@article{43211, author = {{Knoll, Lisa}}, issn = {{0023-2653}}, journal = {{KZfSS Kölner Zeitschrift für Soziologie und Sozialpsychologie}}, keywords = {{Sociology and Political Science, Social Psychology}}, number = {{1}}, pages = {{117--138}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Social Impact Bonds und der Disput um die Wohlfahrt}}}, doi = {{10.1007/s11577-018-0541-y}}, volume = {{70}}, year = {{2018}}, } @article{32439, author = {{Anders, Phillipp and Lehmann, Tim and Müller, Helen and Grønvik, Karoline B. and Skjæret-Maroni, Nina and Baumeister, Jochen and Vereijken, Beatrix}}, issn = {{1662-5153}}, journal = {{Frontiers in Behavioral Neuroscience}}, keywords = {{Behavioral Neuroscience, Cognitive Neuroscience, Neuropsychology and Physiological Psychology}}, publisher = {{Frontiers Media SA}}, title = {{{Exergames Inherently Contain Cognitive Elements as Indicated by Cortical Processing}}}, doi = {{10.3389/fnbeh.2018.00102}}, volume = {{12}}, year = {{2018}}, } @article{38057, author = {{Anders, Phillipp and Lehmann, Tim and Müller, Helen Martha and Grønvik, Karoline B. and Skjæret-Maroni, Nina and Baumeister, Jochen and Vereijken, Beatrix}}, issn = {{1662-5153}}, journal = {{Frontiers in Behavioral Neuroscience}}, keywords = {{Behavioral Neuroscience, Cognitive Neuroscience, Neuropsychology and Physiological Psychology}}, publisher = {{Frontiers Media SA}}, title = {{{Exergames Inherently Contain Cognitive Elements as Indicated by Cortical Processing}}}, doi = {{10.3389/fnbeh.2018.00102}}, volume = {{12}}, year = {{2018}}, } @inbook{57890, abstract = {{Within recent years, research on music learning in groups has increased. But the distinction between collaboration and cooperation is mostly unclear. This article aims to distinguish both concepts by presenting a study on popular music learning in groups (Godau, 2017) based on elements of the learning approach in Musical Futures (Green, 2008). As a result, the two concepts are seen as complementary. They form the poles of a continuum of collective learning: Collaboration characterizes the collective action toward the common goal. By contrast, cooperation occurs when group members act separately toward achieving the common goal. (DIPF/Orig.)}}, author = {{Godau, Marc}}, booktitle = {{Soziale Aspekte des Musiklernens}}, editor = {{Clausen, Bernd and Dreßler, Susanne}}, keywords = {{Kollaboration, Musik, Learning, Lernen, Musical education, Musikpädagogik, Pop music, Popmusik, Popular Music, Studie, Musikunterricht, Music lessons, Qualitative Forschung, Qualitative research, Teaching of music, Constructivism, Cooperation, Cooperative learning, Gruppe, Klassenmusizieren, Konstruktivismus, Kooperation, Kooperatives Lernen, Learning psychology, Lernpsychologie, Psychology of learning}}, pages = {{131–144}}, publisher = {{Waxmann}}, title = {{{Kollaboration und Kooperation beim Klassenmusizieren mit Populärer Musik. Musikmachen in der Schule im Spannungsfeld von Lernen mit der Gruppe und für die Gruppe}}}, year = {{2018}}, } @article{49267, author = {{Sommer, Sabrina and Buhl, Heike M.}}, issn = {{1068-0667}}, journal = {{Journal of Adult Development}}, keywords = {{Life-span and Life-course Studies, Developmental and Educational Psychology, Experimental and Cognitive Psychology}}, number = {{4}}, pages = {{286--296}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents}}}, doi = {{10.1007/s10804-018-9296-y}}, volume = {{25}}, year = {{2018}}, } @article{49279, author = {{Sommer, Sabrina and Buhl, Heike M.}}, issn = {{1068-0667}}, journal = {{Journal of Adult Development}}, keywords = {{Life-span and Life-course Studies, Developmental and Educational Psychology, Experimental and Cognitive Psychology}}, number = {{4}}, pages = {{286--296}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents}}}, doi = {{10.1007/s10804-018-9296-y}}, volume = {{25}}, year = {{2018}}, } @article{32546, abstract = {{This longitudinal study addresses the role of support given by parents and peers during the transition from university to work life. A sample of 64 German university students in their last year at the university completed scales from the Network of Relationships Inventory regarding general support, namely, instrumental aid and intimacy with mothers, fathers, romantic partners, and friends. Four years later, they assessed