---
_id: '63611'
abstract:
- lang: eng
text: 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.
article_number: '1694367'
article_type: original
author:
- first_name: Tobias Martin
full_name: Peters, Tobias Martin
id: '92810'
last_name: Peters
orcid: 0009-0008-5193-6243
- first_name: Kai
full_name: Biermeier, Kai
id: '55908'
last_name: Biermeier
orcid: 0000-0002-2879-2359
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
citation:
ama: 'Peters TM, Biermeier K, Scharlau I. Assessing healthy distrust in human-AI
interaction: interpreting changes in visual attention. Frontiers in Psychology.
2026;16. doi:10.3389/fpsyg.2025.1694367'
apa: 'Peters, T. M., Biermeier, K., & Scharlau, I. (2026). Assessing healthy
distrust in human-AI interaction: interpreting changes in visual attention. Frontiers
in Psychology, 16, Article 1694367. https://doi.org/10.3389/fpsyg.2025.1694367'
bibtex: '@article{Peters_Biermeier_Scharlau_2026, title={Assessing healthy distrust
in human-AI interaction: interpreting changes in visual attention}, volume={16},
DOI={10.3389/fpsyg.2025.1694367},
number={1694367}, journal={Frontiers in Psychology}, publisher={Frontiers Media
SA}, author={Peters, Tobias Martin and Biermeier, Kai and Scharlau, Ingrid}, year={2026}
}'
chicago: 'Peters, Tobias Martin, Kai Biermeier, and Ingrid Scharlau. “Assessing
Healthy Distrust in Human-AI Interaction: Interpreting Changes in Visual Attention.”
Frontiers in Psychology 16 (2026). https://doi.org/10.3389/fpsyg.2025.1694367.'
ieee: 'T. M. Peters, K. Biermeier, and I. Scharlau, “Assessing healthy distrust
in human-AI interaction: interpreting changes in visual attention,” Frontiers
in Psychology, vol. 16, Art. no. 1694367, 2026, doi: 10.3389/fpsyg.2025.1694367.'
mla: 'Peters, Tobias Martin, et al. “Assessing Healthy Distrust in Human-AI Interaction:
Interpreting Changes in Visual Attention.” Frontiers in Psychology, vol.
16, 1694367, Frontiers Media SA, 2026, doi:10.3389/fpsyg.2025.1694367.'
short: T.M. Peters, K. Biermeier, I. Scharlau, Frontiers in Psychology 16 (2026).
date_created: 2026-01-14T14:21:59Z
date_updated: 2026-01-14T14:29:03Z
department:
- _id: '424'
- _id: '660'
doi: 10.3389/fpsyg.2025.1694367
intvolume: ' 16'
keyword:
- appropriate trust
- healthy distrust
- visual attention
- Theory of Visual Attention
- human-AI interaction
- Bayesian cognitive model
- image classification
language:
- iso: eng
project:
- _id: '124'
name: 'TRR 318 ; TP C01: Gesundes Misstrauen in Erklärungen'
publication: Frontiers in Psychology
publication_identifier:
issn:
- 1664-1078
publication_status: published
publisher: Frontiers Media SA
status: public
title: 'Assessing healthy distrust in human-AI interaction: interpreting changes in
visual attention'
type: journal_article
user_id: '92810'
volume: 16
year: '2026'
...
---
_id: '48516'
abstract:
- lang: eng
text: 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:
- first_name: Regina
full_name: Dutz, Regina
last_name: Dutz
- first_name: Sylvia
full_name: Hubner-Benz, Sylvia
id: '100407'
last_name: Hubner-Benz
- first_name: Franziska
full_name: Emmerling, Franziska
last_name: Emmerling
- first_name: Claudia
full_name: Peus, Claudia
last_name: Peus
citation:
ama: Dutz R, Hubner-Benz S, Emmerling F, Peus C. Sure you are ready? Gendered arguments
in recruitment for high-status positions in male-dominated fields. Frontiers
in Psychology. 2023;13. doi:10.3389/fpsyg.2022.958647
apa: Dutz, R., Hubner-Benz, S., Emmerling, F., & Peus, C. (2023). Sure you are
ready? Gendered arguments in recruitment for high-status positions in male-dominated
fields. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.958647
bibtex: '@article{Dutz_Hubner-Benz_Emmerling_Peus_2023, title={Sure you are ready?
Gendered arguments in recruitment for high-status positions in male-dominated
fields}, volume={13}, DOI={10.3389/fpsyg.2022.958647},
journal={Frontiers in Psychology}, publisher={Frontiers Media SA}, author={Dutz,
Regina and Hubner-Benz, Sylvia and Emmerling, Franziska and Peus, Claudia}, year={2023}
}'
chicago: Dutz, Regina, Sylvia Hubner-Benz, Franziska Emmerling, and Claudia Peus.
“Sure You Are Ready? Gendered Arguments in Recruitment for High-Status Positions
in Male-Dominated Fields.” Frontiers in Psychology 13 (2023). https://doi.org/10.3389/fpsyg.2022.958647.
ieee: 'R. Dutz, S. Hubner-Benz, F. Emmerling, and C. Peus, “Sure you are ready?
Gendered arguments in recruitment for high-status positions in male-dominated
fields,” Frontiers in Psychology, vol. 13, 2023, doi: 10.3389/fpsyg.2022.958647.'
mla: Dutz, Regina, et al. “Sure You Are Ready? Gendered Arguments in Recruitment
for High-Status Positions in Male-Dominated Fields.” Frontiers in Psychology,
vol. 13, Frontiers Media SA, 2023, doi:10.3389/fpsyg.2022.958647.
short: R. Dutz, S. Hubner-Benz, F. Emmerling, C. Peus, Frontiers in Psychology 13
(2023).
date_created: 2023-10-27T12:38:23Z
date_updated: 2023-10-27T12:42:24Z
doi: 10.3389/fpsyg.2022.958647
intvolume: ' 13'
keyword:
- General Psychology
language:
- iso: eng
publication: Frontiers in Psychology
publication_identifier:
issn:
- 1664-1078
publication_status: published
publisher: Frontiers Media SA
status: public
title: Sure you are ready? Gendered arguments in recruitment for high-status positions
in male-dominated fields
type: journal_article
user_id: '100407'
volume: 13
year: '2023'
...
---
_id: '49899'
abstract:
- lang: eng
text: 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:
- first_name: Bastian
full_name: Carter-Thuillier, Bastian
last_name: Carter-Thuillier
- first_name: Víctor
full_name: López-Pastor, Víctor
last_name: López-Pastor
- first_name: Francisco
full_name: Gallardo-Fuentes, Francisco
last_name: Gallardo-Fuentes
- first_name: Juan
full_name: Carter-Beltran, Juan
last_name: Carter-Beltran
- first_name: Juan-Miguel
full_name: Fernández-Balboa, Juan-Miguel
last_name: Fernández-Balboa
- first_name: Pedro
full_name: Delgado-Floody, Pedro
last_name: Delgado-Floody
- first_name: Elke
full_name: Grimminger-Seidensticker, Elke
id: '85816'
last_name: Grimminger-Seidensticker
- first_name: Andrew
full_name: Sortwell, Andrew
last_name: Sortwell
citation:
ama: 'Carter-Thuillier B, López-Pastor V, Gallardo-Fuentes F, et al. After-school
sports programmes and social inclusion processes in culturally diverse contexts:
Results of an international multicase study. Frontiers in Psychology. 2023;14.
doi:10.3389/fpsyg.2023.1122362'
apa: 'Carter-Thuillier, B., López-Pastor, V., Gallardo-Fuentes, F., Carter-Beltran,
J., Fernández-Balboa, J.-M., Delgado-Floody, P., Grimminger-Seidensticker, E.,
& Sortwell, A. (2023). After-school sports programmes and social inclusion
processes in culturally diverse contexts: Results of an international multicase
study. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1122362'
bibtex: '@article{Carter-Thuillier_López-Pastor_Gallardo-Fuentes_Carter-Beltran_Fernández-Balboa_Delgado-Floody_Grimminger-Seidensticker_Sortwell_2023,
title={After-school sports programmes and social inclusion processes in culturally
diverse contexts: Results of an international multicase study}, volume={14}, DOI={10.3389/fpsyg.2023.1122362},
journal={Frontiers in Psychology}, publisher={Frontiers Media SA}, 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}, year={2023} }'
chicago: 'Carter-Thuillier, Bastian, Víctor López-Pastor, Francisco Gallardo-Fuentes,
Juan Carter-Beltran, Juan-Miguel Fernández-Balboa, Pedro Delgado-Floody, Elke
Grimminger-Seidensticker, and Andrew Sortwell. “After-School Sports Programmes
and Social Inclusion Processes in Culturally Diverse Contexts: Results of an International
Multicase Study.” Frontiers in Psychology 14 (2023). https://doi.org/10.3389/fpsyg.2023.1122362.'
