@article{63611, abstract = {{When humans interact with artificial intelligence (AI), one desideratum is appropriate trust. Typically, appropriate trust encompasses that humans trust AI except for instances in which they either explicitly notice AI errors or are suspicious that errors could be present. So far, appropriate trust or related notions have mainly been investigated by assessing trust and reliance. In this contribution, we argue that these assessments are insufficient to measure the complex aim of appropriate trust and the related notion of healthy distrust. We introduce and test the perspective of covert visual attention as an additional indicator for appropriate trust and draw conceptual connections to the notion of healthy distrust. To test the validity of our conceptualization, we formalize visual attention using the Theory of Visual Attention and measure its properties that are potentially relevant to appropriate trust and healthy distrust in an image classification task. Based on temporal-order judgment performance, we estimate participants' attentional capacity and attentional weight toward correct and incorrect mock-up AI classifications. We observe that misclassifications reduce attentional capacity compared to correct classifications. However, our results do not indicate that this reduction is beneficial for a subsequent judgment of the classifications. The attentional weighting is not affected by the classifications' correctness but by the difficulty of categorizing the stimuli themselves. We discuss these results, their implications, and the limited potential for using visual attention as an indicator of appropriate trust and healthy distrust.}}, author = {{Peters, Tobias Martin and Biermeier, Kai and Scharlau, Ingrid}}, issn = {{1664-1078}}, journal = {{Frontiers in Psychology}}, keywords = {{appropriate trust, healthy distrust, visual attention, Theory of Visual Attention, human-AI interaction, Bayesian cognitive model, image classification}}, publisher = {{Frontiers Media SA}}, title = {{{Assessing healthy distrust in human-AI interaction: interpreting changes in visual attention}}}, doi = {{10.3389/fpsyg.2025.1694367}}, volume = {{16}}, year = {{2026}}, } @article{48516, abstract = {{Recruitment contexts such as STEM professorships promote clearly defined selection criteria and objective assessment. We illuminate in these contexts, the subjective interpretation of seemingly objective criteria and gendered arguments in discussions of applicants. Additionally, we explore gender bias despite comparable applicant profiles investigating how specific success factors lead to selection recommendations for male and female applicants. Implementing a mixed methods approach, we aim to highlight the influence of heuristics, stereotyping, and signaling in applicant assessments. We interviewed 45 STEM professors. They answered qualitative open-ended interview questions, and evaluated hypothetical applicant profiles, qualitatively and quantitatively. The applicant profiles enabled a conjoint experiment with different applicant attributes varied across the profiles (i.e., publications, willingness to cooperate, network recommendation, and applicant gender), the interviewees indicating scores of selection recommendation while thinking aloud. Our findings reveal gendered arguments, i.e., questioning women potentially fueled by a perception of women’s exceptional status and perceived self-questioning of women. Furthermore, they point to gender-independent and gender-dependent success patterns, thereby to potential success factors particularly for female applicants. We contextualize and interpret our quantitative findings in light of professors’ qualitative statements.}}, author = {{Dutz, Regina and Hubner-Benz, Sylvia and Emmerling, Franziska and Peus, Claudia}}, issn = {{1664-1078}}, journal = {{Frontiers in Psychology}}, keywords = {{General Psychology}}, publisher = {{Frontiers Media SA}}, title = {{{Sure you are ready? Gendered arguments in recruitment for high-status positions in male-dominated fields}}}, doi = {{10.3389/fpsyg.2022.958647}}, volume = {{13}}, year = {{2023}}, } @article{49899, abstract = {{This research aimed to understand the role of after-school sports programs in social inclusion processes in culturally diverse contexts through a multicase study within two locations. The first location was in Spain where immigrant and Spanish students were enrolled, and the other was in Chile with Mapuche-Huilliche students, immigrant and Chilean