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Dissecting Mind Wandering and Learning in Educational Videos: The Role of Task-Relatedness, Metacognition, and Temporal Patterns
No full textBackground:
As consequence of widespread use of video-based learning, attentional challenges like mind wandering arise. Previous research indicates that mind wandering is negatively associated with learning; however, recent research suggests it is a multifaceted phenomenon, comprising task-related and task-unrelated subtypes, each potentially holding differential implications for learning.
Aims:
To assess how overall, task-related, and task-unrelated mind wandering relate to learning from video using self-caught and probe-caught measures; to test impacts on confidence-weighted performance; and to examine effects of the temporal proximity of mind wandering to content.
Sample:
140 adult, university-level learners.
Methods:
Participants viewed instructional videos while mind wandering was measured via self-caught and probe-caught reports. Outcomes included unweighted learning gains and confidence-weighted scores. Temporal analyses linked item-specific mind wandering to the timing of relevant content.
Results:
Contrary to expectations, neither overall mind wandering nor task-unrelated frequency predicted learning gains, regardless of method. As hypothesized, task-related showed no detrimental effect on learning gains. Exploratory analyses showed that, with confidence incorporated, task-unrelated mind wandering was associated with lower confidence-weighted learning scores. Temporally, self-reported mind wandering occurring within about 33 seconds after relevant content significantly reduced item-specific learning, with adverse effects declining substantially as time elapsed.
Conclusions:
These findings highlight the nuanced role of mind-wandering subtypes and the relevance of temporal proximity when analyzing mind wanderings influence on learning. The results indicate that strategic instructional design optimizing the temporal organization of critical content and fostering learner metacognitive awareness of mind wandering might be key in effectively managing attentional lapses in educational videos.notReviewedothe
Stimulus for: When affordances are not universal: The negative compatibility effect is modulated by task type and spatial association
No full textHumans prepare motor actions when perceiving objects that afford specific behaviors, highlighting the tight link between perception and action. For example, seeing a graspable object like a mug can trigger hand movements aligned to its handle- a phenomenon known as the object affordance effect. Vainio et al. (2011) demonstrated this can produce a negative compatibility effect (NCE). This occurs when a spatially compatible prime object eliciting an affordance (e.g., a mug), but to be ignored, precedes a target requiring a spatial response. Given that task demands shape response execution (e.g., Schöpper & Frings, 2024), we hypothesized that the effect of affordance would vary accordingly. In Experiment 1, participants performed three tasks: arrow direction discrimination, shape discrimination, and circle localization. In all tasks, the time interval between the affordance object (a mug) and the onset of the target, as well as the compatibility between the mug and the response, varied. The arrow task replicated the NCE—responses were slower in compatible trials at short intervals. No compatibility effects were observed in the shape task. Notably, the localization task revealed a positive compatibility effect (PCE). The variation in compatibility effects suggests task-dependent affordances. Experiment 2 manipulated the target position relative to the fixation to investigate the PCE in the localization task and explore the differences in the compatibility effect. Although the PCE was not replicated, the NCE now also appeared for location tasks. Our results suggest that task constraints shape the compatibility effect, and distractor-induced affordances engage inhibitory mechanisms only when spatial features are relevant.unknow
Book Review of: G. Perlman (Ed.). (2023). Restoring a Somato-Psychic Unity or Getting the Head to Really Sit on One’s Shoulders
No full textNo abstract
available.peerReviewedpublishedVersio
Tracing Engagement in Language Learning: A Multi-Source Approach to Performance and Predictors
No full textStudent engagement plays a critical role in promoting students' learning outcomes. Engagement unfolds over time and is shaped by multiple factors such as learner motivation, school context, and task design. Whereas engagement trajectories have been widely explored in higher education and lifelong learning contexts (e.g., MOOCs), such research on young learners, especially in primary and middle school, remains scarce. Moreover, little research is done on the relationship between such engagement trajectories and task and learner factors. The aim of this study is to (1) examine engagement both at the task level and across multiple learning sessions and (2) explore how engagement patterns are shaped by learners’ demographic, cognitive, and psychological characteristics, and how these patterns relate to task characteristics and learning outcomes. We will use students’ trace data from the learning system, tests, and questionnaires from 157 8th