@article{34295,
  author       = {{Hoppe, Julia Amelie and Tuisku, Outi and Johansson-Pajala, Rose-Marie and Pekkarinen, Satu and Hennala, Lea and Gustafsson, Christine and Melkas, Helinä and Thommes, Kirsten}},
  issn         = {{2451-9588}},
  journal      = {{Computers in Human Behavior Reports}},
  keywords     = {{Artificial Intelligence, Cognitive Neuroscience, Computer Science Applications, Human-Computer Interaction, Applied Psychology, Neuroscience (miscellaneous)}},
  publisher    = {{Elsevier BV}},
  title        = {{{When do individuals choose care robots over a human caregiver? Insights from a laboratory experiment on choices under uncertainty}}},
  doi          = {{10.1016/j.chbr.2022.100258}},
  year         = {{2022}},
}

@article{44636,
  author       = {{Hoppe, Julia A. and Tuisku, Outi and Johansson-Pajala, Rose-Marie and Pekkarinen, Satu and Hennala, Lea and Gustafsson, Christine and Melkas, Helinä and Thommes, Kirsten}},
  issn         = {{2451-9588}},
  journal      = {{Computers in Human Behavior Reports}},
  keywords     = {{Artificial Intelligence, Cognitive Neuroscience, Computer Science Applications, Human-Computer Interaction, Applied Psychology, Neuroscience (miscellaneous)}},
  publisher    = {{Elsevier BV}},
  title        = {{{When do individuals choose care robots over a human caregiver? Insights from a laboratory experiment on choices under uncertainty}}},
  doi          = {{10.1016/j.chbr.2022.100258}},
  volume       = {{9}},
  year         = {{2022}},
}

@article{32273,
  author       = {{Hoppe, Julia Amelie and Melkas, Helinä and Pekkarinen, Satu and Tuisku, Outi and Hennala, Lea and Johansson-Pajala, Rose-Marie and Gustafsson, Christine and Thommes, Kirsten}},
  issn         = {{1044-7318}},
  journal      = {{International Journal of Human–Computer Interaction}},
  keywords     = {{Computer Science Applications, Human-Computer Interaction, Human Factors and Ergonomics}},
  pages        = {{1--17}},
  publisher    = {{Informa UK Limited}},
  title        = {{{Perception of Society’s Trust in Care Robots by Public Opinion Leaders}}},
  doi          = {{10.1080/10447318.2022.2081283}},
  year         = {{2022}},
}

@article{51210,
  author       = {{Tuisku, Outi and Johansson-Pajala, Rose-Marie and Hoppe, Julia Amelie and Pekkarinen, Satu and Hennala, Lea and Thommes, Kirsten and Gustafsson, Christine and Melkas, Helinä}},
  issn         = {{0144-929X}},
  journal      = {{Behaviour & Information Technology}},
  keywords     = {{Human-Computer Interaction, General Social Sciences, Arts and Humanities (miscellaneous), Developmental and Educational Psychology}},
  number       = {{6}},
  pages        = {{758--774}},
  publisher    = {{Informa UK Limited}},
  title        = {{{Assistant nurses and orientation to care robot use in three European countries}}},
  doi          = {{10.1080/0144929x.2022.2042736}},
  volume       = {{42}},
  year         = {{2022}},
}

