Institut für Psychologie

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Vice Versa? The bidirectionality and symmetry of associations between size and space in S-R compatibility effects
(2024) Richter, Melanie; Wühr, Peter; Rinkenauer, Gerhard
The spatial-numerical association of response codes (SNARC) effect denotes faster and more accurate left responses to small(er) numbers and faster and more accurate right responses to large(r) numbers, as compared to the reverse assignment. The spatial-size association of response codes (SSARC) effect describes a similar observation for physical instead of numerical size: left responses are faster and more accurate to physically small(er) stimuli whereas right responses are faster and more accurate to physically large(r) stimuli, as compared to the reverse assignment. Both compatibility effects thus reveal underlying associations between size and space. The major objectives of the present dissertation, which comprises four studies and seven experiments, were to a) investigate the bidirectionality and symmetry of associations between numerical/physical size and space as they emerge as S-R compatibility effects and b) differentiate between the theories accounting for the effects on the basis of their divergent predictions. To investigate the bidirectionality and symmetry of the SNARC/SSARC effect, we compared the compatibility effect of a regular SNARC/SSARC task with number/size stimuli and location responses to the compatibility effect of a reciprocal SNARC/SSARC task with location stimuli and number/size response. Results concerning the SNARC effect revealed that with numerosity or digit/physical location stimuli and manual or vocal location/number responses, spatial-numerical associations are strongly asymmetrical allowing for the regular but not for the emergence of a reciprocal SNARC effect. However, with verbal number/location stimuli and vocal location/number responses, spatial-numerical associations are bidirectional and symmetrical allowing for a regular and reciprocal SNARC effect of similar size. Results concerning the SSARC effect revealed that with physical size/location stimuli and vocal location/size responses, spatial-size associations are strongly asymmetrical allowing for the regular but not for the emergence of a reciprocal SSARC effect. However, with verbal size/location stimuli and vocal location/size responses, spatial-size associations are bidirectional and symmetrical allowing for a regular and reciprocal SSARC effect of similar size. Thus, most interestingly, for both the SNARC and the SSARC effect, reciprocal effects emerge with verbal location stimuli but not with physical location stimuli. The effect of stimulus mode on the emergence of reciprocal (but not regular) SNARC and SSARC effects points towards some crucial feature of verbal location stimuli in eliciting reciprocal effects. Since in their current form none of the existing theories can explain the complete pattern of results without making additional assumptions, the results underpin the necessity to further develop and advance the theoretical accounts.
The impact of speed-accuracy instructions on spatial congruency effects
(2023-08-23) Heuer, Herbert; Wühr, Peter
In many tasks humans can trade speed against accuracy. This variation of strategy has different consequences for congruency effects in different conflict tasks. Recently, Mittelstädt et al. (2022) suggested that these differences are related to the dynamics of congruency effects as assessed by delta plots. With increasing delta plots in the Eriksen flanker task congruency effects were larger under accuracy set, and with decreasing delta plots in the Simon task they were smaller. Here we tested the hypothesis for a single task, making use of the observation that for the Simon task delta plots decline when the irrelevant feature is presented first, but increase when the relevant feature leads. The differences between congruency effects under speed and accuracy instructions confirmed the hypothesized relation to the slope of delta plots. In fact, for similar delta plots in the compared speed-accuracy conditions, the relation should be a straightforward consequence of the shorter and longer reaction times with speed and accuracy set, respectively. However, when relevant and irrelevant features were presented simultaneously, congruency effects were stronger under speed set at all reaction times. For this condition, a supplementary model-based analysis with an extended leaky, competing accumulator model suggested a stronger and longer-lasting influence of the irrelevant stimulus feature. The congruency effects for reaction times were accompanied by congruency effects for error rates when delta plots were decreasing, but not when they were increasing.
Improving the skills of forest harvester operators
(2023) Dreger, Felix; Rinkenauer, Gerhard; Krems, Josef F.
