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In H. van Vorst (Ed.), <i>Lernen, Lehren und Forschen in einer digital geprägten Welt. Gesellschaft für Didaktik der Chemie und Physik. Jahrestagung in Aachen 2022</i> (pp. 794–797).","bibtex":"@inproceedings{Jordans_Riese_2023, title={Unterrichtsplanung mit sinnvoller Einbettung digitaler Medien im PU}, booktitle={Lernen, Lehren und Forschen in einer digital geprägten Welt. Gesellschaft für Didaktik der Chemie und Physik. Jahrestagung in Aachen 2022}, author={Jordans, Melanie and Riese, Josef}, editor={van Vorst, Helena}, year={2023}, pages={794–797} }","mla":"Jordans, Melanie, and Josef Riese. “Unterrichtsplanung mit sinnvoller Einbettung digitaler Medien im PU.” <i>Lernen, Lehren und Forschen in einer digital geprägten Welt. Gesellschaft für Didaktik der Chemie und Physik. Jahrestagung in Aachen 2022</i>, edited by Helena van Vorst, 2023, pp. 794–97.","short":"M. Jordans, J. Riese, in: H. van Vorst (Ed.), Lernen, Lehren und Forschen in einer digital geprägten Welt. 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(2023). Entwicklung von Scale-Up-Regeln für das quasisimultane Laserdurchstrahlschweißen (QSS) von Thermoplasten. <i>Joining Plastics</i>, <i>17</i>, 20–27.","bibtex":"@article{Schöppner_Arndt_2023, title={Entwicklung von Scale-Up-Regeln für das quasisimultane Laserdurchstrahlschweißen (QSS) von Thermoplasten}, number={17}, journal={Joining Plastics}, author={Schöppner, Volker and Arndt, Theresa}, year={2023}, pages={20–27} }","short":"V. Schöppner, T. Arndt, Joining Plastics (2023) 20–27.","mla":"Schöppner, Volker, and Theresa Arndt. “Entwicklung von Scale-Up-Regeln für das quasisimultane Laserdurchstrahlschweißen (QSS) von Thermoplasten.” <i>Joining Plastics</i>, no. 17, 2023, pp. 20–27.","chicago":"Schöppner, Volker, and Theresa Arndt. “Entwicklung von Scale-Up-Regeln für das quasisimultane Laserdurchstrahlschweißen (QSS) von Thermoplasten.” <i>Joining Plastics</i>, no. 17 (2023): 20–27.","ieee":"V. Schöppner and T. 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When group member ability was high, procrastination was lower in additive group work as compared to individual work. When group member ability was low, procrastination was lower in conjunctive group work as compared to both individual work and additive group work. As predicted, perceived indispensability mediated the difference in procrastination between conjunctive and additive group work. Moderation analyses further revealed that the effects were more pronounced for high trait procrastinators. Further, both types of group work led to increases in task-related positive affect as compared to individual work. By demonstrating the relevance of group work as a social factor, the results should be useful for the extension of existing programs targeting procrastination, and may inspire measures for preventing procrastination by changes in the study environment.</jats:p>","lang":"eng"}],"department":[{"_id":"426"}],"user_id":"14931","_id":"46933","language":[{"iso":"eng"}],"keyword":["General Psychology"],"article_type":"original","publication_identifier":{"issn":["1046-1310","1936-4733"]},"publication_status":"published","citation":{"apa":"Koppenborg, M., Klingsieck, K. B., &#38; Hüffmeier, J. (2023). Conjunctive and additive group work reduce academic procrastination: insights from a vignette study. <i>Current Psychology</i>. <a href=\"https://doi.org/10.1007/s12144-023-04294-w\">https://doi.org/10.1007/s12144-023-04294-w</a>","bibtex":"@article{Koppenborg_Klingsieck_Hüffmeier_2023, title={Conjunctive and additive group work reduce academic procrastination: insights from a vignette study}, DOI={<a href=\"https://doi.org/10.1007/s12144-023-04294-w\">10.1007/s12144-023-04294-w</a>}, journal={Current Psychology}, publisher={Springer Science and Business Media LLC}, author={Koppenborg, Markus and Klingsieck, Katrin B. and Hüffmeier, Joachim}, year={2023} }","mla":"Koppenborg, Markus, et al. “Conjunctive and Additive Group Work Reduce Academic Procrastination: Insights from a Vignette Study.” <i>Current Psychology</i>, Springer Science and Business Media LLC, 2023, doi:<a href=\"https://doi.org/10.1007/s12144-023-04294-w\">10.1007/s12144-023-04294-w</a>.","short":"M. Koppenborg, K.B. Klingsieck, J. Hüffmeier, Current Psychology (2023).","ama":"Koppenborg M, Klingsieck KB, Hüffmeier J. Conjunctive and additive group work reduce academic procrastination: insights from a vignette study. <i>Current Psychology</i>. Published online 2023. doi:<a href=\"https://doi.org/10.1007/s12144-023-04294-w\">10.1007/s12144-023-04294-w</a>","chicago":"Koppenborg, Markus, Katrin B. Klingsieck, and Joachim Hüffmeier. “Conjunctive and Additive Group Work Reduce Academic Procrastination: Insights from a Vignette Study.” <i>Current Psychology</i>, 2023. <a href=\"https://doi.org/10.1007/s12144-023-04294-w\">https://doi.org/10.1007/s12144-023-04294-w</a>.","ieee":"M. Koppenborg, K. B. Klingsieck, and J. Hüffmeier, “Conjunctive and additive group work reduce academic procrastination: insights from a vignette study,” <i>Current Psychology</i>, 2023, doi: <a href=\"https://doi.org/10.1007/s12144-023-04294-w\">10.1007/s12144-023-04294-w</a>."},"year":"2023","author":[{"last_name":"Koppenborg","full_name":"Koppenborg, Markus","first_name":"Markus"},{"first_name":"Katrin B.","last_name":"Klingsieck","id":"36716","full_name":"Klingsieck, Katrin B."