@inproceedings{34674,
  abstract     = {{Smart home systems contain plenty of features that enhance wellbeing in everyday life through artificial intelligence (AI). However, many users feel insecure because they do not understand the AI’s functionality and do not feel they are in control of it. Combining technical, psychological and philosophical views on AI, we rethink smart homes as interactive systems where users can partake in an intelligent agent’s learning. Parallel to the goals of explainable AI (XAI), we explored the possibility of user involvement in supervised learning of the smart home to have a first approach to improve acceptance, support subjective understanding and increase perceived control. In this work, we conducted two studies: In an online pre-study, we asked participants about their attitude towards teaching AI via a questionnaire. In the main study, we performed a Wizard of Oz laboratory experiment with human participants, where participants spent time in a prototypical smart home and taught activity recognition to the intelligent agent through supervised learning based on the user’s behaviour. We found that involvement in the AI’s learning phase enhanced the users’ feeling of control, perceived understanding and perceived usefulness of AI in general. The participants reported positive attitudes towards training a smart home AI and found the process understandable and controllable. We suggest that involving the user in the learning phase could lead to better personalisation and increased understanding and control by users of intelligent agents for smart home automation.}},
  author       = {{Sieger, Leonie Nora and Hermann, Julia and Schomäcker, Astrid and Heindorf, Stefan and Meske, Christian and Hey, Celine-Chiara and Doğangün, Ayşegül}},
  booktitle    = {{International Conference on Human-Agent Interaction}},
  keywords     = {{human-agent interaction, smart homes, supervised learning, participation}},
  location     = {{Christchurch, New Zealand}},
  publisher    = {{ACM}},
  title        = {{{User Involvement in Training Smart Home Agents}}},
  doi          = {{10.1145/3527188.3561914}},
  year         = {{2022}},
}

@inproceedings{37140,
  abstract     = {{<jats:p>Social media have become not only integral parts of our private and professional lives, but also an indispensable source of data for empirical research across a variety of academic disciplines. Applying a Social Media Analytics (SMA) methodology, however, imposes heavy ethical challenges on researchers. Scholars in the Information Systems (IS) discipline must deal with a patchwork of ethical frameworks, regulations, and (missing) institutional support. To initiate a debate on how to develop a common understanding of SMA research ethics, this paper compiles a scoping review of extant literature and suggests a research agenda for IS scholarship on this matter. The review yields a total of eight fundamental principles of ethical SMA research, which provide a starting point to guiding individual researchers towards more ethical conduct. At the same time, this work unearths a multitude of intricate dilemmas that are currently unresolved. The findings of this review will encourage IS scholarship to find its own voice in the debate about social media research ethics.</jats:p>}},
  author       = {{Marx, Julian and Mirbabaie, Milad}},
  booktitle    = {{Australasian Journal of Information Systems}},
  issn         = {{1449-8618}},
  keywords     = {{Information Systems and Management, Human-Computer Interaction, Business, Management and Accounting (miscellaneous), Information Systems}},
  publisher    = {{Australian Journal of Information Systems}},
  title        = {{{The Investigator’s Dilemma - A Review of Social Media Analytics Research Ethics in Information Systems}}},
  doi          = {{10.3127/ajis.v26i0.3287}},
  volume       = {{26}},
  year         = {{2022}},
}

@article{44638,
  author       = {{Hoppe, Julia Amelie and Tuisku, Outi and Johansson-Pajala, Rose-Marie and Pekkarinen, Satu and Hennala, Lea and Gustafsson, Christine and Melkas, Helinä and Thommes, Kirsten}},
  issn         = {{2451-9588}},
  journal      = {{Computers in Human Behavior Reports}},
  keywords     = {{Artificial Intelligence, Cognitive Neuroscience, Computer Science Applications, Human-Computer Interaction, Applied Psychology, Neuroscience (miscellaneous)}},
  publisher    = {{Elsevier BV}},
  title        = {{{When do individuals choose care robots over a human caregiver? Insights from a laboratory experiment on choices under uncertainty}}},
  doi          = {{10.1016/j.chbr.2022.100258}},
  volume       = {{9}},
  year         = {{2022}},
}