domain-specific support when looking for work, namely, joint exploration and instrumental support. Participants perceived receiving both types of support from all significant others. However, joint exploration was more important than instrumental support. They felt especially supported by romantic partners. Women received more support than did men. Both types of domain-specific support were explained by general modes of support assessed 4 years earlier. Whether parents, friends, and partners were perceived as helpful during the transition was explained mainly by joint exploration. Again, support from a partner was seen as especially helpful in contrast to help from parents and friends. The special significance of joint exploration underlines the benefit of counseling at the transition from university to work life.}}, author = {{Buhl, Heike M. and Noack, Peter and Kracke, Baerbel}}, issn = {{0894-8453}}, journal = {{Journal of Career Development}}, keywords = {{Organizational Behavior and Human Resource Management, General Psychology, Applied Psychology, Education}}, number = {{6}}, pages = {{523--535}}, publisher = {{SAGE Publications}}, title = {{{The Role of Parents and Peers in the Transition From University to Work Life}}}, doi = {{10.1177/0894845317720728}}, volume = {{45}}, year = {{2017}}, } @article{37456, author = {{Paleczek, Lisa and Seifert, Susanne and Gasteiger-Klicpera, Barbara}}, issn = {{0033-3085}}, journal = {{Psychology in the Schools}}, keywords = {{Developmental and Educational Psychology, Education}}, number = {{3}}, pages = {{228--245}}, publisher = {{Wiley}}, title = {{{INFLUENCES ON TEACHERS’ JUDGMENT ACCURACY OF READING ABILITIES ON SECOND AND THIRD GRADE STUDENTS: A MULTILEVEL ANALYSIS}}}, doi = {{10.1002/pits.21993}}, volume = {{54}}, year = {{2017}}, } @article{48705, author = {{Krause, Daniel and Agethen, Manfred and Zobe, Christina}}, issn = {{0022-2895}}, journal = {{Journal of Motor Behavior}}, keywords = {{Cognitive Neuroscience, Experimental and Cognitive Psychology, Orthopedics and Sports Medicine, Biophysics}}, number = {{2}}, pages = {{144--154}}, publisher = {{Informa UK Limited}}, title = {{{Error Feedback Frequency Affects Automaticity But Not Accuracy and Consistency After Extensive Motor Skill Practice}}}, doi = {{10.1080/00222895.2017.1327406}}, volume = {{50}}, year = {{2017}}, } @article{32537, abstract = {{Home literacy environment (HLE) makes an important contribution to children's reading acquisition in early years. Even though some research on children's perception exists, children's reports about HLE have been neglected. The present study focuses on N = 281 six-year-old's reports about HLE and its influences on literacy enjoyment, frequency, and early literacy skills. Parents' educational background was expected to predict children-perceived HLE. A positive impact of active HLE on literacy enjoyment and frequency were found. HLE also mediates the relation between parents' background and enjoyment. The importance of children's perspective on HLE regarding family literacy programs is discussed.}}, author = {{Wiescholek, Sabrina and Hilkenmeier, Johanna and Greiner, Christian and Buhl, Heike M.}}, issn = {{0270-2711}}, journal = {{Reading Psychology}}, keywords = {{Linguistics and Language, Developmental and Educational Psychology, Education}}, number = {{1}}, pages = {{41--68}}, publisher = {{Informa UK Limited}}, title = {{{Six-year-olds' perception of home literacy environment and its influence on children's literacy enjoyment, frequency, and early literacy skills}}}, doi = {{10.1080/02702711.2017.1361495}}, volume = {{39}}, year = {{2017}}, } @article{32538, author = {{Buhl, Heike M. and Hilkenmeier, Johanna}}, issn = {{0342-183X}}, journal = {{Psychologie in Erziehung und Unterricht}}, keywords = {{Developmental and Educational Psychology}}, number = {{4}}, pages = {{241 -- 242}}, title = {{{Editorial Gespräche zwischen Eltern und Lehrkräften}}}, doi = {{10.2378/peu2017.art20d}}, volume = {{64}}, year = {{2017}}, } @article{37459, author = {{Seifert, Susanne and Kulmhofer, Andrea and Paleczek, Lisa and Schwab, Susanne and Gasteiger-Klicpera, Barbara}}, issn = {{1082-3301}}, journal = {{Early Childhood Education Journal}}, keywords = {{Developmental and Educational Psychology, Education}}, number = {{3}}, pages = {{333--345}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Suggestions for Vocabulary Focused Reading Lessons for Mainstream Classrooms Addressing Both L1 and L2 Learners}}}, doi = {{10.1007/s10643-015-0762-x}}, volume = {{45}}, year = {{2016}}, } @article{48708, author = {{Agethen, Manfred and Krause, Daniel}}, issn = {{0167-9457}}, journal = {{Human Movement Science}}, keywords = {{Experimental and Cognitive Psychology, Orthopedics and Sports Medicine, General Medicine, Biophysics}}, pages = {{71--83}}, publisher = {{Elsevier BV}}, title = {{{Effects of bandwidth feedback on the automatization of an arm movement sequence}}}, doi = {{10.1016/j.humov.2015.11.005}}, volume = {{45}}, year = {{2015}}, } @article{32528, abstract = {{The study investigates the status of individuation in adult child–parent relationships expressed in verbal interactions, as well as considering verbal behavior as a means to individuate. A sample of 41 German adult children aged 20–45 years and their 39 mothers and 19 fathers were videotaped in dyadic conflict discourse. The interactions were coded in their entirety, and scales were allocated to the factor connectedness, individuality, and conflict. Group comparisons show that mothers and fathers do not differ. Middle-aged adults interacted in a more individuated manner than young adults. Their mothers interacted in a way that was more connected and less conflictual than mothers in interactions with younger adults; their fathers, on the other hand, interacted more conflictual. The behavior of adult children and their parents did not differ and so expressed a high amount of behavioral symmetry. Associations between the self-report about the relationship and family members’ behavior point to verbal interaction as a means for negotiating the relationship.}}, author = {{Buhl, Heike M. and Scholwin, Berit and Noack, Peter}}, issn = {{1068-0667}}, journal = {{Journal of Adult Development}}, keywords = {{Life-span and Life-course Studies, Developmental and Educational Psychology, Experimental and Cognitive Psychology}}, number = {{2}}, pages = {{100--111}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Individuation in Adults’ Family Interactions: An Observational Study}}}, doi = {{10.1007/s10804-014-9204-z}}, volume = {{22}}, year = {{2014}}, } @article{48710, abstract = {{ Switching between tasks during practice can affect motor learning. This study tested whether switching feedback content has any effects on learning to perform golf putts without full visibility. 60 participants (44 men, 16 women; M age = 26.3 yr., SD = 6.6) practiced golf putts without seeing the ball movement. 30 of the participants were golfers with moderate expertise, and 30 were novices. They received feedback regarding their putts, either on the angle or on the distance in one of three feedback schedules: blocked, serial-blocked, or serial. Independent of the expertise level, learning was not affected by the feedback schedule. The strong linkage between the two components—direction and distance—may have prevented a sufficient level of contextual interference. }}, author = {{Krause, Daniel and Brüne, Alexander and Fritz, Susanne and Kramer, Pascal and Meisterjahn, Peter and Schneider, Michael and Sperber, Alena}}, issn = {{0031-5125}}, journal = {{Perceptual and Motor Skills}}, keywords = {{Sensory Systems, Experimental and Cognitive Psychology}}, number = {{2}}, pages = {{384--399}}, publisher = {{SAGE Publications}}, title = {{{Learning of a Golf Putting Task with Varying Contextual Interference Levels Induced by Feedback Schedule in Novices and Experts}}}, doi = {{10.2466/23.30.pms.118k17w3}}, volume = {{118}}, year = {{2014}}, } @article{46434, abstract = {{Abstract When looking at seminal works in contemporary literary criticism (exemplary: Martinez/Scheffel 2012), it is apparent that the subject of “time”, or, “the representation of time”, receives a great deal of significance. Regarding the ontogenesis of literary research discourse over the past 50 years, Käte Hamburger’s “The Logic of Poetry” (original “Die Logik der Dichtung”, 1957) is a work that has fundamentally shaped the research discourse. But not only within the field of literary studies has the subject of “tense and narration” has been received and discussed – also the field of linguistics also demonstrates an intensive engagement with the