},{"first_name":"Joachim","last_name":"Hüffmeier","full_name":"Hüffmeier, Joachim"}],"date_created":"2023-09-09T15:38:59Z","publisher":"Springer Science and Business Media LLC","date_updated":"2023-11-08T08:26:49Z","doi":"10.1007/s12144-023-04294-w","title":"Conjunctive and additive group work reduce academic procrastination: insights from a vignette study"},{"file":[{"file_size":872698,"access_level":"closed","file_id":"45660","file_name":"Grotegut_Dissertation_2023.pdf","date_updated":"2023-06-16T13:00:00Z","creator":"lea15g","date_created":"2023-06-16T13:00:00Z","success":1,"relation":"main_file","content_type":"application/pdf"}],"abstract":[{"text":"Um Schüler*innenmerkmale korrekt zu beurteilen benötigen Lehrkräfte diagnostische Kompetenz. Insbesondere die genaue Einschätzung nicht-kognitiver Merkmale von Schüler*innen fällt Lehrkräften eher schwer. Dazu zählen auch mögliche Anzeichen für Lern- und Verhaltensauffälligkeiten. Maßnahmen zur Förderung diagnostischer Kompetenz fokussieren bisher größtenteils die Diagnostik fachspezifischer, situativer Urteilsgegenstände, wie Fehlkonzepte im Mathematikunterricht. Systematisch evaluierte Fördermaßnahmen, die das Erkennen und Beurteilen von Lern- und Verhaltensauffälligkeiten bei Schüler*innen fokussieren, existieren bisher nicht.Aus diesem Anlass wurde die digitale, problemorientierte Simulation GEProS zur Förderung diagnostischer Kompetenz von Lehramtsstudierenden entwickelt und systematisch in drei längsschnittlichen, (quasi-)experimentellen Kontrollgruppenstudien evaluiert. Die Ergebnisse zeigen, dass die GEProS einen Mehrwert für die Förderung diagnostischer Kompetenz insbesondere im Bereich selbstbestimmter Motivation bieten kann. Ein integriertes Quiz mit Feedback kann mittels testing effect darüber hinaus der Erwerb deklarativ-konzeptionellen Wissens als zentrale Disposition diagnostischer Kompetenz in GEProS unterstützen. Die Ergebnisse tragen durch das entwickelte Integrative Modell diagnostischer Kompetenz zur Theoriebildung sowie zur Forschung und Entwicklung im Bereich der Förderung diagnostischer Kompetenz bei, indem eine Maßnahme zur Förderung diagnostischer Kompetenz für einen fächerübergreifenden, zeitlich stabilen Urteilsgegenstand systematisch evaluiert wurde. Durch die Ableitung und Berücksichtigung wesentlicher Merkmale digitaler Simulationen trägt diese Arbeit außerdem zur theoretischen Fundierung digitaler Simulationen bei.","lang":"ger"},{"lang":"eng","text":"In order to accurately assess student characteristics, teachers need diagnostic competence. Especially the accurate assessment of non-cognitive student characteristics tends to be difficult for teachers. These can also include possible signs of learning and behavioral problems. Measures to promote diagnostic competence have so far largely focused on the diagnosis of subject-specific and temporary objects of judgment, such as misconceptions in mathematics education. So far, there are no systematically evaluated measures that focus on the recognition and assessment of learning and behavioral problems in students.For this reason, the digital, problem-based simulation GEProS was developed to promote diagnostic competence in pre-service teachers. GEProS was systematically evaluated in three longitudinal, (quasi-)experimental control group studies. The results show that GEProS can provide added value for promoting diagnostic competence in university teacher education, especially in the area of self-determined motivation. Furthermore, by means of an integrated quiz with feedback, the testing effect can be used in GEProS to support the acquisition of declarative-conceptual knowledge, a central disposition of diagnostic competence. By developing an Integrative Model of Diagnostic Competence, this thesis contributes to theory building as well as to research and development in the area of promoting diagnostic competence of (pre-service) teachers by systematically evaluating a measure for promoting diagnostic competence for a subject-general, temporally stable object of judgment. In addition, key features of digital simulations were defined and served as a basis for the development of GEProS. This work thus also contributes to the theoretical foundation of digital simulations."}],"language":[{"iso":"ger"}],"ddc":["150"],"year":"2023","date_created":"2023-06-16T12:51:39Z","publisher":"Universität Paderborn","title":"GEProS - Entwicklung und Evaluation einer digitalen Simulation zur Förderung diagnostischer Kompetenz von Lehramtsstudierenden","type":"dissertation","status":"public","department":[{"_id":"426"}],"user_id":"14931","_id":"45658","file_date_updated":"2023-06-16T13:00:00Z","alternative_title":["GEProS - Development and evaluation of a digital simulation to promote diagnostic competence in pre-service teachers"],"has_accepted_license":"1","publication_status":"published","page":"56","jel":["P"],"citation":{"ama":"Grotegut L. <i>GEProS - Entwicklung und Evaluation einer digitalen Simulation zur Förderung diagnostischer Kompetenz von Lehramtsstudierenden</i>. Universität Paderborn; 2023. doi:<a href=\"https://doi.org/10.17619/UNIPB/1-1753\">10.17619/UNIPB/1-1753</a>","chicago":"Grotegut, Lea. <i>GEProS - Entwicklung und Evaluation einer digitalen Simulation zur Förderung diagnostischer Kompetenz von Lehramtsstudierenden</i>. Paderborn: Universität Paderborn, 2023. <a href=\"https://doi.org/10.17619/UNIPB/1-1753\">https://doi.org/10.17619/UNIPB/1-1753</a>.","ieee":"L. Grotegut, <i>GEProS - Entwicklung und Evaluation einer digitalen Simulation zur Förderung diagnostischer Kompetenz von Lehramtsstudierenden</i>. Paderborn: Universität Paderborn, 2023.","mla":"Grotegut, Lea. <i>GEProS - Entwicklung und