PsychArchives (ZPID Leibniz-Zentrum für Psychologische Information und Dokumentation)
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KLARpsy-Text: Haben Jugendliche, die mehr Zeit in sozialen Medien verbringen, häufiger Depressionen?
No full textKLARpsy-Texte sind kurze, lai:innengerechte, allgemeinverständliche und richtlinienbasierte Zusammenfassungen psychologischer Übersichtsarbeiten. Dieser KLARpsy-Text hat den Titel “Haben Jugendliche, die mehr Zeit in sozialen Medien verbringen, häufiger Depressionen?”. Er wurde von Mitarbeitenden des Leibniz-Instituts für Psychologie verfasst. Der KLARpsy-Text befasst sich mit folgenden Inhalten: Soziale Medien bieten Jugendlichen viele Chancen, etwa Kontakte und Freundschaften weltweit zu pflegen. Gleichzeitig ist umstritten, wie sich die Nutzung auf die psychische Gesundheit auswirkt. In den letzten Jahren haben sowohl die Nutzung als auch depressive Beschwerden bei Jugendlichen zugenommen. Noch ist wenig untersucht, wie beides zusammenhängt und welche Merkmale dies beeinflussen. Mit ihrer Übersichtsarbeit wollten die Forschenden herausfinden: 1) Wie hängt die Zeit, die Jugendliche in sozialen Medien verbringen, mit ihrem Risiko, eine Depression zu bekommen, zusammen? 2) Wird dieser Zusammenhang von bestimmten Merkmalen beeinflusst, zum Beispiel dem Geschlecht der Jugendlichen? Jugendliche, die mehr Zeit in sozialen Medien verbringen, haben ein höheres Risiko, eine Depression zu entwickeln. Bei Mädchen ist dieses Risiko höher als bei Jungen. Mit zunehmender Nutzungszeit steigt das Risiko weiter an.https://klarpsy.de/hintergrundunknownunknow
Evaluating dynamic norm messages and alternative interventions to reduce meat consumption in cafeterias [Author Accepted Manuscript]
No full textTo meet UK Net-Zero emissions targets, meat consumption must decrease. We present results from two studies evaluating interventions to reduce purchasing of meat-containing meals across university cafeterias in Oxford, UK.
Study 1 tested whether two dynamic descriptive norm messages changed meal purchasing. Over eight weeks, four cafeterias displayed a norm message incorporating a socially ‘close’ referent group and three cafeterias displayed a message incorporating a socially ‘distant’ referent group. Two cafeterias were assigned a no-message control condition. A generalised linear mixed effect model suggested both messages decreased odds of cafeteria diners purchasing vegetarian meals, in comparison to control, 'Close' Message: Ratio of Odds Ratios (ORs)=0.79, 95% 95% CI [0.72, 0.86]; 'Remote' Message: Ratio of ORs=0.84, 95% CI [0.76,0.92].
Study 2 involved three pre-post experiments testing whether different interventions changed meal purchasing: re-positioning vegetarian products, increasing vegetarian availability, and introducing vegetarian defaults. Generalised linear models suggested each intervention was associated with significant increases in odds of diners purchasing vegetarian meals, Positioning: OR=1.33, 95% CI [1.24,1.44]; Availability: OR=1.60, 95% CI [1.45, 1.75]; Defaults: OR=1.77, 95% CI [1.61, 1.95].