Forestry suffers from a shortage of trained machine operators, which jeopardises efficient and productive operations. Extensive training is required to skilfully master the complex tasks of operators of forest harvesters and forest forwarders. Therefore, the digitisation of the industry envisages training and support systems on machines that provide real-time support to operators, both on-site and remotely. The aim of this thesis was to improve training methods and pave the way for the development of future operator support systems, therefore a detailed analysis of harvester operators' work tasks, focussing on motor control skills and cognitive (work)load, was conducted. The work was guided by the following two general research questions, which were systematically answered throughout the studies presented in this thesis. (1) How can training methods for robotic arm operators be improved by analysing performance limiting factors in the bimanual control of the robotic cranes and (2) How can the machine operators be effectively supported with different sensorimotor support systems to ensure high level performance? To this end, a multi-pronged approach using qualitative and quantitative methods was adopted and five scientific studies were carried out. For three quantitative laboratory studies, a multi-joint robotic manipulator was designed and programmed as a simulation environment, which in its basic layout resembles the crane of real forestry machines. To identify the challenges in learning the motor control of such robotic cranes, this work focussed on the joystick control of the individual joints (joint control) or the movement of the tip (end-effector) of the robotic crane. Two experimental studies on the acquisition of operating skills with the two different control schemes, showed that in spite of a gain in mental workload reduction with end-effector control, movement accuracy remains difficult with both control schemes. This refers with joint control to the challenging use of the joints involved in the fine control of the robotic crane and with end-effector control to a general lack of accuracy. In a third study, visual and auditory (sonification) support systems were implemented in the simulation environment and compared for increasing accuracy. Auditory support systems showed higher effectiveness, which depends on initial operator performance level. In summary, this thesis has shown that behavioural analysis at the level of joystick movements and the analysis of crane movements can be very fruitful for studying the development of human control skills and deriving new performance indicators that can be used in operator training and the design of different operator support systems. The development of machines with increasing technical operator support will potentially lead to new challenges in real-world operation, where the management of cognitive workload and the detrimental effects, specifically of cognitive underload conditions, will require a rethinking and design of the operators’ work.
Anxiety in response to the climate and environmental crises: validation of the Hogg Eco-Anxiety Scale in Germany
(2023-09-21) Heinzel, Stephan; Tschorn, Mira; Schulte-Hutner, Michael; Schäfer, Fabian; Reese, Gerhard; Pohle, Carina; Peter, Felix; Neuber, Michael; Liu, Shuyan; Keller, Jan; Eichinger, Michael; Bechtoldt, Myriam
Background: As the climate and environmental crises unfold, eco-anxiety, defined as anxiety about the crises’ devastating consequences for life on earth, affects mental health worldwide. Despite its importance, research on eco-anxiety is currently limited by a lack of validated assessment instruments available in different languages. Recently, Hogg and colleagues proposed a multidimensional approach to assess eco-anxiety. Here, we aim to translate the original English Hogg Eco-Anxiety Scale (HEAS) into German and to assess its reliability and validity in a German sample. Methods: Following the TRAPD (translation, review, adjudication, pre-test, documentation) approach, we translated the original English scale into German. In total, 486 participants completed the German HEAS. We used Bayesian confirmatory factor analysis (CFA) to assess whether the four-factorial model of the original English version could be replicated in the German sample. Furthermore, associations with a variety of emotional reactions towards the climate crisis, general depression, anxiety, and stress were investigated. Results: The German HEAS was internally consistent (Cronbach’s alphas 0.71–0.86) and the Bayesian CFA showed that model fit was best for the four-factorial model, comparable to the factorial structure of the original English scale (affective symptoms, rumination, behavioral symptoms, anxiety about personal impact). Weak to moderate associations were found with negative emotional reactions towards the climate crisis and with general depression, anxiety, and stress. Discussion: Our results support the original four-factorial model of the scale and indicate that the German HEAS is a reliable and valid scale to assess eco-anxiety in German speaking populations.