ieee: 'B. Carter-Thuillier et al., “After-school sports programmes and social
inclusion processes in culturally diverse contexts: Results of an international
multicase study,” Frontiers in Psychology, vol. 14, 2023, doi: 10.3389/fpsyg.2023.1122362.'
mla: 'Carter-Thuillier, Bastian, et al. “After-School Sports Programmes and Social
Inclusion Processes in Culturally Diverse Contexts: Results of an International
Multicase Study.” Frontiers in Psychology, vol. 14, Frontiers Media SA,
2023, doi:10.3389/fpsyg.2023.1122362.'
short: B. Carter-Thuillier, V. López-Pastor, F. Gallardo-Fuentes, J. Carter-Beltran,
J.-M. Fernández-Balboa, P. Delgado-Floody, E. Grimminger-Seidensticker, A. Sortwell,
Frontiers in Psychology 14 (2023).
date_created: 2023-12-20T10:03:26Z
date_updated: 2024-08-13T13:53:15Z
department:
- _id: '17'
- _id: '174'
- _id: '320'
doi: 10.3389/fpsyg.2023.1122362
has_accepted_license: '1'
intvolume: ' 14'
keyword:
- General Psychology
language:
- iso: eng
publication: Frontiers in Psychology
publication_identifier:
issn:
- 1664-1078
publication_status: published
publisher: Frontiers Media SA
status: public
title: 'After-school sports programmes and social inclusion processes in culturally
diverse contexts: Results of an international multicase study'
type: journal_article
user_id: '85816'
volume: 14
year: '2023'
...
---
_id: '34461'
abstract:
- lang: eng
text: 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:
- first_name: Julia
full_name: Gorges, Julia
last_name: Gorges
- first_name: Phillip
full_name: Neumann, Phillip
id: '95559'
last_name: Neumann
- first_name: Jan Christoph
full_name: Störtländer, Jan Christoph
last_name: Störtländer
citation:
ama: 'Gorges J, Neumann P, Störtländer JC. Teachers Between a Rock and a Hard Place:
Goal Conflicts Affect Teaching Motivation Mediated by Basic Need Satisfaction.
Frontiers in Psychology. 2022;13. doi:10.3389/fpsyg.2022.876521'
apa: 'Gorges, J., Neumann, P., & Störtländer, J. C. (2022). Teachers Between
a Rock and a Hard Place: Goal Conflicts Affect Teaching Motivation Mediated by
Basic Need Satisfaction. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.876521'
bibtex: '@article{Gorges_Neumann_Störtländer_2022, title={Teachers Between a Rock
and a Hard Place: Goal Conflicts Affect Teaching Motivation Mediated by Basic
Need Satisfaction}, volume={13}, DOI={10.3389/fpsyg.2022.876521},
journal={Frontiers in Psychology}, publisher={Frontiers Media SA}, author={Gorges,
Julia and Neumann, Phillip and Störtländer, Jan Christoph}, year={2022} }'
chicago: 'Gorges, Julia, Phillip Neumann, and Jan Christoph Störtländer. “Teachers
Between a Rock and a Hard Place: Goal Conflicts Affect Teaching Motivation Mediated
by Basic Need Satisfaction.” Frontiers in Psychology 13 (2022). https://doi.org/10.3389/fpsyg.2022.876521.'
ieee: 'J. Gorges, P. Neumann, and J. C. Störtländer, “Teachers Between a Rock and
a Hard Place: Goal Conflicts Affect Teaching Motivation Mediated by Basic Need
Satisfaction,” Frontiers in Psychology, vol. 13, 2022, doi: 10.3389/fpsyg.2022.876521.'
mla: 'Gorges, Julia, et al. “Teachers Between a Rock and a Hard Place: Goal Conflicts
Affect Teaching Motivation Mediated by Basic Need Satisfaction.” Frontiers
in Psychology, vol. 13, Frontiers Media SA, 2022, doi:10.3389/fpsyg.2022.876521.'
short: J. Gorges, P. Neumann, J.C. Störtländer, Frontiers in Psychology 13 (2022).
date_created: 2022-12-16T11:56:33Z
date_updated: 2023-01-10T19:39:38Z
ddc:
- '370'
department:
- _id: '479'
doi: 10.3389/fpsyg.2022.876521
extern: '1'
has_accepted_license: '1'
intvolume: ' 13'
keyword:
- General Psychology
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://www.frontiersin.org/articles/10.3389/fpsyg.2022.876521/full
oa: '1'
publication: Frontiers in Psychology
publication_identifier:
issn:
- 1664-1078
publication_status: published
publisher: Frontiers Media SA
status: public
title: 'Teachers Between a Rock and a Hard Place: Goal Conflicts Affect Teaching Motivation
Mediated by Basic Need Satisfaction'
type: journal_article
user_id: '95559'
volume: 13
year: '2022'
...
---
_id: '35420'
abstract:
- lang: eng
text: 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:
- first_name: Alexander
full_name: Rozental, Alexander
last_name: Rozental
- first_name: David
full_name: Forsström, David
last_name: Forsström
- first_name: Ayah
full_name: Hussoon, Ayah
last_name: Hussoon
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
id: '36716'
last_name: Klingsieck
citation:
ama: 'Rozental A, Forsström D, Hussoon A, Klingsieck KB. Procrastination Among University
Students: Differentiating Severe Cases in Need of Support From Less Severe Cases.
Frontiers in Psychology. 2022;13. doi:10.3389/fpsyg.2022.783570'
apa: 'Rozental, A., Forsström, D., Hussoon, A., & Klingsieck, K. B. (2022).
Procrastination Among University Students: Differentiating Severe Cases in Need
of Support From Less Severe Cases. Frontiers in Psychology, 13.
https://doi.org/10.3389/fpsyg.2022.783570'
bibtex: '@article{Rozental_Forsström_Hussoon_Klingsieck_2022, title={Procrastination
Among University Students: Differentiating Severe Cases in Need of Support From
Less Severe Cases}, volume={13}, DOI={10.3389/fpsyg.2022.783570},
journal={Frontiers in Psychology}, publisher={Frontiers Media SA}, author={Rozental,
Alexander and Forsström, David and Hussoon, Ayah and Klingsieck, Katrin B.}, year={2022}
}'
chicago: 'Rozental, Alexander, David Forsström, Ayah Hussoon, and Katrin B. Klingsieck.
“Procrastination Among University Students: Differentiating Severe Cases in Need
of Support From Less Severe Cases.” Frontiers in Psychology 13 (2022).
https://doi.org/10.3389/fpsyg.2022.783570.'
ieee: 'A. Rozental, D. Forsström, A. Hussoon, and K. B. Klingsieck, “Procrastination
Among University Students: Differentiating Severe Cases in Need of Support From
Less Severe Cases,” Frontiers in Psychology, vol. 13, 2022, doi: 10.3389/fpsyg.2022.783570.'
mla: 'Rozental, Alexander, et al. “Procrastination Among University Students: Differentiating
Severe Cases in Need of Support From Less Severe Cases.” Frontiers in Psychology,
vol. 13, Frontiers Media SA, 2022, doi:10.3389/fpsyg.2022.783570.'
short: A. Rozental, D. Forsström, A. Hussoon, K.B. Klingsieck, Frontiers in Psychology
13 (2022).
date_created: 2023-01-08T16:16:58Z
date_updated: 2023-11-08T08:29:36Z
department:
- _id: '426'
doi: 10.3389/fpsyg.2022.783570
intvolume: ' 13'
keyword:
- General Psychology
language:
- iso: eng
publication: Frontiers in Psychology
publication_identifier:
issn:
- 1664-1078
publication_status: published
publisher: Frontiers Media SA
status: public
title: 'Procrastination Among University Students: Differentiating Severe Cases in
Need of Support From Less Severe Cases'
type: journal_article
user_id: '14931'
volume: 13
year: '2022'
...