These study results could be due to norm messaging being less effective at promoting vegetarian meals than interventions in availability, defaults, and positioning. But, given the study designs, they could instead be due to self-selection effects, or regression to the mean.EB’s and EG’s time spent on the final writing up stage of the manuscript was financially supported by the Wellcome Trust (LEAP – Livestock Environment and People: 205212/Z/16/Z).reviewedacceptedVersio
Optimizing the 0-100 Number Line Estimation Task: Scale Reduction and Its Implications for Elementary Mathematical Cognition [Author Accepted Manuscript]
No full textWe investigate the optimal number of items for the 0-100 number line estimation task used in research on children’s mathematical cognition and learning. In this paper, we reanalyzed data involving N=234 students, applying an Item Response Theory- Graded Response Model to identify items with high discrimination parameters (>1.0), iteratively reducing the 23-item scale by including items with discrimination values close to 1.0 until the reduced scale produced comparable scores to the original. Our analysis identified a reduced scale of 15 items that maintained strong correlations with–and produced consistent patterns of developmental change and predictive capability compared to–the original scale. Our findings demonstrate that a reduced 0-100 number line estimation task can effectively measure numerical magnitude understanding (accuracy and linearity of estimates) from kindergarten through third grade while saving time and resources.reviewedacceptedVersio
Preregistration. Context-Triggered Retrieval in Task Switching: Advancing a Hybrid Binding–Inhibition Account
No full textRecent task-switching studies highlighted the presence of feature binding processes. These studies documented that even a task-irrelevant feature (the context, henceforth) may be bound with the task and the response in each trial. When the context repeated in the following trial, it supposedly retrieved the bound features, causing benefits when the task and the response repeated and costs otherwise (i.e. full repetition benefits). Previous work suggested that full repetition benefits when the context repeated were found only when the context appeared early enough during the trial timeline to yield binding effects (Benini et al., 2023, 2024). However, in these studies, a delayed context onset implied a shorter context presentation duration (with one exception, namely Exp. 2 of Benini et al., 2023). This is the second of two experiments, where we introduced a stimulus-onset asynchrony (SOA) manipulation between the cue and the context onset. Specifically, we investigate the effect of presenting the context before, with, or after the cue but keeping constant the total context presentation duration. The results of Experiment 1 show no effect of the SOA. Note, however, that we could not replicate the full repetition benefits in the reaction times; rather, we observed in the error rates that repeating a context increased the response-repetition costs in task switches. Therefore, in the present study we investigate the robustness of these results (i.e., no effect of SOA and an increase of response-repetition costs with a context repetition), in particular emphasizing both accuracy and speed equally in the instructions.unknownothe
Data set for "When a stay is a switch: Discriminative control of response chunks determines preference during concurrent VI VI schedules"
No full textWe present evidence that changeover delays (CODs) create response chunks and that the discriminative control of these units contributes to observed preference during concurrent variable-interval (VI) VI schedules of reinforcement. Two experiments were conducted with pigeons. Both utilized multiple VI 30-s VI 60-s, VI 30-s VI 60-s schedules of reinforcement. One of the VI 30-s schedules was further paired with a 2.5-s changeover delay (COD). After training, unreinforced probes trials were conducted that paired the two stimuli associated with the VI 30-s schedules. In both experiments, during training, birds showed a preference for the VI 30-s schedule over the VI 60-s schedule. This preference was more extreme for the schedule pair in which a COD was programmed with the VI 30-s schedule. Further, an analysis of molecular response patterns found that the application of a COD led to discrete bursts of rapid responding when birds first switched into the VI 30-s schedule. This burst was not observed at the VI 30-s schedule in which no COD was assigned. Finally, during probes we observed a preference for the VI 30-s stimulus associated with a COD, but only when our probes maintained discriminative control of response bursts. Without this discriminative control, preference was reversed, mirroring the local reinforcement rates obtained during training.peerReviewe
Implicit cueing of cognitive control states
No full textAccording to classic models, control can be recruited or relaxed on demand (Braver, 2012; Norman & Shallice, 1986). In recent years, this assumption has been tested using congruency cues, namely by explicitly informing participants about congruency of the upcoming trial (e.g., Bugg & Smallwood, 2016; Wühr & Kunde, 2008). Overall, these studies suggest that while participants can exploit congruency cues to relax control (i.e., a cueing benefit emerges for congruent trials), it is much harder to recruit control on demand (i.e., cueing benefit mostly do not emerge for incongruent trials). However, the inconsistent benefits of congruency cueing may stem from the fact that such procedures rely exclusively on explicit, instruction-based information to induce control adjustments. Support for this idea comes from paradigms in which control adjustments emerge implicitly, as a function of prior exposure to congruent and incongruent trials, even in the absence of awareness (Braem et al., 2019). These findings suggest that control recruitment and relaxation may depend more strongly on implicitly learned regularities than on explicit expectations. The present study, therefore, tests this possibility by examining whether control states can be prepared implicitly through learning a regular sequence of congruency, without providing any explicit information about upcoming conflict. In order to reconcile these findings, the present experiment tests whether the explicit nature of congruency cues is the limiting factor for control recruitment in conflict tasks.unknownothe
Mindful Waste Segregation Through Self-Administration of “Watching Eyes”
No full textWaste segregation in private households remains difficult to encourage, particularly in urban environments where anonymity reduces social monitoring. This study tested a behavioral nudge intervention using stickers of “watching eyes” that can be attached to kitchen waste bins and outdoor containers, designed to remind occupants to separate organic waste from general trash. As evidenced by weighing of the collection trucks showed that the intervention produced a measurable effect, resulting in a 5-8% increase in biowaste collected, indicating that subtle visual cues can positively influence household waste behaviors. However, the findings also revealed unintended consequences: While the accompanying survey showed ceiling effects on most items describing waste segregation habits, some residents reported discomfort and protest, perceiving the intervention as surveillance or control. These results highlight both the promise and the risks of using social cues to encourage pro-environmental behavior. While low-cost and easy to implement, such interventions need careful consideration of psychological responses to avoid backfiring effects and to ensure sustainable, socially acceptable improvements in waste segregation practices.unknow
Training diagnostic competencies (TRACE)
No full textThe TrACE project investigated how reliably teachers evaluate English essays written by up-per-secondary students and how this accuracy can be strengthened through training and au-tomated support. Using several thousand authentic argumentative essays from the Swiss MEWS project, TrACE first established a robust human rating framework focusing on three central dimensions of writing quality: language, structure, and content. These analyses showed that the dimensions are clearly distinguishable, enabling targeted feedback to learn-ers. They also revealed how student writing develops over time: while text structure improved most noticeably over the school year, gains in content were moderate and progress in lan-guage quality remained comparatively slow, with vocabulary emerging as a particular challenge.
