigate the effects of motor-cognitive coordination training and moderate cardiovascular training on cognitive functions and to test whether these effects were related to participant's fitness level. Design and method: We tested 50 physically active (mean age = 23.5 years, SD = 3.2) and 56 sedentary participants (mean age = 23.4 years, SD = 3.2) in a pretest-training-posttest design with 12 sessions of moderate cardiovascular training (approximate to 60% HRmax) or motor-cognitive coordination training. The training groups were compared to a passive control group. At pretest and posttest, participants performed an untrained motor-cognitive coordination task, measures of executive control (cognitive flexibility, inhibition, working memory), spatial ability, and fluid intelligence. Results and conclusions: We found improved coordination abilities in the coordination training group, but no transfer of training to cognitive measures in physically active participants. However, sedentary participants showed larger improvements in terms of inhibition in the coordination training group compared to the remaining groups, while the cardiovascular training group improved in cognitive flexibility compared to the remaining groups. In sum, there are positive but differential effects of cardiovascular training and coordination training on cognitive performance in sedentary young participants, suggesting that coordination training may be a useful intervention especially for individuals that cannot perform cardiovascular training. (C) 2016 Elsevier Ltd. All rights reserved.

Einfluss von Psychopathologie und Emotionsregulation auf virtuellen sozialen Ausschluss unter Berücksichtigung verschiedener Experimentalbedingungen im Cyberball-Paradigma. - Simone Pfeiffer; Tina In-Albon (Zeitschrift für Klinische Psychologie und Psychotherapie, 2016)
heoretischer Hintergrund: Soziale Ausgrenzung bzw. Ostrazismus bedroht das Gefühl menschlicher Existenz, da soziale Zugehörigkeit eines unserer psychologischen Grundbedürfnisse ist. Fragestellung: Der Einfluss verschiedener Experimentalbedingungen (Erhöhung der Mitspieleranzahl, Hinzufügen von Fotos, Stimmungsinduktion) im Cyberball-Paradigma in einer Stichprobe von Jugendlichen. Dieser wird anhand eines Gefühlsratings im prä-post Vergleich sowie vier psychologischen Grundbedürfnissen (Bedeutsame Existenz, Zugehörigkeit, Kontrolle und Selbstwert) untersucht. Darüber hinaus wird explorativ der Einfluss von Emotionsregulationsschwierigkeiten und Depressions-Angst-Stress-Symptomen auf den Effekt von Cyberostrazismus mit einbezogen. Methode: Bei 117 Jugendlichen zwischen 12 und 18 Jahren wurde Cyberostrazismus induziert. Ergebnisse: Nach dem Cyberballspiel zeigten Jugendliche eine signifikante Steigerung von Ärger (d = 0.61) und Traurigkeit (d = 0.57) sowie einer Reduktion von Freude (d = 0.55) und Aufregung (d = 0.47). Eine Erhöhung der Mitspielerzahl ergab eine geringere Beeinträchtigung psychologischer Grundbedürfnisse, im Vergleich zu den anderen drei Experimentalbedingungen. Depressions-Angst-Stress-Symptome und Emotionsregulationsschwierigkeiten standen im Zusammenhang mit einer signifikant stärkeren Minderung des Selbstwerts mit großer Effektstärke (f 2 = .43). Schlussfolgerung: Die Induktion von Cyberostrazimus zeigte sich in dieser Studie erfolgreich. Die erweiterten Experimentalbedingungen ergaben sowohl auf Gefühlsebene, als auch in einer Minderung psychologischer Grundbedürfnisse keine Vorteile im Vergleich zur Basisversion. Insgesamt verdeutlichen die Ergebnisse die negativen psychischen Auswirkungen von Cyberostrazismus sowie den Einfluss von Psychopathologie i.S. eines geringeren Selbstwerts nach der Induktion von Cyberostrazimus.

Entwicklung der Text-Bild-Integrationskompetenz im vierten Schuljahr - Inga Wagner; Wolfgang Schnotz (Unterrichtswissenschaft, 2016)
Gegen Ende der Grundschulzeit wird erwartet, dass sich Schülerinnen und Schüler aus Lernmaterial mit Text und Bild neues Wissen aneignen können, wozu sie Text- und Bildinformationen integrieren müssen. In einer Längsschnittstudie mit zwei Messzeitpunkten in der 4. Klassenstufe wurde untersucht, wie sich die Text-Bild-Integrationskompetenz verglichen mit der allgemeinen Lesekompetenz entwickelt und ob sich Mädchen und Jungen dabei unterscheiden. Bei 671 Schülerinnen und Schülern wurde die Text-Bild-Integrationskompetenz und die Lesekompetenz für beide Messzeitpunkte mittels Multiple-Choice-Tests erfasst. Außerdem wurden die verbalen und räumlichen kognitiven Fähigkeiten erhoben. Die Ergebnisse zeigen, dass der Fortschritt hinsichtlich der Kompetenz zur Text-Bild-Integration in der 4. Klassenstufe der Grundschule weniger als 40% des Fortschritts hinsichtlich der allgemeinen Lesekompetenz ausmacht. Dies deutet darauf hin, dass im Grundschulunterricht der Fokus stärker auf der Vermittlung der allgemeinen Lesekompetenz als auf der Text-Bild-Integrationskompetenz liegt. Zwischen Jungen und Mädchen gab es bei der Text-Bild-Integrationskompetenz keine signifikanten Niveauunterschiede, jedoch beeinflussten räumliche und verbale kognitive Fähigkeiten die Integrationsleistungen von Jungen und Mädchen unterschiedlich stark.

Entwicklung eines Manuals zur Reha-Fallbegleitung bei Alkohol- und Drogenabhängigen mit erwerbsbezogenen Problemen. - M. Glattacker; T. Jakob; A. Schröder; S. Hoffmann; M. Stapel (Sucht Aktuell, 2016)

Estereotipos de género en el trabajo - M. Àngels Viladot; Melanie Caroline Steffens (Editorial UOC, 2016)
El objetivo de este libro es aportar respuestas a la pregunta de por qué no hay igualdad de género en el ámbito laboral. Más específicamente analizar, desde la perspectiva de la psicología social, los factores y mecanismos que conducen a la discriminación de las mujeres en sus carreras profesionales. Estereotipos de género en el trabajo. Available from: https://www.researchgate.net/publication/306286093_Estereotipos_de_genero_en_el_trabajo [accessed Aug 18, 2017].

Examining Characteristics of Opinion Leaders in Social Media: A Motivational Approach - Stephan Winter; German Neubaum (Social Media + Society, 2016)

Examining Individual Differences in Interpersonal Influence: On the Psychometric Properties of the Generalized Opinion Leadership Scale (GOLS) - Bernad Batinic; Markus Appel; Timo Gnambs (JOURNAL OF PSYCHOLOGY, 2016)
Opinion leadership describes an individual's tendency to informally influence others' attitudes and overt behaviors. In contrast to contemporary views of opinion leadership as a highly domain-specific trait, this paper introduces a multi-faceted personality trait, generalized opinion leadership (GOL) that characterizes exceptionally influential individuals independent of a specific subject area. Two studies report on the psychometric properties of a scale to assess GOL. Study 1 is based on three independent samples (N = 1,575, N = 1,275, and N = 231) and demonstrates the factorial structure of the instrument and its measurement invariance across sex, age, and educational levels. Study 2 (N = 310) analyzes multitrait-multiinformant data to highlight the scale's discriminant validity with regard to innovativeness and trendsetting.

Executive functions - Julia Karbach; Jutta Kray (Cognitive training - An overview of features and applications, 2016)

Executive Functions - Julia Karbach; Kerstin Unger (The Encyclopedia of Adulthood and Aging, 3 Volume Set, 2016)
This authoritative reference work contains more than 300 entries covering all aspects of the multi-disciplinary field of adult development and aging * Brings together concise, accurate summaries of classic topics as well as the most recent thinking and research in new areas * Covers a broad range of issues, from biological and physiological changes in the body to changes in cognition, personality, and social roles to applied areas such as psychotherapy, long-term care, and end-of-life issues

Expectation-Focused Psychological Interventions (EFPI) - Winfried Rief; Julia Anna Glombiewski (VERHALTENSTHERAPIE, 2016)

Focusing on situation-specific expectations in major depression as basis for behavioural experiments - Development of the Depressive Expectations Scale - Tobias Kube; Lisa D'Astolfo; Julia A. Glombiewski; Bettina K. Doering; Winfried Rief (Psychology and Psychotherapy: Theory, Research and Practice, 2016)
Objectives Dysfunctional expectations are considered to be core features of various mental disorders. The aim of the study was to develop the Depressive Expectations Scale (DES) as a depression‐specific measure for the assessment of dysfunctional expectations. Whereas previous research primarily focused on general cognitions and attitudes, the DES assesses 25 future‐directed expectations (originally 75 items) which are situation‐specific and falsifiable. Design and methods To evaluate the psychometric properties of the DES, the scale was completed by 175 participants with and without severe depressive symptoms in an online survey. Participants additionally completed the Patient Health Questionnaire modules for depression (PHQ‐9) and anxiety (GAD‐7). People experiencing depressive symptoms were informed about the study with the help of self‐help organizations.