---
_id: '34481'
abstract:
- lang: eng
text: 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:
- first_name: Bruno
full_name: Tassignon, Bruno
last_name: Tassignon
- first_name: Jo
full_name: Verschueren, Jo
last_name: Verschueren
- first_name: Jean-Pierre
full_name: Baeyens, Jean-Pierre
last_name: Baeyens
- first_name: Anne
full_name: Benjaminse, Anne
last_name: Benjaminse
- first_name: Alli
full_name: Gokeler, Alli
last_name: Gokeler
- first_name: Ben
full_name: Serrien, Ben
last_name: Serrien
- first_name: Ron
full_name: Clijsen, Ron
last_name: Clijsen
citation:
ama: Tassignon B, Verschueren J, Baeyens J-P, et al. An Exploratory Meta-Analytic
Review on the Empirical Evidence of Differential Learning as an Enhanced Motor
Learning Method. Frontiers in Psychology. 2021;12. doi:10.3389/fpsyg.2021.533033
apa: Tassignon, B., Verschueren, J., Baeyens, J.-P., Benjaminse, A., Gokeler, A.,
Serrien, B., & Clijsen, R. (2021). An Exploratory Meta-Analytic Review on
the Empirical Evidence of Differential Learning as an Enhanced Motor Learning
Method. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.533033
bibtex: '@article{Tassignon_Verschueren_Baeyens_Benjaminse_Gokeler_Serrien_Clijsen_2021,
title={An Exploratory Meta-Analytic Review on the Empirical Evidence of Differential
Learning as an Enhanced Motor Learning Method}, volume={12}, DOI={10.3389/fpsyg.2021.533033},
journal={Frontiers in Psychology}, publisher={Frontiers Media SA}, author={Tassignon,
Bruno and Verschueren, Jo and Baeyens, Jean-Pierre and Benjaminse, Anne and Gokeler,
Alli and Serrien, Ben and Clijsen, Ron}, year={2021} }'
chicago: Tassignon, Bruno, Jo Verschueren, Jean-Pierre Baeyens, Anne Benjaminse,
Alli Gokeler, Ben Serrien, and Ron Clijsen. “An Exploratory Meta-Analytic Review
on the Empirical Evidence of Differential Learning as an Enhanced Motor Learning
Method.” Frontiers in Psychology 12 (2021). https://doi.org/10.3389/fpsyg.2021.533033.
ieee: 'B. Tassignon et al., “An Exploratory Meta-Analytic Review on the Empirical
Evidence of Differential Learning as an Enhanced Motor Learning Method,” Frontiers
in Psychology, vol. 12, 2021, doi: 10.3389/fpsyg.2021.533033.'
mla: Tassignon, Bruno, et al. “An Exploratory Meta-Analytic Review on the Empirical
Evidence of Differential Learning as an Enhanced Motor Learning Method.” Frontiers
in Psychology, vol. 12, Frontiers Media SA, 2021, doi:10.3389/fpsyg.2021.533033.
short: B. Tassignon, J. Verschueren, J.-P. Baeyens, A. Benjaminse, A. Gokeler, B.
Serrien, R. Clijsen, Frontiers in Psychology 12 (2021).
date_created: 2022-12-16T16:00:01Z
date_updated: 2022-12-16T16:00:19Z
department:
- _id: '17'
doi: 10.3389/fpsyg.2021.533033
intvolume: ' 12'
keyword:
- General Psychology
publication: Frontiers in Psychology
publication_identifier:
issn:
- 1664-1078
publication_status: published
publisher: Frontiers Media SA
status: public
title: An Exploratory Meta-Analytic Review on the Empirical Evidence of Differential
Learning as an Enhanced Motor Learning Method
type: journal_article
user_id: '46'
volume: 12
year: '2021'
...
---
_id: '32560'
abstract:
- lang: eng
text: "Several methods are available to answer questions regarding similarity and
accuracy,\r\neach of which has specific properties and limitations. This study
focuses on the\r\nLatent Congruence Model (LCM; Cheung, 2009), because of its
capacity to deal\r\nwith cross-informant measurement invariance issues. Until
now, no cross-national\r\napplications of LCM are present in the literature, perhaps
because of the difficulty\r\nto deal with both cross-national and cross-informant
measurement issues implied by\r\nthose models. This study presents a step-by-step
procedure to apply LCM to dyadic\r\ncross-national research designs controlling
for both cross-national and cross-informant\r\nmeasurement invariance. An illustrative
example on parent–child support exchanges in\r\nItaly and Germany is provided.
Findings help to show the different possible scenarios\r\nof partial invariance,
and a discussion related to how to deal with those scenarios is\r\nprovided. Future
perspectives in the study of parent–child similarity and accuracy in\r\ncross-national
research will be discussed."
article_number: '672383'
author:
- first_name: Semira
full_name: Tagliabue, Semira
last_name: Tagliabue
- first_name: Michela
full_name: Zambelli, Michela
last_name: Zambelli
- first_name: Angela
full_name: Sorgente, Angela
last_name: Sorgente
- first_name: Sabrina
full_name: Sommer, Sabrina
last_name: Sommer
- first_name: Christian
full_name: Hoellger, Christian
last_name: Hoellger
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
- first_name: Margherita
full_name: Lanz, Margherita
last_name: Lanz
citation:
ama: 'Tagliabue S, Zambelli M, Sorgente A, et al. Latent Congruence Model to Investigate
Similarity and Accuracy in Family Members’ Perception: The Challenge of Cross-National
and Cross-Informant Measurement (Non)Invariance. Frontiers in Psychology.
2021;12. doi:10.3389/fpsyg.2021.672383'
apa: 'Tagliabue, S., Zambelli, M., Sorgente, A., Sommer, S., Hoellger, C., Buhl,
H. M., & Lanz, M. (2021). Latent Congruence Model to Investigate Similarity
and Accuracy in Family Members’ Perception: The Challenge of Cross-National and
Cross-Informant Measurement (Non)Invariance. Frontiers in Psychology, 12,
Article 672383. https://doi.org/10.3389/fpsyg.2021.672383'
bibtex: '@article{Tagliabue_Zambelli_Sorgente_Sommer_Hoellger_Buhl_Lanz_2021, title={Latent
Congruence Model to Investigate Similarity and Accuracy in Family Members’ Perception:
The Challenge of Cross-National and Cross-Informant Measurement (Non)Invariance},
volume={12}, DOI={10.3389/fpsyg.2021.672383},
number={672383}, journal={Frontiers in Psychology}, publisher={Frontiers Media
SA}, author={Tagliabue, Semira and Zambelli, Michela and Sorgente, Angela and
Sommer, Sabrina and Hoellger, Christian and Buhl, Heike M. and Lanz, Margherita},
year={2021} }'
chicago: 'Tagliabue, Semira, Michela Zambelli, Angela Sorgente, Sabrina Sommer,
Christian Hoellger, Heike M. Buhl, and Margherita Lanz. “Latent Congruence Model
to Investigate Similarity and Accuracy in Family Members’ Perception: The Challenge
of Cross-National and Cross-Informant Measurement (Non)Invariance.” Frontiers
in Psychology 12 (2021). https://doi.org/10.3389/fpsyg.2021.672383.'
ieee: 'S. Tagliabue et al., “Latent Congruence Model to Investigate Similarity
and Accuracy in Family Members’ Perception: The Challenge of Cross-National and
Cross-Informant Measurement (Non)Invariance,” Frontiers in Psychology,
vol. 12, Art. no. 672383, 2021, doi: 10.3389/fpsyg.2021.672383.'
mla: 'Tagliabue, Semira, et al. “Latent Congruence Model to Investigate Similarity
and Accuracy in Family Members’ Perception: The Challenge of Cross-National and
Cross-Informant Measurement (Non)Invariance.” Frontiers in Psychology,
vol. 12, 672383, Frontiers Media SA, 2021, doi:10.3389/fpsyg.2021.672383.'
short: S. Tagliabue, M. Zambelli, A. Sorgente, S. Sommer, C. Hoellger, H.M. Buhl,
M. Lanz, Frontiers in Psychology 12 (2021).
date_created: 2022-08-03T05:59:20Z
date_updated: 2022-08-29T06:38:34Z
department:
- _id: '427'
doi: 10.3389/fpsyg.2021.672383
intvolume: ' 12'
keyword:
- latent congruence model
- measurement invariance
- similarity
- accuracy
- cross-national
- cross-informant
- parent-child relationship
- support exchanges
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://www.frontiersin.org/articles/10.3389/fpsyg.2021.672383/pdf
oa: '1'
publication: Frontiers in Psychology
publication_identifier:
issn:
- 1664-1078
publication_status: published
publisher: Frontiers Media SA
status: public
title: 'Latent Congruence Model to Investigate Similarity and Accuracy in Family Members''
Perception: The Challenge of Cross-National and Cross-Informant Measurement (Non)Invariance'
type: journal_article
user_id: '42165'
volume: 12
year: '2021'
...