Building on these human ratings, the project developed automated essay scoring models that combine interpretable linguistic features with modern language-processing methods. These models successfully mirrored human judgments and offered transparent insights into why a text was scored in a particular way. Because they provide concrete, pedagogically meaningful information, they hold promise for formative classroom assessment as well as for future appli-cations in teacher education. Complementary analyses further showed that specific linguistic profiles can differentiate proficiency levels across writing tasks, underlining the potential of automated tools to support consistent, criterion-based assessment.
The central focus of the project was the question of what explains the accuracy of teachers' judgments. By comparing thousands of assessments by teacher training students and teach-ers with human and automated machine reference values, it became clear that the quality of judgment varies greatly and is influenced by several factors. Experienced teachers evaluated the texts more critically and thus less accurately than teacher training students, while more careful reading and comparing several texts increased accuracy. Two pre-registered experi-ments investigated whether simple aids can improve the quality of judgment. Highlighting spelling mistakes increased accuracy in this area without bias, while highlighting argumenta-tive structures did not improve analytical accuracy but led to more precise overall assess-ments and reduced a recurring halo effect. In addition, the project developed a novel calcula-tion model that allows three previously independent components of judgment accuracy to be estimated simultaneously. This model is likely to be used frequently in related research.Das Projekt TrACE untersuchte, wie zuverlässig Lehrkräfte englische Schüleraufsätze der Oberstufe bewerten und wie sich diese Bewertungsgenauigkeit durch Training und automatisierte Unterstützung verbessern lässt. Ausgangspunkt waren mehrere tausend authentische argumentative Texte aus dem Deutsch-Schweizer MEWS-Projekt, für die zunächst ein belastbares System menschlicher Bewertungen entwickelt wurde. Die drei zentralen Qualitätsdimensionen – Sprache, Struktur und Inhalt – erwiesen sich als klar voneinander unterscheidbar, was gezieltes, kriterienbezogenes Feedback ermöglicht. Die Längsschnittanalysen zeigten außerdem deutliche Entwicklungsunterschiede: Während sich die Textstruktur im Laufe eines Schuljahres am stärksten verbesserte, war der Fortschritt im Inhalt moderat und bei der sprachlichen Qualität eher gering. Besonders der Wortschatz stellte sich als zentrale Herausforderung im Englischunterricht der Sekundarstufe II heraus.
Auf dieser Grundlage entwickelte TrACE automatisierte Bewertungsverfahren, die interpretierbare linguistische Merkmale mit modernen Methoden der automatisierten Sprachverarbeitung kombinieren. Die Modelle konnten menschliche Urteile zuverlässig abbilden und lieferten transparente Hinweise darauf, warum ein Text eine bestimmte Bewertung erhielt. Dadurch eröffnen sie neue Möglichkeiten für formatives Feedback im Unterricht und für kriteriengeleitete Anwendungen in der Lehrkräftebildung. Ergänzende Analysen zeigten zudem, dass bestimmte sprachliche Profilmerkmale Kompetenzniveaus über verschiedene Schreibaufgaben hinweg klar unterscheiden können.