@article{28349,
  abstract     = {{Das Auftreten der COVID-19-Pandemie stellt Fremdsprachenkurse vielerorts vor Herausforderungen. Unter Zuhilfenahme diverser digitaler Tools werden nicht nur Lernmaterialien online geteilt, sondern auch die Interaktion zwischen Lehrenden und Lernenden sowie der Lernenden untereinander in den virtuellen Raum verlagert. Qualitative Interviews mit den Beteiligten erfassen, wie diese mit den Herausforderungen videogestützten Sprachunterrichts umgehen und welche Strategien sie wählen, um Sprachenlernen zu ermöglichen. Die Ergebnisse zeigen auf, wo seitens der Kursorganisation und -durchführung Handlungsbedarf besteht.
-----
The rise of the COVID-19 pandemic challenges the teaching and learning of foreign languages at many institutions. The implementation of various digital tools aids not only the online sharing of learning materials, but also shifts teacher-learner and learner-learner interaction to the virtual space. Via qualitative interviews, this study examines how both teachers and learners handle the challenges of language instruction based on videoconferences, and what strategies they employ to enable language learning. The results highlight areas in need of improvement in terms of course organization and facilitation.}},
  author       = {{Drumm, Sandra and Müller, Mareike and Stenzel, Nadja}},
  issn         = {{2511-0853}},
  journal      = {{Informationen Deutsch als Fremdsprache}},
  keywords     = {{German language courses at university, interaction, digital space, language learning/teaching via videoconference}},
  number       = {{5}},
  pages        = {{496--515}},
  title        = {{{Digitale Räume geben und nehmen: Unterrichtsinteraktion in DSH-Kursen während der COVID-19-Pandemie}}},
  doi          = {{10.1515/infodaf-2021-0069}},
  volume       = {{48}},
  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{33986,
  abstract     = {{<jats:p> Zusammenfassung. Genetische Varianten beeinflussen die Gewichtsregulation und die Entwicklung von Essstörungen. Zunächst haben familienbasierte, sogenannte formalgenetische Studien den erblichen Anteil an der Gewichtsregulation und an der Ätiologie von Essstörungen beleuchtet. In einer Vielzahl von Studien zeigten sich sowohl für die Varianz des Körpergewichts als auch für die Entstehung von Essstörungen Erblichkeitsschätzer (Heritabilitätsraten) von über 50 %. Mit diesem Wissen begab man sich in den 90er-Jahren des letzten Jahrhunderts auf die Suche nach den zugrundeliegenden Genen (genauer: genetischen Varianten), die das Körpergewicht, das Essverhalten oder beide Phänotypen auf Grundlage geteilter Mechanismen beeinflussen. Zunächst wurden Kandidatengenstudien durchgeführt. Dabei untersuchte man auf Grundlage unterschiedlicher, v. a. aber pathophysiologisch plausibler Überlegungen Gene mit hoher Relevanz für die untersuchten Phänotypen. Dieser Ansatz war für Essstörungen nicht sehr erfolgreich, für die Gewichtsregulation konnte eine Handvoll Gene identifiziert werden. Verbunden mit großen methodischen Fortschritten in der genetischen Forschung und v. a. der Etablierung sogenannter genomweiter Assoziationsstudien (GWAS) Anfang der 2000er-Jahre konnten bislang über 1000 Varianten/Genorte detektiert werden, die das Körpergewicht beeinflussen. Für die Essstörung Anorexia nervosa (AN) sind aktuell acht solcher Genorte beschrieben. Diese Ergebnisse, aber auch aktuelle Ansätze zu phänotypübergreifenden Analysen lassen Einblicke in die komplexe Regulation des Körpergewichtes zu und haben zudem unerwartete Pathomechanismen für AN aufgezeigt. </jats:p>}},
  author       = {{Hirtz, Raphael and Zheng, Yiran and Rajcsanyi, Luisa S. and Libuda, Lars and Antel, Jochen and Peters, Triinu and Hebebrand, Johannes and Hinney, Anke}},
  issn         = {{1422-4917}},
  journal      = {{Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie}},
  keywords     = {{Psychiatry and Mental health, Clinical Psychology, General Medicine, Pediatrics, Perinatology and Child Health}},
  number       = {{3}},
  pages        = {{175--185}},
  publisher    = {{Hogrefe Publishing Group}},
  title        = {{{Ebenen der genetischen Analyse komplexer Phänotypen am Beispiel                     der Anorexia nervosa und der Varianz des Körpergewichts}}},
  doi          = {{10.1024/1422-4917/a000829}},
  volume       = {{50}},
  year         = {{2021}},
}

