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Dataset for: The Affirmative Character Scale: A Tool to Explore New Forms of Authoritarianism
No full textThere are two main points of reference to Frankfurt School's authoritarianism research. On the one hand, scholars who, following Fromm (1932), seek to identify a contemporary social character under conditions of post-Fordist capitalism emphasize that the authoritarian character has been replaced by a flexible, entrepreneurial self. On the other hand, research on authoritarianism still relies on adaptations of the F-scale developed by Adorno et al. (1950) (e.g., Altemeyer, 1981; Beierlein et al., 2014; Oesterreich, 1998; Decker et al., 2022). At the same time, certain new forms of authoritarianism are being identified (Amlinger & Nachtwey, 2025). In this paper, we aim to bridge this tension by introducing a measurement tool for a contemporary “affirmative social character” adapted to flexible capitalism, and to explore the relationship between this social character and authoritarian tendencies. Based on a German sample (N = 1,196), we develop the 28-item Aff-Scale to measure the adaptive authoritarian tendencies aligned with the demands of 21st-century meritocracy. The scale captures five dimensions: affirmation, self-optimization, flexibility & mobility, solutionism, and libertarianism. Validation measures included traditional authoritarianism (KSA-3; Beierlein et al., 2014), right-wing extremism (FR-LF; Heller et al., 2020), and sociodemographic variables. Confirmatory factor analysis confirmed the multidimensionality (CFI = 0.927; RMSEA = 0.048) but showed a need for further validation. Internal consistency was good (Cronbach's α = .83; ω = .64) and the expected correlations with RWA and educational-, social status and age were significant. Despite its limitations, the Aff-scale is a useful tool for examining a 21st century social character and contributes to a better understanding of modernized forms of authoritarianism.unknow
“Old wine in a new bottle”: Are different terminologies on dual processing conceptually the same? [Author Accepted Manuscript]
No full textObjectives: Dual processing theory is among the most influential theories in cognitive psychology. It distinguishes two kinds of human thinking; one that is fast, intuitive, and effortless; and the other that is slow, deliberate, and effortful. Interestingly, these two types of human thinking have been described using many different terms by various researchers. How similar or different are these terms and related constructs?
Methods: We analyzed the dual-processing literature, conducted a thought experiment, and analyses using the machine learning model BERT (SCEPTER) to compare the similarity and difference of the terms and constructs.
Results: Findings show that, though these terms are lexically different, what researchers describe is, at the core, very similar. The various terms are ‘old wine in a new bottle.’
Conclusions: We provide possible reasons for this coinage of terminology and present a rationale for careful deliberation before introducing new terms.This research was supported in part by a grant from the University of North Florida’s Delaney Presidential Professorship to the first author.reviewedacceptedVersio
Analysis Scripts for the Stage 2 Registered Report: Restriction of researcher degrees of freedom through the Psychological Research Preregistration-Quantitative (PRP-QUANT) Template
No full textAnalysis Scripts for the Stage 2 Registered Report: Restriction of researcher degrees of freedom through the Psychological Research Preregistration-Quantitative (PRP-QUANT) Templateunknownunknow
Data of the manuscript: "Age-related changes in auditory attention switching: Investigating the role of cognitive and sensory factors in selective listening"
No full textThis study shows that older adults have more difficulty than younger adults in focusing on relevant sounds, especially when switching their focus of attention between different interlocutors. Our findings suggest that in the ageing population attentional deficit contributes more than sensory decline to listening impairments in multi-talker environments.unknow
How do 2:1 mappings affect word learning and remapping?