Reziproke Zusammenhänge zwischen elterlichen Bildungserwartungen, schulischer Motivation und Leistung bei Schüler*innen mit Migrationshintergrund
(2023) Michels, Josi; Steinmayr, Ricarda; Heyder, Anke
Obwohl Schüler*innen mit Migrationshintergrund nach wie vor von Bildungsbenachteiligungen betroffen sind, zeichnet sich diese Gruppe durch eine hohe Leistungsmotivation aus. Dieser paradox erscheinende Befund bezieht sich sowohl auf die eigenen Erwartungen und Werte als auch auf die elterlichen Bildungserwartungen. Die Beziehungen zwischen elterlichen Bildungserwartungen, der Leistungsmotivation und der schulischen Performanz von Schüler*innen sind komplex und wechselseitig. Da Schüler*innen mit Migrationshintergrund tendenziell schlechtere schulische Leistungen erbringen, stellt sich die Frage, warum Erwartungen und Werte trotzdem hoch ausgeprägt sind und welchen Effekt diese auf die Veränderung schulischer Leistungen haben. Aufgrund der Tatsache, dass nach wie vor Bildungsdisparitäten zuungunsten von Schüler*innen mit Migrationshintergrund bestehen, scheinen diese die hohen (elterlichen) Erwartungen und Werte nicht angemessen in schulische Leistungen überführen zu können. Um die Bildungssituation von Schüler*innen mit Migrationsintergrund zu verbessern, könnte es aufschlussreich sein, mehr darüber zu erfahren, was die speziellen Gründe dafür sind. Daher wurden in drei Studien die reziproken Zusammenhänge zwischen elterlichen Bildungserwartungen, schulischer Motivation und Performanz bei Schüler*innen mit Migrationshintergrund empirisch untersucht. Dafür bildeten soziologische und psychologische Erwartungs-Wert-Theorien die theoretische Grundlage. Das praxisrelevante Fazit dieser Arbeit lautet, dass die hohe Leistungsmotivation von Schüler*innen mit Migrationshintergrund in Interventionen aufgegriffen werden sollte, die sich zudem vorrangig auf die Reduzierung primärer (ethnischer) Herkunftseffekte fokussieren sollten.
Relative, not absolute, stimulus size is responsible for a correspondence effect between physical stimulus size and left/right responses
(2022-04-22) Wühr, Peter; Richter, Melanie
Recent studies have demonstrated a novel compatibility (or correspondence) effect between physical stimulus size and horizontally aligned responses: Left-hand responses are shorter and more accurate to a small stimulus, compared to a large stimulus, whereas the opposite is true for right-hand responses. The present study investigated whether relative or absolute size is responsible for the effect. If relative size was important, a particular stimulus would elicit faster left-hand responses if the other stimuli in the set were larger, but the same stimulus would elicit a faster right-hand response if the other stimuli in the set were smaller. In terms of two-visual-systems theory, our study explores whether “vision for perception” (i.e., the ventral system) or “vision for action” (i.e., the dorsal system) dominates the processing of stimulus size in our task. In two experiments, participants performed a discrimination task in which they responded to stimulus color (Experiment 1) or to stimulus shape (Experiment 2) with their left/right hand. Stimulus size varied as an irrelevant stimulus feature, thus leading to corresponding (small-left; large-right) and non-corresponding (small-right; large-left) conditions. Moreover, a set of smaller stimuli and a set of larger stimuli, with both sets sharing an intermediately sized stimulus, were used in different conditions. The consistently significant two-way interaction between stimulus size and response location demonstrated the presence of the correspondence effect. The three-way interaction between stimulus size, response location, and stimulus set, however, was never significant. The results suggest that participants are inadvertently classifying stimuli according to relative size in a context-specific manner.
Disentangling the contributions of repeating targets, distractors, and stimulus positions to practice benefits in d2-like tests of attention
(2023-02-27) Wühr, Peter; Wühr, Bianca
When a test of attention, such as the d2 test, is repeated, performance improves. These practice benefits threaten the validity of a test because it is impossible to separate the contributions of ability and practice, respectively, to a particular result. A possible solution to this dilemma would be to determine the sources of practice effects, and to use this knowledge for constructing tests that are less prone to practice. The present study investigates the contribution of three components of a d2-like test of attention to practice benefits: targets, distractors, and stimulus configurations. In Experiment 1, we compared practice effects in a target-change condition, where targets changed between sessions, to a target-repetition condition. Similarly, in Experiment 2, we compared practice effects in a distractor-change condition to a distractor-repetition condition. Finally, in Experiment 3, we compared practice effects in a position-repetition condition, where stimulus configurations were repeated within and between tests, to a position-change condition. Results showed that repeating targets and repeating distractors contribute to practice effects, whereas repeating stimulus configurations does not. Hence, in order to reduce practice effects, one might construct tests in which target learning is prevented, for example, by using multiple targets.