Formelsammlung Statistik und Forschungsmethoden - Michael Eid; Mario Gollwitzer; Manfred Schmitt (Beltz, 2016)

Frauen - Männer - Karrieren: Eine sozialpsychologische Perspektive auf Frauen in männlich geprägten Arbeitskontexten - Melanie Caroline Steffens; Irena D. Ebert (Springer Fachmedien Wiesbaden, 2016)
Wieso verdienen Frauen weniger Geld als Männer? Was hindert ihren Aufstieg in Führungspositionen? Das vorliegende Buch trägt die sozialpsychologische Fachliteratur über den Einfluss des Geschlechts auf Wahrnehmung und Handlung im Arbeitsumfeld allgemeinverständlich zusammen. Damit liefert es einen praktisch nutzbaren umfassenden Einblick in aktuelle Forschungsergebnisse. Das dargestellte Wissen sollten Personalverantwortliche und Gleichstellungsbeauftragte kennen, und es kann in verschiedenen Situationen des Arbeitsalltags gewinnbringend genutzt werden. Das Buch stellt sozialpsychologische Ergebnisse vor und beleuchtet auf deren Basis praktische Fragestellungen.

Genome-wide association study of response to cognitive-behavioural therapy in children with anxiety disorders - J. R. I. Coleman; K. J. Lester; R. Keers; S. Roberts; C. Curtis; K. Arendt; S. Bo gels; P. Cooper; C. Creswell; T. Dalgleish; C. A. Hartman; E. R. Heiervang; et al. (The British Journal of Psychiatry, 2016)
Anxiety disorders are common, and cognitive-behavioural therapy (CBT) is a first-line treatment. Candidate gene studies have suggested a genetic basis to treatment response, but findings have been inconsistent.

Handbook of Social Justice Theory and Research - Clara Sabbagh; Manfred Schmitt (Springer New York, 2016)

Heart-focused anxiety in patients with chronic heart failure before implantation of an implantable cardioverter defibrillator: baseline findings of the Anxiety-CHF Study - Maxie Bunz; Denise Lenski; Sonja Wedegaertner; Christian Ukena; Julia Karbach; Michael Boehm; Ingrid Kindermann (CLINICAL RESEARCH IN CARDIOLOGY, 2016)
We analysed heart-focused anxiety (HFA) and its predictors in patients with heart failure before implantation of an implantable cardioverter defibrillator (ICD). Herein, we report the baseline data of the Anxiety-CHF Study which investigates HFA before and after ICD implantation. HFA, general anxiety and depression, perceived quality of life (QoL) and type D personality were measured with validated psychological instruments. Clinical parameters such as severity of heart failure measured by NYHA class and left ventricular ejection fraction (EF) were determined. One hundred and ten patients were interrogated before ICD implantation (70 % male, mean age = 60.5 +/- A 14.9 years, mean EF = 31 % +/- A 9 %, 91 % NYHA II-III, 92 % primary prevention). HFA was present in 53 patients (48.6 %); 37 participants (33.9 %) showed increased levels of general anxiety and 33 patients (30.3 %) showed increased levels of depression with clinical significant levels in 16 subjects (14.7 %) for general anxiety and 13 subjects (11.9 %) for depression. Poor QoL was reported in 30 patients (27.5 %). HFA was correlated with QoL, general anxiety, depression, type D personality, myocardial infarction (MI), and systolic blood pressure. QoL, general anxiety and former MI were significant predictors of HFA (R (2) = 0.453). Heart-focused anxiety is highly prevalent in heart failure patients prior to ICD implantation. Measures of disease severity such as EF or NYHA class do not predict HFA, neither does Type D personality. HFA is predicted by a history of MI and psychological parameters such as general anxiety and impaired QoL.

How Victim Sensitivity leads to Uncooperative Behavior via Expectancies of Injustice - Simona Maltese; Anna Baumert; Manfred J. Schmitt; Colin MacLeod (Frontiers in Psychology, 2016)

Impression formation of applicants differing in sexual orientation: An attempt to integrate theoretical models and a review of the empirical evidence - Melanie C. Steffens; Claudia Niedlich; Sven Kachel; Nicole Methner (Sexual orientation: Perceptions, discrimination and acceptance, 2016)
Only a few published experiments directly tested the influence of applicants’ sexual orientation on hiring decisions and related judgments. The present chapter reviews theoretical models of impression formation and applies them to discrimination based on sexual orientation. The basis of our reasoning is formed by the stereotype-content model, the lack-of-fit model, and the continuum model. According to the stereotype-content model, competence and warmth are the “big two” dimensions in social judgment and stereotyping. The lack-of-fit model was introduced to explain biases against female applicants, and it postulates that biases result from the perceived misfit between job aspects and traits of a person, influenced by gender stereotypes. Typical women are supposed to lack the competence required in male-typed jobs (and typical men are supposed to lack the warmth required in female-typed jobs). The model implies that the perceived femininity of a given woman also affects how well she is perceived to fit a given position. Stereotypes of lesbians and gay men indicate that they are more androgynous than heterosexuals (i.e., possessing typically female and typically male traits). Thus, for male-typed jobs, lesbians should be discriminated less than heterosexual women, and for female-typed jobs, gay men should be discriminated less than heterosexual men. But how do people integrate information on social-category membership with individuating information (i.e., information provided of individuals)? The continuum model postulates four different processing stages: initial categorization, confirmatory categorization, recategorization, and piecemeal integration. We integrate other relevant processes into this model: Primarily on the confirmatory categorization stage, we propose that prescriptive stereotypes, prototyping, and shifting standards may play a role. Recategorization depending on sexual orientation could be related to subgrouping, attributional augmenting, attribution to discrimination, and identity intersections. Piecemeal integration bears similarity to the idea of subtyping of counter-stereotypical exemplars. Throughout the review, we consider how empirical findings relate to these models, in particular those of a recent research program on the discrimination of applicants based on their sexual orientation. We conclude that the models we elaborate on can account for many, but not all extant findings. Impression Formation of Applicants Differing in Sexual Orientation: An Attempt to Integrate Theoretical Models and a Review of the Empirical Evidence (PDF Download Available). Available from: https://www.researchgate.net/publication/307464895_Impression_Formation_of_Applicants_Differing_in_Sexual_Orientation_An_Attempt_to_Integrate_Theoretical_Models_and_a_Review_of_the_Empirical_Evidence [accessed Jun 30, 2017].

Impression Management und Self-Disclosure in sozialen Medien [Impression management and self-disclosure in social media] - Sabrina C. Eimler; Stephan Winter (Medienpsychologie : Schlüsselbegriffe und Konzepte, 2016)

Improvement of cognitive function in patients with heart failure by cognitive training: first results of the cognitive training in heart failure study (cogtrain-HF) - S. Wedegaertner; J. Karbach; B. Bernhard; J. Ukena; M. Boehm; I. Kindermann (EUROPEAN JOURNAL OF HEART FAILURE, 2016)

Increased training complexity reduces the effectiveness of brief working memory training: evidence from short-term single and dual n-back training interventions - Kristina Kueper; Julia Karbach (JOURNAL OF COGNITIVE PSYCHOLOGY, 2016)
N-back training has recently come under intense scientific scrutiny due to reports of training-related improvements in general fluid intelligence. As of yet, relatively little is known about the effects of short-term n-back training interventions, however. In a pretest-training-posttest design, we compared brief dual and single n-back training regimen in terms of training gains and transfer effects relative to a passive control group. Transfer effects indicated that, in the short-term, single n-back training may be the more effective training task: At the short training duration we employed, neither training group showed far transfer to specific task switch costs, Stroop inhibition costs or matrix reasoning indexing fluid intelligence. Yet, both types of training resulted in a reduction of general task switch costs indicating improved cognitive control during the sustained maintenance of competing task sets. Single but not dual n-back training additionally yielded near transfer to an untrained working memory updating task.

Ingroup Projection as a Challenge of Diversity: Consensus about and Complexity of Superordinate Categories - Michael Wenzel; Sven Waldzus; Melanie Caroline Steffens (The Cambridge handbook of the psychology of prejudice, 2016)
As is often done, we could begin such a chapter in a volume on intergroup conflict with a dire description of the state of human society and the continuing menace of social discrimination, prejudice, injustice, and ethnic violence. However, a children's book by the Austrian writer Edith Schreiber-Wicke (1990), whose title may be translated as “When the crows were still colorful,” provides a fable that is more fun, yet insightful. It describes the story of the crows when they still came in all sorts of colors and patterns - orange with blue stripes, green with yellow spots, and so on - until one day a snowman asked the fateful (and probably spiteful) question of what a real, true crow looked like. Now the yellow-with-blue-spotted crows declared yellow with blue spots was the true color of crows, but the lilac crows argued the ur-crow was lilac colored, and all the other crows also claimed their colors were the real ones. There was arguing and quarreling; the crows began to fly with like-colored others only. The fighting ended only when one day a black rain turned all animals black. Afterward, only the crows stayed black and no longer had a reason to argue. The moral of the story? Obviously: ingroup projection is a challenge of diversity! And if we do not want to buy social harmony with dull sameness, we had better think of a more creative way to appreciate and enjoy differences. Ingroup projection is the perception or claim that one's own group is more prototypical for a higher-order superordinate identity, hence more normative and positive, than a relevant comparison outgroup is, or more prototypical at least than the outgroup thinks the ingroup is. In the present chapter, we briefly outline the ingroup projection model (IPM; Mummendey & Wenzel, 1999; Wenzel, Mummendey, & Waldzus, 2007), discuss its key concepts and relevant recent findings, and essentially argue for two ways in which we need to construe our superordinate identities to reduce tension between diverse and divergent groups included in them: We need to advance consensus about the superordinate identity in question, and about the complexity of its representation.