students. The implemented programs at both sites were similar in their educational focus on socio-educational values, and teaching models (hybridization of teaching games for understanding and cooperative learning) that enhance social inclusion. Using individual and group interviews with teachers, sports coordinators, parents, and students, a qualitative approach was used to identify the factors that facilitate or hinder the social inclusion processes. In addition, the researchers used qualitative observations of the programs over six months using “notes logbook” to record their impressions during the observation process. Results indicated that the implemented sports programs successfully facilitated social inclusion processes, enabling the development of interpersonal skills and relationships between students from different cultural backgrounds. The previous training and experiences of teachers in culturally diverse contexts, and incorporation of traditional sporting games from all cultures, seems to be an important facilitator factor for the inclusion potential of the implemented programs.}}, author = {{Carter-Thuillier, Bastian and López-Pastor, Víctor and Gallardo-Fuentes, Francisco and Carter-Beltran, Juan and Fernández-Balboa, Juan-Miguel and Delgado-Floody, Pedro and Grimminger-Seidensticker, Elke and Sortwell, Andrew}}, issn = {{1664-1078}}, journal = {{Frontiers in Psychology}}, keywords = {{General Psychology}}, publisher = {{Frontiers Media SA}}, title = {{{After-school sports programmes and social inclusion processes in culturally diverse contexts: Results of an international multicase study}}}, doi = {{10.3389/fpsyg.2023.1122362}}, volume = {{14}}, year = {{2023}}, } @article{34461, abstract = {{Teaching is a highly demanding profession that requires handling multiple and potentially contradictory goals. Therefore, it is likely that teachers experience conflict between work-related goals on a daily basis. Intraindividual goal conflict may occur when individuals pursue multiple goals drawing on the same limited resources (resource-based goal conflict), or when two or more goals are incompatible in terms of goal attainment strategy or desired end states (inherent goal conflict). Because goal conflict is typically associated with negative effects such as attenuated motivation and wellbeing, teacher goal conflict may jeopardize teaching motivation. This cross-sectional study investigated the effects of in-service teachers’ (N = 302) goal conflicts on their autonomous (intrinsic and identified regulation) and controlled (introjected and extrinsic regulation) teaching motivation and tested the satisfaction of teachers’ basic need for autonomy, competence, and relatedness as mediators. In line with our hypotheses, results from structural equation modeling showed that frequently experiencing resource-based goal conflict leads to a lower satisfaction of the basic need for autonomy, which, however, was unrelated to teaching motivation. In contrast, frequently experiencing inherent goal conflict attenuates the satisfaction of the basic need for competence, which, in turn, positively predicted autonomous teaching motivation and negatively predicted extrinsic regulation. As expected, relatedness was not associated with the experience of goal conflict. The discussion focuses on differential effects of the two types of goal conflict on teaching motivation and on the relevance to expand research on teachers’ intraindividual goal conflicts.}}, author = {{Gorges, Julia and Neumann, Phillip and Störtländer, Jan Christoph}}, issn = {{1664-1078}}, journal = {{Frontiers in Psychology}}, keywords = {{General Psychology}}, publisher = {{Frontiers Media SA}}, title = {{{Teachers Between a Rock and a Hard Place: Goal Conflicts Affect Teaching Motivation Mediated by Basic Need Satisfaction}}}, doi = {{10.3389/fpsyg.2022.876521}}, volume = {{13}}, year = {{2022}}, } @article{35420, abstract = {{Procrastination refers to voluntarily postponing an intended course of action despite expecting to be worse off for this delay, and students are considered to be especially negatively affected. According to estimates in the literature, at least half of the students believe procrastination impacts their academic achievements and well-being. As of yet, evidence-based ideas on how to differentiate severe from less severe cases of procrastination in this population do not exist, but are important in order to identify those students in need of support. The current study recruited participants