Internal and external factors associated with preschoolers’ theory of mind performance: The role of preterm birth and group membership
(2022) Witt, Sarah; Zmyi, Norbert; Seehagen, Sabine
Als Theory of Mind (ToM) bezeichnet man die Fähigkeit, sich selbst und anderen Personen mentale Zustände zuzuschreiben. Da diese Fähigkeit eine wichtige Voraussetzung für erfolgreiche soziale Interaktionen darstellt, sollten begünstigende und beeinträchtigende Faktoren erforscht werden. Diese Dissertation untersucht einerseits die ToM–Entwicklung frühgeborener Kinder und andererseits den Einfluss der Gruppenzugehörigkeit eines Protagonisten in verschiedenen ToM-Aufgaben. Ein Übersichtsartikel fasst die vielfältigen und oft langfristigen sozialen Folgen zusammen, die mit einer Frühgeburt einhergehen können. Welche Rolle sozial-kognitive Fähigkeiten in der Entwicklung sozialer Probleme frühgeborener Kindern spielen, wurde in einer Längsschnittstudie untersucht. Diese zeigte, dass frühgeborene Kinder im Alter von drei Jahren weniger ToM-Aufgaben bewältigten als gleichaltrige, reifgeborene Kinder. Im Alter von fünf Jahren zeigten sich hingegen keine Unterschiede mehr zwischen diesen beiden Gruppen. Somit könnten sozial-kognitive Defizite zur Entstehung, nicht jedoch zur Persistenz sozialer Schwierigkeiten frühgeborener Kinder beitragen. Eine Experimentalreihe sollte außerdem zeigen, ob die Gruppenzugehörigkeit eines Protagonisten in ToM-Aufgaben beeinflusst, wie oft diese Aufgaben von Vierjährigen gelöst werden. Die Ergebnisse deuten darauf hin, dass Kinder Aufgaben, die von einem Mitglied der Eigengruppe handeln ebenso oft lösen wie Aufgaben, die von einem Mitglied einer Fremdgruppe handeln. Soziale Implikationen der Ergebnisse, Limitationen der Studien und zukünftige Forschungsfragen stellen der Kern der Diskussion dar.
Leader self-regulation
(2021) Fürchtenicht, Jana S. C.; Hüffmeier, Joachim; Rowold, Jens
In this dissertation, I discuss leader self-regulation from several perspectives, with a specific focus on leader emotion regulation and leader self-leadership. Firstly, I develop a theoretical framework, which is based on both control theory (Carver & Scheier, 1998) and the four levels of self-regulation described by Lord et al. (2010). This framework serves to disentangle the four related concepts of self-regulation, emotion regulation, self-control, and self-leadership. Secondly, I use the framework to provide a clear definition of successful self-leadership, which is based on the concept of successful emotion regulation (e.g., Aldao et al., 2015; Bonanno & Burton, 2013). Thirdly, I describe a new rationale for operationalizing successful self-regulation, which I then apply to successful emotion regulation and successful self-leadership within the work context. Both new scales showed mostly satisfactory psychometric properties, test-retest reliabilities, as well as convergent, discriminant, and criterion validity. Fourthly, I report the results of a mixed-source study in which the two new scales were used to assess the consequences of leaders’ emotion regulation and self-leadership skills. Using a sample of N = 315 leader–follower dyads, I found that both leader emotion regulation and self-leadership had significant positive associations with the constructive leadership style of instrumental leadership, as well as having significant negative associations with active destructive leadership. Additionally, self-leadership had a significant negative association with passive destructive leadership (i.e., laissez-faire leadership). Furthermore, both types of leader self-regulation were indirectly associated with follower job satisfaction via instrumental leadership. Finally, I examined the potential relationships between three heart rate variability measures, including cardiac coherence, and self-reported emotion regulation in a sample of N = 37 students. However, even though the model of neurovisceral integration predicts a positive association between heart rate variability measures and the capacity for emotion regulation (Thayer & Lane, 2000, 2009), I could not detect any associations between emotion regulation and the three heart rate variability measures used in this study.
Avoiding backlash or proving one’s manhood?