Justice sensitivity - Anna Baumert; Manfred Schmitt (Handbook of Social Justice Theory and Research, 2016)

Kommentar zum Positionspapier zur Lage der Allgemeinen Psychologie aus medienpsychologischer Sicht / Comment on the position paper on the state of general psychology from a media psychological perspective - Astrid Rosenthal-von der Pütten; Malte Elson; Stephan Winter (Psychologische Rundschau, 2016)

Krisenkommunikation bei Facebook? Wie sich die Social-Media-Nutzung öffentlicher Institutionen auf ihre Glaubwürdigkeit auswirkt [Crisis communication on Facebook? How the social media usage of public institutions affects their perceived credibility] - Nicole C. Krämer; Leonie Rösner; Stephan Winter (Wahrnehmung, Wissen und Kommunikation, 2016)

Learning and Instruction: a review of main research lines during recent decades - Wolfgang Schnotz (Zeitschrift für Erziehungswissenschaft, 2016)
Research on learning and instruction focuses on structural and procedural characteristics of guided human learning as well as its internal and external constraints including the embeddedness of human learning into social systems. Instruction (which is in this context just as a synonym for teaching) needs to be aligned with these characteristics of human learning in order to be successful. The following article provides an overview of main research lines on learning and instruction during the recent decades with a special focus on educational psychology and empirical pedagogy. In a first step, the article will outline basic theoretical approaches to teaching and learning. Second, it will analyze the role of learning environments and students’ learning activities within these environments and, third, the role of self-directed learning in such environments. Fourth, the paper will consider the role of media in learning and instruction with a special focus on possibilities to enhance students’ cognitive flexibility. In a fifth step, the article will specify cognitive and developmental constraints of learning and its instructional consequences. Finally, the article will suggest perspectives for further interdisciplinary research in this area.

Learning Mathematics With Computer-Generated Dynamic Visualizations - Tobias Rolfes; Jürgen Roth; Wolfgang Schnotz (2016)

Machen Smartphones Jugendliche und junge Erwachsene schlaflos?: Eine Untersuchung zur Smartphonenutzung in der Bettumgebung bei Jugendlichen und jungen Erwachsenen und ihre Auswirkungen auf Schlafhygiene, subjektive Schlafqualität und Tagesschläfrigkeit - Tanja Bianca Strube; Tina In-Albon; Hans-Günter Weeß (Somnologie, 2016)

Meaning Through Fiction: Science Fiction and Innovative Technologies - Markus Appel; Stefan Krause; Uli Gleich; Martina Mara (PSYCHOLOGY OF AESTHETICS CREATIVITY AND THE ARTS, 2016)
Connecting philosophical and psychological theories on meaning to theories and findings on the real-world influence of fictional stories, the authors argue that science fiction provides meaning for otherwise disconcerting new technologies. An experiment with two points of measurement was conducted. After watching a full-length movie with a humanoid robot in a main role (vs. a control film condition), participants had a clearer understanding of humanoids. This, in turn, was related to a stronger link between the concept of humanoid robots and the self, which predicted a higher willingness to buy or use humanoid robot technology. The results remained stable after a 2-week postexposure delay. Implications regarding the meaning-generating function of fiction, science fiction, and humanoid robots are discussed.

Mediated and Moderated Effects of Personalized Political Communication on Political Trust. - Lukas Otto; Michaela Maier (Communication - The European Journal of Communication Research, 2016)

Nicht-suizidales selbstverletzendes Verhalten (NSSV) im Jugendalter: Klinische Leitlinie zur Diagnostik und Therapie - Paul L. Plener; Jörg M. Fegert; Michael Kaess; Nestor D. Kapusta; Romuald Brunner; Rebecca C. Groschwitz; Tina In-Albon; Franz Resch; Katja Becker (Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie, 2016)
Hintergrund: Nicht-suizidales selbstverletzendes Verhalten (NSSV) ist ein häufiges, klinisch relevantes Phänomen im Jugendalter, das sich in Zusammenhang mit verschiedenen psychischen Störungen beobachten lässt. Deutschland gehört mit einer Lebenszeitprävalenz von 25-35 % bei Jugendlichen innerhalb Europas zu den Ländern mit den höchsten Prävalenzraten an NSSV. Bislang existierte eine zuletzt im Jahr 2006 überarbeitete AWMF-Leitlinie zu selbstverletzendem Verhalten und stereotypen Bewegungsstörungen, deren Gültigkeit 2011 abgelaufen war. Methoden: Die Leitliniengruppe setzte sich aus elf medizinisch, psychologisch bzw. psychotherapeutischen Fachgesellschaften und zwei Interessensvertretungen aus Angehörigen- bzw. Präventionsprojekten zusammen. Die Leitlinie wurde in zwei Konferenzen, darauf aufbauenden Literaturrecherchen und einer abschließenden Konsensuskonferenz erarbeitet. Der Algorithmus wurde in drei Delphi-Runden verabschiedet. Ergebnisse: Während die Datenlage zur Epidemiologie und zur Diagnostik von NSSV gut ist, sind noch immer wenige Studien zum Langzeitverlauf und zur psychotherapeutischen sowie zum Stellenwert einer psychopharmakologischen, adjuvanten Behandlung von NSSV im Jugendalter verfügbar. Berufsgruppenübergreifend wurde auch das Vorgehen im Falle der Notwendigkeit einer somatischen Versorgung bei NSSV thematisiert. Schlussfolgerungen: In Anbetracht der heterogenen Evidenzlage wurden, um die klinische Anwendbarkeit der Leitlinie zu gewährleisten, die wesentlichen Punkte zur Behandlung von NSSV im Jugendalter in einer Konsensuskonferenz abgestimmt. Forschungsdefizite zeigen sich sowohl im Bereich präventiver als auch klinischer Interventionen.

Observing justice in the primary classroom - Natalie Erhardt; Johanna Pretsch; Ivana Herrmann; Manfred Schmitt (Zeitschrift für Erziehungswissenschaft, 2016)

Patients' Expectations Predict Surgery Outcomes: A Meta-Analysis - Charlotte J. Auer; Julia A. Glombiewski; Bettina K. Doering; Alexander Winkler; Johannes A. C. Laferton; Elizabeth Broadbent; Winfried Rief (INTERNATIONAL JOURNAL OF BEHAVIORAL MEDICINE, 2016)

Perceptual drifts of real and artificial limbs in the rubber hand illusion - Xaver Fuchs; Martin Riemer; Martin Diers; Herta Flor; Joerg Trojan (SCIENTIFIC REPORTS, 2016)
In the rubber hand illusion (RHI), transient embodiment of an artificial hand is induced. An often-used indicator for this effect is the "proprioceptive drift", a localization bias of the real hand towards the artificial hand. This measure suggests that the real hand is attracted by the artificial hand. Principles of multisensory integration, however, rather suggest that conflicting sensory information is combined in a "compromise" fashion and that hands should rather be attracted towards each other. Here, we used a new variant of the RHI paradigm in which participants pointed at the artificial hand. Our results indicate that the perceived positions of the real and artificial hand converge towards each other: in addition to the well-known drift of the real hand towards the artificial hand, we also found an opposite drift of the artificial hand towards the real hand. Our results contradict the notion of perceptual substitution of the real hand by the artificial hand. Rather, they are in line with the view that vision and proprioception are fused into an intermediate percept. This is further evidence that the perception of our body is a flexible multisensory construction that is based on integration principles.

Person-job fit in the field of teacher education - An analysis of vocational interests and requirements among novice and professional science and language teachers - Kathrin Kaub; Julia Karbach; Frank M. Spinath; Roland Bruenken (TEACHING AND TEACHER EDUCATION, 2016)
The article analyzes vocational interests and requirements of beginner (N = 149), advanced (N = 45), and professional (N = 72) teachers in math/science and arts/language. Referring to Hollands' (1997) model, we calculated teachers' person job fit by two different congruence indices representing participants' fit to university teacher training and their fit to teacher profession. The results show differences in vocational interests, person-job fit, and profile differentiation as a function of teaching domain (math/science, arts/language) and teaching expertise (novice, professional teachers). Especially arts/language teachers, as well as, expert groups show high fit to teaching as a primarily social environment. (C) 2016 Elsevier Ltd. All rights reserved.