No full textOur study, building on our previous findings, investigates statistical word learning in conditions mimicking bilingualism to gain further insights into how statistical regularities are accumulated when multiple mappings are acquired (in this case, 2:1; two words mapping onto the same object) and how their learning differs from that of words that only map onto one meaning (1:1; one word maps onto one object). In this online experiment, in Learning Phase 1 (LP1), participants will complete a cross-situational word learning task, acquiring both 1:1 and 2:1 mappings. In Learning Phase 2 (LP2), each object that was part of LP1 will receive a new meaning to investigate how easily different mapping types are remapped. We will analyse both accuracy and reaction times (RTs). We predict that it will be harder to acquire 2:1 than 1:1 mappings, but it will be easier to remap 2:1 than 1:1 mappings. We also predict that participants will be faster in learning 1:1 mappings compared to 2:1 mappings, but the opposite will be true for the remapping phase.unknownothe
Autismo nei neonati: Sfide e opportunità
No full textEiner der führenden theoretischen Ansätze geht davon, dass Autismus durch eine verringerte Orientierung an der sozialen Umwelt gekennzeichnet ist. Dieses reduzierte Interesse an der sozialen Welt macht sich bei Kleinkindern mit einer Autismus-Spektrum-Störung (ASS) bereits in den ersten Lebensmonaten bemerkbar. Das Kind mit Autismus geht also nicht den typischen Entwicklungsweg und lernt nicht unter vollständiger Einbeziehung des sozialen Kontexts. Es zeigt stattdessen eine andersartige Entwicklungstrajektorie. Diese Entwicklung verläuft zudem bei jedem Kind individuell, denn Autismus ist durch ein überaus heterogenes Erscheinungsbild gekennzeichnet. In Bezug auf die Intervention fand in den letzten zwei Jahrzehnten ein Paradigmenwechsel statt. Die heutzutage wissenschaftlich am besten validierten Interventionen zielen nicht darauf ab, eine künstliche Lernumgebung zu schaffen, sondern das Kind bei seiner eigenen Motivation abzuholen und schrittweise sein soziales Interesse aufzubauen, da dies ein wesentlicher Faktor für den Fortschritt ist. Frühzeitig begonnen und möglichst intensiv umgesetzt, stellen diese Interventionen eine Chance dar, die nicht ungenutzt bleiben sollte – insbesondere für Kinder, die ohne diese Unterstützung ihr Potenzial nicht voll entfalten könnten.One of the leading theoretical approaches assumes that autism is characterized by a reduced orientation towards the social environment. This reduced interest in the social world is already noticeable in young children with an autism spectrum disorder (ASD) in the first few months of life. The child with autism therefore does not follow the typical developmental path and does not learn with the full involvement of the social context. Instead, it shows a different developmental trajectory. This development is also individual for each child, as autism is characterized by an extremely heterogeneous appearance. In terms of intervention, a paradigm shift has taken place over the last two decades. Today’s most scientifically validated interventions do not aim to create an artificial learning environment, but rather to pick up on the child’s own motivation and gradually build up their social interest, as this is a key factor for progress. Started early and implemented as intensively as possible, these interventions represent an opportunity that should not be missed – especially for children who would not be able to develop their full potential without this support.uno dei principali approcci teorici ipotizza che l’autismo sia caratterizzato da un ridotto orientamento verso l’ambiente sociale. Questo ridotto interesse per il mondo sociale è già evidente nei bambini piccoli con un disturbo dello spettro autistico (ASD) nei primi mesi di vita. Il bambino con autismo non segue quindi il percorso di sviluppo tipico e non apprende con il pieno coinvolgimento del contesto sociale. Al contrario, mostra una traiettoria di sviluppo diversa. Questo sviluppo è inoltre individuale per ogni bambino, poiché l’autismo è caratterizzato da un aspetto estremamente eterogeneo. In termini di intervento, negli ultimi due decenni si è verificato un cambiamento di paradigma. Oggi gli interventi più scientificamente validati non mirano a creare un ambiente di apprendimento artificiale, ma piuttosto a sfruttare la motivazione del bambino e a sviluppare gradualmente il suo interesse sociale, poiché questo è un fattore chiave per il progresso. Iniziati precocemente e attuati nel modo più intensivo possibile, questi interventi rappresentano un’opportunità che non dovrebbe rimanere inutilizzata, soprattutto per i bambini che non sarebbero in grado di sviluppare appieno il loro potenziale senza questo supporto.reviewedpublishedVersio
Supplementary Materials (Tables & Figures): The Affirmative Character Scale: A Tool to Explore New Forms of Authoritarianism
No full textThere are two main points of reference to Frankfurt School's authoritarianism research. On the one hand, scholars who, following Fromm (1932), seek to identify a contemporary social character under conditions of post-Fordist capitalism emphasize that the authoritarian character has been replaced by a flexible, entrepreneurial self. On the other hand, research on authoritarianism still relies on adaptations of the F-scale developed by Adorno et al. (1950) (e.g., Altemeyer, 1981; Beierlein et al., 2014; Oesterreich, 1998; Decker et al., 2022). At the same time, certain new forms of authoritarianism are being identified (Amlinger & Nachtwey, 2025). In this paper, we aim to bridge this tension by introducing a measurement tool for a contemporary “affirmative social character” adapted to flexible capitalism, and to explore the relationship between this social character and authoritarian tendencies. Based on a German sample (N = 1,196), we develop the 28-item Aff-Scale to measure the adaptive authoritarian tendencies aligned with the demands of 21st-century meritocracy. The scale captures five dimensions: affirmation, self-optimization, flexibility & mobility, solutionism, and libertarianism. Validation measures included traditional authoritarianism (KSA-3; Beierlein et al., 2014), right-wing extremism (FR-LF; Heller et al., 2020), and sociodemographic variables. Confirmatory factor analysis confirmed the multidimensionality (CFI = 0.927; RMSEA = 0.048) but showed a need for further validation. Internal consistency was good (Cronbach's α = .83; ω = .64) and the expected correlations with RWA and educational-, social status and age were significant. Despite its limitations, the Aff-scale is a useful tool for examining a 21st century social character and contributes to a better understanding of modernized forms of authoritarianism.unknownunknow
Dataset for: The Impact of AI-based Writing Recommendations for Emotional Tone on Interpersonal Online Interactions - Chapter 4
No full textDataset for Chapter 4 of: Hagedorn, J.. The Impact of AI-based Writing Recommendations for Emotional Tone on Interpersonal Online Interactions [Doctoral Dissertation, University of Tübingen].unknow
Final Report for DFG Project-ID: 429220405
No full textChildren’s developing understanding of symbols in language, gesture or symbolic artefacts is central to their enculturation and demonstrates the growth of cognitive capacities that define the human mind. However, even prior to formal education, children may be highly competent readers of symbols in the graphic domain. This project investigated the development of symbolic literacy within the preschool years with three sets of thematically related studies.