Evaluation einer digitalen Simulation zur Förderung diagnostischer Kompetenz von Lehramtsstudierenden</i>. Universität Paderborn, 2023, doi:<a href=\"https://doi.org/10.17619/UNIPB/1-1753\">10.17619/UNIPB/1-1753</a>.","bibtex":"@book{Grotegut_2023, place={Paderborn}, title={GEProS - Entwicklung und Evaluation einer digitalen Simulation zur Förderung diagnostischer Kompetenz von Lehramtsstudierenden}, DOI={<a href=\"https://doi.org/10.17619/UNIPB/1-1753\">10.17619/UNIPB/1-1753</a>}, publisher={Universität Paderborn}, author={Grotegut, Lea}, year={2023} }","short":"L. Grotegut, GEProS - Entwicklung und Evaluation einer digitalen Simulation zur Förderung diagnostischer Kompetenz von Lehramtsstudierenden, Universität Paderborn, Paderborn, 2023.","apa":"Grotegut, L. (2023). <i>GEProS - Entwicklung und Evaluation einer digitalen Simulation zur Förderung diagnostischer Kompetenz von Lehramtsstudierenden</i>. Universität Paderborn. <a href=\"https://doi.org/10.17619/UNIPB/1-1753\">https://doi.org/10.17619/UNIPB/1-1753</a>"},"place":"Paderborn","author":[{"last_name":"Grotegut","id":"34280","full_name":"Grotegut, Lea","first_name":"Lea"}],"supervisor":[{"first_name":"Katrin B.","id":"36716","full_name":"Klingsieck, Katrin B.","last_name":"Klingsieck"},{"id":"27152","full_name":"Buhl, Heike M.","last_name":"Buhl","first_name":"Heike M."}],"date_updated":"2023-11-08T08:27:52Z","doi":"10.17619/UNIPB/1-1753"},{"type":"journal_article","status":"public","user_id":"14931","department":[{"_id":"426"}],"_id":"48087","article_type":"original","publication_status":"published","publication_identifier":{"issn":["2367-3044","2367-3052"]},"citation":{"ieee":"L. Grotegut and K. B. Klingsieck, “Kompetenzentwicklung in der Lehrkräftebildung: der Mehrwert einer digitalen Simulation,” <i>ZeHf – Zeitschrift für empirische Hochschulforschung</i>, vol. 7, no. 1, pp. 56–73, 2023, doi: <a href=\"https://doi.org/10.3224/zehf.v7i1.05\">10.3224/zehf.v7i1.05</a>.","chicago":"Grotegut, Lea, and Katrin B. Klingsieck. “Kompetenzentwicklung in Der Lehrkräftebildung: Der Mehrwert Einer Digitalen Simulation.” <i>ZeHf – Zeitschrift Für Empirische Hochschulforschung</i> 7, no. 1 (2023): 56–73. <a href=\"https://doi.org/10.3224/zehf.v7i1.05\">https://doi.org/10.3224/zehf.v7i1.05</a>.","ama":"Grotegut L, Klingsieck KB. Kompetenzentwicklung in der Lehrkräftebildung: der Mehrwert einer digitalen Simulation. <i>ZeHf – Zeitschrift für empirische Hochschulforschung</i>. 2023;7(1):56-73. doi:<a href=\"https://doi.org/10.3224/zehf.v7i1.05\">10.3224/zehf.v7i1.05</a>","apa":"Grotegut, L., &#38; Klingsieck, K. B. (2023). Kompetenzentwicklung in der Lehrkräftebildung: der Mehrwert einer digitalen Simulation. <i>ZeHf – Zeitschrift Für Empirische Hochschulforschung</i>, <i>7</i>(1), 56–73. <a href=\"https://doi.org/10.3224/zehf.v7i1.05\">https://doi.org/10.3224/zehf.v7i1.05</a>","short":"L. Grotegut, K.B. Klingsieck, ZeHf – Zeitschrift Für Empirische Hochschulforschung 7 (2023) 56–73.","bibtex":"@article{Grotegut_Klingsieck_2023, title={Kompetenzentwicklung in der Lehrkräftebildung: der Mehrwert einer digitalen Simulation}, volume={7}, DOI={<a href=\"https://doi.org/10.3224/zehf.v7i1.05\">10.3224/zehf.v7i1.05</a>}, number={1}, journal={ZeHf – Zeitschrift für empirische Hochschulforschung}, publisher={Verlag Barbara Budrich GmbH}, author={Grotegut, Lea and Klingsieck, Katrin B.}, year={2023}, pages={56–73} }","mla":"Grotegut, Lea, and Katrin B. Klingsieck. “Kompetenzentwicklung in Der Lehrkräftebildung: Der Mehrwert Einer Digitalen Simulation.” <i>ZeHf – Zeitschrift Für Empirische Hochschulforschung</i>, vol. 7, no. 1, Verlag Barbara Budrich GmbH, 2023, pp. 56–73, doi:<a href=\"https://doi.org/10.3224/zehf.v7i1.05\">10.3224/zehf.v7i1.05</a>."},"intvolume":"         7","page":"56-73","author":[{"full_name":"Grotegut, Lea","id":"34280","last_name":"Grotegut","first_name":"Lea"},{"id":"36716","full_name":"Klingsieck, Katrin B.","last_name":"Klingsieck","first_name":"Katrin B."}],"volume":7,"date_updated":"2023-11-08T08:28:15Z","doi":"10.3224/zehf.v7i1.05","publication":"ZeHf – Zeitschrift für empirische Hochschulforschung","abstract":[{"lang":"eng","text":"Die Förderung diagnostischer Kompetenz in der Lehrer*innenbildung birgt zwei Herausforderungen: Erstens bleibt in großen Lehrveranstaltungen wenig Raum für die notwendige Anwendung theoretischen Wissens, zweitens können Fehlentscheidungen in realen diagnostischen Situationen gravierende negative Folgen für Schüler*innen haben. Eine digitale Simulation kann beiden Herausforderungen begegnen. In diesem Beitrag wurde eine digitale, problemorientierte Simulation zur Förderung diagnostischer Kompetenz von Lehramtsstudierenden evaluiert und mit einer textbasierten, problemorientierten und einer lehrendenzentrierten Kontrollgruppe verglichen. Die Ergebnisse zeigen positive Effekte für die digitale Simulation hinsichtlich der selbstbestimmten Motivation, aber einen geringeren Wissenszuwachs im Vergleich zum lehrendenzentrierten Setting. Die Selbstwirksamkeit nahm in allen drei Gruppen zu. Eine digitale Simulation bietet in der untersuchten Form somit einen, wenn auch geringen, Mehrwert für die Lehrkräftebildung im Bereich der Kompetenzentwicklung."