---
_id: '45140'
abstract:
- lang: eng
text: 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:
- first_name: Bruno
full_name: Tassignon, Bruno
last_name: Tassignon
- first_name: Jo
full_name: Verschueren, Jo
last_name: Verschueren
- first_name: Jean-Pierre
full_name: Baeyens, Jean-Pierre
last_name: Baeyens
- first_name: Anne
full_name: Benjaminse, Anne
last_name: Benjaminse
- first_name: Alli
full_name: Gokeler, Alli
last_name: Gokeler
- first_name: Ben
full_name: Serrien, Ben
last_name: Serrien
- first_name: Ron
full_name: Clijsen, Ron
last_name: Clijsen
citation:
ama: Tassignon B, Verschueren J, Baeyens J-P, et al. An Exploratory Meta-Analytic
Review on the Empirical Evidence of Differential Learning as an Enhanced Motor
Learning Method. Frontiers in Psychology. 2021;12. doi:10.3389/fpsyg.2021.533033
apa: Tassignon, B., Verschueren, J., Baeyens, J.-P., Benjaminse, A., Gokeler, A.,
Serrien, B., & Clijsen, R. (2021). An Exploratory Meta-Analytic Review on
the Empirical Evidence of Differential Learning as an Enhanced Motor Learning
Method. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.533033
bibtex: '@article{Tassignon_Verschueren_Baeyens_Benjaminse_Gokeler_Serrien_Clijsen_2021,
title={An Exploratory Meta-Analytic Review on the Empirical Evidence of Differential
Learning as an Enhanced Motor Learning Method}, volume={12}, DOI={10.3389/fpsyg.2021.533033},
journal={Frontiers in Psychology}, publisher={Frontiers Media SA}, author={Tassignon,
Bruno and Verschueren, Jo and Baeyens, Jean-Pierre and Benjaminse, Anne and Gokeler,
Alli and Serrien, Ben and Clijsen, Ron}, year={2021} }'
chicago: Tassignon, Bruno, Jo Verschueren, Jean-Pierre Baeyens, Anne Benjaminse,
Alli Gokeler, Ben Serrien, and Ron Clijsen. “An Exploratory Meta-Analytic Review
on the Empirical Evidence of Differential Learning as an Enhanced Motor Learning
Method.” Frontiers in Psychology 12 (2021). https://doi.org/10.3389/fpsyg.2021.533033.
ieee: 'B. Tassignon et al., “An Exploratory Meta-Analytic Review on the Empirical
Evidence of Differential Learning as an Enhanced Motor Learning Method,” Frontiers
in Psychology, vol. 12, 2021, doi: 10.3389/fpsyg.2021.533033.'
mla: Tassignon, Bruno, et al. “An Exploratory Meta-Analytic Review on the Empirical
Evidence of Differential Learning as an Enhanced Motor Learning Method.” Frontiers
in Psychology, vol. 12, Frontiers Media SA, 2021, doi:10.3389/fpsyg.2021.533033.
short: B. Tassignon, J. Verschueren, J.-P. Baeyens, A. Benjaminse, A. Gokeler, B.
Serrien, R. Clijsen, Frontiers in Psychology 12 (2021).
date_created: 2023-05-19T09:12:13Z
date_updated: 2023-05-19T09:13:35Z
department:
- _id: '17'
doi: 10.3389/fpsyg.2021.533033
intvolume: ' 12'
keyword:
- General Psychology
language:
- iso: eng
publication: Frontiers in Psychology
publication_identifier:
issn:
- 1664-1078
publication_status: published
publisher: Frontiers Media SA
status: public
title: An Exploratory Meta-Analytic Review on the Empirical Evidence of Differential
Learning as an Enhanced Motor Learning Method
type: journal_article
user_id: '46'
volume: 12
year: '2021'
...
---
_id: '59429'
abstract:
- lang: eng
text: 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:
- first_name: Georg
full_name: Bruckmaier, Georg
last_name: Bruckmaier
- first_name: Stefan
full_name: Krauss, Stefan
last_name: Krauss
- first_name: Karin
full_name: Binder, Karin
id: '83381'
last_name: Binder
- first_name: Sven
full_name: Hilbert, Sven
last_name: Hilbert
- first_name: Martin
full_name: Brunner, Martin
last_name: Brunner
citation:
ama: 'Bruckmaier G, Krauss S, Binder K, Hilbert S, Brunner M. Tversky and Kahneman’s
Cognitive Illusions: Who Can Solve Them, and Why? Frontiers in Psychology.
2021;12. doi:10.3389/fpsyg.2021.584689'
apa: 'Bruckmaier, G., Krauss, S., Binder, K., Hilbert, S., & Brunner, M. (2021).
Tversky and Kahneman’s Cognitive Illusions: Who Can Solve Them, and Why? Frontiers
in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.584689'
bibtex: '@article{Bruckmaier_Krauss_Binder_Hilbert_Brunner_2021, title={Tversky
and Kahneman’s Cognitive Illusions: Who Can Solve Them, and Why?}, volume={12},
DOI={10.3389/fpsyg.2021.584689},
journal={Frontiers in Psychology}, publisher={Frontiers Media SA}, author={Bruckmaier,
Georg and Krauss, Stefan and Binder, Karin and Hilbert, Sven and Brunner, Martin},
year={2021} }'
chicago: 'Bruckmaier, Georg, Stefan Krauss, Karin Binder, Sven Hilbert, and Martin
Brunner. “Tversky and Kahneman’s Cognitive Illusions: Who Can Solve Them, and
Why?” Frontiers in Psychology 12 (2021). https://doi.org/10.3389/fpsyg.2021.584689.'
ieee: 'G. Bruckmaier, S. Krauss, K. Binder, S. Hilbert, and M. Brunner, “Tversky
and Kahneman’s Cognitive Illusions: Who Can Solve Them, and Why?,” Frontiers
in Psychology, vol. 12, 2021, doi: 10.3389/fpsyg.2021.584689.'
mla: 'Bruckmaier, Georg, et al. “Tversky and Kahneman’s Cognitive Illusions: Who
Can Solve Them, and Why?” Frontiers in Psychology, vol. 12, Frontiers Media
SA, 2021, doi:10.3389/fpsyg.2021.584689.'
short: G. Bruckmaier, S. Krauss, K. Binder, S. Hilbert, M. Brunner, Frontiers in
Psychology 12 (2021).
date_created: 2025-04-08T11:29:50Z
date_updated: 2025-04-12T18:11:23Z
doi: 10.3389/fpsyg.2021.584689
intvolume: ' 12'
language:
- iso: eng
publication: Frontiers in Psychology
publication_identifier:
issn:
- 1664-1078
publication_status: published
publisher: Frontiers Media SA
status: public
title: 'Tversky and Kahneman’s Cognitive Illusions: Who Can Solve Them, and Why?'
type: journal_article
user_id: '83381'
volume: 12
year: '2021'
...
