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61.
Moritz Walser Franziska Plessow Thomas Goschke Rico Fischer 《Psychological research》2014,78(4):584-596
Previous studies have shown that completed prospective memory (PM) intentions entail aftereffects in terms of ongoing-task-performance decrements in trials containing repeated PM cues which previously served as PM cues triggering the intended action. Previous research reported that PM aftereffects decrease over time, thus revealing a specific time course of PM aftereffects. In the present study, we tested two accounts for this pattern, assuming either that the decline of aftereffects is related to the temporal distance to PM task completion or may be a result of the repeated exposure of repeated PM cues in the ongoing task. In three experiments, we manipulated both the temporal distance to PM task completion and the frequency of repeated PM cues and demonstrated that aftereffects of completed intentions declined with repeated exposure of formerly relevant PM cues. In addition, effects of repeated exposure were not only limited to the repetition of specific PM-cue exemplars but also generalized to other semantically related PM cues within the PM-cue category. Together, findings show that decreased aftereffects of completed intentions are not related to the temporal duration of the subsequent test block, but crucially depend on the repeated exposure of the previously relevant PM cues. 相似文献
62.
Franziska Lautenbach Sylvain Laborde Christopher Mesagno Babett H. Lobinger Silvia Achtzehn Fabian Arimond 《Journal of Applied Sport Psychology》2013,25(2):123-131
The effect of a nonautomated pre-performance routine (PPR) on performance in a high-pressure situation was investigated. Twenty-nine tennis players served in a low- and high-pressure condition in a pre- and posttest design. The intervention group learned a nonautomated PPR for 4 weeks. Increases in subjective but not objective (i.e., cortisol) levels of stress were detected in the high-pressure conditions. The intervention group showed a significant decrease in performance in the high-pressure condition in the pretest (p =.005) but not posttest (p =.161). Using a nonautomated PPR may benefit athletes who experience a drop in performance in high-pressure situations. 相似文献
63.
Ornella Masnari Clemens Schiestl Lisa Weibel Franziska Wuttke Markus A. Landolt 《Body image》2013,10(4):515-523
Children with a facial difference are presumed to be at risk of social stigmatization. The purposes of this study were twofold: (1) to assess the effect of facial differences on social perceptions by unaffected children and adolescents; and (2) to identify perceiver characteristics that predict stereotypical attitudes toward facial differences. Participants were 344 non-affected children and adolescents, ages 8–17 years. Participants rated digitally altered images of 12 children depicted either with or without a facial difference. Results show that participants attributed less favorable characteristics to children with a facial difference than to those without. Moreover, participants reported less willingness to interact with or befriend a child with a facial difference. Significant predictors of low discriminative attitudes were older participant age and previous contact with someone with a facial difference. Our data call attention to the need for public education programs targeted at reducing negative attitudes toward facial differences. 相似文献
64.
Jana Muenssinger Tamara Matuz Franziska Schleger Isabelle Kiefer‐Schmidt Rangmar Goelz Annette Wacker‐Gussmann Niels Birbaumer Hubert Preissl 《Developmental science》2013,16(2):287-295
Habituation – the most basic form of learning – is used to evaluate central nervous system (CNS) maturation and to detect abnormalities in fetal brain development. In the current study, habituation, stimulus specificity and dishabituation of auditory evoked responses were measured in fetuses and newborns using fetal magnetoencephalography (fMEG). An auditory habituation paradigm consisting of 100 trains of five 500 Hz tones, one 750 Hz tone (dishabituator) and two more 500 Hz tones, respectively, were presented to 41 fetuses (gestational age 30–39 weeks) and 22 newborns or babies (age 6–89 days). A response decrement between the first and fifth tones (habituation), an increment between the fifth tone and the dishabituator (stimulus specificity) and an increment between the fifth (last tone before the dishabituator) and seventh tones (first tone after the dishabituator) (dishabituation) were expected. Fetuses showed weak responses to the first tone. However, a significant response decrement between the second and fifth tones (habituation) and a significant increment between the fifth tone and the dishabituator (stimulus specificity) were found. No significant difference was found for dishabituation nor was a developmental trend found at the group level. From the neonatal data, significant values for stimulus specificity were found. Sensory fatigue or adaptation was ruled out as a reason for the response decrement due to the strong reactions to the dishabituator. Taken together, the current study used fMEG to directly show fetal habituation and provides evidence of fetal learning in the last trimester of pregnancy. 相似文献
65.