}],"language":[{"iso":"eng"}],"keyword":["General Earth and Planetary Sciences","General Engineering","General Environmental Science"],"issue":"1","year":"2023","date_created":"2023-10-16T10:39:34Z","publisher":"Verlag Barbara Budrich GmbH","title":"Kompetenzentwicklung in der Lehrkräftebildung: der Mehrwert einer digitalen Simulation"},{"date_created":"2023-11-08T15:01:41Z","author":[{"first_name":"Anna Maria","last_name":"Spener","id":"99480","full_name":"Spener, Anna Maria"}],"publisher":"Christian A. Bachmann Verlag","date_updated":"2023-11-08T15:01:44Z","title":"Nächstes Jahr in Jerusalem – oder auch nicht. Perspektiven auf Deutschland und Israel in Olga Grjasnowas \"Der Russe ist einer, der Birken liebt\" und Mirna Funks \"Winternähe\"","citation":{"mla":"Spener, Anna Maria. “Nächstes Jahr in Jerusalem – Oder Auch Nicht. Perspektiven Auf Deutschland Und Israel in Olga Grjasnowas ‘Der Russe Ist Einer, Der Birken Liebt’ Und Mirna Funks ‘Winternähe.’” <i>DINGS 2021. Beiträge Zur Digitalen INternationalen Germanistischen Studierendentagung. Literatur Des 20. Und 21. Jahrhunderts</i>, edited by Leonard Nadolny et al., Christian A. Bachmann Verlag, 2023, pp. 125–44.","short":"A.M. Spener, in: L. Nadolny, P. von Rosen, J. Schräder-Grau, E. Wildpanner (Eds.), DINGS 2021. Beiträge Zur Digitalen INternationalen Germanistischen Studierendentagung. Literatur Des 20. Und 21. Jahrhunderts, Christian A. Bachmann Verlag, Berlin, 2023, pp. 125–144.","bibtex":"@inbook{Spener_2023, place={Berlin}, title={Nächstes Jahr in Jerusalem – oder auch nicht. Perspektiven auf Deutschland und Israel in Olga Grjasnowas “Der Russe ist einer, der Birken liebt” und Mirna Funks “Winternähe”}, booktitle={DINGS 2021. Beiträge zur Digitalen INternationalen Germanistischen Studierendentagung. Literatur des 20. und 21. Jahrhunderts}, publisher={Christian A. Bachmann Verlag}, author={Spener, Anna Maria}, editor={Nadolny, Leonard and von Rosen, Paul and Schräder-Grau, Jana and Wildpanner, Elias}, year={2023}, pages={125–144} }","apa":"Spener, A. M. (2023). Nächstes Jahr in Jerusalem – oder auch nicht. Perspektiven auf Deutschland und Israel in Olga Grjasnowas “Der Russe ist einer, der Birken liebt” und Mirna Funks “Winternähe.” In L. Nadolny, P. von Rosen, J. Schräder-Grau, &#38; E. Wildpanner (Eds.), <i>DINGS 2021. Beiträge zur Digitalen INternationalen Germanistischen Studierendentagung. Literatur des 20. und 21. Jahrhunderts</i> (pp. 125–144). Christian A. Bachmann Verlag.","ama":"Spener AM. Nächstes Jahr in Jerusalem – oder auch nicht. Perspektiven auf Deutschland und Israel in Olga Grjasnowas “Der Russe ist einer, der Birken liebt” und Mirna Funks “Winternähe.” In: Nadolny L, von Rosen P, Schräder-Grau J, Wildpanner E, eds. <i>DINGS 2021. Beiträge Zur Digitalen INternationalen Germanistischen Studierendentagung. Literatur Des 20. Und 21. Jahrhunderts</i>. Christian A. Bachmann Verlag; 2023:125-144.","chicago":"Spener, Anna Maria. “Nächstes Jahr in Jerusalem – Oder Auch Nicht. Perspektiven Auf Deutschland Und Israel in Olga Grjasnowas ‘Der Russe Ist Einer, Der Birken Liebt’ Und Mirna Funks ‘Winternähe.’” In <i>DINGS 2021. Beiträge Zur Digitalen INternationalen Germanistischen Studierendentagung. Literatur Des 20. Und 21. Jahrhunderts</i>, edited by Leonard Nadolny, Paul von Rosen, Jana Schräder-Grau, and Elias Wildpanner, 125–44. Berlin: Christian A. Bachmann Verlag, 2023.","ieee":"A. M. Spener, “Nächstes Jahr in Jerusalem – oder auch nicht. Perspektiven auf Deutschland und Israel in Olga Grjasnowas ‘Der Russe ist einer, der Birken liebt’ und Mirna Funks ‘Winternähe,’” in <i>DINGS 2021. Beiträge zur Digitalen INternationalen Germanistischen Studierendentagung. Literatur des 20. und 21. Jahrhunderts</i>, L. Nadolny, P. von Rosen, J. Schräder-Grau, and E. Wildpanner, Eds. Berlin: Christian A. Bachmann Verlag, 2023, pp. 125–144."},"page":"125-144","year":"2023","place":"Berlin","user_id":"99480","_id":"48694","type":"book_chapter","publication":"DINGS 2021. Beiträge zur Digitalen INternationalen Germanistischen Studierendentagung. Literatur des 20. und 21. Jahrhunderts","status":"public","editor":[{"full_name":"Nadolny, Leonard","last_name":"Nadolny","first_name":"Leonard"},{"last_name":"von Rosen","full_name":"von Rosen, Paul","first_name":"Paul"},{"last_name":"Schräder-Grau","full_name":"Schräder-Grau, Jana","first_name":"Jana"},{"first_name":"Elias","last_name":"Wildpanner","full_name":"Wildpanner, Elias"}]},{"user_id":"668","_id":"48716","status":"public","type":"journal_article","doi":"10.1111/ejn.15951","volume":57,"author":[{"first_name":"Linda","id":"77456","full_name":"Margraf, Linda","orcid":"0000-0001-5972-612X","last_name":"Margraf"},{"first_name":"Daniel","last_name":"Krause","orcid":"orcid.org/0000-0001-5391-885X","id":"668","full_name":"Krause, Daniel"},{"first_name":"Matthias","last_name":"Weigelt","id":"36388","full_name":"Weigelt, Matthias"}],"date_updated":"2023-11-08T21:09:52Z","intvolume":"        57","page":"1297-1316","citation":{"ama":"Margraf L, Krause D, Weigelt M. Frontal theta reveals further information about neural valence‐dependent processing of augmented feedback in extensive motor practice—A secondary analysis. <i>European Journal of Neuroscience</i>. 