---
_id: '49270'
abstract:
- lang: eng
text: 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:
- first_name: Semira
full_name: Tagliabue, Semira
last_name: Tagliabue
- first_name: Michela
full_name: Zambelli, Michela
last_name: Zambelli
- first_name: Angela
full_name: Sorgente, Angela
last_name: Sorgente
- first_name: Sabrina
full_name: Sommer, Sabrina
id: '36251'
last_name: Sommer
- first_name: Christian
full_name: Hoellger, Christian
last_name: Hoellger
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
- first_name: Margherita
full_name: Lanz, Margherita
last_name: Lanz
citation:
ama: 'Tagliabue S, Zambelli M, Sorgente A, et al. Latent Congruence Model to Investigate
Similarity and Accuracy in Family Members’ Perception: The Challenge of Cross-National
and Cross-Informant Measurement (Non)Invariance. Frontiers in Psychology.
2021;12. doi:10.3389/fpsyg.2021.672383'
apa: 'Tagliabue, S., Zambelli, M., Sorgente, A., Sommer, S., Hoellger, C., Buhl,
H. M., & Lanz, M. (2021). Latent Congruence Model to Investigate Similarity
and Accuracy in Family Members’ Perception: The Challenge of Cross-National and
Cross-Informant Measurement (Non)Invariance. Frontiers in Psychology, 12.
https://doi.org/10.3389/fpsyg.2021.672383'
bibtex: '@article{Tagliabue_Zambelli_Sorgente_Sommer_Hoellger_Buhl_Lanz_2021, title={Latent
Congruence Model to Investigate Similarity and Accuracy in Family Members’ Perception:
The Challenge of Cross-National and Cross-Informant Measurement (Non)Invariance},
volume={12}, DOI={10.3389/fpsyg.2021.672383},
journal={Frontiers in Psychology}, publisher={Frontiers Media SA}, author={Tagliabue,
Semira and Zambelli, Michela and Sorgente, Angela and Sommer, Sabrina and Hoellger,
Christian and Buhl, Heike M. and Lanz, Margherita}, year={2021} }'
chicago: 'Tagliabue, Semira, Michela Zambelli, Angela Sorgente, Sabrina Sommer,
Christian Hoellger, Heike M. Buhl, and Margherita Lanz. “Latent Congruence Model
to Investigate Similarity and Accuracy in Family Members’ Perception: The Challenge
of Cross-National and Cross-Informant Measurement (Non)Invariance.” Frontiers
in Psychology 12 (2021). https://doi.org/10.3389/fpsyg.2021.672383.'
ieee: 'S. Tagliabue et al., “Latent Congruence Model to Investigate Similarity
and Accuracy in Family Members’ Perception: The Challenge of Cross-National and
Cross-Informant Measurement (Non)Invariance,” Frontiers in Psychology,
vol. 12, 2021, doi: 10.3389/fpsyg.2021.672383.'
mla: 'Tagliabue, Semira, et al. “Latent Congruence Model to Investigate Similarity
and Accuracy in Family Members’ Perception: The Challenge of Cross-National and
Cross-Informant Measurement (Non)Invariance.” Frontiers in Psychology,
vol. 12, Frontiers Media SA, 2021, doi:10.3389/fpsyg.2021.672383.'
short: S. Tagliabue, M. Zambelli, A. Sorgente, S. Sommer, C. Hoellger, H.M. Buhl,
M. Lanz, Frontiers in Psychology 12 (2021).
date_created: 2023-11-28T12:15:20Z
date_updated: 2025-08-12T08:08:23Z
doi: 10.3389/fpsyg.2021.672383
intvolume: ' 12'
keyword:
- General Psychology
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2021.672383/full
oa: '1'
project:
- _id: '372'
grant_number: '281828538'
name: Interdependenz in der Beziehung zwischen Erwachsenen und ihren Eltern
publication: Frontiers in Psychology
publication_identifier:
issn:
- 1664-1078
publication_status: published
publisher: Frontiers Media SA
status: public
title: 'Latent Congruence Model to Investigate Similarity and Accuracy in Family Members''
Perception: The Challenge of Cross-National and Cross-Informant Measurement (Non)Invariance'
type: journal_article
user_id: '90826'
volume: 12
year: '2021'
...
---
_id: '48523'
author:
- first_name: Alina
full_name: Gales, Alina
last_name: Gales
- first_name: Sylvia
full_name: Hubner-Benz, Sylvia
id: '100407'
last_name: Hubner-Benz
citation:
ama: 'Gales A, Hubner-Benz S. Perceptions of the Self Versus One’s Own Social Group:
(Mis)conceptions of Older Women’s Interest in and Competence With Technology.
Frontiers in Psychology. 2020;11. doi:10.3389/fpsyg.2020.00848'
apa: 'Gales, A., & Hubner-Benz, S. (2020). Perceptions of the Self Versus One’s
Own Social Group: (Mis)conceptions of Older Women’s Interest in and Competence
With Technology. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.00848'
bibtex: '@article{Gales_Hubner-Benz_2020, title={Perceptions of the Self Versus
One’s Own Social Group: (Mis)conceptions of Older Women’s Interest in and Competence
With Technology}, volume={11}, DOI={10.3389/fpsyg.2020.00848},
journal={Frontiers in Psychology}, publisher={Frontiers Media SA}, author={Gales,
Alina and Hubner-Benz, Sylvia}, year={2020} }'
chicago: 'Gales, Alina, and Sylvia Hubner-Benz. “Perceptions of the Self Versus
One’s Own Social Group: (Mis)Conceptions of Older Women’s Interest in and Competence
With Technology.” Frontiers in Psychology 11 (2020). https://doi.org/10.3389/fpsyg.2020.00848.'
ieee: 'A. Gales and S. Hubner-Benz, “Perceptions of the Self Versus One’s Own Social
Group: (Mis)conceptions of Older Women’s Interest in and Competence With Technology,”
Frontiers in Psychology, vol. 11, 2020, doi: 10.3389/fpsyg.2020.00848.'
mla: 'Gales, Alina, and Sylvia Hubner-Benz. “Perceptions of the Self Versus One’s
Own Social Group: (Mis)Conceptions of Older Women’s Interest in and Competence
With Technology.” Frontiers in Psychology, vol. 11, Frontiers Media SA,
2020, doi:10.3389/fpsyg.2020.00848.'
short: A. Gales, S. Hubner-Benz, Frontiers in Psychology 11 (2020).
date_created: 2023-10-27T12:49:07Z
date_updated: 2023-10-27T12:49:25Z
doi: 10.3389/fpsyg.2020.00848
intvolume: ' 11'
keyword:
- General Psychology
language:
- iso: eng
publication: Frontiers in Psychology
publication_identifier:
issn:
- 1664-1078
publication_status: published
publisher: Frontiers Media SA
status: public
title: 'Perceptions of the Self Versus One’s Own Social Group: (Mis)conceptions of
Older Women’s Interest in and Competence With Technology'
type: journal_article
user_id: '100407'
volume: 11
year: '2020'
...
---
_id: '29110'
author:
- first_name: Frode
full_name: Svartdal, Frode
last_name: Svartdal
- first_name: Tove I.
full_name: Dahl, Tove I.
last_name: Dahl
- first_name: Thor
full_name: Gamst-Klaussen, Thor
last_name: Gamst-Klaussen
- first_name: Markus
full_name: Koppenborg, Markus
last_name: Koppenborg
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
id: '36716'
last_name: Klingsieck
citation:
ama: 'Svartdal F, Dahl TI, Gamst-Klaussen T, Koppenborg M, Klingsieck KB. How Study
Environments Foster Academic Procrastination: Overview and Recommendations. Frontiers
in Psychology. Published online 2020. doi:10.3389/fpsyg.2020.540910'
apa: 'Svartdal, F., Dahl, T. I., Gamst-Klaussen, T., Koppenborg, M., & Klingsieck,
K. B. (2020). How Study Environments Foster Academic Procrastination: Overview
and Recommendations. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2020.540910'
bibtex: '@article{Svartdal_Dahl_Gamst-Klaussen_Koppenborg_Klingsieck_2020, title={How
Study Environments Foster Academic Procrastination: Overview and Recommendations},
DOI={10.3389/fpsyg.2020.540910},
journal={Frontiers in Psychology}, author={Svartdal, Frode and Dahl, Tove I. and
Gamst-Klaussen, Thor and Koppenborg, Markus and Klingsieck, Katrin B.}, year={2020}
}'
chicago: 'Svartdal, Frode, Tove I. Dahl, Thor Gamst-Klaussen, Markus Koppenborg,
and Katrin B. Klingsieck. “How Study Environments Foster Academic Procrastination:
Overview and Recommendations.” Frontiers in Psychology, 2020. https://doi.org/10.3389/fpsyg.2020.540910.'