from different universities in Sweden to participate in an anonymous online survey investigating self-rated levels of procrastination, impulsivity, perfectionism, anxiety, depression, stress, and quality of life. Furthermore, diagnostic criteria for pathological delay (PDC) as well as self-report items and open-ended questions were used to determine the severity of their procrastination and its associated physical and psychological issues. In total, 732 participants completed the survey. A median-split on the Pure Procrastination Scale (PPS) and the responses to the PDC were used to differentiate two groups; “less severe procrastination” (PPS ≤ 2.99; n = 344; 67.7% female; M age = 30.03; SD age = 9.35), and “severe procrastination” (PPS ≥ 3.00; n = 388; 66.2% female; M age = 27.76; SD age = 7.08). For participants in the severe group, 96–97% considered procrastination to a problem, compared to 42–48% in the less severe group. The two groups also differed with regard to considering seeking help for procrastination, 35–38% compared to 5–7%. Participants in the severe group also reported more problems of procrastination in different life domains, greater symptoms of psychological issues, and lower quality of life. A thematic analysis of the responses on what physical issues were related to procrastination revealed that these were characterized by stress and anxiety, e.g., tension, pain, and sleep and rest, while the psychological issues were related to stress and anxiety, but also depression, e.g., self-criticism, remorse, and self-esteem. The current study recommends the PPS to be used as an initial screening tool, while the PDC can more accurately determine the severity level of procrastination for a specific individual.}}, author = {{Rozental, Alexander and Forsström, David and Hussoon, Ayah and Klingsieck, Katrin B.}}, issn = {{1664-1078}}, journal = {{Frontiers in Psychology}}, keywords = {{General Psychology}}, publisher = {{Frontiers Media SA}}, title = {{{Procrastination Among University Students: Differentiating Severe Cases in Need of Support From Less Severe Cases}}}, doi = {{10.3389/fpsyg.2022.783570}}, volume = {{13}}, year = {{2022}}, } @article{34481, abstract = {{Background: Differential learning (DL) is a motor learning method characterized by high amounts of variability during practice and is claimed to provide the learner with a higher learning rate than other methods. However, some controversy surrounds DL theory, and to date, no overview exists that compares the effects of DL to other motor learning methods.Objective: To evaluate the effectiveness of DL in comparison to other motor learning methods in the acquisition and retention phase.Design: Systematic review and exploratory meta-analysis.Methods: PubMed (MEDLINE), Web of Science, and Google Scholar were searched until February 3, 2020. To be included, (1) studies had to be experiments where the DL group was compared to a control group engaged in a different motor learning method (lack of practice was not eligible), (2) studies had to describe the effects on one or more measures of performance in a skill or movement task, and (3) the study report had to be published as a full paper in a journal or as a book chapter.Results: Twenty-seven studies encompassing 31 experiments were included. Overall heterogeneity for the acquisition phase (post-pre; I2 = 77%) as well as for the retention phase (retention-pre; I2 = 79%) was large, and risk of bias was high. The meta-analysis showed an overall small effect size of 0.26 [0.10, 0.42] in the acquisition phase for participants in the DL group compared to other motor learning methods. In the retention phase, an overall medium effect size of 0.61 [0.30, 0.91] was observed for participants in the DL group compared to other motor learning methods.Discussion/Conclusion: Given the large amount of heterogeneity, limited number of studies, low sample sizes, low statistical power, possible publication bias, and high risk of bias in general, inferences about the effectiveness of DL would be premature. Even though DL shows potential to result in greater average improvements between pre- and post/retention test compared to non-variability-based motor learning methods, more high-quality research is needed before issuing such a statement. For robust comparisons on the relative effectiveness of DL to different variability-based motor learning methods, scarce and inconclusive evidence was found.