2023;57(8):1297-1316. doi:<a href=\"https://doi.org/10.1111/ejn.15951\">10.1111/ejn.15951</a>","chicago":"Margraf, Linda, Daniel Krause, and Matthias Weigelt. “Frontal Theta Reveals Further Information about Neural Valence‐dependent Processing of Augmented Feedback in Extensive Motor Practice—A Secondary Analysis.” <i>European Journal of Neuroscience</i> 57, no. 8 (2023): 1297–1316. <a href=\"https://doi.org/10.1111/ejn.15951\">https://doi.org/10.1111/ejn.15951</a>.","ieee":"L. Margraf, D. Krause, and M. Weigelt, “Frontal theta reveals further information about neural valence‐dependent processing of augmented feedback in extensive motor practice—A secondary analysis,” <i>European Journal of Neuroscience</i>, vol. 57, no. 8, pp. 1297–1316, 2023, doi: <a href=\"https://doi.org/10.1111/ejn.15951\">10.1111/ejn.15951</a>.","apa":"Margraf, L., Krause, D., &#38; Weigelt, M. (2023). Frontal theta reveals further information about neural valence‐dependent processing of augmented feedback in extensive motor practice—A secondary analysis. <i>European Journal of Neuroscience</i>, <i>57</i>(8), 1297–1316. <a href=\"https://doi.org/10.1111/ejn.15951\">https://doi.org/10.1111/ejn.15951</a>","short":"L. Margraf, D. Krause, M. Weigelt, European Journal of Neuroscience 57 (2023) 1297–1316.","mla":"Margraf, Linda, et al. “Frontal Theta Reveals Further Information about Neural Valence‐dependent Processing of Augmented Feedback in Extensive Motor Practice—A Secondary Analysis.” <i>European Journal of Neuroscience</i>, vol. 57, no. 8, Wiley, 2023, pp. 1297–316, doi:<a href=\"https://doi.org/10.1111/ejn.15951\">10.1111/ejn.15951</a>.","bibtex":"@article{Margraf_Krause_Weigelt_2023, title={Frontal theta reveals further information about neural valence‐dependent processing of augmented feedback in extensive motor practice—A secondary analysis}, volume={57}, DOI={<a href=\"https://doi.org/10.1111/ejn.15951\">10.1111/ejn.15951</a>}, number={8}, journal={European Journal of Neuroscience}, publisher={Wiley}, author={Margraf, Linda and Krause, Daniel and Weigelt, Matthias}, year={2023}, pages={1297–1316} }"},"publication_identifier":{"issn":["0953-816X","1460-9568"]},"publication_status":"published","language":[{"iso":"eng"}],"keyword":["General Neuroscience"],"abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title><jats:p>Supplementing an earlier analysis of event‐related potentials in extensive motor learning (Margraf et al., 2022a, 2022b), frontal theta‐band activity (4–8 Hz) was scrutinized. Thirty‐seven participants learned a sequential arm movement with 192 trials in each of five practice sessions. Feedback, based on a performance adaptive bandwidth, was given after every trial. Electroencephalogram (EEG) was recorded in the first and last practice sessions. The degree of motor automatization was tested under dual‐task conditions in a pre‐test–post‐test design. Quantitative error information was transported in both feedback conditions (positive and negative). Frontal theta activity was discussed as a general signal that cognitive control is needed and, therefore, was expected to be higher after negative feedback. Extensive motor practice promotes automatization, and therefore, decreased frontal theta activity was expected in the later practice. Further, it was expected that frontal theta was predictive for subsequent behavioural adaptations and the amount of motor automatization. As the results show, induced frontal theta power was higher after negative feedback and decreased after five sessions of practice. Moreover, induced theta activity was predictive for error correction and, therefore, an indicator of whether the recruited cognitive resources successfully induced behavioural adaptations. It remains to be solved why these effects, which fit well with the theoretical assumptions, were only revealed by the induced part of frontal theta activity. Further, the amount of theta activity during practice was not predictive for the degree of motor automatization. It seems that there might be a dissociation between attentional resources associated with feedback processing and attentional resources associated with motor control.</jats:p>"}],"publication":"European Journal of Neuroscience","title":"Frontal theta reveals further information about neural valence‐dependent processing of augmented feedback in extensive motor practice—A secondary analysis","date_created":"2023-11-08T20:37:56Z","publisher":"Wiley","year":"2023","issue":"8"},{"title":"Feedback processing in cognitive and motor tasks: A meta‐analysis on the feedback‐related negativity","doi":"10.1111/psyp.14439","date_updated":"2023-11-08T21:10:01Z","publisher":"Wiley","volume":60,"date_created":"2023-11-08T20:37:11Z","author":[{"last_name":"Faßbender","full_name":"Faßbender, Laura","first_name":"Laura"},{"orcid":"orcid.org/0000-0001-5391-885X","last_name":"Krause","full_name":"Krause, Daniel","id":"668","first_name":"Daniel"},{"last_name":"Weigelt","full_name":"Weigelt, Matthias","id":"36388","first_name":"Matthias"}],"year":"2023","intvolume":"        60","citation":{"ama":"Faßbender L, Krause D, Weigelt M. Feedback processing in cognitive and motor tasks: A meta‐analysis on the feedback‐related negativity. <i>Psychophysiology</i>. 2023;60(12). doi:<a href=\"https://doi.org/10.1111/psyp.14439\">10.1111/psyp.14439</a>","chicago":"Faßbender, Laura, Daniel Krause, and Matthias Weigelt. “Feedback Processing in Cognitive and Motor Tasks: A Meta‐analysis on the Feedback‐related Negativity.” <i>Psychophysiology</i> 60, no. 12 (2023). <a href=\"https://doi.org/10.1111/psyp.14439\">https://doi.org/10.1111/psyp.14439</a>.","ieee":"L. Faßbender, D. Krause, and M. Weigelt, “Feedback processing in cognitive and motor tasks: A meta‐analysis on the feedback‐related negativity,” <i>Psychophysiology</i>, vol. 60, no. 12, 2023, doi: <a href=\"https://doi.org/10.1111/psyp.14439\">10.1111/psyp.14439</a>.","apa":"Faßbender, L., Krause, D., &#38; Weigelt, M. (2023). Feedback processing in cognitive and motor tasks: A meta‐analysis on the feedback‐related negativity. <i>Psychophysiology</i>, <i>60</i>(12). <a href=\"https://doi.org/10.1111/psyp.14439\">https://doi.org/10.1111/psyp.14439</a>","short":"L. Faßbender, D. Krause, M. Weigelt, Psychophysiology 60 (2023).","bibtex":"@article{Faßbender_Krause_Weigelt_2023, title={Feedback processing in cognitive and motor tasks: A meta‐analysis on the feedback‐related negativity}, volume={60}, DOI={<a href=\"https://doi.org/10.1111/psyp.14439\">10.1111/psyp.14439</a>}, number={12}, journal={Psychophysiology}, publisher={Wiley}, author={Faßbender, Laura and Krause, Daniel and Weigelt, Matthias}, year={2023} }","mla":"Faßbender, Laura, et al. “Feedback Processing in Cognitive and Motor Tasks: A Meta‐analysis on the Feedback‐related Negativity.” <i>Psychophysiology</i>, vol. 60, no. 12, Wiley, 2023, doi:<a href=\"https://doi.org/10.1111/psyp.14439\">10.1111/psyp.14439</a>."