Predictors for DSM-5 nonsuicidal self-injury in female adolescent inpatients: The role of childhood maltreatment, alexithymia, and dissociation - Janine Lüdtke; Tina In-Albon; Chantal Michel; Marc Schmid (Psychiatry Research, 2016)

Present, past, and future of social justice theory and research - Clara Sabbagh; Manfred Schmitt (Handbook of Social Justice Theory and Research, 2016)

Prism adaptation contrasts perceptual habituation for repetitive somatosensory stimuli - D. M. Torta; M. K. Tatu; D. Cotroneo; A. Alamia; A. Folegatti; J. Trojan (ACTA PSYCHOLOGICA, 2016)
Prism adaptation (PA) is a non-invasive procedure that requires performing a visuo-motor pointing task while wearing prism goggles inducing a visual displacement of the pointed target. This procedure involves a reorganization of sensorimotor coordination, and induces long-lasting effects on numerous higher-order cognitive functions in healthy volunteers and neglect patients. Prismatic displacement (PD) of the visual field can be induced when prisms are worn but no sensorimotor task is required. In this case, it is unlikely that any subsequent reorganization takes place. The effects of PD are short-lived in the sense that they last as long as prisms are worn. In this study we aimed, to the best of our knowledge for the first time, at investigating whether PA and PD induce changes in the perception of intensity of nociceptive and non- nociceptive somatosensory stimuli. We induced, in healthy volunteers, PD (experiment 1), or PA (experiment 2) and asked participants to rate the intensity of the stimuli applied to the hand undergoing the visuo-proprioceptive conflict (experiment 1) or adaptation (experiment 2). Our results indicate that: 1) the visuo-proprioceptive conflict induced by PD does not reduce the perceived intensity of the stimuli, 2) PA prevents perceptual habituation for both nociceptive and non-nociceptive somatosensory stimuli. Moreover, to investigate the possible underlying mechanisms of the effects of PA we conducted a third experiment in which stimuli were applied both at the adapted and the non-adapted hand. In line with the results of experiment 2, we found that perceptual habituation was prevented for stimuli applied onto the adapted hand. Moreover, we observed the same finding for stimuli applied onto the non-adapted hand. This result suggests that the detention of habituation is not merely driven by changes in spatial attention allocation. Taken together, these data indicate that prisms can affect the perceived intensity of somatosensory stimuli, but only when PA is induced. (C) 2016 Elsevier B.V. All rights reserved.

Recommendations for increasing replicability in psychology - J. B. Asendorpf; M. Connor; F. De Fuyt; J. De Houwer; J. A. Denissen; K. Fiedler; S. Fiedler; D. C. Funder; R. Kliegl; B. A. Nosek; M. Perugini; B. W. R. Roberts; et al. (Methodological Issues and Strategies in Clinical Research, 2016)

Schülerfeedback in der Grundschule - Gerlinde Lenske (Wasmann, 2016)
Schülerratings werden sowohl in der Unterrichtsqualitätsforschung als auch im Rahmen interner und externer Evaluation zur Erfassung von Unterrichtsqualität eingesetzt. Während Schülerratings in der Sekundarstufe als recht gut erforscht gelten, existieren bislang nur wenige Arbeiten, die sich mit der Eignung von Grundschülerratings zur Messung von Unterrichtsqualität beschäftigen. In „Schülerfeedback in der Grundschule“ wird mittels eines Mixed-Method-Designs die Validität von Schülerratings in der Grundschule untersucht. Dabei vergleicht Gerlinde Lenske verschiedene Validierungsmethoden und nimmt das Verzerrungsausmaß hinsichtlich einzelner Stufen des Urteilsprozesses beim Beantworten eines Items in den Blick. Insgesamt stellen die Ergebnisse die Eignung einiger Fragebögen, welche zum Einsatz in der Grundschule konzipiert wurden, in Frage. Grundschüler können verschiedene Aspekte der Unterrichtsqualität (fragebogenbasiert) nicht valide beurteilen, manche Aspekte jedoch besser als Beobachter.

Selective Exposure - Stephan Winter (Medienpsychologie : Schlüsselbegriffe und Konzepte, 2016)

Selective Use of News Cues: A Multiple-Motive Perspective on Information Selection in Social Media Environments - Stephan Winter; Miriam J. Metzger; Andrew J. Flanagin (Journal of Communication, 2016)

Sleep Problems and Separation Anxiety in Preschool-Aged Children: A Path Analysis - Angelika A. Schlarb; Stefanie Jaeger; Silvia Schneider; Tina In-Albon; Martin Hautzinger (Journal of Child and Family Studies, 2016)

Social Identities in a Globalized World: Challenges and Opportunities for Collective Action - Amir Rosenmann; Gerhard Reese; James E. Cameron (PERSPECTIVES ON PSYCHOLOGICAL SCIENCE, 2016)
Globalizationthe increasing interconnectedness of societies, economies, and culturesis a defining feature of contemporary social life. Paradoxically, it underlies both the dynamics of global crises (e.g., rising inequality, climate change) and the possibilities for ameliorating them. In this review, we introduce globalization as a multifaceted process and elaborate its psychological effects with respect to identity, culture, and collective action. Using a social identity approach, we discuss three foci of identification: local culture, globalized Western culture, and humanity in its entirety. Each source of identification is analyzed in terms of its psychological meaning and position vis-a-vis the global power structure. Globalized Western culture forms the basis for an exclusive globalized identity, which privileges only some cultures and ways of life. We conceptualize reactions to its core values in terms of cultural identification and rejection and acceptance of, or opposition to, its global social order. Opposition to this inequitable global order is central to inclusive globalized identities (e.g., identification with humanity). These identities may encourage globally minded collective action, even as more research is needed to address their potential caveats. We consider possibilities for social change and action and conclude that a focused application of psychological science to the study of these issues is overdue.

Stakeholders' rationales for representing uncertainties of biotechnological research. - Senja Post; Michaela Maier (Public Unterstanding of science, 2016)

State and trait goals of achievement and well-being : structure, validity, and stability - Kathrin Bürger; Manfred Schmitt; Adam A. Augustine (Zeitschrift für Erziehungswissenschaft, 2016)

State work engagement and state affect: Similar yet distinct concepts - Dorota Reis; Charlotte Arndt; Tanja Lischetzke; Annekatrin Hoppe (Journal of Vocational Behavior, 2016)

Teaching Abilities of Prospective Teachers at the Beginning of the Practical Phase of Teacher Education - Gerlinde Lenske; Anna Windt; Anna Hasenkamp; Sarah Rau; Stefan Ruhmann (2016)
The focus of the study lies on the development of teaching abilities of prospective teachers during the practical phase of teacher education. German teacher education is segmented into a scholarly phase at university and a practical phase at school, comparable to an induction phase. The main goal of the practical phase is to learn how to teach, which can be divided into planning, conducting and reflecting on lessons. These three domains are particularly important because the quality of instruction is a crucial precondition for students’ learning and because reflecting on lessons is a precondition for professional development of teachers. Therefore the study analyses the development of planning, conducting and reflecting on lessons in natural and social sciences during the practical phase of teacher education. Twelve prospective teachers were investigated at the beginning, in the middle and at the end of the practical phase of teacher education. Their written lesson plans, videotaped lessons and transcribed oral reflections on the lessons were analysed. This paper focuses on the abilities the prospective teachers have at the beginning of the practical phase when they have only just left university. The analyses of the first time of measurement reveal differences between the prospective teachers. All prospective teachers have abilities to plan, conduct and reflect on lessons, but for some it is an enormous challenge. Furthermore, at the beginning of the practical phase of teacher education the prospective teachers take aspects regarding the structure and organisation of lessons stronger into account than aspects regarding the individual level of students.

The effects of implicit and explicit affiliation motives on vagal activity in motive-relevant situations - Elisabeth Prestele; Friederike X. R. Gerstenberg; Birk Hagemeyer; Fay C. M. Geisler (Motivation and Emotion, 2016)

The effects of item material on encoding strategies: Survival processing compared to the method of loci - Meike Kroneisen; Sven Einar Makerud (The Quarterly Journal of Experimental Psychology, 2016)

The Influence of Multilingualism on Mathematical Abilities of Primary School Students From Low-SES families - Henrik Saalbach; Catherine Gunzenhauser; Sebastian Kempert; Julia Karbach (FRUHE BILDUNG, 2016)
Many multilingual elementary students in Germany show low levels of German language proficiency. These deficits are often associated with difficulties in other academic domains. By contrast, there is evidence of cognitive advantages in multilingual children, especially regarding executive functions (EF). However, these advantages have been documented primarily for children from families with high socioeconomic status (SES). The present study investigated the influences of multilingualism, German language proficiency, and SES on solving mathematical word problems. Participants were N = 77 elementary students from families with below-average SES. Findings confirmed the importance of proficiency in the instructional language for mathematics competencies. In spite of their lower German language proficiency, multilingual children showed advantages in mathematics problems with high EF demands as compared with their monolingual peers.

The Reversed Description-Experience Gap: Disentangling Sources of Presentation Format Effects in Risky Choice - Andreas Gloeckner; Benjamin E. Hilbig; Felix Henninger; Susann Fiedler (JOURNAL OF EXPERIMENTAL PSYCHOLOGY-GENERAL, 2016)

The two faces of cooperation: On the unique role of HEXACO Agreeableness for forgiveness versus retaliation - Benjamin E. Hilbig; Isabel Thielmann; Sina A. Klein; Felix Henninger (JOURNAL OF RESEARCH IN PERSONALITY, 2016)

Time pressure with state vigour and state absorption: are they non-linearly related? - Dorota Reis; Annekatrin Hoppe; Charlotte Arndt; Tanja Lischetzke (European Journal of Work and Organizational Psychology, 2016)
On the basis of activation theory and the challenge-hindrance demands model, this study was conducted to clarify the functional form (linear vs. curvilinear) of the within-persons relations of time pressure with vigour and absorption. Further, we investigated whether these relations would be moderated by time-varying job control. A total of 52 full-time employees (44% female) participated in the study, which included two assessments per day over the course of 2 work weeks. Our analyses confirmed an inverted U-shaped within-persons association between state time pressure and state vigour and a moderator effect of job control on the curvilinear relation. By contrast, state time pressure and state absorption displayed only a positive linear relation. This study demonstrates that within-persons high levels of time pressure may impair employees’ energy levels but still promote their absorption at work.