graders collected in a randomized controlled trial (RCT) during a 4-week classroom-based intervention. Students were randomly assigned to an experimental condition with interactive, GenAI-based vocabulary explanations embedded in authentic L2 texts or a control condition without the interactive vocabulary function. Learning gain was measured with pre- and post-tests. We will first perform latent class analysis (LCA) on behavioral features extracted from trace data to identify unique engagement states at the task level. Student engagement states will be then examined with task and leaner characteristics using mixed effect regression models. Sequential mining will be applied to construct and study students’ engagement sequences at the session level, which will be clustered using agglomerative hierarchical clustering to uncover the distinct engagement trajectories among students. Lastly, we will examine the relationship between identified engagement trajectory clusters, learner characteristics, and learning gains with mixed effect regression models.unknownothe
Data for: Not that different after all: Pro-environmental social norms predict pro-environmental behavior (also) among those believing in conspiracy theories
No full textSocial norms are powerful predictors of pro-environmental behavior. At the same time, conspiracy beliefs are prevalent that can reduce individuals’ efforts to act pro-environmentally and might impede the influence of social norms. Across three cross-sectional studies in three countries (Germany, UK, US; total N = 1,037), we investigated the interplay between different types of social norm perceptions and conspiracy beliefs in predicting everyday pro-environmental behavior. Against two out of three hypotheses, we found no evidence that conspiracy beliefs moderated the relationship between perceived social norms and self-reported pro-environmental behavior. Rather, perceiving higher pro-environmental social (especially subjective and injunctive) norms was associated with more frequent pro-environmental behavior – also among those with stronger conspiracy beliefs. Conspiracy beliefs (especially those related to climate change) were, in turn, related to less pro-environmental behavior. These findings shed light on the social factors that might (also) influence individuals believing in conspiracy theories and give reason for optimism regarding the possibility to overcome their climate inaction via normative influence.Data for: Winter, K., Pummerer, L. & Sassenberg, K. (in press). Not that different after all: Pro-environmental social norms predict pro-environmental behavior (also) among those believing in conspiracy theories. British Journal of Psychology.unknow
Fragenbogen zu der Studie "Verzerrungsblindheit im Lehrberuf: Ein Vergleich zwischen regulären Lehrkräften und Quereinsteiger:innen"
No full textHierbei handelt es sich um den kompletten Fragenbogen, jedoch ohne die Randomisierung, zu der "Studie Verzerrungsblindheit im Lehrberuf: Ein Vergleich zwischen regulären Lehrkräften und Quereinsteiger:innen".unknownunknow
KLARpsy-Text: Helfen Berührungen dabei, die körperliche und psychische Gesundheit zu verbessern?
No full textKLARpsy-Texte sind kurze, lai:innengerechte, allgemeinverständliche und richtlinienbasierte Zusammenfassungen psychologischer Übersichtsarbeiten. Dieser KLARpsy-Text hat den Titel “Helfen Berührungen dabei, die körperliche und psychische Gesundheit zu verbessern?”. Er wurde von den Erstautor:innen der Übersichtsarbeit, Julian Packheiser und Helena Hartmann, und Mitarbeitenden des Leibniz-Instituts für Psychologie verfasst. Eine anonyme testlesende Person war beteiligt. Der KLARpsy-Text befasst sich mit folgenden Inhalten: Berührungen können sich positiv auf Gesundheit und Wohlbefinden auswirken. Es gibt daher gezielt entwickelte Berührungsmaßnahmen, bei denen Personen direkt (z.B. mit Händen) oder indirekt (z.B. mit Gewichtsdecken) berührt werden. Berührungsmaßnahmen helfen beispielsweise dabei, dass viel zu früh geborene Babys Gewicht zunehmen. Damit erhöht sich ihre Wahrscheinlichkeit zu überleben. Noch ist unklar, was genau Berührungen in Bezug auf körperliche und psychische Gesundheit bewirken und welche Faktoren beeinflussen, wie gut eine Berührungsmaßnahme hilft. Mit ihrer Übersichtsarbeit wollten die Forschenden herausfinden: 1) Wie wirken sich Berührungsmaßnahmen auf die körperliche und psychische Gesundheit von Erwachsenen und Babys aus? 2) Welche Faktoren beeinflussen, wie gut Berührungsmaßnahmen wirken? Berührungsmaßnahmen verbessern die körperliche und psychische Gesundheit bei Erwachsenen und bei Babys. Wie gut die Maßnahmen helfen, hängt von verschiedenen Faktoren ab. Zum Beispiel helfen sie bei Babys besser, wenn die berührende Person vertraut ist, als wenn sie nicht vertraut ist.https://klarpsy.de/hintergrundunknownunknow
R Markdown File for the Stage 2 Registered Report: Restriction of researcher degrees of freedom through the Psychological Research Preregistration-Quantitative (PRP-QUANT) Template
No full textR Markdown file for the Stage 2 Registered Report: Restriction of researcher degrees of freedom through the Psychological Research Preregistration-Quantitative (PRP-QUANT) Template, and all files necessary to knit the RMDunknownunknow
KLARpsy-Text: Helfen Wenn-Dann-Pläne dabei, weniger Alkohol zu trinken und zu rauchen?