},"publication_identifier":{"issn":["0048-5772","1469-8986"]},"publication_status":"published","issue":"12","keyword":["Experimental and Cognitive Psychology","Neuropsychology and Physiological Psychology","Biological Psychiatry","Cognitive Neuroscience","Developmental Neuroscience","Endocrine and Autonomic Systems","Neurology","Experimental and Cognitive Psychology","Neuropsychology and Physiological Psychology","General Neuroscience"],"language":[{"iso":"eng"}],"_id":"48715","user_id":"668","abstract":[{"text":"<jats:title>Abstract</jats:title><jats:p>For motor learning, the processing of behavioral outcomes is of high significance. The feedback‐related negativity (FRN) is an event‐related potential, which is often described as a correlate of the reward prediction error in reinforcement learning. The number of studies examining the FRN in motor tasks is increasing. This meta‐analysis summarizes the component in the motor domain and compares it to the cognitive domain. Therefore, a data set of a previous meta‐analysis in the cognitive domain that comprised 47 studies  was reanalyzed and compared to additional 25 studies of the motor domain. Further, a moderator analysis for the studies in the motor domain was conducted. The FRN amplitude was higher in the motor domain than in the cognitive domain. This might be related to a higher task complexity and a higher feedback ambiguity of motor tasks. The FRN latency was shorter in the motor domain than in the cognitive domain. Given that sensory information can be used as an external feedback predictor prior to the presentation of the final feedback, reward processing in the motor domain may have been faster and reduced the FRN latency. The moderator variable analysis revealed that the feedback modality influenced the FRN latency, with shorter FRN latencies after bimodal than after visual feedback. Processing of outcome feedback seems to share basic principles in both domains; however, differences exist and should be considered in FRN studies. Future research is motivated to scrutinize the effects of bimodal feedback and other moderators within the motor domain.</jats:p>","lang":"eng"}],"status":"public","publication":"Psychophysiology","type":"journal_article"},{"type":"journal_article","publication":"Psychological Research","status":"public","abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title><jats:p>Action imagery practice (AIP) describes the repetitive imagination of an action to improve subsequent action execution. Because AIP and action execution practice (AEP) draw on partly similar motor mechanisms, it was assumed that AIP may lead to motor automatization, which is observable in a reduction of dual-task costs after AEP. To investigate automatization in AIP, we compared dual-task and single-task performance in practice and random sequences in pretests and posttests. All participants practiced serial reactions to visual stimuli in ten single-task practice sessions. An AIP group imagined the reactions. An AEP group and a control practice group executed the reactions. Practice followed a sequential sequence in AIP and AEP but was random in control practice. In dual-task test conditions, tones were counted that appeared in addition to the visual stimuli. RTs decreased from pretest to posttest in both practice and random sequences in all groups indicating general sequence-unspecific learning. Further, RTs decreased to a greater extent in the practice sequence than in the random sequence after AIP and AEP, indicating sequence-specific learning. Dual-task costs—the difference between RTs after tone and no tone events—were reduced independent from the performed sequence in all groups indicating sequence-unspecific automatization. It is concluded that the stimulus–response coupling can be automatized by both, AEP and AIP.</jats:p>"}],"user_id":"668","_id":"48714","language":[{"iso":"eng"}],"keyword":["Arts and Humanities (miscellaneous)","Developmental and Educational Psychology","Experimental and Cognitive Psychology","General Medicine"],"issue":"7","publication_status":"published","publication_identifier":{"issn":["0340-0727","1430-2772"]},"citation":{"apa":"Dahm, S. F., Hyna, H., &#38; Krause, D. (2023). Imagine to automatize: automatization of stimulus–response coupling after action imagery practice in implicit sequence learning. <i>Psychological Research</i>, <i>87</i>(7), 2259–2274. <a href=\"https://doi.org/10.1007/s00426-023-01797-w\">https://doi.org/10.1007/s00426-023-01797-w</a>","bibtex":"@article{Dahm_Hyna_Krause_2023, title={Imagine to automatize: automatization of stimulus–response coupling after action imagery practice in implicit sequence learning}, volume={87}, DOI={<a href=\"https://doi.org/10.1007/s00426-023-01797-w\">10.1007/s00426-023-01797-w</a>}, number={7}, journal={Psychological Research}, publisher={Springer Science and Business Media LLC}, author={Dahm, Stephan