@article{37443,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>The range of teaching materials now available is becoming increasingly diverse. Despite this, however, the use and influence of textbooks in teaching still remains very high. When instructing reading comprehension, teachers often use textbooks as the basis for teaching in language lessons. Establishing a good match between textbooks and the skills to be acquired is therefore essential. In this paper, I investigate whether textbooks used in Austrian schools can adequately support the teaching of reading comprehension skills. Since reading comprehension is the basis for acquiring knowledge in all subjects, science textbooks are examined in addition to (German) language lesson textbooks. Thus, the content pages of four language textbooks and four science textbooks for fourth and sixth grade were analysed in terms of five different categories, i.e. general structural setup, learning goals, text types, text structures, and activities. The results reveal clear variations with respect to learning goals in language textbooks. For example, the extent to which reading comprehension is addressed ranges from 13.64 to 69.70%, depending on the book used. Although not addressed as a learning goal in the science textbooks, reading comprehension is often presupposed, especially in sixth grade. While the instruction of reading comprehension ought to entail coverage of reading strategies, this is often neglected, or only dealt with indirectly. Given the diversity of textbooks analysed, it seems all the more important to stress that teachers should: 1) clarify the goals and teaching strategies of a book before using it, 2) become aware of strategies that support the development of students' reading comprehension, and 3) use textbooks as a complementary (and not sole) tool to support reading comprehension in all subjects.</jats:p>}},
  author       = {{Seifert, Susanne}},
  issn         = {{2211-1662}},
  journal      = {{Technology, Knowledge and Learning}},
  keywords     = {{Computer Science Applications, Human-Computer Interaction, Education, Mathematics (miscellaneous)}},
  number       = {{2}},
  pages        = {{383--405}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade}}},
  doi          = {{10.1007/s10758-021-09490-w}},
  volume       = {{26}},
  year         = {{2021}},
}

@article{32561,
  abstract     = {{This investigation concentrates on the association of intergenerational value
similarity and adult children’s and parents’subjective well-being, on the linkage
between relationship quality and subjective well-being. Mediation effects of
the relationship quality on the associations between value similarity and
subjective well-being were focused. The sample consisted of 600 adult
German children (53.8% women) and their parents. Dyadic correlations were
constructed to determine the value similarity. In this study, the general value
orientation and the family values were objects of research. We measured the
subjective well-being with the Satisfaction with Life Scale and we used the
Network of Relationships Inventory (NRI) to measure the relationship
quality. Associations between subjective well-being and value similarity, and
between subjective well-being and relationship quality, as well as mediation
effects, were found. All effects depend on gender and perspective.}},
  author       = {{Hoellger, Christian and Sommer, Sabrina and Buhl, Heike M.}},
  issn         = {{0192-513X}},
  journal      = {{Journal of Family Issues}},
  keywords     = {{adult child–parent dyads, relationship quality, life satisfaction, parent–child relationship, intergenerational stake hypothesis, mediation analyses}},
  publisher    = {{SAGE Publications}},
  title        = {{{Intergenerational Value Similarity and Subjective Well-Being}}},
  doi          = {{10.1177/0192513x211054470}},
  year         = {{2021}},
}