ieee: 'F. Svartdal, T. I. Dahl, T. Gamst-Klaussen, M. Koppenborg, and K. B. Klingsieck,
“How Study Environments Foster Academic Procrastination: Overview and Recommendations,”
Frontiers in Psychology, 2020, doi: 10.3389/fpsyg.2020.540910.'
mla: 'Svartdal, Frode, et al. “How Study Environments Foster Academic Procrastination:
Overview and Recommendations.” Frontiers in Psychology, 2020, doi:10.3389/fpsyg.2020.540910.'
short: F. Svartdal, T.I. Dahl, T. Gamst-Klaussen, M. Koppenborg, K.B. Klingsieck,
Frontiers in Psychology (2020).
date_created: 2021-12-23T08:24:43Z
date_updated: 2023-11-08T08:32:10Z
department:
- _id: '426'
doi: 10.3389/fpsyg.2020.540910
language:
- iso: eng
publication: Frontiers in Psychology
publication_identifier:
issn:
- 1664-1078
publication_status: published
status: public
title: 'How Study Environments Foster Academic Procrastination: Overview and Recommendations'
type: journal_article
user_id: '14931'
year: '2020'
...
---
_id: '35709'
author:
- first_name: Leander
full_name: Kempen, Leander
last_name: Kempen
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
citation:
ama: Kempen L, Biehler R. Using Figurate Numbers in Elementary Number Theory – Discussing
a ‘Useful’ Heuristic From the Perspectives of Semiotics and Cognitive Psychology.
Frontiers in Psychology. 2020;11:1180. doi:10.3389/fpsyg.2020.01180
apa: Kempen, L., & Biehler, R. (2020). Using Figurate Numbers in Elementary
Number Theory – Discussing a ‘Useful’ Heuristic From the Perspectives of Semiotics
and Cognitive Psychology. Frontiers in Psychology, 11, 1180. https://doi.org/10.3389/fpsyg.2020.01180
bibtex: '@article{Kempen_Biehler_2020, title={Using Figurate Numbers in Elementary
Number Theory – Discussing a ‘Useful’ Heuristic From the Perspectives of Semiotics
and Cognitive Psychology}, volume={11}, DOI={10.3389/fpsyg.2020.01180},
journal={Frontiers in Psychology}, publisher={Frontiers Media SA}, author={Kempen,
Leander and Biehler, Rolf}, year={2020}, pages={1180} }'
chicago: 'Kempen, Leander, and Rolf Biehler. “Using Figurate Numbers in Elementary
Number Theory – Discussing a ‘Useful’ Heuristic From the Perspectives of Semiotics
and Cognitive Psychology.” Frontiers in Psychology 11 (2020): 1180. https://doi.org/10.3389/fpsyg.2020.01180.'
ieee: 'L. Kempen and R. Biehler, “Using Figurate Numbers in Elementary Number Theory
– Discussing a ‘Useful’ Heuristic From the Perspectives of Semiotics and Cognitive
Psychology,” Frontiers in Psychology, vol. 11, p. 1180, 2020, doi: 10.3389/fpsyg.2020.01180.'
mla: Kempen, Leander, and Rolf Biehler. “Using Figurate Numbers in Elementary Number
Theory – Discussing a ‘Useful’ Heuristic From the Perspectives of Semiotics and
Cognitive Psychology.” Frontiers in Psychology, vol. 11, Frontiers Media
SA, 2020, p. 1180, doi:10.3389/fpsyg.2020.01180.
short: L. Kempen, R. Biehler, Frontiers in Psychology 11 (2020) 1180.
date_created: 2023-01-10T09:13:13Z
date_updated: 2024-04-18T09:57:09Z
department:
- _id: '363'
doi: 10.3389/fpsyg.2020.01180
intvolume: ' 11'
keyword:
- General Psychology
language:
- iso: eng
page: '1180'
publication: Frontiers in Psychology
publication_identifier:
issn:
- 1664-1078
publication_status: published
publisher: Frontiers Media SA
status: public
title: Using Figurate Numbers in Elementary Number Theory – Discussing a ‘Useful’
Heuristic From the Perspectives of Semiotics and Cognitive Psychology
type: journal_article
user_id: '37888'
volume: 11
year: '2020'
...
---
_id: '59424'
author:
- first_name: Karin
full_name: Binder, Karin
id: '83381'
last_name: Binder
- first_name: Stefan
full_name: Krauss, Stefan
last_name: Krauss
- first_name: Patrick
full_name: Wiesner, Patrick
last_name: Wiesner
citation:
ama: 'Binder K, Krauss S, Wiesner P. A New Visualization for Probabilistic Situations
Containing Two Binary Events: The Frequency Net. Frontiers in Psychology.
2020;11. doi:10.3389/fpsyg.2020.00750'
apa: 'Binder, K., Krauss, S., & Wiesner, P. (2020). A New Visualization for
Probabilistic Situations Containing Two Binary Events: The Frequency Net. Frontiers
in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.00750'
bibtex: '@article{Binder_Krauss_Wiesner_2020, title={A New Visualization for Probabilistic
Situations Containing Two Binary Events: The Frequency Net}, volume={11}, DOI={10.3389/fpsyg.2020.00750},
journal={Frontiers in Psychology}, publisher={Frontiers Media SA}, author={Binder,
Karin and Krauss, Stefan and Wiesner, Patrick}, year={2020} }'
chicago: 'Binder, Karin, Stefan Krauss, and Patrick Wiesner. “A New Visualization
for Probabilistic Situations Containing Two Binary Events: The Frequency Net.”
Frontiers in Psychology 11 (2020). https://doi.org/10.3389/fpsyg.2020.00750.'
ieee: 'K. Binder, S. Krauss, and P. Wiesner, “A New Visualization for Probabilistic
Situations Containing Two Binary Events: The Frequency Net,” Frontiers in Psychology,
vol. 11, 2020, doi: 10.3389/fpsyg.2020.00750.'
mla: 'Binder, Karin, et al. “A New Visualization for Probabilistic Situations Containing
Two Binary Events: The Frequency Net.” Frontiers in Psychology, vol. 11,
Frontiers Media SA, 2020, doi:10.3389/fpsyg.2020.00750.'
short: K. Binder, S. Krauss, P. Wiesner, Frontiers in Psychology 11 (2020).
date_created: 2025-04-08T11:28:05Z
date_updated: 2025-04-12T18:11:34Z
doi: 10.3389/fpsyg.2020.00750
intvolume: ' 11'
language:
- iso: eng
publication: Frontiers in Psychology
publication_identifier:
issn:
- 1664-1078
publication_status: published
publisher: Frontiers Media SA
status: public
title: 'A New Visualization for Probabilistic Situations Containing Two Binary Events:
The Frequency Net'
type: journal_article
user_id: '83381'
volume: 11
year: '2020'
...