F. and Hyna, Henri and Krause, Daniel}, year={2023}, pages={2259–2274} }","short":"S.F. Dahm, H. Hyna, D. Krause, Psychological Research 87 (2023) 2259–2274.","mla":"Dahm, Stephan F., et al. “Imagine to Automatize: Automatization of Stimulus–Response Coupling after Action Imagery Practice in Implicit Sequence Learning.” <i>Psychological Research</i>, vol. 87, no. 7, Springer Science and Business Media LLC, 2023, pp. 2259–74, doi:<a href=\"https://doi.org/10.1007/s00426-023-01797-w\">10.1007/s00426-023-01797-w</a>.","ieee":"S. F. Dahm, H. Hyna, and D. Krause, “Imagine to automatize: automatization of stimulus–response coupling after action imagery practice in implicit sequence learning,” <i>Psychological Research</i>, vol. 87, no. 7, pp. 2259–2274, 2023, doi: <a href=\"https://doi.org/10.1007/s00426-023-01797-w\">10.1007/s00426-023-01797-w</a>.","chicago":"Dahm, Stephan F., Henri Hyna, and Daniel Krause. “Imagine to Automatize: Automatization of Stimulus–Response Coupling after Action Imagery Practice in Implicit Sequence Learning.” <i>Psychological Research</i> 87, no. 7 (2023): 2259–74. <a href=\"https://doi.org/10.1007/s00426-023-01797-w\">https://doi.org/10.1007/s00426-023-01797-w</a>.","ama":"Dahm SF, Hyna H, Krause D. Imagine to automatize: automatization of stimulus–response coupling after action imagery practice in implicit sequence learning. <i>Psychological Research</i>. 2023;87(7):2259-2274. doi:<a href=\"https://doi.org/10.1007/s00426-023-01797-w\">10.1007/s00426-023-01797-w</a>"},"page":"2259-2274","intvolume":"        87","year":"2023","author":[{"full_name":"Dahm, Stephan F.","last_name":"Dahm","first_name":"Stephan F."},{"first_name":"Henri","last_name":"Hyna","full_name":"Hyna, Henri"},{"first_name":"Daniel","id":"668","full_name":"Krause, Daniel","orcid":"orcid.org/0000-0001-5391-885X","last_name":"Krause"}],"date_created":"2023-11-08T20:35:43Z","volume":87,"date_updated":"2023-11-08T21:10:14Z","publisher":"Springer Science and Business Media LLC","doi":"10.1007/s00426-023-01797-w","title":"Imagine to automatize: automatization of stimulus–response coupling after action imagery practice in implicit sequence learning"},{"type":"conference_abstract","status":"public","_id":"48730","department":[{"_id":"426"}],"user_id":"81770","language":[{"iso":"eng"}],"year":"2023","citation":{"chicago":"Bobe, Julia, and Katrin B. Klingsieck. “Aufschieben, Weil Man Sich Schlecht Fühlt, Oder Sich Schlecht Fühlen, Weil Man Aufschiebt? – Gruppenspezifische Unterschiede Im Verhalten Und Erleben von Prokrastination,” 2023.","ieee":"J. Bobe and K. B. Klingsieck, “Aufschieben, weil man sich schlecht fühlt, oder sich schlecht fühlen, weil man aufschiebt? – Gruppenspezifische Unterschiede im Verhalten und Erleben von Prokrastination,” presented at the 19. Fachgruppentagung Pädagogische Psychologie, Leipzig, 2023.","ama":"Bobe J, Klingsieck KB. Aufschieben, weil man sich schlecht fühlt, oder sich schlecht fühlen, weil man aufschiebt? – Gruppenspezifische Unterschiede im Verhalten und Erleben von Prokrastination. In: ; 2023.","apa":"Bobe, J., &#38; Klingsieck, K. B. (2023). <i>Aufschieben, weil man sich schlecht fühlt, oder sich schlecht fühlen, weil man aufschiebt? – Gruppenspezifische Unterschiede im Verhalten und Erleben von Prokrastination</i>. 19. Fachgruppentagung Pädagogische Psychologie, Leipzig.","mla":"Bobe, Julia, and Katrin B. Klingsieck. <i>Aufschieben, Weil Man Sich Schlecht Fühlt, Oder Sich Schlecht Fühlen, Weil Man Aufschiebt? – Gruppenspezifische Unterschiede Im Verhalten Und Erleben von Prokrastination</i>. 2023.","bibtex":"@inproceedings{Bobe_Klingsieck_2023, title={Aufschieben, weil man sich schlecht fühlt, oder sich schlecht fühlen, weil man aufschiebt? – Gruppenspezifische Unterschiede im Verhalten und Erleben von Prokrastination}, author={Bobe, Julia and Klingsieck, Katrin B.}, year={2023} }","short":"J. Bobe, K.B. Klingsieck, in: 2023."},"date_updated":"2023-11-09T12:11:34Z","date_created":"2023-11-09T12:08:33Z","author":[{"first_name":"Julia","id":"81770","full_name":"Bobe, Julia","last_name":"Bobe"},{"first_name":"Katrin B.","id":"36716","full_name":"Klingsieck, Katrin B.","last_name":"Klingsieck"}],"title":"Aufschieben, weil man sich schlecht fühlt, oder sich schlecht fühlen, weil man aufschiebt? – Gruppenspezifische Unterschiede im Verhalten und Erleben von Prokrastination","conference":{"location":"Leipzig","name":"19. Fachgruppentagung Pädagogische Psychologie"}},{"_id":"48731","user_id":"81770","department":[{"_id":"426"}],"language":[{"iso":"eng"}],"type":"conference_abstract","status":"public","date_updated":"2023-11-09T12:11:41Z","author":[{"first_name":"Julia","last_name":"Bobe","id":"81770","full_name":"Bobe, Julia"},{"first_name":"Katrin B.","id":"36716","full_name":"Klingsieck, Katrin B.","last_name":"Klingsieck"}],"date_created":"2023-11-09T12:11:21Z","title":"Prokrastination und das schlechte Gewissen - Gruppenunterschiede im Erleben und Auftreten von Prokrastination.","conference":{"location":"Essen","name":"10. Jahrestagung der Gesellschaft für empirische Bildungsforschung (GEBF)"},"year":"2023","citation":{"ama":"Bobe J, Klingsieck KB. Prokrastination und das schlechte Gewissen - Gruppenunterschiede im Erleben und Auftreten von Prokrastination. In: ; 2023.","chicago":"Bobe, Julia, and Katrin B. Klingsieck. “Prokrastination Und Das Schlechte Gewissen - Gruppenunterschiede Im Erleben Und Auftreten von Prokrastination.,” 2023.","ieee":"J. Bobe and K. B. Klingsieck, “Prokrastination und das schlechte Gewissen - Gruppenunterschiede im Erleben und Auftreten von Prokrastination.,” presented at the 10. Jahrestagung der Gesellschaft für empirische Bildungsforschung (GEBF), Essen, 2023.","apa":"Bobe, J., &#38; Klingsieck, K. B. (2023). <i>Prokrastination und das schlechte Gewissen - Gruppenunterschiede im Erleben und Auftreten von Prokrastination.