@article{57971,
  abstract     = {{Repetitive TMS (rTMS) with a frequency of 5-10~Hz is widely used for language mapping. However, it may be accompanied by discomfort and is limited in the number and reliability of evoked language errors. We, here, systematically tested the influence of different stimulation frequencies (i.e., 10, 30, and 50 Hz) on tolerability, number, reliability, and cortical distribution of language errors aiming at improved language mapping. 15 right-handed, healthy subjects (m~=~8, median age: 29 yrs) were investigated in two sessions, separated by 2-5 days. In each session, 10, 30, and 50 Hz rTMS were applied over the left hemisphere in a randomized order during a picture naming task. Overall, 30 Hz rTMS evoked significantly more errors (20 $\pm$ 12{%}) compared to 50 Hz (12 $\pm$ 8{%}; p {\textless}.01), whereas error rates were comparable between 30/50 and 10~Hz (18 $\pm$ 11{%}). Across all conditions, a significantly higher error rate was found in Session 1 (19 $\pm$ 13{%}) compared to Session 2 (13 $\pm$ 7{%}, p {\textless}.05). The error rate was poorly reliable between sessions for 10 (intraclass correlation coefficient, ICC~=~.315) and 30 Hz (ICC~=~.427), whereas 50 Hz showed a moderate reliability (ICC~=~.597). Spatial reliability of language errors was low to moderate with a tendency toward increased reliability for higher frequencies, for example, within frontal regions. Compared to 10~Hz, both, 30 and 50 Hz were rated as less painful. Taken together, our data favor the use of rTMS-protocols employing higher frequencies for evoking language errors reliably and with reduced discomfort, depending on the region of interest.}},
  author       = {{Nettekoven, Charlotte and Pieczewski, Julia and Neuschmelting, Volker and Jonas, Kristina and Goldbrunner, Roland and Grefkes, Christian and Weiss Lucas, Carolin}},
  journal      = {{Human brain mapping}},
  keywords     = {{Adult, Brain Mapping, Cerebral Cortex/diagnostic imaging/physiology, Female, Humans, Magnetic Resonance Imaging, Male, Pattern Recognition, Psycholinguistics, Reproducibility of Results, Speech/physiology, Transcranial Magnetic Stimulation, Visual/physiology, Young Adult}},
  number       = {{16}},
  pages        = {{5309–5321}},
  title        = {{{Improving the efficacy and reliability of rTMS language mapping by increasing the stimulation frequency}}},
  doi          = {{10.1002/hbm.25619}},
  volume       = {{42}},
  year         = {{2021}},
}

@article{32559,
  abstract     = {{This investigation concentrates on value similarity between parents and their children during adulthood. The interplay between gender, age, relationship quality, and frequency of contact on value similarity was analyzed. A total of 600 adult German children (53.8% women) and their parents took part in a questionnaire study. Value orientation was measured with a short version of Schwartz’s Portrait Values Questionnaire, and relationship quality with the Network of Relationships Inventory (Furman &amp; Buhrmeister, 1992).Value similarity was higher in mother–daughter dyads compared to mother–son dyads, but in the other dyads, no significant differences were found. Regarding relationship quality, verbal intimacy was not related to value similarity. Parental satisfaction was associated with value similarity in the father–child dyads. Satisfaction, as perceived by adult children, was linked to value similarity in mother–child and father–son dyads. Furthermore, the frequency of contact related to value similarity between mothers and sons.}},
  author       = {{Hoellger, Christian and Sommer, Sabrina and Albert, Isabelle and Buhl, Heike M.}},
  issn         = {{0192-513X}},
  journal      = {{Journal of Family Issues}},
  keywords     = {{Adult child–parent dyads, value similarity, relationship quality, frequency of contact, parent-child-relationship}},
  number       = {{6}},
  pages        = {{1234--1257}},
  publisher    = {{SAGE Publications}},
  title        = {{{Intergenerational Value Similarity in Adulthood}}},
  doi          = {{10.1177/0192513x20943914}},
  volume       = {{42}},
  year         = {{2020}},
}