}}, author = {{Tassignon, Bruno and Verschueren, Jo and Baeyens, Jean-Pierre and Benjaminse, Anne and Gokeler, Alli and Serrien, Ben and Clijsen, Ron}}, issn = {{1664-1078}}, journal = {{Frontiers in Psychology}}, keywords = {{General Psychology}}, publisher = {{Frontiers Media SA}}, title = {{{An Exploratory Meta-Analytic Review on the Empirical Evidence of Differential Learning as an Enhanced Motor Learning Method}}}, doi = {{10.3389/fpsyg.2021.533033}}, volume = {{12}}, year = {{2021}}, } @article{32560, abstract = {{Several methods are available to answer questions regarding similarity and accuracy, each of which has specific properties and limitations. This study focuses on the Latent Congruence Model (LCM; Cheung, 2009), because of its capacity to deal with cross-informant measurement invariance issues. Until now, no cross-national applications of LCM are present in the literature, perhaps because of the difficulty to deal with both cross-national and cross-informant measurement issues implied by those models. This study presents a step-by-step procedure to apply LCM to dyadic cross-national research designs controlling for both cross-national and cross-informant measurement invariance. An illustrative example on parent–child support exchanges in Italy and Germany is provided. Findings help to show the different possible scenarios of partial invariance, and a discussion related to how to deal with those scenarios is provided. Future perspectives in the study of parent–child similarity and accuracy in cross-national research will be discussed.}}, author = {{Tagliabue, Semira and Zambelli, Michela and Sorgente, Angela and Sommer, Sabrina and Hoellger, Christian and Buhl, Heike M. and Lanz, Margherita}}, issn = {{1664-1078}}, journal = {{Frontiers in Psychology}}, keywords = {{latent congruence model, measurement invariance, similarity, accuracy, cross-national, cross-informant, parent-child relationship, support exchanges}}, publisher = {{Frontiers Media SA}}, title = {{{Latent Congruence Model to Investigate Similarity and Accuracy in Family Members' Perception: The Challenge of Cross-National and Cross-Informant Measurement (Non)Invariance}}}, doi = {{10.3389/fpsyg.2021.672383}}, volume = {{12}}, year = {{2021}}, } @article{45140, abstract = {{Background: Differential learning (DL) is a motor learning method characterized by high amounts of variability during practice and is claimed to provide the learner with a higher learning rate than other methods. However, some controversy surrounds DL theory, and to date, no overview exists that compares the effects of DL to other motor learning methods.Objective: To evaluate the effectiveness of DL in comparison to other motor learning methods in the acquisition and retention phase.Design: Systematic review and exploratory meta-analysis.Methods: PubMed (MEDLINE), Web of Science, and Google Scholar were searched until February 3, 2020. To be included, (1) studies had to be experiments where the DL group was compared to a control group engaged in a different motor learning method (lack of practice was not eligible), (2) studies had to describe the effects on one or more measures of performance in a skill or movement task, and (3) the study report had to be published as a full paper in a journal or as a book chapter.Results: Twenty-seven studies encompassing 31 experiments were included. Overall heterogeneity for the acquisition phase (post-pre; I2 = 77%) as well as for the retention phase (retention-pre; I2 = 79%) was large, and risk of bias was high. The meta-analysis showed an overall small effect size of 0.26 [0.10, 0.42] in the acquisition phase for participants in the DL group compared to other motor learning methods. In the retention phase, an overall medium effect size of 0.61 [0.30, 0.91] was observed for participants in the DL group compared to other motor learning methods.Discussion/Conclusion: Given the large amount of heterogeneity, limited number of studies, low sample sizes, low statistical power, possible publication bias, and high risk of bias in general, inferences about the effectiveness of DL would be premature. Even though DL shows potential to result in greater average improvements between pre- and post/retention test compared to non-variability-based motor learning methods, more high-quality research is needed before issuing such a statement. For robust comparisons on the relative effectiveness of DL to different variability-based motor learning methods, scarce and inconclusive evidence was found.