Using the variability of continuous relative phase as a measure to discriminate between healthy and injured runners

Several studies have used variability of continuous relative phase (CRP) to investigate overuse injuries, since low variability is thought to be related to running injuries. This study investigates whether the analysis of CRP variability leads to additional information about possible differences or similarities between healthy and injured runners. Further, a decision about future applications of CRP variability should be based on the ability to implement and interpret data. 18 healthy female runners (CO) and 18 female runners who suffered from iliotibial band syndrome (ITBS) were evaluated by calculating CRP variability for 4 coupling pairs. Besides analyzing continuous variability of CRP, we also averaged it for the whole stance phase and for four predefined stance phase intervals. Confidence intervals were displayed and independent t-tests for comparing the two groups were conducted. During initial and terminal stance phase as well as after heel-off an increase in CRP variability was detected for both groups of runners. In contrast, the foot flat period was characterized by stable joint coordination and a decrease in variability. This paper presents possible interpretations of CRP variability but no statistically significant differences in CRP variability were found between the two groups of runners. Despite the missing statistical significance, a relationship between high CRP variability and injury seems to be conceivable, since the injured runners demonstrated an increased variability for all couplings in the first half of the stance phase. Further application of CRP variability in biomechanical research is essential to determine whether a relationship exists between injury and coordination variability.     

The processing of inter-item relations as a moderating factor of retrieval-induced forgetting

We investigated influences of item generation and emotional valence on retrieval-induced forgetting. Drawing on postulates of the three-factor theory of generation effects, generation tasks differentially affecting the processing of inter-item relations were applied. Whereas retrieval-induced forgetting of freely generated items was moderated by the emotional valence as well as retrieval-induced forgetting of read items, even though in the reverse direction (Experiment 1), fragment completion eliminated the moderation of retrieval-induced forgetting by emotional valence (Experiment 2). The results corroborate the assumption that the processing of inter-item relations is crucial for the immunization against retrieval-induced forgetting. Moreover, differential processing of inter-item relations may clarify the mixed results on moderating factors of retrieval-induced forgetting that have been reported.     

Positively versus negatively charged moral emotion expectancies in adolescence: The role of situational context and the developing moral self

The study analyses adolescents' positively charged versus negatively charged moral emotion expectancies. Two hundred and five students (M= 14.83 years, SD= 2.21) participated in an interview depicting various situations in which a moral norm was either regarded or transgressed. Emotion expectancies were assessed for specific emotions (pride, guilt) as well as for overall strength and valence. In addition, self‐importance of moral values was measured by a questionnaire. Results revealed that positively charged emotion expectancies were more pronounced in contexts of prosocial action than in the context of moral transgressions, whereas the opposite was true for negatively charged emotions. At the same time, expectations of guilt and pride were substantially related to the self‐importance of moral values.     

Genuine Violations of Laws

Could laws of nature be violated, in the sense that some proposition is both a law and false? I argue that opponents of regularity theories of laws should accept the metaphysical possibility of such genuine violations. I begin with a clarification of this claim. The main argument is then developed in three steps. I first argue that opponents of regularity theory should endorse the modal-essence view: certain modal principles are essential to the laws of nature. Second, I argue that the modal-essence view entails sophisticated modal primitivism. Third, I argue from sophisticated primitivism to the metaphysical possibility of genuine violations of laws.     

Emotional enhancement effect of memory: removing the influence of cognitive factors

According to the modulation hypothesis, arousal is the crucial factor in the emotional enhancement of memory (EEM). However, the multifactor theory of the EEM recently proposed that cognitive characteristics of emotional stimuli, e.g., relatedness and distinctiveness, also play an important role. The current study aimed to investigate the individual contribution of arousal to the neural correlates of the EEM by controlling for these additional cognitive factors. We observed the characteristic neuronal correlates of the EEM, in particular enhanced activity in the amygdala and hippocampus, which provides evidence for an arousal-driven EEM in the amygdala as proposed by the modulation hypothesis.     

Omissions and semantic errors in aphasic naming: is there a link?

Within a discrete two-stage model of lexicalization, semantic errors and errors of omission are assumed to be independent events. In contrast, cascading and interactive models allow for an influence of word form on lexical selection and thus for an inherent relationship in accounting for both error types. A group of 17 aphasic patients was assessed with a naming test controlling for semantic competition of the target items. Semantic errors were more frequent for targets with many competitors than for targets with few competitors while omissions were more frequent when few competitors were available. However, the overall sums of errors in both item groups were comparable. These results imply a common source of both error types and thus speak against a strictly serial model of naming.     

The integration of spatial information across different viewpoints

The integration of spatial information perceived from different viewpoints is a frequent, yet largely unexplored, cognitive ability. In two experiments, participants saw two presentations, each consisting of three targets—that is, illuminated tiles on the floor—before walking the shortest possible path across all targets. In Experiment 1, participants viewed the targets either from the same viewpoint or from different viewpoints. Errors in recalling targets increased if participants changed their viewpoints between presentations, suggesting that memory acquired from different viewpoints had to be aligned for integration. Furthermore, the error pattern indicates that memory for the first presentation was transformed into the reference frame of the second presentation. In Experiment 2, we examined whether this transformation occurred because new information was integrated already during encoding or because memorized information was integrated when required. Results suggest that the latter is the case. This might serve as a strategy for avoiding additional alignments.     

Interobjectivity and Interactivity: Material Objects and Discourse in Class

In classroom teaching, material objects like the blackboard play an important role. Yet qualitative research on education has largely ignored this material dimension of education and focused on interaction and discourse. Both dimensions are, however, closely related to each other. Material objects are embedded in classroom discourse and are transformed into knowledge objects by speech acts, and in turn structure discussions and constitute a point of reference for school lessons. Drawing on ethnographic research on classroom lessons in mathematics and science classes in German high schools, we propose a perspective that recognizes both the materiality of teaching and its interactive dimension.