The first set of studies was devoted to the understanding of deixis in the graphic domain, that is, of reference via arrows and markers. A first investigation (N = 72) established that children already understand arrows and markers at 34 months. A second study (N = 96) employed a test condition with an ambiguous triangle cue pointing to one item while being closer to another. We predicted that young children would prefer the marker interpretation and would only later give primacy to a directional interpretation. Indeed, up until 37 months, children chose the option closest to the cue, whereas children from 50 months onwards systematically preferred to follow its direction. A follow-up study (N = 48) established that by 41 months of age, children are so skilled in reading arrows that they can generally read nonconventional asymmetric shapes as directional cues in a simple object-choice-tasks.
A second set of studies tested when children can spontaneously find meaning in novel signs whose symbol-referent relationship is based in iconicity, pars-pro-toto, and analogies in shape, number, size, and spatial relationships. Three studies comprising a total of 288 participants and twelve conditions traced the developing understanding of seven symbol-referent relationships between the third and seventh year of live. Results clearly indicate that children are first able to interpret direct representations, and then come to understand other relations that are less and less iconic. By fifty months, children´s ability to identify analogies has become so pronounced that they can spontaneously comprehend cues in any of the categories outlined above. In order to better understand the interplay of cognitive abilities and knowledge of conventional symbols in the individual development of children’s symbolic capacity, we constructed a test battery based on the most reliable items from the second set of studies along with tasks evaluating children’s knowledge of words, their knowledge of conventional symbols, and their pragmatic abilities. This final study (N = 224) highlights the central role of pragmatics in the development of symbolic literacy across the domains of speech and graphic representations.
Together with a further study (N = 144) comparing children’s performance in match-to-sample tasks with communicative and non-communicative framing, and a study (N = 96) investigating children’s ability to interpret movement in graphic representations, this project provides one of the most comprehensive and methodologically coherent investigations of young children’s understanding of symbols in the graphic domain to date.Support for this Project was provided by the German Research Foundation DFG under the project number 429220405A - Final Report
B - Appendix - Illustrations and Tablesreviewe
KLARpsy-Text: Wie hängt die wahrgenommene Bedrohung durch Vorurteile mit verschiedenen Bereichen des Arbeitslebens zusammen?
No full textKLARpsy-Texte sind kurze, lai:innengerechte, allgemeinverständliche und richtlinienbasierte Zusammenfassungen psychologischer Übersichtsarbeiten. Dieser KLARpsy-Text hat den Titel “Wie hängt die wahrgenommene Bedrohung durch Vorurteile mit verschiedenen Bereichen des Arbeitslebens zusammen?”. Er wurde von Mitarbeitenden des Leibniz-Instituts für Psychologie verfasst. Als testlesende Person war 'Eva Steckeler' beteiligt. Der KLARpsy-Text befasst sich mit folgenden Inhalten: Bedrohungen durch Vorurteile können die Leistung in verschiedenen Bereichen beeinträchtigen. Bisher wurde das vor allem im Labor untersucht. Dabei ist das Thema gerade im Arbeitsalltag von Bedeutung. Hier müssen Menschen Leistungen bei stärkerem Druck und mehr sozialen Herausforderungen erbringen. Umso wichtiger ist es, einen Überblick über die vorhandene Forschung zur Bedrohung durch Vorurteile im Arbeitsleben zu gewinnen. Mit ihrer Übersichtsarbeit wollten die Forschenden herausfinden: Wie hängt die wahrgenommene Bedrohung durch Vorurteile mit verschiedenen Bereichen des Arbeitslebens zusammen? Wie stark Menschen sich durch Vorurteile gegenüber der eigenen Person bedroht fühlen, hängt mit verschiedenen Bereichen des Arbeitslebens zusammen. So fühlen sich Menschen bei stärker empfundener Bedrohung durch Vorurteile zum Beispiel bei der Arbeit eher weniger wohl. Sie erbringen im Durchschnitt auch schlechtere Leistungen.https://klarpsy.de/hintergrundunknownunknow