}}, author = {{Tassignon, Bruno and Verschueren, Jo and Baeyens, Jean-Pierre and Benjaminse, Anne and Gokeler, Alli and Serrien, Ben and Clijsen, Ron}}, issn = {{1664-1078}}, journal = {{Frontiers in Psychology}}, keywords = {{General Psychology}}, publisher = {{Frontiers Media SA}}, title = {{{An Exploratory Meta-Analytic Review on the Empirical Evidence of Differential Learning as an Enhanced Motor Learning Method}}}, doi = {{10.3389/fpsyg.2021.533033}}, volume = {{12}}, year = {{2021}}, } @article{59429, abstract = {{In the present paper we empirically investigate the psychometric properties of some of the most famous statistical and logical cognitive illusions from the “heuristics and biases” research program by Daniel Kahneman and Amos Tversky, who nearly 50 years ago introduced fascinating brain teasers such as the famous Linda problem, the Wason card selection task, and so-called Bayesian reasoning problems (e.g., the mammography task). In the meantime, a great number of articles has been published that empirically examine single cognitive illusions, theoretically explaining people’s faulty thinking, or proposing and experimentally implementing measures to foster insight and to make these problems accessible to the human mind. Yet these problems have thus far usually been empirically analyzed on an individual-item level only (e.g., by experimentally comparing participants’ performance on various versions of one of these problems). In this paper, by contrast, we examine these illusions as a group and look at the ability to solve them as a psychological construct. Based on an sample ofN= 2,643 Luxembourgian school students of age 16–18 we investigate the internal psychometric structure of these illusions (i.e., Are they substantially correlated? Do they form a reflexive or a formative construct?), their connection to related constructs (e.g., Are they distinguishable from intelligence or mathematical competence in a confirmatory factor analysis?), and the question of which of a person’s abilities can predict the correct solution of these brain teasers (by means of a regression analysis).}}, author = {{Bruckmaier, Georg and Krauss, Stefan and Binder, Karin and Hilbert, Sven and Brunner, Martin}}, issn = {{1664-1078}}, journal = {{Frontiers in Psychology}}, publisher = {{Frontiers Media SA}}, title = {{{Tversky and Kahneman’s Cognitive Illusions: Who Can Solve Them, and Why?}}}, doi = {{10.3389/fpsyg.2021.584689}}, volume = {{12}}, year = {{2021}}, } @article{49270, abstract = {{Several methods are available to answer questions regarding similarity and accuracy, each of which has specific properties and limitations. This study focuses on the Latent Congruence Model (LCM; Cheung, 2009), because of its capacity to deal with cross-informant measurement invariance issues. Until now, no cross-national applications of LCM are present in the literature, perhaps because of the difficulty to deal with both cross-national and cross-informant measurement issues implied by those models. This study presents a step-by-step procedure to apply LCM to dyadic cross-national research designs controlling for both cross-national and cross-informant measurement invariance. An illustrative example on parent–child support exchanges in Italy and Germany is provided. Findings help to show the different possible scenarios of partial invariance, and a discussion related to how to deal with those scenarios is provided. Future perspectives in the study of parent–child similarity and accuracy in cross-national research will be discussed.}}, author = {{Tagliabue, Semira and Zambelli, Michela and Sorgente, Angela and Sommer, Sabrina and Hoellger, Christian and Buhl, Heike M. and Lanz, Margherita}}, issn = {{1664-1078}}, journal = {{Frontiers in Psychology}}, keywords = {{General Psychology}}, publisher = {{Frontiers Media SA}}, title = {{{Latent Congruence Model to Investigate Similarity and Accuracy in Family Members' Perception: The Challenge of Cross-National and Cross-Informant Measurement (Non)Invariance}}}, doi = {{10.3389/fpsyg.2021.672383}}, volume = {{12}}, year = {{2021}}, } @article{48523, author = {{Gales, Alina and Hubner-Benz, Sylvia}}, issn = {{1664-1078}}, journal = {{Frontiers in Psychology}}, keywords = {{General Psychology}}, publisher = {{Frontiers Media SA}}, title = {{{Perceptions of the Self Versus One’s Own Social Group: (Mis)conceptions of Older Women’s Interest in and Competence With Technology}}}, doi = {{10.3389/fpsyg.2020.00848}}, volume = {{11}}, year = {{2020}}, } @article{29110, author = {{Svartdal, Frode and Dahl, Tove I. and Gamst-Klaussen, Thor and Koppenborg, Markus and Klingsieck, Katrin B.