Traditional Masculinity and Femininity: Validation of a New Scale Assessing Gender Roles - Sven Kachel; Melanie C. Steffens; Claudia Niedlich (Frontiers in Psychology, 2016)
Gender stereotype theory suggests that men are generally perceived as more masculine than women, whereas women are generally perceived as more feminine than men. Several scales have been developed to measure fundamental aspects of gender stereotypes (e.g., agency and communion, competence and warmth, or instrumentality and expressivity). Although omitted in later version, Bem's original Sex Role Inventory included the items “masculine” and “feminine” in addition to more specific gender-stereotypical attributes. We argue that it is useful to be able to measure these two core concepts in a reliable, valid, and parsimonious way. We introduce a new and brief scale, the Traditional Masculinity-Femininity (TMF) scale, designed to assess central facets of self-ascribed masculinity-femininity. Studies 1-2 used known-groups approaches (participants differing in gender and sexual orientation) to validate the scale and provide evidence of its convergent validity. As expected the TMF reliably measured a one-dimensional masculinity-femininity construct. Moreover, the TMF correlated moderately with other gender-related measures. Demonstrating incremental validity, the TMF predicted gender and sexual orientation in a superior way than established adjective-based measures. Furthermore, the TMF was connected to criterion characteristics, such as judgments as straight by laypersons for the whole sample, voice pitch characteristics for the female subsample, and contact to gay men for the male subsample, and outperformed other gender-related scales. Taken together, as long as gender differences continue to exist, we suggest that the TMF provides a valuable methodological addition for research into gender stereotypes.

Training improves cognitive Functions in Patients with chronic Heart Failure - S. Wedegaertner; J. Karbach; B. Bernhard; J. Ukena; M. Boehm; I. Kindermann (INTERNIST, 2016)

Treating nonsuicidal self-injury (NSSI) in adolescents: consensus based German guidelines - Paul L. Plener; Romuald Brunner; Jörg M. Fegert; Rebecca C. Groschwitz; Tina In-Albon; Michael Kaess; Nestor D. Kapusta; Franz Resch; Katja Becker (Child and Adolescent Psychiatry and Mental Health, 2016)
Nonsuicidal self-injury (NSSI) is a frequent and clinically relevant phenomenon in adolescence. Within Europe, Germany has one of the highest prevalence rates in youth with lifetime prevalence ranging between 25 and 35%. However, treatment guidelines for NSSI are not yet available.

University Students' Satisfaction with their Academic Studies: Personality and Motivation Matter - F. -Sophie Wach; Julia Karbach; Stephanie Ruffing; Roland Bruenken; Frank M. Spinath (FRONTIERS IN PSYCHOLOGY, 2016)
Although there is consensus about the importance of students satisfaction with their academic studies as one facet of academic success, little is known about the determinants of this significant outcome variable. Past research rarely investigated the predictive power of multiple predictors simultaneously. Hence, we examined how demographic variables, personality, cognitive and achievement-related variables (intelligence, academic achievement), as well as various motivational constructs were associated with three different dimensions of satisfaction (satisfaction with study content, satisfaction with the conditions of the academic program, satisfaction with the ability to cope with academic stress) assessed approximately 2 years apart. Analyzing data of a sample of university students (N = 620; M-age = 20.77; SDage = 3.22) using structural equation modeling, our results underline the significance of personality and motivational variables: Neuroticism predicted satisfaction with academic studies, but its relevance varied between outcome dimensions. Regarding the predictive validity of motivational variables, the initial motivation for enrolling in a particular major was correlated with two dimensions of subsequent satisfaction with academic studies. In contrast, the predictive value of cognitive and achievement-related variables was relatively low, with academic achievement only related to satisfaction with the conditions of the academic program after controlling for the prior satisfaction level.

Unterrichtsprozesse - A. Scheinpflug; H.-G. Roßbach; M. Schmitt; I. Gogolin (Zeitschrift für Erziehungswissenschaft, 2016)

Vorhersage von Testleistungen aus Aufgabenanforderungen und Bearbeitungsprozessen beim Lesen elektronischer Texte (TAUBE). - Becker Cathrin; Wolfgang Schnotz; Naumann Johannes (Forschung in Ankopplung an Large-Scale Assessments, 2016)
Das von der OECD geförderte PISA-Projekt kann als ein Large-Scale-Assessment par excellence angesehen werden. Das Projekt „Vorhersage von Testleistungen aus Aufgabenanforderungen und Bearbeitungsprozessen beim Lesen elektronischer Texte“ (TAUBE), das die Logfile-Daten zum elektronischen Lesen von PISA 2009 weiter ausgewertet hat, trägt insofern zu den förderpolitischen Zielen des Förderprogramms „Förderung von Forschungsvorhaben in Ankopplung an Large-Scale-Assessments“ bei, als es die weitere Konzeption und Methodik der Testung und Befragung verbessern hilft. Dies gilt zum einen für die Erhebung personenbezogener Daten, von denen sich nicht alle als gleichermaßen relevant erwiesen haben. Es gilt zum anderen für die differenziertere Betrachtung von schwierigkeitsgenerierenden Faktoren bei der Entwicklung und Erprobung von Testmaterialien für das elektronische Lesen. Schließlich ergeben sich Konsequenzen für die weitere Erforschung des Navigationsverhaltens beim Lesen elektronischer Texte. Das Projekt hat gezeigt, dass die Kompetenz zum Lesen elektronischer Texte wider Erwarten nicht in nennenswertem Maße spezielle Erfahrungen und Fertigkeiten im Umgang mit neuen Informations- und Kommunikationstechnologien voraus. D.h.: Die Bewältigung der zusätzlichen Anforderungen scheint kein Kriterium zu sein, das wesentlich zur Unterscheidung zwischen guten und schlechten Lesern elektronischer Texte beiträgt. Höhere Navigationsanforderungen führen zwar (ceteris paribus) einerseits zu einer schlechteren Itembeantwortung. Gleichzeitig wird aber mit zunehmenden Navigationsanforderungen der negative Einfluss der Textlänge zunehmend schwächer. Bei gleicher Textlänge bedeuten höhere Navigationsanforderungen bzw. mehr notwendige Clicks, dass die einzelnen Textseiten kürzer sind, so dass sich die Lektüre gewissermaßen auf eine größere Zahl kleinerer Textabschnitte verteilt, die entsprechend leichter kognitiv zu verarbeiten sind. Wenn Probanden bei längeren leicht zu lesenden Texten viel navigieren, so ist dies eher Ausdruck von Verstehens- bzw. Kohärenzbildungsproblemen. Bei kurzen schwierigen Texten hingegen ist intensiveres Navigationsverhalten eher ein Hinweis auf besseres Verstehen bzw. bessere Itembeantwortung. Die Methodologie der Sequenzanalyse durch Vergleich des tatsächlichen Navigationsverhaltens beim Lesen elektronischer Text mit einem idealtypischen, maximal effizienten Navigationsverhalten erwies sich als nicht zielführend. Dies weist darauf hin, dass die höheren kognitiven Prozesse beim Lesen elektronischer Texte infolge einer Art „Informations-Pufferung“ beim Wechselspiel von Arbeitsgedächtnis, Langzeitgedächtnis und Working Long-Term Memory in weniger direktem Maß von der konkreten Informationsaufnahme abhängig sind als ursprünglich vermutet.

Watching your pain site reduces pain intensity in chronic back pain patients - M. Diers; A. Loeffler; W. Zieglgaensberger; J. Trojan (EUROPEAN JOURNAL OF PAIN, 2016)
BackgroundChronic back pain (CBP) is a frequent debilitating and often treatment-resistant disorder. The awareness of one's own body seems to be essential in pain reduction through visual input. Visual feedback of the back reduces experimental pain perception in CBP at this site and watching the back during repeated lumbar spine movements reduces movement-evoked pain. In this study, we tested whether visual feedback alone can reduce habitual pain in CBP. MethodsIn a within-subject design, 19 CBP patients participated in an online visual feedback condition, watching one's own back. This was compared to several control conditions, such as watching a neutral object (book), a video of another person of the same sex, a picture of the own back, and keeping one's eyes closed in randomized order on five separate days. In each experimental session, participants rated habitual pain intensity and unpleasantness before and after the experimental manipulation. ResultsWe present evidence that visual feedback by watching the site of chronic pain on a video screen alone is sufficient to reduce habitual chronic pain. No additional manipulation or movement was necessary. ConclusionsThese results suggest that online video feedback may be helpful in alleviating chronic pain.