No full textKLARpsy-Texte sind kurze, lai:innengerechte, allgemeinverständliche und richtlinienbasierte Zusammenfassungen psychologischer Übersichtsarbeiten. Dieser KLARpsy-Text hat den Titel “Helfen Wenn-Dann-Pläne dabei, weniger Alkohol zu trinken und zu rauchen?”. Er wurde von Mitarbeitenden des Leibniz-Instituts für Psychologie verfasst. Eine anonyme testlesende Person war beteiligt. Der KLARpsy-Text befasst sich mit folgenden Inhalten: Bisherige Forschung hat gezeigt: Wer sich sogenannte Wenn-Dann-Pläne setzt, kann seine Vorhaben oft besser verwirklichen. Dabei wird eine bestimmte Situation mit einer konkreten Handlung verknüpft – zum Beispiel: "Wenn ich Lust auf eine Zigarette bekomme, dann trinke ich stattdessen ein Glas Wasser.“ Wenn-Dann-Pläne machen es für eine Person einfacher, das angestrebte Verhalten in der jeweiligen Situation umzusetzen. Jedoch ist bislang noch unklar, ob diese Methode auch dabei hilft, den Konsum von Alkohol und Tabak zu verringern. Mit ihrer Übersichtsarbeit wollten die Forschenden herausfinden: Hilft die Formulierung von Wenn-Dann-Plänen dabei, weniger Alkohol zu trinken und zu rauchen? Die Formulierung von Wenn-Dann-Plänen kann dabei helfen, weniger zu rauchen oder Alkohol zu trinken.https://klarpsy.de/hintergrundunknownunknow
PMERQ. German Version of the Process Model of Emotion Regulation Questionnaire
No full textDie deutsche Adaptation des PMERQ misst individuelle Unterschiede in der Emotionsregulation bei Erwachsenen entlang aller fünf Phasen des Prozessmodells von Gross (2015) zur Emotionsentstehung (Situationsselektion, Situationsmodifikation, Aufmerksamkeitssteuerung, kognitive Veränderung und Reaktionsmodulation) anhand von 45 Items, die 10 Subskalen umfassen. Reliabilität: Die internen Konsistenzen nach McDonalds Omega variieren zwischen ω = .76 und ω = .92. Validität: Konvergente und diskriminante Validität sowie die angenommene Faktorenstruktur konnte nachgewiesen werden. Es zeigten sich jedoch Einschränkungen bezüglich der Messinvarianz über Altersgruppen und Geschlechter hinweg.The German adaptation of the PMERQ measures individual differences in emotion regulation in adults across all five phases of Gross's (2015) process model of emotion formation (situation selection, situation modification, attention control, cognitive change, and response modulation) using 45 items comprising 10 subscales. Reliability: Internal consistencies according to McDonald's omega vary between ω = .76 and ω = .92. Validity: Convergent and discriminant validity as well as the assumed factor structure could be demonstrated. However, limitations were found with regard to measurement invariance across age groups and genders.reviewedpublishedVersio