(2021-09-03) Mazei, Jens; Bear, Julia B.; Hüffmeier, Joachim
Gender differences in negotiation are typically explained by processes that concern women (e.g., women anticipate backlash for assertive behavior). Research has begun to suggest that processes that concern men (e.g., men want to be seen as “real” men) also help to explain gender differences. However, these 2 approaches typically remain disconnected. Thus, we examined both types of processes in 3 studies examining people’s beliefs about the causes of gender differences in negotiation (total N = 931). Our studies showed that people endorsed to a similar, and sometimes even greater, extent processes that concern men as underlying gender differences in negotiation. Moreover, people’s beliefs about the causes of gender differences in negotiation were related to perceptions of the effectiveness of different diversity initiatives (i.e., interventions to reduce inequities) and willingness to support them.
Wirkung von Musik
(2022) Glöckner, Nastja; Gasch, Bernd; Fietze, Ingo
Fragestellungen und Ziele: 1. Welche Variablen determinieren die Wahrnehmung musikalisch ausgedrückter Emotionen? 2. Welche Effekte haben musikalische Stimuli auf psychologische und physiologische Parameter und inwieweit wird diese Wirkung durch weitere Variablen beeinflusst? Methoden: 32 ProbandInnen wurden acht Instrumentalmusikstücke dargeboten, die jeweils unterschiedliche Emotionen ausdrückten: „Wohlbefinden“, „Freude“, „Trauer“ und „Ärger“. Nach jedem Musikstück bewerteten die HörerInnen sowohl die soeben gehörte Musik als auch ihre eigene subjektive Befindlichkeit mittels standardisierter Fragebögen. Die Zeitreihen der parallel erhobenen physiologischen Parameter (Hautwiderstand, Hautpotential und Muskelaktivität) wurden mit Hilfe von Zeitreihenanalysen, biorhythmometrischer Regulationsdiagnostik und eines künstlichen neuronalen Netzes hinsichtlich der Dimensionen Aktivierung und Regulationsgüte untersucht. Die Diagnose der Regulationsgüte stellt zu den bisher überwiegend praktizierten Messungen des Erregungsgrads in periphernervösen Parametern eine wesentliche Erweiterung dar, da sie Aussagen über die Qualität der regulatorischen Vorgänge in biologischen Funktionen erlaubt. Ergebnisse: Die durch die Musikstücke ausgedrückten Emotionen wurden von den ProbandInnen nicht nur weitgehend übereinstimmend erkannt, sondern überwiegend auch in diesen ausgelöst. Die Untersuchung der Zusammenhänge zwischen den psychischen und physiologischen Parametern hinsichtlich der Dimensionen Aktiviertheit und (Regulations-)Güte bzw. Valenz zeigte, dass die körperlichen Reaktionen auf musikalische Inhalte mit den auftretenden emotionalen Reaktionen zwar nicht in statistisch nachweisbarem Ausmaß korrelieren, diese jedoch auf beobachtbar ähnliche Weise und mit statistisch belegbaren Veränderungen – vor allem im Hautwiderstand – widergespiegelt werden. Zudem konnten Effekte der musikalischen Vorbildung, der musikalischen Präferenz und der emotionalen Ausgangsbefindlichkeit auf die psychische Musikwirkung nachgewiesen werden. Ausblick: In Folgestudien könnten weitere Erkenntnisse über die objektive Messbarkeit emotionaler Befindlichkeitszustände anhand vegetativer Parameter zielgenauere Anwendungsmöglichkeiten, z. B. für die Musiktherapie, Musikmedizin oder die Musikwissenschaften ermöglichen und darüber hinaus einen wertvollen Beitrag zur sensorbasierten Messung physiologischer Parameter für die Optimierung der Mensch-Maschine-/Technik-Interaktion liefern.
The impact of team preferences on soccer offside judgments in laypersons
(2020-10-23) Wühr, Peter; Fasold, Frowin; Memmert, Daniel
The present study uses a quasi-experimental design to investigate the impact of team preferences on the accuracy of offside judgments. In Experiments 1 and 2, supporters of two German soccer clubs (i.e., Borussia Dortmund and FC Schalke 04) judged offsides in artificial scenes from a match between the clubs. We expected that supporters of both clubs would less frequently report the offside position of a forward from the preferred team. The results of Experiment 1 partly confirmed the predictions. Both groups reported the offside position of a yellow forward less frequently than that of a blue forward, and this effect was much larger for supporters of Borussia Dortmund than for supporters of Schalke 04. The difference between groups could be attributed to team preferences. The weaker effect of team preference in supporters of Schalke 04 was attributed to an unexpected perceptual effect that increased the accuracy of offside judgments for blue forwards in both groups. Experiments 2 and 3 showed the presumed effect of team preferences and the perceptual effect, respectively, in isolation. In summary, the results of our experiments provide evidence for (a) an effect of team preferences and (b) an effect of shirt–background contrast on offside judgments in soccer.