</i> 10. Jahrestagung der Gesellschaft für empirische Bildungsforschung (GEBF), Essen.","mla":"Bobe, Julia, and Katrin B. Klingsieck. <i>Prokrastination Und Das Schlechte Gewissen - Gruppenunterschiede Im Erleben Und Auftreten von Prokrastination.</i> 2023.","bibtex":"@inproceedings{Bobe_Klingsieck_2023, title={Prokrastination und das schlechte Gewissen - Gruppenunterschiede im Erleben und Auftreten von Prokrastination.}, author={Bobe, Julia and Klingsieck, Katrin B.}, year={2023} }","short":"J. Bobe, K.B. Klingsieck, in: 2023."}},{"status":"public","publication":"Advanced Structured Materials","type":"journal_article","language":[{"iso":"eng"}],"department":[{"_id":"9"},{"_id":"367"},{"_id":"321"}],"user_id":"44116","_id":"48751","citation":{"bibtex":"@article{Schöppner_Gevers_Hoenen_Uhlig_Töws_Decker_Stommel_2023, title={Simulation of Infrared Welded Short Fiber Reinforced Thermoplastic Parts based on Mori-Tanaka Homogenization Method}, journal={Advanced Structured Materials}, author={Schöppner, Volker and Gevers, Karina and Hoenen, N. and Uhlig, K. and Töws, P. and Decker, J. and Stommel, M.}, year={2023} }","mla":"Schöppner, Volker, et al. “Simulation of Infrared Welded Short Fiber Reinforced Thermoplastic Parts Based on Mori-Tanaka Homogenization Method.” <i>Advanced Structured Materials</i>, 2023.","short":"V. Schöppner, K. Gevers, N. Hoenen, K. Uhlig, P. Töws, J. Decker, M. Stommel, Advanced Structured Materials (2023).","apa":"Schöppner, V., Gevers, K., Hoenen, N., Uhlig, K., Töws, P., Decker, J., &#38; Stommel, M. (2023). Simulation of Infrared Welded Short Fiber Reinforced Thermoplastic Parts based on Mori-Tanaka Homogenization Method. <i>Advanced Structured Materials</i>.","chicago":"Schöppner, Volker, Karina Gevers, N. Hoenen, K. Uhlig, P. Töws, J. Decker, and M. Stommel. “Simulation of Infrared Welded Short Fiber Reinforced Thermoplastic Parts Based on Mori-Tanaka Homogenization Method.” <i>Advanced Structured Materials</i>, 2023.","ieee":"V. Schöppner <i>et al.</i>, “Simulation of Infrared Welded Short Fiber Reinforced Thermoplastic Parts based on Mori-Tanaka Homogenization Method,” <i>Advanced Structured Materials</i>, 2023.","ama":"Schöppner V, Gevers K, Hoenen N, et al. Simulation of Infrared Welded Short Fiber Reinforced Thermoplastic Parts based on Mori-Tanaka Homogenization Method. <i>Advanced Structured Materials</i>. Published online 2023."},"year":"2023","title":"Simulation of Infrared Welded Short Fiber Reinforced Thermoplastic Parts based on Mori-Tanaka Homogenization Method","date_created":"2023-11-09T13:29:35Z","author":[{"id":"20530","full_name":"Schöppner, Volker","last_name":"Schöppner","first_name":"Volker"},{"first_name":"Karina","last_name":"Gevers","full_name":"Gevers, Karina","id":"83151"},{"first_name":"N.","last_name":"Hoenen","full_name":"Hoenen, N."},{"first_name":"K.","full_name":"Uhlig, K.","last_name":"Uhlig"},{"first_name":"P.","full_name":"Töws, P.","last_name":"Töws"},{"full_name":"Decker, J.","last_name":"Decker","first_name":"J."},{"first_name":"M.","last_name":"Stommel","full_name":"Stommel, M."}],"date_updated":"2023-11-09T13:29:39Z"},{"year":"2023","citation":{"bibtex":"@article{Schöppner_Austermeier_Trienens_2023, title={Verbesserung der Betriebspunktauslegung durch Schneckensimulation}, journal={Wissenschaftlicher Arbeitskreis Kunststofftechnik}, author={Schöppner, Volker and Austermeier, Laura and Trienens, Dorte}, year={2023}, pages={62–66} }","short":"V. Schöppner, L. Austermeier, D. Trienens, Wissenschaftlicher Arbeitskreis Kunststofftechnik (2023) 62–66.","mla":"Schöppner, Volker, et al. “Verbesserung der Betriebspunktauslegung durch Schneckensimulation.” <i>Wissenschaftlicher Arbeitskreis Kunststofftechnik</i>, 2023, pp. 62–66.","apa":"Schöppner, V., Austermeier, L., &#38; Trienens, D. (2023). Verbesserung der Betriebspunktauslegung durch Schneckensimulation. <i>Wissenschaftlicher Arbeitskreis Kunststofftechnik</i>, 62–66.","ama":"Schöppner V, Austermeier L, Trienens D. Verbesserung der Betriebspunktauslegung durch Schneckensimulation. <i>Wissenschaftlicher Arbeitskreis Kunststofftechnik</i>. Published online 2023:62-66.","ieee":"V. Schöppner, L. Austermeier, and D. Trienens, “Verbesserung der Betriebspunktauslegung durch Schneckensimulation,” <i>Wissenschaftlicher Arbeitskreis Kunststofftechnik</i>, pp. 62–66, 2023.","chicago":"Schöppner, Volker, Laura Austermeier, and Dorte Trienens. “Verbesserung der Betriebspunktauslegung durch Schneckensimulation.” <i>Wissenschaftlicher Arbeitskreis Kunststofftechnik</i>, 2023, 62–66."},"page":"62-66","publication_identifier":{"issn":["1618-8357"]},"title":"Verbesserung der Betriebspunktauslegung durch Schneckensimulation","date_updated":"2023-11-09T13:34:11Z","author":[{"full_name":"Schöppner, Volker","id":"20530","last_name":"Schöppner","first_name":"Volker"},{"first_name":"Laura","last_name":"Austermeier","id":"45326","full_name":"Austermeier, Laura"},{"last_name":"Trienens","id":"44116","full_name":"Trienens, Dorte","first_name":"Dorte"}],"date_created":"2023-11-09T13:34:09Z","status":"public","type":"journal_article","publication":"Wissenschaftlicher Arbeitskreis Kunststofftechnik","language":[{"iso":"ger"}],"_id":"48754","user_id":"44116","department":[{"_id":"9"},{"_id":"367"},{"_id":"321"}]}]