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The motor and sensory development and support of children in the construction of a deadwood hedge
No full textIn der vorliegenden Arbeit wird die mögliche Einbindung der Integrativen Garten- und Landschaftstherapie in die Ergotherapie an einer Förderschule mit dem Schwerpunkt Sehen beschrieben. Anhand von praktischen Beispielen, wie hier beim Bau einer Totholzhecke, wird deutlich, wie die Schwerpunkte und Ansätze der Ergotherapie mit dem Leitbild der integrativen Therapie zusammenpassen. Die motorische und sensorische Entwicklungsförderung wird in Therapiebeispielen beschrieben, sowie die Wahrnehmung und die Wahrnehmungsverarbeitung der einzelnen Sinnesbereiche. Die Hermeneutische Spirale sowie die fünf Säulen der Identität veranschaulichen den Eltern und den Pädagogen die Entwicklung der Schüler und Klienten sowie das Zusammenspiel des Umfeldes und dessen positive Wirkfaktoren.In this thesis, the possible integration of „Garten- und Landschaftstherapie“ into occupational therapy at a special school with a focus on vision is described. Practical examples, such as the construction of a deadwood hedge here, make it clear how the focal points and approaches of occupational therapy fit together with the model of integrative therapy. The motor and sensory development support is described in therapy examples, as well as the perception and perception processing of the individual sensory areas. The hermeneutic spiral and the five pillars of identity illustrate to parents and teachers the development of pupils and clients as well as the interaction of the environment and its positive impact factors.https://www.fpi-publikation.de/gruene-texte/03-2025-waser-schmitt-a-die-motorische-und-sensorische-entwicklung-und-foerderung-von-kindern-beim-bau-einer-totholzhecke/peerReviewedpublishedVersio
Code for "The impact of co-opetition on Cognitive Flexibility: A replication study of Landkammer & Sassenberg (2016)"
No full textSocial interactions often involve conflicting demands, where pursuing one goal hinders another. Landkammer and Sassenberg (2016) studied the impact of co-opetition – the conflicting simultaneous demand to cooperate and compete with the same target – on cognitive flexibility. They found that compared to pure competition and cooperation, experiencing coopetition increases cognitive flexibility (i.e., reduced rigidity in decision-making and generating more diverse ideas in a brainstorming task). Two conceptual and one direct replication (total N = 1,340) found no difference in cognitive flexibility contingent to interdependence, and Bayesian analysis showed strong evidence against an effect (BF10 < 0.05). Our results failed to replicate the impact of co-opetition on flexibility, suggesting that conflicting demands might facilitate cognitive flexibility only in case of other types of intraindividual conflict.unknownunknow
Final report of DFG-funded projects: A face to be loved or feared? Emotional and social mediation of verbal threat learning (first funding period). A face to be loved or feared? A follow-up on interindividual differences and clinical implications (second funding period)
No full textThis project investigated how verbal learning about potential threats modulates face and person
perception. Various social-emotional factors were examined (e.g., emotional facial expressions,
face identity, and pictures of loved ones), either as threat or safety cues or in threatening
or safe contextual settings. Perceptual processing, memory encoding and recognition, as well
as psychophysiological responding and overt behavior were examined. In addition to replicating
previous findings on the processing of threats and faces, several important findings can be
highlighted from this project.
1) Verbal threat instructions lead to selective perceptual processing, encoding and activation
of psychophysiological defense systems, when confronted with presumed threat cues or
contexts. Here, it does not matter that the threat cue is actually never followed by the anticipated
aversive event. 2) Verbal threat instructions flexibly change previous face-, person-, and
context-related associations. The instructions easily override the implicit affective meaning of
facial stimuli, e.g. a smiling person or even pictures of familiar loved ones can easily become
new threat cues. 3) Instructed contextual threat or safety changes how we perceive and respond
to other people. Context helps to understand ambiguous information (e.g., to better
recognize a subtle fearful expression in a threatening environment), and to draw attention to
deviant and unexpected information (e.g., a smiling face in an aversive situation). Moreover,
simply looking at a picture of a smiling person or a loved one does not impede functional defensive
responding to aversive experimental conditions. 4) Verbal threat instructions lead to
surprisingly persistent defensive reactions that are less accessible to passive extinction learning,
i.e. the proof of safety is particularly difficult if threat has been acquired socially (i.e., without
own CS-US experience). 5) These threat-biases likely reflect the workings of healthy functional
and adaptive mechanisms that are partially subject to interindividual differences. For
example, individuals with adverse childhood experiences showed intact selective threat processing
for newly acquired threat associations, and a transdiagnostic sample (including borderline
and PTSD patients) showed adaptive threat-potentiated startle to instructed threat cues.