Welche Erwartungen sagen postoperative Depressivität und Ängstlichkeit bei herzchirurgischen Patienten am stärksten vorher? - Charlotte J. Auer; Tobias Kube; Johannes A. C. Laferton; Stefan Salzmann; Meike Shedden-Mora; Winfried Rief; Rainer Moosdorf (Zeitschrift für Klinische Psychologie und Psychotherapie, 2016)
Depressivität und Ängstlichkeit beeinträchtigen den Behandlungserfolg von herzchirurgischen Patienten. Fragestellung: Untersucht wurde, ob und wie präoperative Patientenerwartungen mit postoperativer Depressivität und Ängstlichkeit zusammenhängen und welche präoperativen Erwartungen hierbei den höchsten prädiktiven Wert haben. Methoden: 124 aortocoronare Bypass-Patienten bearbeiteten eine Woche vor der Operation einen Fragebogen, der verschiedene Aspekte von Erwartungen mischt (Positive Health Expectation Questionnaire; PHES) und einen Fragebogen, der einzelne Erwartungsaspekte getrennt erfasst (Expected Illness Perception Questionnaire, IPQ-E) und eine Woche vor sowie eine Woche nach der Operation Fragen zu ihrer Depressivität und Ängstlichkeit (Hospital Anxiety and Depression Scale (HADS)). Ergebnisse: Postoperative Depressivität wird durch präoperative Erwartungen vorhergesagt (R2 = 0.32, F = 3.13, p = .02). Der einzig signifikante Prädiktor hierbei sind positive Gesundheitserwartungen gemessen mit dem PHES. Auch postoperative Ängstlichkeit wird durch präoperative Erwartungen vorhergesagt (R2 = 0.27, F = 2.55, p < .05). Bei der Vorhersage postoperativer Ängstlichkeit haben erwartete Konsequenzen gemessen mit dem IPQ-E den stärksten prädiktiven Wert. Schlussfolgerungen: Die Studie belegt die Relevanz von präoperativen Erwartungen bei herzchirurgischen Patienten. Interventionen, die auf die Verringerung von Depressivität herzchirurgischer Patienten abzielen, sollten den Fokus auf verschiedene Aspekte von Erwartungen legen. Bei der Verringerung postoperativer Ängstlichkeit könnten hingegen einzeln erfasste Erwartungsaspekte von Bedeutung sein.

Weniger kompetent, aber dafür wärmer? Zum Einfluss sozialer Vielfalt von Parteien auf politisches Vertrauen - Franziska Ehrke; Susanne Bruckmüller; Melanie Caroline Steffens (Politische Psychologie, 2016)
Steigende gesellschaftliche Vielfalt bewirkt, dass auch politische Parteien zunehmend vielfältiger werden. Unklar ist, wie soziale Vielfalt von Parteien das Vertrauen in diese beeinflusst. In einem Experiment wurde eine (fiktive) Partei als vielfältig (Mitglieder von Gruppen mit niedrigen sozialem Status einschließend) oder homogen präsentiert. Entsprechend unserer Hypothesen wurde die vielfältige Partei weniger kompetent, aber wärmer beurteilt als die homogene Partei. Wärme erwies sich als der stärkere Prädiktor für politisches Vertrauen, sodass Vertrauen in die vielfältige Partei höher war. Die Ergebnisse werden in Bezug auf das Modell der Stereotypinhalte sowie auf deren Übertragbarkeit auf existierende Parteien und andere Stichproben diskutiert.

What kind of processing is survival processing? - Meike Kroneisen; Jan Rummel; Edgar Erdfelder (Memory & Cognition, 2016)
Words judged for their relevance in a survival context are remembered better than words processed in non-survival contexts. This phenomenon is known as the survival processing effect. Recently, inconsistent results were reported on whether the size of the survival processing effect is affected by cognitive load. Whereas Kroneisen, Rummel, and Erdfelder (Memory 22: 92-102, 2014) observed that the survival processing effect vanishes under dual-task conditions, Stillman, Coane, Profaci, Howard, and Howard (Memory & Cognition 42: 175-185, 2014, Experiment 1) found that the size of survival processing effect is essentially unaffected by a cognitively demanding secondary task. In three experiments, we investigated the differences between these studies to achieve a better understanding of dual-task effects on the survival-processing advantage. In the first experiment, we replicated Stillman et al.’s results using their dual-task conditions combined with a sample more than twice as large as theirs. In the second experiment, we compared dual-task conditions that differed regarding how strongly the secondary task taxed (a) working memory load (maintenance of one vs. several items) and (b) processing demands (switching vs. time-sharing between tasks). A third experiment focussed on low (i.e., single-item) load under time-sharing processing conditions. Results consistently showed that the survival processing effect persisted under low load but vanished when the number of items held in working memory increased beyond one, irrespective of processing demands. Implications of these findings for explanations of the survival-processing advantage are discussed

When It’s Okay That I Don’t Play: Social norms and the situated construal of social exclusion. - Selma C. Rudert; Rainer Greifeneder (Personality and Social Psychology Bulletin, 2016)
Being excluded and ignored has been shown to threaten fundamental human needs and cause pain. Such reflexive reactions to social exclusion have been conceptualized as direct and unmoderated (temporal need threat model of ostracism). Here, we propose an extension and argue that reflexive reactions depend on how social exclusion situations are construed. If being excluded is understood as a violation of an inclusion norm, individuals will react with pain and threat. In contrast, if being excluded is consistent with the prevailing norm, the exclusion situation is interpreted as less threatening, and negative reflexive reactions to ostracism should be attenuated. Four studies empirically support this conceptual model. Studies 3 and 4 further show that to guide situated construal, the norm has to be endorsed by the individual. In both Studies 1 and 3, the effect of the norm is mediated by the objective situation’s subjective construal.

Where There Is a (Collective) Will, There Are (Effective) Ways: Integrating Individual- and Group-Level Factors in Explaining Humanitarian Collective Action - Emma F. Thomas; Craig McGarty; Gerhard Reese; Mariette Berndsen; Ana-Maria Bliuc (PERSONALITY AND SOCIAL PSYCHOLOGY BULLETIN, 2016)
The 21st century has borne witness to catastrophic natural and human-induced tragedies. These disasters necessitate humanitarian responses; however, the individual and collective bases of support are not well understood. Drawing on Duncan's motivational model of collective action, we focus on how individual differences position a person to adopt group memberships and develop a "group consciousness" that provides the basis for humanitarian action. Longitudinal mediation analyses involving supporters of international humanitarian action (N = 384) sampled annually for 3 years provided support for the hypothesized model, with some twists. The results revealed that within time point, a set of individual differences (together, the "pro-social orientation") promoted a humanitarian group consciousness that, in turn, facilitated collective action. However, longitudinally, there was evidence that a more general pro-social orientation undermined subsequent identification with, and engagement in, the humanitarian cause. Results are discussed in terms of understanding the interplay between individual and group in collective actions.

Who Does (Not) Participate in Intergroup Conflict? - Isabel Thielmann; Robert Boehm (SOCIAL PSYCHOLOGICAL AND PERSONALITY SCIENCE, 2016)

Who’s right: The author or the audience? Effects of user comments and ratings on the perception of online science articles - Stephan Winter; Nicole C. Krämer (Communications: The European Journal of Communication Research, 2016)

Wie Rezipienten mit wissenschaftlicher Ungesichertheit umgehen: Erwartungen und Bewertungen bei der Rezeption von Nanotechnologie im Fernsehen. - Milde Jutta; Barkela Berend (Wissenschaftskommunikation zwischen Risiko und (Un-)Sicherheit, 2016)
n der Presse, im Rundfunk und in den Online-Medien finden sich vermehrt Berichte über Wissenschaft, Technik und ihre Folgen. Neuerdings gerät dabei die wissenschaftliche (Un-)Sicherheit der zugrunde liegenden Forschung in den Fokus öffentlicher Aufmerksamkeit. Nicht nur Forscherinnen und Forscher sprechen darüber, auch in Presse, Fernsehen und im Netz wird darüber berichtet. Schnell ist dann von Risiken die Rede. Nicht nur in der medizinischen, naturwissenschaftlichen sondern auch in der sozial- und verhaltenswissenschaftlichen Forschung wird darum gerungen, möglichst evidente, d. h. belegbare wissenschaftliche Ergebnisse zu erzielen. Damit verbunden ist oft eine komplexe methodologische Debatte über Forschungsdesigns und die jeweils erzielten empirischen Resultate. Sie macht einen wesentlichen Kern jeder Fachdisziplin aus und zeigt auch den jeweiligen wissenschaftlichen Fortschritt an. Doch die breite, nicht wissenschaftlich vorgebildete Öffentlichkeit nimmt diese in der Wissenschaft vorherrschende Diskussion häufig als Kontroverse, ja sogar als Streit zwischen Wissenschaftlerinnen und Wissenschaftlern und folglich auch als Risiko wahr. Wissenschaftliche Ergebnisse werden nicht selten absolut gesichert, einseitig und somit unreflektiert oder ungefiltert von Journalistinnen und Journalisten dargestellt. Dies geschieht nicht zuletzt, damit diese für das Publikum spannender erscheinen und leichter konsumiert werden können. Welche Aufgabe und welche Rolle kommt dem Journalismus bei der Kommunikation von Wissenschaft und deren Erkenntnissen zu? Wie gehen Journalistinnen und Journalisten mit wissenschaftlicher Unsicherheit und Evidenz um? Kann Öffentlichkeitsarbeit für mehr nachhaltige Akzeptanz von Grundlagenforschung, aber auch ihrer möglichen Folgerisiken sorgen? Wie wird wissenschaftliche Evidenz, Unsicherheit und Risiko in den Massenmedien überhaupt in Schrift, aber auch in Bild vermittelt? Wie wirken unterschiedliche Darstellungen auf die Rezipientinnen und Rezipienten? Welche journalistische Qualität kann den jeweiligen Beiträgen und Berichten zugesprochen werden? Lassen sich Qualitätsveränderungen der Wissenschaftskommunikation feststellen? Dies sind Fragen, die der vorliegende Band ausführlich behandelt. Er präsentiert ausgewählte Beiträge der 2. Jahrestagung der Ad-hoc-Gruppe Wissenschaftskommunikation der Deutschen Gesellschaft für Publizistik- und Kommunikationswissenschaft (DGPuK). Sie fand 2015 an der Friedrich-Schiller Universität Jena unter Beteiligung zahlreicher Vertreterinnen und Vertreter aus Wissenschaft, Journalismus und Öffentlichkeitsarbeit statt.