Disentangling the components of surface acting in emotion work: experiencing emotions may be as important as regulating them 下载免费PDF全文
Norbert K. Semmer Laurence Messerli Franziska Tschan 《Journal of applied social psychology》2016,46(1):46-64
Measures of surface acting (SA) do not distinguish between feeling emotions and regulating emotions. SA typically involves negative emotions; these often persist and may, at least partly, be responsible for the effects of SA on well‐being. In two diary studies and one survey study, negative emotions felt predicted lower well‐being, and controlling for them rendered the effect of suppressing their display insignificant. Additionally, in Study 2, SA predicted higher interaction quality once emotions felt were controlled. Results indicate that the effects of SA are, at least partly, due to emotions felt when negative emotions are suppressed. Therefore, research should control for emotions felt and focus more strongly on the emotions themselves and their triggers. 相似文献
66.
Jan Marten Ihme Franziska Lemke Kerstin Lieder Franka Martin Jonas C. Müller Sabine Schmidt 《Behavior research methods》2009,41(4):1183-1189
As the Internet, the global medium of the future, expands exponentially, it has become increasingly relevant to scientific
research. So far, there is but little evidence that online testing is suitable for collecting ability-test data. The present
article aims to shed light on some aspects of the issue by comparing the performance in a computer-administered ability test
of one lab sample and two online samples using a quasi-experimental design. Mean score differences appeared, but can be explained
by differences in age and education, and were not due to the test setting (online vs. laboratory). Also, there were no structural
differences between the achievement scores of both samples. Some limitations on generalizability are discussed. 相似文献
67.
This study centers upon a piano learning and teaching environment in which beginners and intermediate piano students (N = 48) learning to perform a specific type of staccato were submitted to three different (group-exclusive) teaching conditions: audio-only demonstration of the musical task; observation of the teacher's action demonstration followed by student imitation (blocked observation); and observation of the teacher's action demonstration while alternating imitation of the task with the teacher's performance (interleaved observation). Students submitted to interleaved observation were more proficient at the learned task with no significant differences for students of different proficiency levels. 相似文献
68.
Diversity faultlines can have a detrimental impact on team performance. To test whether this impact depends on leaders’ and members’ pro-diversity beliefs, we examined 41 leaders and 219 members of teams working for the German Ministry of Foreign Affairs. Findings indicated that the negative impact of diversity faultlines on team performance was weakest when leaders and members held strong pro-diversity beliefs. However, we did not find support for the assumed two-way interactions between faultline strength and leaders’ or members’ pro-diversity beliefs or the mediating effect of Leader-Member Exchange. Our results highlight the joint impact of leaders’ and members’ pro-diversity beliefs for attenuating the negative consequences of diversity faultlines on team performance. 相似文献
69.
Recognition of facial affect in Borderline Personality Disorder 总被引:1,自引:0,他引:1
Domes G Czieschnek D Weidler F Berger C Fast K Herpertz SC 《Journal of personality disorders》2008,22(2):135-147
Patients with Borderline Personality Disorder (BPD) have been described as emotionally hyperresponsive, especially to anger and fear in social contexts. The aim was to investigate whether BPD patients are more sensitive but less accurate in terms of basic emotion recognition, and show a bias towards perceiving anger and fear when evaluating ambiguous facial expressions. Twenty-five women with BPD were compared with healthy controls on two different facial emotion recognition tasks. The first task allowed the assessment of the subjective detection threshold as well as the number of evaluation errors on six basic emotions. The second task assessed a response bias to blends of basic emotions. BPD patients showed no general deficit on the affect recognition task, but did show enhanced learning over the course of the experiment. For ambiguous emotional stimuli, we found a bias towards the perception of anger in the BPD patients but not towards fear. BPD patients are accurate in perceiving facial emotions, and are probably more sensitive to familiar facial expressions. They show a bias towards perceiving anger, when socio-affective cues are ambiguous. Interpersonal training should focus on the differentiation of ambiguous emotion in order to reduce a biased appraisal of others. 相似文献
70.
Franziska Ehrke Aysan Ashoee Melanie C. Steffens Eva Louvet 《International journal of psychology》2020,55(5):732-742
Diversity training is a popular strategy to reduce prejudice within educational settings. However, in practice, diversity training rarely relies on social-psychological theory, and research on its effectiveness in real-world settings is scarce. Previous research regarding diversity training has particularly neglected an important theoretical concept: privilege as the counterpart of discrimination. Therefore, we developed a diversity training aiming to increase awareness of ingroup privilege, using an intersectional approach to teach participants the complex interaction between privilege and oppression. We randomly allocated students of educational science (N = 112) to a repeated-measures (pre-test, post-test, follow-up) control-group design. Compared with the control group, training participants showed a significant increase in awareness of ingroup privilege 1 week after the training, whereas there was no change in awareness of discrimination. Furthermore, increased awareness of ingroup privilege 1 week after the training mediated improved outgroup attitudes (i.e., more positive outgroup feelings towards immigrants and refugees, reduced subtle prejudice towards immigrants and reduced homonegativity) 2 weeks after the training. 相似文献