6) Clinical relevance arises in particular with regard to threat-safety reversal learning, which
involves both the acquisition of new and concurrent inhibition of previous threat associations.
Here, in individuals with subclinical and clinical relevant anxious psychopathology, for example,
less neural differentiation between new and old threat cues was observed as well as enhanced
distrust to actually safe persons.
Overall, the role of social learning in person perception and psychophysiological responding
is still under-researched. Here, the project results come together to form an integrative
neuroscientific model of face and person perception as a function of social learning, with implications
for clinical research.DFG grant number 290032019peerReviewe
Insufficient quality of mental health information on German-speaking TikTok [Author Accepted Manuscript]
No full textBackground: The increasing popularity of mental-health information on social media platforms such as TikTok is raising concerns regarding misinformation. Previous research is limited to single disorders and videos in the English language only. Our objective was to investigate the quality of mental-health information on German-language TikTok for a broader spectrum of disorders.
Method: Thirty German-language TikTok-videos of each of the six most viewed hashtags on mental disorders (attention-deficit and hyperactivity disorder (ADHD), depression, autism, anxiety disorder, narcissism and post-traumatic stress disorder (PTSD)) were classified regarding authorship and rated either as “correct”, “overgeneralized”, “incorrect” or “subjective experience”. The modified DISCERN (mDISCERN) and the Global Quality Scale (GQS) were used to rate reliability and quality of information for patients.
Results: The 177 videos finally included in this study gathered a total of 94,348,220 views and 19.2% (n=34) of the videos were rated as correct, 33.3% (n=59) as incorrect, 18.1% (n=32) as overgeneralized and 29.4% (n=52) as personal experience. Chi-Square tests and Kruskal-Wallis tests showed significant relationships between either authorship or diagnosis and quality and reliability. Videos on PTSD and videos by expert authors showed the best and videos on narcissism and videos by layperson the worst overall results.
Conclusion: With around half of the analyzed videos supplying incorrect information, the quality of German-language TikTok mental-health content is insufficient. Differences in quality of content seem to be influenced by the topic and the authorship. Healthcare institutions and clinicians should be aware of this, educate patients accordingly and could improve the quality of information by participating in online discourses.reviewedacceptedVersio
La communication non verbale et le facteur thérapeute en psychothérapie
No full textNo abstract
available.reviewedpublishedVersio
The Magic Table uncovers variability in gastric interoception in response to stress
No full textThe high prevalence of obesity and low treatment response in eating disorders highlight the need for a better understanding of eating regulation. Gastric interoception – the perception of signals such as hunger and satiation – plays a key role in aligning food intake with physiological needs. This study investigated how acute stress, emotion regulation difficulties, and eating traits influence gastric interoceptive sensitivity. Ninety-four fasting participants completed both a stress and control task in counterbalanced order across two laboratory sessions. Gastric interoceptive sensitivity was assessed using a novel method, the Magic Table (MT), in which participants ate yogurt from a self-refilling bowl until satiation and fullness. Multi-level modeling evaluated stress effects and moderation by self-reported eating traits and emotion regulation. For validation, 61 participants also completed the established Two-step Water Load Test (WLT-II) and free food consumption. Medium to strong correlations between MT indices, WLT-II, and food intake supported the validity of the MT. While stress had no overall effect on gastric interoception, cross-level interactions showed reduced fullness sensitivity under stress in individuals with high emotion regulation difficulties, restrained, and uncontrolled eating. These findings suggest that this group may be at risk for interoceptive desensitization under stress, highlighting the potential of interoception-focused interventions.notReviewedothe
KLARpsy-Text: Richten Kinder und Jugendliche ihr Verhalten nach dem Verhalten ihrer Freunde aus?