Wie Rezipienten mit wissenschaftlicher Ungesichertheit umgehen: Erwartungen und Bewertungen bei der Rezeption von Nanotechnologie im Fernsehen. - Jutta Milde; Berend Barkela (Wissenschaftskommunikation zwischen Risiko und (Un-)Sicherheit, 2016)

Working Memory - Tanja Könen; Tilo Strobach; Julia Karbach (Cognitive training - An overview of features and applications, 2016)

A model of moderated convergence between direct, indirect, and behavioral measures of personality traits - Manfred Schmitt; Wilhelm Hofmann; Tobias Geschwendner; Friederike X. R. Gerstenberg; Axel Zinkernagel (Behavior Based Assessment: Going beyond Self Report in the Personality, Affective, Motivation, and Social Domains, 2015)

A predominance of self-identified Democrats is no evidence of a leftward bias - Benjamin E. Hilbig; Morten Moshagen (Behavioral and Brain Sciences, 2015)

Adaptive working-memory training benefits reading, but not mathematics in middle childhood - Julia Karbach; Tilo Strobach; Torsten Schubert (CHILD NEUROPSYCHOLOGY, 2015)
Working memory (WM) capacity is highly correlated with general cognitive ability and has proven to be an excellent predictor for academic success. Given that WM can be improved by training, our aim was to test whether WM training benefited academic abilities in elementary-school children. We examined 28 participants (mean age=8.3years, SD=0.4) in a pretest-training-posttest-follow-up design. Over 14 training sessions, children either performed adaptive WM training (training group, n=14) or nonadaptive low-level training (active control group, n=14) on the same tasks. Pretest, posttest, and follow-up at 3 months after posttest included a neurocognitive test battery (WM, task switching, inhibition) and standardized tests for math and reading abilities. Adaptive WM training resulted in larger training gains than nonadaptive low-level training. The benefits induced by the adaptive training transferred to an untrained WM task and a standardized test for reading ability, but not to task switching, inhibition, or performance on a standardized math test. Transfer to the untrained WM task was maintained over 3 months. The analysis of individual differences revealed compensatory effects with larger gains in children with lower WM and reading scores at pretest. These training and transfer effects are discussed against the background of cognitive processing resulting from WM span training and the nature of the intervention.

Affixing the theory of normative conduct (to your mailbox): Injunctive and descriptive norms as predictors of anti-ads sticker use - Karen R.S. Hamann; Gerhard Reese; Daniel Seewald; Daniel C. Loeschinger (Journal of Environmental Psychology, 2015)
Pro-environmental behavior is strongly influenced by social norms. In this field experiment, we tested both injunctive and descriptive norms' influence on the decision to attach an anti-ads sticker to one's mailbox. In a natural setting with N = 383 households, we manipulated the salience of a descriptive norm and the salience of several injunctive norms, the latter with both a general and a local reference frame, and collected data about the descriptive norm strength. In line with our expectations, the combination of salient pro-environmental descriptive and injunctive norms caused the highest sticker attachment rates. An injunctive norm with a general reference frame turned out to be most effective. Moreover, our findings suggest that norm conflict produces similar results as low norm salience. We discuss theoretical developments, the role of reference frames as a function of neighborhood, and give advice to practitioners.

An unscathed past in the face of death: Mortality salience reduces individuals' regrets - Selma Carolin Rudert; Leonie Reutner; Mirella Walker; Rainer Greifeneder (Journal of Experimental Social Psychology, 2015)
Folk wisdom and popular literature hold that, in the face of death, individuals tend to regret things in their lives that they have done or failed to do. Terror Management Theory (TMT), in contrast, allows for the prediction that individuals who are confronted with death try to minimize the experience of regret in order to retain a positive self-esteem. Three experiments put these competing perspectives to test. Drawing on TMT, we hypothesized and found that participants primed with their own death regret fewer things than control-group participants. This pattern of results cannot be attributed to differing types of regrets (Study 1). Furthermore, we provide evidence suggesting that the effect is not purely a product of cognitive mechanisms such as differing levels of construal (Study 2), cognitive contrast, or deficits (Study 3). Rather, the reported results are best explained in terms of a motivational coping mechanism: When death is salient, individuals strive to bolster as well as protect their self-esteem and accordingly try to minimize the experience of regret. The results add to our conceptual understanding of regret and TMT, and suggest that a multitude of lifestyle guidebooks need updating.

Angststörungen - Tina In-Albon; Annette Schröder (Psychotherapie des jungen Erwachsenenalters. Basiswissen für die Praxis und störungsspezifische Behandlungsansätze, 2015)

Change in Affective Well-Being on Change in Perceived Job Characteristics: The Mediating Role of Hope - Dorota Reis; Annekatrin Hoppe (Journal of Occupational and Organizational Psychology, 2015)

Children with disabilities and their families: Evaluation of Stepping Stones Triple P parental training - Maria Theobald; Gisa Aschersleben; Julia Karbach; Reiner Hasmann; Norbert Karpinski; Franz Petermann (ZEITSCHRIFT FUR PSYCHIATRIE PSYCHOLOGIE UND PSYCHOTHERAPIE, 2015)
Disabled children are at risk of mental disorders. Stepping Stones Triple P (SSTP) offers a cognitive behavioral intervention for parents of disabled children. The current study aimed at replicating and expanding the effects of SSTP in a German sample (n = 54). Parents reported improved child behavior and autonomy as well as increased parental self-efficacy after the training. The effects persisted over the follow-up interval of three months. Parental satisfaction with SSTP could be predicted by the parental ability to cope with stress before the training. Neither the parental self-efficacy prior to the training nor the parental employment status or education level could explain variance in the criteria. This study provided evidence for the effectiveness of SSTP by providing first evidence that children's autonomy improved after SSTP training. In order to support parental satisfaction with SSTP it may be useful to enhance their stress coping skills prior to the training.

Clinical predictors of response to Cognitive Behavior Therapy in pediatric anxiety disorders: the Genes for Treatment (GxT) study - Jennifer L. Hudson; Robert Keers; Susanna Roberts; Roberts Coleman; Gerome Breen; Kristian Arendt; Susan Bögels; Peter Cooper; Cathy Creswell; Catharina Hartman; Heiervang Einar R.; Katrin Hötzel; et al. (Journal of the American Academy of Child and Adolescent Psychiatry, 2015)

Cognitive Reserve - Julia Karbach; Kristina Küper (The Wiley Blackwell Encyclopedia of Adulthood and Aging, 3 Volume Set, 2015)
This authoritative reference work contains more than 300 entries covering all aspects of the multi-disciplinary field of adult development and aging * Brings together concise, accurate summaries of classic topics as well as the most recent thinking and research in new areas * Covers a broad range of issues, from biological and physiological changes in the body to changes in cognition, personality, and social roles to applied areas such as psychotherapy, long-term care, and end-of-life issues

Cognitive Training for Patients with stable Heart Failure to Promote impaired Abilities (Age of Firs-time Author 34) - S. Wedegaertner; I. Kindermann; B. Bernhard; L. Barba; M. Bunz; M. Boehm; J. Karbach (INTERNIST, 2015)

Common human identity and the path to global climate justice - Gerhard Reese (Climatic Change, 2015)
With the 2015 summit on global climate change in Paris, political action will (or will not) be taken to tackle the threats of the global climate crisis. Both social scientists as well as conservationists have come to the conclusion that human activity is one of the main reasons for climate change and nature degradation, and the main target of justice related mitigation and adaptation responses. This article puts human (in)activity into focus, and introduces a social identity perspective on environmental justice. Specifically, it shows how conservation scientists can draw from the idea of a common human identity (CHI). It delineates how the representation of a “common human ingroup” could inform beliefs about environmental justice, which in turn should motivate individuals and groups to act in favor of the natural environment. The review highlights that social identification with all humans may represent a potential path to global environmental justice, and combines recent insights from social identity research with conservation behavior.

Data-analytic strategies for examining the effectiveness of daily interventions - Tanja Lischetzke; Dorota Reis; Charlotte Arndt (J Occup Organ Psychol, 2015)

Defensive activation during the rubber hand illusion: Ownership versus proprioceptive drift - Martin Riemer; Florian Bublatzky; Joerg Trojan; Georg W. Alpers (BIOLOGICAL PSYCHOLOGY, 2015)
A strong link between body perception and emotional experience has been proposed. To examine the interaction between body perception and anticipatory anxiety, two well-established paradigms were combined: The rubber hand illusion (RHI) and the threat-of-shock paradigm. An artificial hand and the participants' own hand (hidden from sight) were touched synchronously or asynchronously, while either threat-of-shock or safety was cued. Potentiated startle reflexes and enhanced skin conductance responses were observed during threat as compared to safety conditions, but threat conditions did not interact with illusory body perceptions. Thus, defense system activation was not modulated by altered body representations. Physiological responses increased with the sense of ownership for the artificial limb, but not with proprioceptive drift towards its location. The results indicate that ownership ratings and proprioceptive drift capture different aspects of the RHI. The study presents a new approach to investigate the relationship between body representations and emotional states. (C) 2015 Elsevier B.V. All rights reserved.