Gender achievement gaps
(2020-09-17) Workman, Joseph; Heyder, Anke
In American high schools female students put greater effort into school and outperform boys on indicators of academic success. Using data from the High School Longitudinal Study of 2009, we found female students’ greater academic effort and achievement was partly explained by different social incentives to trying hard in school experienced by male and female students. Males were 1.75 times as likely to report they would be unpopular for trying hard in school and 1.50 times as likely to report they would be made fun of for trying hard in school. Social costs to trying hard in school were directly associated with less rigorous mathematics course-taking and indirectly associated with lower GPA in STEM courses through lower academic effort.
When gender stereotypes get male adolescents into trouble
(2020-04-16) Heyder, Anke; Hek, Margriet van; Houtte, Mieke van
School misconduct is a threat to educational careers and learning. The present study sheds light on why male adolescents in particular are prone to school misconduct. Qualitative research has argued that male adolescents’ construction of masculinity is a factor driving their school misbehavior. We examined the role of felt pressure to conform to gender stereotypes in predicting school misconduct among male and female adolescents. Data were provided by a three-wave panel study encompassing more than 4200 Flemish early adolescents (ages 12–14). Three-level growth curve models showed that male adolescents misbehaved more in school than female adolescents did. Male adolescents also demonstrated a steeper increase in school misconduct than female adolescents. Furthermore, greater felt gender conformity pressure predicted an increase in school misconduct in male adolescents but not in female adolescents. We conclude that school misconduct forms part of an enactment of masculine gender identity with detrimental consequences for male adolescents’ educational achievement.
Performance-approach goals: the operationalization makes the difference
(2020-12-05) Wirthwein, Linda; Steinmayr, Ricarda
The operationalization of performance-approach goals (PAGs) was found to be an important moderator of the associations between different PAGs and several educational outcomes. To explore this aspect in more detail, we conducted two studies with school students (N1 = 425, mean age = 16.6 years, SD = 0.61; N2 = 310, mean age = 14.91, SD = 1.72). In study 1, we mainly focused on the associations between achievement goals and school grades. In study 2, we additionally assessed several motivational variables (academic self-concept, school values), as well as test anxiety and school well-being. All variables were assessed for school in general, mathematics, and German (mother tongue). The results of confirmatory factor analyses replicated and extended the finding on the different facets of PAGs. Besides a normative-based PAG component (the aim is to perform better than others) and an appearance-based PAG component (the aim is to demonstrate one’s ability), an additional proving PAG component (the aim is to demonstrate one’s ability toward significant others) was found. Contrary to earlier findings, both normative and appearance-based PAGs were positively correlated with school grades, whereas the proving component showed smaller associations. Moreover, differential associations with self-concept, school values, and school well-being emerged regarding the different facets of PAGs. The results are discussed with regard to the operationalization of PAGs.
Effects of repeated testing in a pen-and-paper test of selective attention (FAIR-2)
(2021-02-11) Wühr, Bianca; Wühr, Peter
The FAIR-2 (‘Frankfurter Aufmerksamkeitsinventar’) is a pen-and-paper test of visual attention in which participants have to search for targets among distractors. For similar pen-and-paper tests of attention (e.g., d2), the repetition of the test causes large improvements in performance that threaten both its (retest) reliability and validity. We investigated the size and possible sources of practice effects in the FAIR-2 in three experiments. In Experiments 1 and 2, participants were tested twice using the original FAIR-2. We compared how performance changed after 2 weeks (Experiment 1) or 3 months (Experiment 2), when the test was repeated (complete repetition), or when targets and distractors changed their roles (test reversal). For Experiment 3, we used self-constructed versions of the FAIR that allowed for a third neutral condition (complete alternation) without any stimulus overlap between the two tests. The complete repetition condition produced strong performance gains (25–35%) that persisted for 3 months. For the complete-alternation condition, we observed small to moderate improvements, suggesting that stimulus-independent learning had occurred in session 1. Finally, performance did not differ between test reversal and complete alternation, therefore, suggesting that improvements in target processing had caused the large improvements in the complete-repetition condition.