No full textKLARpsy-Texte sind kurze, lai:innengerechte, allgemeinverständliche und richtlinienbasierte Zusammenfassungen psychologischer Übersichtsarbeiten. Dieser KLARpsy-Text hat den Titel “Richten Kinder und Jugendliche ihr Verhalten nach dem Verhalten ihrer Freunde aus?”. Er wurde von Mitarbeitenden des Leibniz-Instituts für Psychologie verfasst. Eine anonyme testlesende Person war beteiligt. Der KLARpsy-Text befasst sich mit folgenden Inhalten: Forschende in der Psychologie sind sich einig, dass das Verhalten von Kindern und Jugendlichen oft dem Verhalten ihrer Freunde ähnelt. Bislang ist jedoch unklar, in welchem Ausmaß dies geschieht. Außerdem ist nicht bekannt, ob sich der Einfluss von Freunden unterschiedlich auf nach außen gerichtetes, nach innen gerichtetes oder schulisches Verhalten auswirkt. Mit ihrer Übersichtsarbeit wollten die Forschenden herausfinden: Hängt das Verhalten von Kindern und Jugendlichen über die Zeit hinweg mit dem Verhalten ihrer Freunde zusammen? Und: Gibt es dabei Unterschiede zwischen nach außen gerichtetem, nach innen gerichtetem oder schulischem Verhalten? Wie sich Kinder und Jugendliche später verhalten, hängt damit zusammen, wie sich ihre Freunde zuvor verhalten haben. Das legt nahe, dass Kinder und Jugendliche ihr Verhalten nach dem Verhalten ihrer Freunde ausrichten.https://klarpsy.de/hintergrundunknownunknow
Supplementary materials to "The vegan dystopia: Understanding the psychosocial experience of vystopia" [Other]
No full textSupplementary materials [Other]. The related article is Veitch, P., & Gregson, R. (2025). "The vegan dystopia: Understanding the psychosocial experience of vystopia". Psychology of Human-Animal Intergroup Relations, 4, Article e17679. https://doi.org/10.5964/phair.17679The item contains supplementary Materials A–E.unknownunknow
Perceptual Foundations of Euclidean Geometry
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Poster De Conférence Année : 2019
Perceptual Foundations of Euclidean Geometry
Véronique Izard (1, 2) , Pierre Pica (3, 4) , Elizabeth Spelke (1, 5)
1 Departement of Psychology
2 CNRS - Centre National de la Recherche Scientifique
3 SFL - Structures Formelles du Langage
4 ICE - Instituto do Cérebro, UFRN, Natal
5 Harvard University
Résumé
Euclidean geometry defines objects that can be realized in space, and may therefore be founded in spatial perception. We investigated whether the perception of small, 2-dimen- sional visual forms could provide cognitive foundations for Euclidean knowledge, by asking two questions. First, are humans sensitive to form variations that are relevant to Eu- clidean geometry (e.g. changes in angle)? Second, can ob- servers easily disregard variations that are irrelevant to Eu- clidean geometry (e.g., changes in scale)? Participants from the U.S. (age 3-34 years) and from the Amazon (age 5-67) were asked to locate deviants in panels of 6 forms of vari- able orientation. Results indicate that perception of forms aligns with a restricted version of Euclidean geometry, where forms are defined in terms of metric proportions and global size, but mirror images are assimilated. Moreo- ver, children below 6 did not clearly analyze forms in terms of the shape property of angle.unknownunknow
Datasets for: "The Impact of Co-Opetition on Cognitive Flexibility: A Replication Study of Landkammer and Sassenberg (2016)"
No full textSocial interactions often involve conflicting demands, where pursuing one goal hinders another. Landkammer and Sassenberg (2016) studied the impact of co-opetition – the conflicting simultaneous demand to cooperate and compete with the same target – on cognitive flexibility. They found that compared to pure competition and cooperation, experiencing coopetition increases cognitive flexibility (i.e., reduced rigidity in decision-making and generating more diverse ideas in a brainstorming task). Two conceptual and one direct replication (total N = 1,340) found no difference in cognitive flexibility contingent to interdependence, and Bayesian analysis showed strong evidence against an effect (BF10 < 0.05). Our results failed to replicate the impact of co-opetition on flexibility, suggesting that conflicting demands might facilitate cognitive flexibility only in case of other types of intraindividual conflict.unknow