Im Mittelpunkt des Projekts stand die Frage, wodurch sich die Genauigkeit der Urteile von Lehrkräften erklärt. Durch den Vergleich Tausender Bewertungen von Lehramtsstudierenden und Lehrkräften mit menschlichen und automatisierten Referenzwerten wurde deutlich, dass die Qualität der Urteile stark variiert und von mehreren Faktoren beeinflusst wird. Erfahrene Lehrkräfte bewerteten die Texte kritischer und damit weniger genau als Lehramtsstudierende, während sorgfältigeres Lesen und der Vergleich mehrerer Texte die Genauigkeit erhöhten. In zwei vorab registrierten Experimenten wurde untersucht, ob einfache Hilfsmittel die Qualität der Beurteilung verbessern können. Das Hervorheben von Rechtschreibfehlern erhöhte die Genauigkeit in diesem Bereich, während das Hervorheben von Argumentationsstrukturen die analytische Genauigkeit nicht verbesserte, aber zu präziseren Gesamtbewertungen führte und einen wiederkehrenden Halo-Effekt reduzierte. Vor allem wurde im Rahmen des Projekts ein neuartiges Berechnungsmodell entwickelt, mit dem drei bisher unabhängig berechnete Komponenten der Bewertungsgenauigkeit gleichzeitig geschätzt werden können. Dieses Modell wird wahrscheinlich häufig in der verwandten Forschung eingesetzt werden.
Um einen nachhaltigen Transfer zu ermöglichen, entwickelte TrACE ein offenes, benchmark-basiertes Online-Trainingstool, das Lehrkräften das Üben mit authentischen Texten, den Ver-gleich mit Expertenurteilen und gezielte Rückmeldungen ermöglicht. Dieses Werkzeug unterstützt langfristige Kalibrierung und wird Ende 2025 öffentlich verfügbar sein. Trotz Herausforderungen – etwa bei der Bewertung sehr feingranularer Schreibmerkmale oder pandemiebedingter Verzögerungen – konnte TrACE entscheidende Fortschritte in der menschlichen und automatisierten Schreibbewertung erzielen. Das Projekt liefert neue Erkenntnisse darüber, wie sich Schreibkompetenzen entwickeln, wie Lehrkräfte Texte beurteilen und wie Technologie und Training zu faireren, transparenteren und verlässlicheren Bewertungspraktiken im Fremdsprachenunterricht beitragen können.unknow
Multilingualism in outpatient mental health professionals: Results of a Cross-Sectional Study in Germany
No full textResearch data on a census study, conducted in Hamburg (Germany) in 2017. Outpatient psychiatrists and psychotherapists were asked about their treatment of patients with limited German language skills, possible refusement of treatment due to a language barrier, and the use of interpreters. Further information (e.g. years of practice, treatment specifications) were collected for descriptive analyses.unknow
Can teaching calculation and estimation strategies improve financial decision-making? The role of emotions and deliberation [Author Accepted Manuscript]
No full textFinancial decision-making often requires numerical reasoning. For example, monetary lotteries—a common paradigm in economic psychology—demand evaluation of payoffs and probabilities. To make choices consistent with normative standards such as Expected Value (EV), individuals must perform accurate calculations. However, limited numerical skills often hinder EV-consistent choices and reduce potential earnings.
This study tested whether brief interventions could improve financial decision-making and subsequent emotional responses, defined as lower negative emotions and/or higher positive emotions. Participants were randomly assigned to one of three conditions: Control, Calculation, or Calculation & Estimation. In the Control condition, participants made choices in ten monetary lotteries. In the Calculation condition, they received instructions on computing EV prior to the task. In the Calculation & Estimation condition, participants were additionally trained in estimation strategies designed to simplify computations.
Although overall group differences did not reach statistical significance (p < .05), planned comparisons showed that participants in the Calculation condition made significantly more EV-consistent choices than those in the Control condition. Exploratory analyses further revealed that deliberation time mediated the link between condition and EV-consistent choices: participants in both intervention groups spent more time deliberating, which in turn contributed to improved financial outcomes. Individual differences also played a role: objective numeracy predicted more EV-consistent choices, both numeracy and math attitudes predicted deliberation time, and trait math anxiety predicted stronger negative emotional reactions.
In sum, the findings suggest that teaching EV calculation can promote deliberation and support more rational economic choices, even through brief interventions.This work was financially supported by the National Science Centre, Poland (grant number 2018/31/D/HS6/02899).reviewedacceptedVersio