---
_id: '27521'
author:
- first_name: Johannes
full_name: Hebebrand, Johannes
last_name: Hebebrand
- first_name: Gabriella
full_name: Milos, Gabriella
last_name: Milos
- first_name: Martin
full_name: Wabitsch, Martin
last_name: Wabitsch
- first_name: Martin
full_name: Teufel, Martin
last_name: Teufel
- first_name: Dagmar
full_name: Führer, Dagmar
last_name: Führer
- first_name: Judith
full_name: Bühlmeier, Judith
id: '89838'
last_name: Bühlmeier
- first_name: Lars
full_name: Libuda, Lars
id: '88682'
last_name: Libuda
orcid: 0000-0003-1603-3133
- first_name: Christine
full_name: Ludwig, Christine
last_name: Ludwig
- first_name: Jochen
full_name: Antel, Jochen
last_name: Antel
citation:
ama: Hebebrand J, Milos G, Wabitsch M, et al. Clinical Trials Required to Assess
Potential Benefits and Side Effects of Treatment of Patients With Anorexia Nervosa
With Recombinant Human Leptin. Frontiers in Psychology. Published online
2019. doi:10.3389/fpsyg.2019.00769
apa: Hebebrand, J., Milos, G., Wabitsch, M., Teufel, M., Führer, D., Bühlmeier,
J., Libuda, L., Ludwig, C., & Antel, J. (2019). Clinical Trials Required to
Assess Potential Benefits and Side Effects of Treatment of Patients With Anorexia
Nervosa With Recombinant Human Leptin. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2019.00769
bibtex: '@article{Hebebrand_Milos_Wabitsch_Teufel_Führer_Bühlmeier_Libuda_Ludwig_Antel_2019,
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},
journal={Frontiers in Psychology}, 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}, year={2019} }'
chicago: Hebebrand, Johannes, Gabriella Milos, Martin Wabitsch, Martin Teufel, Dagmar
Führer, Judith Bühlmeier, Lars Libuda, Christine Ludwig, and Jochen Antel. “Clinical
Trials Required to Assess Potential Benefits and Side Effects of Treatment of
Patients With Anorexia Nervosa With Recombinant Human Leptin.” Frontiers in
Psychology, 2019. https://doi.org/10.3389/fpsyg.2019.00769.
ieee: 'J. Hebebrand et al., “Clinical Trials Required to Assess Potential
Benefits and Side Effects of Treatment of Patients With Anorexia Nervosa With
Recombinant Human Leptin,” Frontiers in Psychology, 2019, doi: 10.3389/fpsyg.2019.00769.'
mla: Hebebrand, Johannes, et al. “Clinical Trials Required to Assess Potential Benefits
and Side Effects of Treatment of Patients With Anorexia Nervosa With Recombinant
Human Leptin.” Frontiers in Psychology, 2019, doi:10.3389/fpsyg.2019.00769.
short: J. Hebebrand, G. Milos, M. Wabitsch, M. Teufel, D. Führer, J. Bühlmeier,
L. Libuda, C. Ludwig, J. Antel, Frontiers in Psychology (2019).
date_created: 2021-11-17T11:03:32Z
date_updated: 2022-09-15T09:49:02Z
department:
- _id: '35'
- _id: '22'
- _id: '395'
doi: 10.3389/fpsyg.2019.00769
extern: '1'
language:
- iso: eng
publication: Frontiers in Psychology
publication_identifier:
issn:
- 1664-1078
publication_status: published
status: public
title: Clinical Trials Required to Assess Potential Benefits and Side Effects of Treatment
of Patients With Anorexia Nervosa With Recombinant Human Leptin
type: journal_article
user_id: '89838'
year: '2019'
...
---
_id: '28982'
author:
- first_name: Eugenia
full_name: Wildt, Eugenia
last_name: Wildt
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
citation:
ama: Wildt E, Rohlfing K, Scharlau I. The Role of Saliency in Learning First Words.
Frontiers in Psychology. Published online 2019. doi:10.3389/fpsyg.2019.01150
apa: Wildt, E., Rohlfing, K., & Scharlau, I. (2019). The Role of Saliency in
Learning First Words. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2019.01150
bibtex: '@article{Wildt_Rohlfing_Scharlau_2019, title={The Role of Saliency in Learning
First Words}, DOI={10.3389/fpsyg.2019.01150},
journal={Frontiers in Psychology}, author={Wildt, Eugenia and Rohlfing, Katharina
and Scharlau, Ingrid}, year={2019} }'
chicago: Wildt, Eugenia, Katharina Rohlfing, and Ingrid Scharlau. “The Role of Saliency
in Learning First Words.” Frontiers in Psychology, 2019. https://doi.org/10.3389/fpsyg.2019.01150.
ieee: 'E. Wildt, K. Rohlfing, and I. Scharlau, “The Role of Saliency in Learning
First Words,” Frontiers in Psychology, 2019, doi: 10.3389/fpsyg.2019.01150.'
mla: Wildt, Eugenia, et al. “The Role of Saliency in Learning First Words.” Frontiers
in Psychology, 2019, doi:10.3389/fpsyg.2019.01150.
short: E. Wildt, K. Rohlfing, I. Scharlau, Frontiers in Psychology (2019).
date_created: 2021-12-15T14:07:36Z
date_updated: 2023-02-01T12:13:38Z
department:
- _id: '424'
- _id: '749'
doi: 10.3389/fpsyg.2019.01150
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://www.frontiersin.org/articles/10.3389/fpsyg.2019.01150/full
oa: '1'
publication: Frontiers in Psychology
publication_identifier:
issn:
- 1664-1078
publication_status: published
status: public
title: The Role of Saliency in Learning First Words
type: journal_article
user_id: '14931'
year: '2019'
...
---
_id: '59428'
author:
- first_name: Georg
full_name: Bruckmaier, Georg
last_name: Bruckmaier
- first_name: Karin
full_name: Binder, Karin
id: '83381'
last_name: Binder
- first_name: Stefan
full_name: Krauss, Stefan
last_name: Krauss
- first_name: Han-Min
full_name: Kufner, Han-Min
last_name: Kufner
citation:
ama: Bruckmaier G, Binder K, Krauss S, Kufner H-M. An Eye-Tracking Study of Statistical
Reasoning With Tree Diagrams and 2 × 2 Tables. Frontiers in Psychology.
2019;10. doi:10.3389/fpsyg.2019.00632
apa: Bruckmaier, G., Binder, K., Krauss, S., & Kufner, H.-M. (2019). An Eye-Tracking
Study of Statistical Reasoning With Tree Diagrams and 2 × 2 Tables. Frontiers
in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.00632
bibtex: '@article{Bruckmaier_Binder_Krauss_Kufner_2019, title={An Eye-Tracking Study
of Statistical Reasoning With Tree Diagrams and 2 × 2 Tables}, volume={10}, DOI={10.3389/fpsyg.2019.00632},
journal={Frontiers in Psychology}, publisher={Frontiers Media SA}, author={Bruckmaier,
Georg and Binder, Karin and Krauss, Stefan and Kufner, Han-Min}, year={2019} }'
chicago: Bruckmaier, Georg, Karin Binder, Stefan Krauss, and Han-Min Kufner. “An
Eye-Tracking Study of Statistical Reasoning With Tree Diagrams and 2 × 2 Tables.”
Frontiers in Psychology 10 (2019). https://doi.org/10.3389/fpsyg.2019.00632.
ieee: 'G. Bruckmaier, K. Binder, S. Krauss, and H.-M. Kufner, “An Eye-Tracking Study
of Statistical Reasoning With Tree Diagrams and 2 × 2 Tables,” Frontiers in
Psychology, vol. 10, 2019, doi: 10.3389/fpsyg.2019.00632.'
mla: Bruckmaier, Georg, et al. “An Eye-Tracking Study of Statistical Reasoning With
Tree Diagrams and 2 × 2 Tables.” Frontiers in Psychology, vol. 10, Frontiers
Media SA, 2019, doi:10.3389/fpsyg.2019.00632.
short: G. Bruckmaier, K. Binder, S. Krauss, H.-M. Kufner, Frontiers in Psychology
10 (2019).
date_created: 2025-04-08T11:29:36Z
date_updated: 2025-04-12T18:11:03Z
doi: 10.3389/fpsyg.2019.00632
intvolume: ' 10'
language:
- iso: eng
publication: Frontiers in Psychology
publication_identifier:
issn:
- 1664-1078
publication_status: published
publisher: Frontiers Media SA
status: public
title: An Eye-Tracking Study of Statistical Reasoning With Tree Diagrams and 2 × 2
Tables
type: journal_article
user_id: '83381'
volume: 10
year: '2019'
...