}}, issn = {{1664-1078}}, journal = {{Frontiers in Psychology}}, title = {{{How Study Environments Foster Academic Procrastination: Overview and Recommendations}}}, doi = {{10.3389/fpsyg.2020.540910}}, year = {{2020}}, } @article{35709, author = {{Kempen, Leander and Biehler, Rolf}}, issn = {{1664-1078}}, journal = {{Frontiers in Psychology}}, keywords = {{General Psychology}}, pages = {{1180}}, publisher = {{Frontiers Media SA}}, title = {{{Using Figurate Numbers in Elementary Number Theory – Discussing a ‘Useful’ Heuristic From the Perspectives of Semiotics and Cognitive Psychology}}}, doi = {{10.3389/fpsyg.2020.01180}}, volume = {{11}}, year = {{2020}}, } @article{59424, author = {{Binder, Karin and Krauss, Stefan and Wiesner, Patrick}}, issn = {{1664-1078}}, journal = {{Frontiers in Psychology}}, publisher = {{Frontiers Media SA}}, title = {{{A New Visualization for Probabilistic Situations Containing Two Binary Events: The Frequency Net}}}, doi = {{10.3389/fpsyg.2020.00750}}, volume = {{11}}, year = {{2020}}, } @article{27521, author = {{Hebebrand, Johannes and Milos, Gabriella and Wabitsch, Martin and Teufel, Martin and Führer, Dagmar and Bühlmeier, Judith and Libuda, Lars and Ludwig, Christine and Antel, Jochen}}, issn = {{1664-1078}}, journal = {{Frontiers in Psychology}}, title = {{{Clinical Trials Required to Assess Potential Benefits and Side Effects of Treatment of Patients With Anorexia Nervosa With Recombinant Human Leptin}}}, doi = {{10.3389/fpsyg.2019.00769}}, year = {{2019}}, } @article{28982, author = {{Wildt, Eugenia and Rohlfing, Katharina and Scharlau, Ingrid}}, issn = {{1664-1078}}, journal = {{Frontiers in Psychology}}, title = {{{The Role of Saliency in Learning First Words}}}, doi = {{10.3389/fpsyg.2019.01150}}, year = {{2019}}, } @article{59428, author = {{Bruckmaier, Georg and Binder, Karin and Krauss, Stefan and Kufner, Han-Min}}, issn = {{1664-1078}}, journal = {{Frontiers in Psychology}}, publisher = {{Frontiers Media SA}}, title = {{{An Eye-Tracking Study of Statistical Reasoning With Tree Diagrams and 2 × 2 Tables}}}, doi = {{10.3389/fpsyg.2019.00632}}, volume = {{10}}, year = {{2019}}, } @article{59425, author = {{Weber, Patrick and Binder, Karin and Krauss, Stefan}}, issn = {{1664-1078}}, journal = {{Frontiers in Psychology}}, publisher = {{Frontiers Media SA}}, title = {{{Why Can Only 24% Solve Bayesian Reasoning Problems in Natural Frequencies: Frequency Phobia in Spite of Probability Blindness}}}, doi = {{10.3389/fpsyg.2018.01833}}, volume = {{9}}, year = {{2018}}, } @article{20245, author = {{Nomikou, Iris and Leonardi, Giuseppe and Radkowska, Alicja and Rączaszek-Leonardi, Joanna and Rohlfing, Katharina}}, issn = {{1664-1078}}, journal = {{Frontiers in Psychology}}, title = {{{Taking Up an Active Role: Emerging Participation in Early Mother–Infant Interaction during Peekaboo Routines}}}, doi = {{10.3389/fpsyg.2017.01656}}, year = {{2017}}, } @article{6080, abstract = {{Peripheral visual cues lead to large shifts in psychometric distributions of temporal-order judgments. In one view, such shifts are attributed to attention speeding up processing of the cued stimulus, so-called prior entry. However, sometimes these shifts are so large that it is unlikely that they are caused by attention alone. Here we tested the prevalent alternative explanation that the cue is sometimes confused with the target on a perceptual level, bolstering the shift of the psychometric function. We applied a novel model of cued temporal-order judgments, derived from Bundesen’s Theory of Visual Attention.We found that cue–target confusions indeed contribute to shifting psychometric functions. However, cue-induced changes in the processing rates of the target stimuli play an important role, too. At smaller cueing intervals, the cue increased the processing speed of the target. At larger intervals, inhibition of return was predominant. Earlier studies of cued TOJs were insensitive}}, author = {{Tünnermann, Jan and Scharlau, Ingrid}}, issn = {{1664-1078}}, journal = {{Frontiers in Psychology}}, keywords = {{cueing, temporal-order judgements, theory of visual attention (TVA), peripheral cue, processing speed, stimulus encoding, prior entry, Attention, Cues, Face Perception, Judgment}}, title = {{{Peripheral visual cues: Their fate in processing and effects on attention and temporal-order perception.}}}, doi = {{10.3389/fpsyg.2016.01442}}, volume = {{7}}, year = {{2016}}, }