@article{50280,
  abstract     = {{<jats:p>The use of video analysis in Design-Based Research (DBR) seems to be promising, because the quality of video data matches the reality of educational fields. Educational fields are multidimensional and complex. And more than other types of data, video may capture, for example, the simultaneity of verbal and non-verbal interactions. This seems to be valuable in the quest for new insights and better designs of educational interventions. However, to date there has been limited use of video data in researching their design. This paper aims at reflecting how the benefits of video-based analysis may be utilised in DBR. Experiences with the collection and analysis of video data in a project to design self-organised learning (SOL) at a vocational school in Germany will be used as a case study to illustrate the type of findings that may feed into the DBR process. In this case, the project school had already introduced a sophisticated SOL model but was experiencing various implementation difficulties. Resolving issues like this requires insights into how exactly a concept is realised and what happens in the field. Therefore, video data on classroom interactions was gathered and sub-sequently analysed using the documentary method. This led to the reconstruction of two different types of orientation that were guiding the students when they dealt with their self-organised learning environment. In a subversive orientation, students playfully infiltrate the formal learning space with peer activities. In a confirming orientation, students stick to both, the (informal) rules of the (formal) learning arrangement and of the peer environment, thus expressing respect for the boundary between these two worlds. These findings have been used to redesign the SOL intervention.</jats:p>}},
  author       = {{Gössling, Bernd and Daniel, Desiree}},
  issn         = {{2511-0667}},
  journal      = {{EDeR. Educational Design Research}},
  keywords     = {{Pulmonary and Respiratory Medicine, Pediatrics, Perinatology and Child Health}},
  number       = {{2}},
  publisher    = {{Staats- und Universitatsbibliothek Hamburg Carl von Ossietzky}},
  title        = {{{Video analysis in Design-Based Research – Findings of a project on self-organised learning at a vocational school}}},
  doi          = {{10.15460/eder.2.2.1270}},
  volume       = {{2}},
  year         = {{2020}},
}

@article{24458,
  abstract     = {{In child–robot interaction (cHRI) research, many studies pursue the goal to develop interactive systems that can be applied in everyday settings. For early education, increasingly, the setting of a kindergarten is targeted. However, when cHRI and research are brought into a kindergarten, a range of ethical and related procedural aspects have to be considered and dealt with.While ethical models elaborated within other human–robot interaction settings, e.g., assisted living contexts, can provide some important indicators for relevant issues, we argue that it is important to start developing a systematic approach to identify and tackle those ethical issues which rise with cHRI in kindergarten settings on a more global level and address the impact of the technology from a macroperspective beyond the effects on the individual. Based on our experience in conducting studies with children in general and pedagogical considerations on the role of the institution of kindergarten in specific, in this paper,we enfold some relevant aspects that have barely been addressed in an explicit way in current cHRI research. Four areas are analyzed and key ethical issues are identified in each area: (1) the institutional setting of a kindergarten, (2) children as a vulnerable group, (3) the caregivers’ role, and (4) pedagogical concepts. With our considerations, we aim at (i) broadening
the methodology of the current studies within the area of cHRI, (ii) revalidate it based on our comprehensive empirical
experience with research in kindergarten settings, both laboratory and real-world contexts, and (iii) provide a framework for the development of a more systematic approach to address the ethical issues in cHRI research within kindergarten settings.}},
  author       = {{Tolksdorf, Nils F. and Siebert, Scarlet and Zorn, Isabel and Horwath, Ilona and Rohlfing, Katharina J.}},
  issn         = {{1875-4791}},
  journal      = {{International Journal of Social Robotics}},
  keywords     = {{Robot ethics · Kindergarten settings · Child–robot interaction · Early childhood education}},
  pages        = {{129--140}},
  title        = {{{Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective}}},
  doi          = {{10.1007/s12369-020-00622-3}},
  year         = {{2020}},
}