---
_id: '59425'
author:
- first_name: Patrick
full_name: Weber, Patrick
last_name: Weber
- first_name: Karin
full_name: Binder, Karin
id: '83381'
last_name: Binder
- first_name: Stefan
full_name: Krauss, Stefan
last_name: Krauss
citation:
ama: 'Weber P, Binder K, Krauss S. Why Can Only 24% Solve Bayesian Reasoning Problems
in Natural Frequencies: Frequency Phobia in Spite of Probability Blindness. Frontiers
in Psychology. 2018;9. doi:10.3389/fpsyg.2018.01833'
apa: 'Weber, P., Binder, K., & Krauss, S. (2018). Why Can Only 24% Solve Bayesian
Reasoning Problems in Natural Frequencies: Frequency Phobia in Spite of Probability
Blindness. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.01833'
bibtex: '@article{Weber_Binder_Krauss_2018, title={Why Can Only 24% Solve Bayesian
Reasoning Problems in Natural Frequencies: Frequency Phobia in Spite of Probability
Blindness}, volume={9}, DOI={10.3389/fpsyg.2018.01833},
journal={Frontiers in Psychology}, publisher={Frontiers Media SA}, author={Weber,
Patrick and Binder, Karin and Krauss, Stefan}, year={2018} }'
chicago: 'Weber, Patrick, Karin Binder, and Stefan Krauss. “Why Can Only 24% Solve
Bayesian Reasoning Problems in Natural Frequencies: Frequency Phobia in Spite
of Probability Blindness.” Frontiers in Psychology 9 (2018). https://doi.org/10.3389/fpsyg.2018.01833.'
ieee: 'P. Weber, K. Binder, and S. Krauss, “Why Can Only 24% Solve Bayesian Reasoning
Problems in Natural Frequencies: Frequency Phobia in Spite of Probability Blindness,”
Frontiers in Psychology, vol. 9, 2018, doi: 10.3389/fpsyg.2018.01833.'
mla: 'Weber, Patrick, et al. “Why Can Only 24% Solve Bayesian Reasoning Problems
in Natural Frequencies: Frequency Phobia in Spite of Probability Blindness.” Frontiers
in Psychology, vol. 9, Frontiers Media SA, 2018, doi:10.3389/fpsyg.2018.01833.'
short: P. Weber, K. Binder, S. Krauss, Frontiers in Psychology 9 (2018).
date_created: 2025-04-08T11:28:23Z
date_updated: 2025-04-12T18:10:03Z
doi: 10.3389/fpsyg.2018.01833
intvolume: ' 9'
language:
- iso: eng
publication: Frontiers in Psychology
publication_identifier:
issn:
- 1664-1078
publication_status: published
publisher: Frontiers Media SA
status: public
title: 'Why Can Only 24% Solve Bayesian Reasoning Problems in Natural Frequencies:
Frequency Phobia in Spite of Probability Blindness'
type: journal_article
user_id: '83381'
volume: 9
year: '2018'
...
---
_id: '20245'
author:
- first_name: Iris
full_name: Nomikou, Iris
last_name: Nomikou
- first_name: Giuseppe
full_name: Leonardi, Giuseppe
last_name: Leonardi
- first_name: Alicja
full_name: Radkowska, Alicja
last_name: Radkowska
- first_name: Joanna
full_name: Rączaszek-Leonardi, Joanna
last_name: Rączaszek-Leonardi
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
citation:
ama: 'Nomikou I, Leonardi G, Radkowska A, Rączaszek-Leonardi J, Rohlfing K. Taking
Up an Active Role: Emerging Participation in Early Mother–Infant Interaction during
Peekaboo Routines. Frontiers in Psychology. Published online 2017. doi:10.3389/fpsyg.2017.01656'
apa: 'Nomikou, I., Leonardi, G., Radkowska, A., Rączaszek-Leonardi, J., & Rohlfing,
K. (2017). Taking Up an Active Role: Emerging Participation in Early Mother–Infant
Interaction during Peekaboo Routines. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2017.01656'
bibtex: '@article{Nomikou_Leonardi_Radkowska_Rączaszek-Leonardi_Rohlfing_2017, title={Taking
Up an Active Role: Emerging Participation in Early Mother–Infant Interaction during
Peekaboo Routines}, DOI={10.3389/fpsyg.2017.01656},
journal={Frontiers in Psychology}, author={Nomikou, Iris and Leonardi, Giuseppe
and Radkowska, Alicja and Rączaszek-Leonardi, Joanna and Rohlfing, Katharina},
year={2017} }'
chicago: 'Nomikou, Iris, Giuseppe Leonardi, Alicja Radkowska, Joanna Rączaszek-Leonardi,
and Katharina Rohlfing. “Taking Up an Active Role: Emerging Participation in Early
Mother–Infant Interaction during Peekaboo Routines.” Frontiers in Psychology,
2017. https://doi.org/10.3389/fpsyg.2017.01656.'
ieee: 'I. Nomikou, G. Leonardi, A. Radkowska, J. Rączaszek-Leonardi, and K. Rohlfing,
“Taking Up an Active Role: Emerging Participation in Early Mother–Infant Interaction
during Peekaboo Routines,” Frontiers in Psychology, 2017, doi: 10.3389/fpsyg.2017.01656.'
mla: 'Nomikou, Iris, et al. “Taking Up an Active Role: Emerging Participation in
Early Mother–Infant Interaction during Peekaboo Routines.” Frontiers in Psychology,
2017, doi:10.3389/fpsyg.2017.01656.'
short: I. Nomikou, G. Leonardi, A. Radkowska, J. Rączaszek-Leonardi, K. Rohlfing,
Frontiers in Psychology (2017).
date_created: 2020-11-02T13:27:33Z
date_updated: 2023-02-01T12:33:43Z
department:
- _id: '749'
doi: 10.3389/fpsyg.2017.01656
language:
- iso: eng
publication: Frontiers in Psychology
publication_identifier:
issn:
- 1664-1078
publication_status: published
status: public
title: 'Taking Up an Active Role: Emerging Participation in Early Mother–Infant Interaction
during Peekaboo Routines'
type: journal_article
user_id: '14931'
year: '2017'
...
---
_id: '6080'
abstract:
- lang: eng
text: 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:
- first_name: Jan
full_name: Tünnermann, Jan
last_name: Tünnermann
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
citation:
ama: 'Tünnermann J, Scharlau I. Peripheral visual cues: Their fate in processing
and effects on attention and temporal-order perception. Frontiers in Psychology.
2016;7. doi:10.3389/fpsyg.2016.01442'
apa: 'Tünnermann, J., & Scharlau, I. (2016). Peripheral visual cues: Their fate
in processing and effects on attention and temporal-order perception. Frontiers
in Psychology, 7. https://doi.org/10.3389/fpsyg.2016.01442'
bibtex: '@article{Tünnermann_Scharlau_2016, title={Peripheral visual cues: Their
fate in processing and effects on attention and temporal-order perception.}, volume={7},
DOI={10.3389/fpsyg.2016.01442},
journal={Frontiers in Psychology}, author={Tünnermann, Jan and Scharlau, Ingrid},
year={2016} }'
chicago: 'Tünnermann, Jan, and Ingrid Scharlau. “Peripheral Visual Cues: Their Fate
in Processing and Effects on Attention and Temporal-Order Perception.” Frontiers
in Psychology 7 (2016). https://doi.org/10.3389/fpsyg.2016.01442.'
ieee: 'J. Tünnermann and I. Scharlau, “Peripheral visual cues: Their fate in processing
and effects on attention and temporal-order perception.,” Frontiers in Psychology,
vol. 7, 2016, doi: 10.3389/fpsyg.2016.01442.'
mla: 'Tünnermann, Jan, and Ingrid Scharlau. “Peripheral Visual Cues: Their Fate
in Processing and Effects on Attention and Temporal-Order Perception.” Frontiers
in Psychology, vol. 7, 2016, doi:10.3389/fpsyg.2016.01442.'
short: J. Tünnermann, I. Scharlau, Frontiers in Psychology 7 (2016).
date_created: 2018-12-10T07:06:09Z
date_updated: 2022-06-06T16:29:50Z
department:
- _id: '424'
doi: 10.3389/fpsyg.2016.01442
intvolume: ' 7'
keyword:
- cueing
- temporal-order judgements
- theory of visual attention (TVA)
- peripheral cue
- processing speed
- stimulus encoding
- prior entry
- Attention
- Cues
- Face Perception
- Judgment
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://www.frontiersin.org/articles/10.3389/fpsyg.2016.01442/full
oa: '1'
publication: Frontiers in Psychology
publication_identifier:
issn:
- 1664-1078
publication_status: published
status: public
title: 'Peripheral visual cues: Their fate in processing and effects on attention
and temporal-order perception.'
type: journal_article
user_id: '42165'
volume: 7
year: '2016'
...