Developing conceptual understanding in ray optics via learning with multiple representations - Rosa Hettmannsperger; Andreas Müller; Jochen Scheid; Wolfgang Schnotz (Zeitschrift für Erziehungswissenschaften, 2015)

Die Bedeutung des pädagogisch-psychologischen Wissens für die Qualität der Klassenführung und den Lernzuwachs der Schüler/innen im Physikunterricht - Gerlinde Lenske; Wolfgang Wagner; Joachim Wirth; Hubertina Thillmann; Eva Cauet; Sven Liepertz; Detlev Leutner (Zeitschrift für Erziehungswisssenschaft, 2015)
Im Rahmen der vorliegenden Studie wurde untersucht, ob das pädagogisch-psychologische Wissen von Lehrkräften die prozessuale Qualität des Physikunterrichts mit Blick auf die Klassenführung und den Lernzuwachs der Schülerinnen und Schüler beeinflusst. Das pädagogisch-psychologische Professionswissen, konzeptualisiert als ein fächerübergreifendes, handlungsleitendes Wissen über Strategien und Mittel zur Unterrichtsgestaltung, wurde über einen Paper-Pencil-Test, bestehend aus einer Skala zum deklarativen und einer Skala zum konditional-prozeduralen Wissen erhoben (Lenske et al. 2015). Als ein grundlegendes Merkmal prozessualer Unterrichtsqualität wurde die Klassenführung anhand von Videoratings zu zwei Messzeitpunkten (zwei Unterrichtsstunden) erfasst. Der Lernzuwachs der Schülerinnen und Schüler wurde über standardisierte Fachwissenstests im Prä-Post-Testdesign gemessen. Die Stichprobe umfasst 34 Gymnasiallehrkräfte und deren Schülerinnen und Schüler (N = 993). Auf Basis eines Complex-Bootstrap-Mediations-Modells zeigte sich, dass das pädagogisch-psychologische Professionswissen über die Klassenführung vermittelt den Lernzuwachs der Schüler und Schülerinnen positiv beeinflusst.

Die Matrizenkonstruktionsaufgabe - Nicolas Becker; Franzis Preckel; Julia Karbach; Nathalie Raffel; Frank M. Spinath (Diagnostica, 2015)
Figurale Matrizenaufgaben stellen eine bedeutsames Aufgabenformat im Bereich der Diagnostik kognitiver Fähigkeiten dar. Während die Konstruktion der Aufgabenstämme in der Literatur relativ gut dokumentiert ist, finden sich nur wenige Hinweise zur Konstruktion der für die Vorgabe benötigten Distraktoren. Dies erweist sich als problematisch, da ein Einfluss der Distraktorgestaltung auf das Bearbeitungsverhalten von Testpersonen vermutet werden kann. Die Matrizenkonstruktionsaufgabe stellt ein alternatives Format zur Vorgabe figuraler Matrizen dar. In diesem müssen die Testpersonen die Lösung der Aufgaben in einer computerisierten Testumgebung selbst konstruieren, weshalb auf die Verwendung von Distraktoren verzichtet werden kann. Im Rahmen der Studie wurden einer Stichprobe von 318 Studierenden 40 Matrizenkonstruktionsaufgaben vorgegeben. Die Ergebnisse deuten auf eine gute psychometrische Eignung des Aufgabenformats hin: Es konnte eine große Bandbreite an Aufgabenschwierigkeiten realisiert werden. Die Aufgaben erfassen eine latente Fähigkeitsdimension und weisen eine gute Konstrukt- und Kriteriumsvalidität auf. In der Diskussion werden Perspektiven zur Weiterentwicklung des Aufgabenformats besprochen.

Different Games for Different Motives: Comment on Haesevoets, Folmer, and Van Hiel (2015) - Isabel Thielmann; Robert Böhm; Benjamin E. Hilbig (European journal of personality, 2015)

Differential memory effects for encoding and retrieving disorder-relevant contents in relation to checking - J. Hansmeier; J. A. Glombiewski; W. Rief; C. Exner (JOURNAL OF BEHAVIOR THERAPY AND EXPERIMENTAL PSYCHIATRY, 2015)

Dishonest responding or true virtue? A behavioral test of impression management - Ingo Zettler; Benjamin E. Hilbig; Morten Moshagen; Reinout E. de Vries (Personality and Individual Differences, 2015)

Diversity-Training: Theoretische Grundlagen und empirische Befunde - Franziska Ehrke; Melanie C. Steffens (Diversität, Diversifizierung und (Ent)Solidarisierung: Eine Standortbestimmung der Diversitätsforschung im deutschen Sprachraum, 2015)
Diversity-Training ist eines der am häufigsten eingesetzten Instrumente des Diversity Managements - hinsichtlich seiner Wirksamkeit aber unzureichend erforscht. Um effektive Strategien zur Einstellungsverbesserung für Diversity-Trainings aus sozialpsychologischen Theorien herzuleiten und empirisch zu überprüfen, untersuchten wir, wie sich subjektiv wahrgenommene Vielfalt von (übergeordneten) Gruppen auf Einstellungen zwischen Subgruppen auswirkt. Unsere Ergebnisse zeigen, dass wahrgenommene Vielfalt Intergruppeneinstellungen sowohl positiv als auch negativ beeinflussen kann. So zeigten Evaluationen einer Diversity-Kurzintervention und eines eintägigen Diversity-Trainings, dass die Teilnahme an den Interventionen die wahrgenommene Vielfalt innerhalb von Gruppen (z.B. Erwachsenen) erhöhte und dies Einstellungsverbesserungen zwischen Subgruppen (Männer vs. Frauen) erklärte. Allerdings zeigten weitere Untersuchungen, dass die Wahrnehmung sozialer Vielfalt auch mit Bedrohungsgefühlen bei Mitgliedern prototypischer Subgruppen (z.B. heterosexuelle Männer) und Einstellungsverschlechterungen gegenüber weniger typischen Subgruppen (z.B. schwule Männer) einhergehen kann. Wahrgenommene Typikalität der Subgruppe stellt also eine entscheidende Moderatorvariable dar, welche bestimmt, ob die Betonung von Vielfalt übergeordneter Gruppen Intergruppeneinstellungen verbessert oder durch Auslösung von Bedrohung verschlechtert. Deshalb untersuchten wir Interventionsmöglichkeiten, um Bedrohungsgefühle bei Mitgliedern typischer Gruppen (Deutsche ohne Migrationshintergrund) zu reduzieren. Diesen ihre individuellen Abweichungen von der übergeordneten Gruppe (Deutsche) vor Augen zu führen, erwies sich als erfolgreiche Strategie. Diese Mechanismen gilt es, künftig weiter zu erforschen und auf die Praxis zu übertragen.

Do Mirror Glasses Have the Same Effect on Brain Activity as a Mirror Box? Evidence from a Functional Magnetic Resonance Imaging Study with Healthy Subjects - Christopher Milde; Mariela Rance; Pinar Kirsch; Joerg Trojan; Xaver Fuchs; Jens Foell; Robin Bekrater-Bodmann; Herta Flor; Martin Diers (PLOS ONE, 2015)
Since its original proposal, mirror therapy has been established as a successful neurorehabilitative intervention in several neurological disorders to recover motor function or to relieve pain. Mirror therapy seems to operate by reactivating the contralesional representation of the non-mirrored limb in primary motor-and somatosensory cortex. However, mirror boxes have some limitations which prompted the use of additional mirror visual feedback devices. The present study evaluated the utility of mirror glasses compared to a mirror box. We also tested the hypothesis that increased interhemispheric communication between the motor hand areas is the mechanism by which mirror visual feedback recruits the representation of the non-mirrored limb. Therefore, mirror illusion capacity and brain activations were measured in a within-subject design during both mirror visual feedback conditions in counterbalanced order with 20 healthy subjects inside a magnetic resonance imaging scanner. Furthermore, we analyzed task-dependent functional connectivity between motor hand representations using psychophysiological interaction analysis during both mirror tasks. Neither the subjective quality of mirror illusions nor the patterns of functional brain activation differed between the mirror tasks. The sensorimotor representation of the non-mirrored hand was recruited in both mirror tasks. However, a significant increase in interhemispheric connectivity between the hand areas was only observed in the mirror glasses condition, suggesting different mechanisms for the recruitment of the representation of the non-mirrored hand in the two mirror tasks. We conclude that the mirror glasses might be a promising alternative to the mirror box, as they induce similar patterns of brain activation. Moreover, the mirror glasses can be easy applied in therapy and research. We want to emphasize that the neuronal mechanisms for the recruitment of the affected limb representation might differ depending on conceptual differences between MVF devices. However, our findings need to be validated within specific patient groups.

Do patients with chronic pain show autonomic arousal when confronted with feared movements? An experimental investigation of the fear-avoidance model - Julia Anna Glombiewski; Jenny Riecke; Sebastian Holzapfel; Winfried Rief; Stephan Koenig; Harald Lachnit; Ulf Seifart (PAIN, 2015)