Reciprocal relationships between value orientation and motivational interference during studying and leisure

Background. Motivational interference is defined as the amount of impairment in a target activity due to the incentives of a non‐chosen attractive alternative. The amount to which pupils experience motivational interference while studying or while performing a leisure activity in a school–leisure conflict situation is seen as depending on the values they attach to achievement and well‐being. At the same time, values may also be effects of frequent experience of motivational interference in the respective areas. Aims. The study is aimed at investigating the reciprocal relationship between personal value orientations and the experience of motivational interference during studying and leisure. Sample. A total of 363 pupils (sixth to eighth graders at the time of first measurement) completed the same questionnaire twice in a 2‐year interval. Method. The questionnaire included measures of achievement and well‐being value orientation and the experience of motivational interference during studying and during leisure in school–leisure conflicts. For this, two scenarios were created. In regression analyses, achievement and well‐being value orientations as well as their interaction terms were used as predictors for experience of motivational interference at t₂ while controlling for experience of motivational interference at t₁, and vice versa. Additionally in path models, these relations were tested in an integrative way. Results. Pupils' achievement value orientations were connected to differential changes in experiencing motivational interference during leisure and during studying in one scenario but only for pupils low or medium in well‐being value orientation. Conversely, experience of motivational interference at t₁ was related to changes in value orientations 2 years later. High motivational interference during studying led to an increase in well‐being value orientation, while high motivational interference during leisure was followed by a decrease in well‐being value orientation and an increase in achievement value orientation. Overall, path models supported these results. Conclusions. The results are discussed in terms of value change and are linked to self‐control and motivation research.     

Online webcam-based eye tracking in cognitive science: A first look

Online experimentation is emerging in many areas of cognitive psychology as a viable alternative or supplement to classical in-lab experimentation. While performance- and reaction-time-based paradigms are covered in recent studies, one instrument of cognitive psychology has not received much attention up to now: eye tracking. In this study, we used JavaScript-based eye tracking algorithms recently made available by Papoutsaki et al. (International Joint Conference on Artificial Intelligence, 2016) together with consumer-grade webcams to investigate the potential of online eye tracking to benefit from the common advantages of online data conduction. We compared three in-lab conducted tasks (fixation, pursuit, and free viewing) with online-acquired data to analyze the spatial precision in the first two, and replicability of well-known gazing patterns in the third task. Our results indicate that in-lab data exhibit an offset of about 172 px (15% of screen size, 3.94° visual angle) in the fixation task, while online data is slightly less accurate (18% of screen size, 207 px), and shows higher variance. The same results were found for the pursuit task with a constant offset during the stimulus movement (211 px in-lab, 216 px online). In the free-viewing task, we were able to replicate the high attention attribution to eyes (28.25%) compared to other key regions like the nose (9.71%) and mouth (4.00%). Overall, we found web technology-based eye tracking to be suitable for all three tasks and are confident that the required hard- and software will be improved continuously for even more sophisticated experimental paradigms in all of cognitive psychology.     

A Test of the Factor Structure Equivalence of the 50-Item IPIP Five-Factor Model Measure Across Gender and Ethnic Groups

The study aims were to identify the interpersonal style characteristics of Vietnam Era veterans by comparison with World War II veterans. The sample included 3,075 veterans in treatment in 47 VA health care facilities. Patients were categorized as medical-surgical, psychiatric, and drug addicted, and divided by age into the 24 or less, and the 45 to 55 age groups. The measuring device was the Interpersonal Style Inventory. Group differences on the 17 scores were tested by discriminant function analyses. The Vietnam Era veterans were found to be more rebellious, mistrustful, adventure-seeking and expedient than the older veterans.     

Online psychophysics: reaction time effects in cognitive experiments

Using the Internet to acquire behavioral data is currently on the rise. However, very basic questions regarding the feasibility of online psychophysics are still open. Here, we aimed to replicate five well-known paradigms in experimental psychology (Stroop, Flanker, visual search, masked priming, attentional blink) in three settings (classical “lab”, “web-in-lab”, “web”) to account for possible changes in technology and environment. Lab and web-in-lab data were both acquired in an in-lab setting with lab using “Gold Standard” methods, while web-in-lab used web technology. This allowed for a direct comparison of potential differences in acquisition software. To account for additional environmental differences, the web technology experiments were published online to participate from home (setting web), thereby keeping the software and experimental design identical and only changing the environmental setting. Our main results are: First, we found an expected fixed additive timing offset when using web technology (M = 37 ms, SD = 8.14) and recording online (M = 87 ms, SD = 16.04) in comparison to lab data. Second, all task-specific effects were reproduced except for the priming paradigm, which couldn’t be replicated in any setting. Third, there were no differences in error rates, which are independent of the timing offset. This finding further supports the assumption of data equality over all settings. Fourth, we found that browser type might be influencing absolute reaction times. Together, these results contribute to the slowly but steadily growing literature that online psychophysics is a suitable complement – or even substitute – to lab data acquisition.     

Erfahrungsorientiertes Lernen in der Psychotherapie

Background

Based on principles of experiential learning, psychophysical exposure (PPE) on a tightrope course offers a promising intervention in the treatment of patients with mental disorders. A PPE program conducted on a hospital tightrope course is presented as an adjunct in inpatient psychotherapy.

Methods

The acceptance and effectiveness of the PPE were evaluated in a prospective controlled naturalistic study. A total of 155 patients, who were exposed at least once during their inpatient therapy, were compared with 92 control patients, who did not participate in the tightrope course. The main outcome criteria were self-reported depressive symptoms, state anxiety, locus of control, self-efficacy, and trait anxiety.

Results

The PPE was highly accepted by the participants. Patients who attended the tightrope courses showed greater improvement in the outcome criteria than patients who received inpatient treatment as usual. Particularly better effects were found on the personality variables.

Conclusions

Psychophysical exposure can successfully and effectively be integrated into a psychosomatic inpatient treatment program. Methodological limitations of the study, especially threats to internal validity, are discussed.     

Fundamentalp?dagogik

Zusammenfassung In den bisherigen Auseinandersetzungen hat der Schriftsteller eine besondere Hierarchie des Denkens angewandt, nämlich ontologisch... anthropologisch... pädagogisch. Ontologisches Denken in der Pädagogik ist heutzutage an der Tagesordnung. Die Fundamentalpädagogik soll in der ersten Linie eine Ontologie der Erziehung sein: Als Strukturanalyse der Seinsweise von Erziehung erscheint die Erziehungsphilosophie also zunächst Ontologie der Erziehung...²⁷ Fundamentalpädagogik als ontologisch-anthropologische Pädagogik ist daher eine Suche nach ontischen Strukturen als Seinsbedingungen für das In-Erscheinung-Treten des Pädagogischen. Klafki erklärt, dass es dem Pädagogen als Wissenschaftler der Seinsweise von Erziehung unmöglich ist, wissenschaftliche Aussagen zu geben, wenn sie nicht fortfliessen aus einer ontologischen Bestimmung der Erziehungswirklichkeit: Es gibt kein pädagogisches Sein ohne pädagogisches Denken, aber auch kein pädagogisches Denken, das abgelöst wäre vom pädagogischen Sein.²⁸ In diesem pädagogischen Aufsatz hat der Schriftsteller einen Versuch gemacht, pädagogische Kategorien und Kriterien ontologisch-anthropologisch zu fundieren.