Only a burden for females in math? Gender and domain differences in the relation between adolescents’ fixed mindsets and motivation
(2020-11-10) Heyder, Anke; Weidinger, Anne F.; Steinmayr, Ricarda
Gendered occupational and educational choices have often been traced back to gender differences in students’ domain-specific ability self-concept and intrinsic motivation. This study explored the role of believing in an “innate” math or language arts ability (i.e., having a fixed mindset) for gender differences in students’ ability self-concept and intrinsic motivation in 423 female (49%) and 447 male (51%) tenth graders from Germany (age M = 16.09 years, SD = 0.68, range: 14–18 years). In line with math-male stereotypes, believing in “innate” math ability was associated with lower ability self-concept and intrinsic motivation in female but not male students. In language arts, students’ mindsets were unrelated to their motivation. The results suggest that a fixed mindset presents an additional burden for female students in math, but not for male or female students in language arts.
Social evaluation and imitation of prosocial and antisocial agents in infants, children, and adults
(2020-09-16) Vaporova, Elena; Zmyj, Norbert
The question of whether infants prefer prosocial agents over antisocial agents is contentious. Therefore, the first goal of the present study was to replicate previous findings regarding infants’ preference. The second goal was to assess whether infants are more likely to imitate a prosocial agent than an antisocial agent. We tested 9-month-old, 14-month-old, and 4-year-old children. The study used the “opening a box to get a toy” paradigm in which an animal puppet is trying unsuccessfully to open a box and is either helped by a prosocial puppet or hindered by an antisocial puppet. We presented these social events via video, and subsequently administered an imitation task. As an additional control, adults were asked to describe the videos showing the prosocial and antisocial agent. Although most adults were able to identify both agents, the three age groups of children did not prefer the prosocial agent over the antisocial agent, and were not more likely to imitate the prosocial agent. The lack of differences might be explained by methodological issues or by a lack of robustness of the effect.
Interrater agreement and discrepancy when assessing problem behaviors, social‐emotional skills, and developmental status of kindergarten children
(2019-08-01) Bergold, Sebastian; Christiansen, Hanna; Steinmayr, Ricarda
Objective The present study examined parent‐teacher agreement and discrepancy when assessing kindergarten children's behavioral and emotional problems, social‐emotional skills, and developmental status. Method Parents and teachers of overall n = 922 kindergarten children (M age = 3.99; 449 girls) rated the children using the Conners Early Childhood, the Strengths and Difficulties Questionnaire, and the Questionnaire for Assessing Preschool Children's Behavior. Results Agreement was moderate for problem behaviors and social‐emotional skills and substantial for developmental status. Agreement was stronger for externalizing than for internalizing problems. Agreement on the clinical relevance of problem behaviors and of social‐emotional skills was stronger for children with a clinical diagnosis than for those without. Parents tended to report more problems, but also greater social‐emotional skills and developmental status, than teachers. Conclusions The findings corroborate the importance of situational specificity for understanding interrater agreement and discrepancy. Future teacher questionnaires should more specifically assess children's functioning in kindergarten.
The relation of personality and intelligence - what can the Brunswik symmetry principle tell us?
(2018-07-03) Kretzschmar, André; Spengler, Marion; Schubert, Anna Lena; Steinmayr, Ricarda; Ziegler, Matthias
Personality and intelligence are defined as hierarchical constructs, ranging from broad g-factors to (domain-)specific constructs. The present study investigated whether different combinations of hierarchical levels lead to different personality-intelligence correlations. Based on the integrative data analysis approach, we combined a total of five data sets. The focus of the first study (N = 682) was an elaborated measurement of personality (NEO-PI-R), which was applied with a relatively short intelligence test (Intelligence Structure Test 2000 R). In the second study (N = 413), a comprehensive measurement of intelligence (Berlin Intelligence Structure test) was used with a shorter personality questionnaire (NEO-FFI). In line with the Brunswik symmetry principle, the findings emphasize that personality-intelligence correlations varied greatly across the hierarchical levels of constructs considered in the analysis. On average, Openness showed the largest relation with intelligence. We recommend for future studies to investigate personality-intelligence relations at more fine-grained levels based on elaborated measurements of both personality and intelligence.

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