@article{40604,
  author       = {{Taetz, Bertram and Teufl, Wolfgang and Weidmann, Alexander and Pietschmann, Juliane and Jöllenbeck, Thomas and Bleser, Gabriele}},
  issn         = {{1025-5842}},
  journal      = {{Computer Methods in Biomechanics and Biomedical Engineering}},
  keywords     = {{Computer Science Applications, Human-Computer Interaction, Biomedical Engineering, General Medicine, Bioengineering}},
  number       = {{1}},
  pages        = {{12--22}},
  publisher    = {{Informa UK Limited}},
  title        = {{{Depth camera based statistical shape fitting approach for the creation of an individualized lower body biomechanical model: validity and reliability}}},
  doi          = {{10.1080/10255842.2019.1688310}},
  volume       = {{23}},
  year         = {{2019}},
}

@article{35631,
  abstract     = {{<jats:p><jats:italic><jats:bold>Purpose</jats:bold>:</jats:italic> Whereas many studies addressed the relation between acute physical exercise and executive functions (EF) in children, the effects of various modalities of acute exercise on EF still remain unclear. This systematic review investigated the effects of exercise with low and high cognitive demands on speed of processing and accuracy of performance in tasks examining inhibition, working memory, and cognitive flexibility in children. <jats:italic><jats:bold>Method</jats:bold>:</jats:italic> A systematic literature research in electronic databases was performed. Controlled trials assessing the effects of acute exercise on EF in a pre–post design were included. <jats:italic><jats:bold>Results</jats:bold>:</jats:italic> Ten studies involving a total of 890 participants revealed positive effects in working memory performance in speed of processing after acute exercises with low cognitive demands compared with seated rest, mixed results for inhibition after exercises with low and high cognitive demands, and mixed results for cognitive flexibility with low cognitive demands. Concerning accuracy, only mixed results were found for inhibition after exercises with low and high cognitive demands. <jats:italic><jats:bold>Conclusion</jats:bold>:</jats:italic> The differentiated effects of acute exercises with low and high cognitive demands led to more positive effects in speed of processing compared with accuracy of performance. Further investigations including assessment of neurophysiological parameters of EF are needed.</jats:p>}},
  author       = {{Paschen, Linda and Lehmann, Tim and Kehne, Miriam and Baumeister, Jochen}},
  issn         = {{0899-8493}},
  journal      = {{Pediatric Exercise Science}},
  keywords     = {{Physical Therapy, Sports Therapy and Rehabilitation, Orthopedics and Sports Medicine, Pediatrics, Perinatology and Child Health}},
  number       = {{3}},
  pages        = {{267--281}},
  publisher    = {{Human Kinetics}},
  title        = {{{Effects of Acute Physical Exercise With Low and High Cognitive Demands on Executive Functions in Children: A Systematic Review}}},
  doi          = {{10.1123/pes.2018-0215}},
  volume       = {{31}},
  year         = {{2019}},
}

@article{32542,
  abstract     = {{This study investigates how different factors in regard to intergenerational relationships are associated with emotional support
given by adults to their parents. The analysis focuses on adult children and their parents in a representative German sample.
Data were obtained from the second wave of the German Family Panel (pairfam) consisting of 2064 women and 1841 men.
Results show that transfer of emotional support by the adult children was especially associated not only with received emotional support from parents, but also with affection, conflicts, and expectations concerning parents. A moderator analysis
focuses on gender and showed differences for the association between given support by adults and conflicts between mothers
and fathers. For the offspring, no gender effects were found.}},
  author       = {{Sommer, Sabrina and Buhl, Heike M.}},
  issn         = {{1068-0667}},
  journal      = {{Journal of Adult Development}},
  keywords     = {{Intergenerational relationships, Emotional support, Solidarity, Adult children, Gender}},
  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}},
}

@inproceedings{17653,
  author       = {{Polevoy, Gleb and de Weerdt, M.M.}},
  booktitle    = {{Proceedings of the 29th Benelux Conference on Artificial Intelligence}},
  keywords     = {{interaction, reciprocation, contribute, shared effort, curbing, convergence, threshold, Nash equilibrium, social welfare, efficiency, price of anarchy, price of stability}},
  publisher    = {{Springer}},
  title        = {{{Reciprocation Effort Games}}},
  year         = {{2017}},
}