subject of narration (cf. e. g. Weinrich 1964, Ehlich 1980) and tense. For example, Rolf Thieroffs monograph “The finite Verb in German: Tense – Mood – Distance” (original “Das finite Verb im Deutschen: Tempus – Modus – Distanz”, 1992) elaborates a conceptualisation of the German temporal system with reference to Weinrich’s representation of time in fiction and non-fiction texts (cf. Thieroff 1992, 298). This contribution joins at the interface between linguistic research on tenses and literary research on narration. The aim is to show that there is an interaction between choice of tense and narrative context, or, in other words: the use of different tenses activates different states of consciousness, and thereby different ‘forms’ of narration are created. The latter are captured from empirical data arising from language acquisition and speech genesis as well as, in accordance with Iser (1991) and Sartre (1940/1994), not in a dichotomic fashion but as a trias-system, and are opened for discussion. The remodeling does not regard the two poles of “every­day narration” and “literary narration” as contrasting, but rather as a continuum, which can show transitions relative to the genre of the text and the speech competence of the narrator.}}, author = {{Topalović, Elvira and Uhl, Benjamin}}, issn = {{1613-0626}}, journal = {{Zeitschrift für germanistische Linguistik}}, keywords = {{Linguistics and Language, Developmental and Educational Psychology, Language and Linguistics}}, number = {{1}}, pages = {{26--49}}, publisher = {{Walter de Gruyter GmbH}}, title = {{{Linguistik des literarischen Erzählens}}}, doi = {{10.1515/zgl-2014-0002}}, volume = {{42}}, year = {{2014}}, } @article{37458, author = {{Schwab, Susanne and Seifert, Susanne and Gasteiger-Klicpera, Barbara}}, issn = {{0966-9760}}, journal = {{International Journal of Early Years Education}}, keywords = {{Developmental and Educational Psychology, Education}}, number = {{2}}, pages = {{210--222}}, publisher = {{Informa UK Limited}}, title = {{{Improving reading in children with German as a first or second language}}}, doi = {{10.1080/09669760.2014.909308}}, volume = {{22}}, year = {{2014}}, } @article{48711, author = {{Krause, Daniel and Kobow, Sven}}, issn = {{0167-9457}}, journal = {{Human Movement Science}}, keywords = {{Experimental and Cognitive Psychology, Orthopedics and Sports Medicine, General Medicine, Biophysics}}, number = {{2}}, pages = {{314--327}}, publisher = {{Elsevier BV}}, title = {{{Effects of model orientation on the visuomotor imitation of arm movements: The role of mental rotation}}}, doi = {{10.1016/j.humov.2012.10.001}}, volume = {{32}}, year = {{2013}}, } @article{46938, abstract = {{ Procrastination is a well-known phenomenon that often entails negative outcomes with regard to performance and subjective well-being. In an attempt to understand the (alarming) character of procrastination, a large body of research on the causes, correlates, and consequences of procrastination has been accumulating over the last 40 years. The aim of this paper is to provide a systematic characterization of the trends in procrastination research and to suggest future directions for research and practice. The systematic characterization comprises a comparison of procrastination to functional forms of delay (referred to as strategic delay) and a presentation of the theoretical approaches to explaining procrastination. The future directions suggested pertain to the development of a differentiated understanding of procrastination and of integral interventions. }}, author = {{Klingsieck, Katrin B.}}, issn = {{1016-9040}}, journal = {{European Psychologist}}, keywords = {{General Psychology, Arts and Humanities (miscellaneous)}}, number = {{1}}, pages = {{24--34}}, publisher = {{Hogrefe Publishing Group}}, title = {{{Procrastination: When Good Things Don’t Come to Those Who Wait}}}, doi = {{10.1027/1016-9040/a000138}}, volume = {{18}}, year = {{2013}}, } @article{46939, author = {{Klingsieck, Katrin B.}}, issn = {{1046-1310}}, journal = {{Current Psychology}}, keywords = {{General Psychology}}, number = {{2}}, pages = {{175--185}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Procrastination in Different Life-Domains: Is Procrastination Domain Specific?}}}, doi = {{10.1007/s12144-013-9171-8}}, volume = {{32}}, year = {{2013}}, }