Helmholtz Centre Potsdam - GFZ German Research Centre for Geosciences
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Exploring symbolic representation of the working-class using a factorial survey experiment
No full textThe very definition of democracy implies that the legislature is by the people and for the people. Ethnic minorities, young people, women and the lower social classes are however largely underrepresented in democratic parliaments. Previous empirical evidence reveals the numerical absence of marginalized groups causes their interests to be neglected in the policy-making process and suggests that appointing members of these groups can eliminate this bias. Beyond the improved representation of the substantive interests of disadvantaged groups, their presence may also have an implicit, normative meaning, namely, it conjures the feeling of being represented and having a voice in the legislative process.
The proposed contribution will test whether and to what extent this implicit meaning emerges among the working-class and under what conditions citizens place greater trust in politicians who share their working-class background. To this end, a factorial survey experiment using an online access panel is implemented in Germany presenting the respondents with different fictional profiles of politicians varying – among others – their occupational background. The respondents are then asked to evaluate these profiles in terms of who can best represent them in the political process, the accessibility of the politicians presented and the trust they would place in them
Estimating Dots Histogram (EDH) Preregistration
No full textThis study will test the calibration of confidence and truth (i.e. under- or overprecision) among subjects who estimate how many dots there are in images containing between 1 and 1000 dots each
Peer reviewers’ conflicts of interest in biomedical research: a scoping review protocol
No full textScoping review protocol
LEAP at work: Examining the effects of race-based allyship training in the workplace
No full textWe present two studies examining the relationships among diversity training participation, experienced identity responsiveness during diversity training, DEI voice intention, and responsive LEAP behavior to test Hypotheses 1, 2 and 3. The training was focused on raising awareness on race and identity dynamics in the workplace and building skills related to allyship in the workplace. We then evaluated the outcomes of our intervention to understand the effectiveness of the training on DEI voice intention and responsive LEAP behavior post-training
Effect of an adapted physical activity intervention in women with breast cancer and depressive or anxiety symptoms: A set of single case experimental studies combined with ecological momentary assessments
No full text3. Description
Distress is a common concern across the cancer trajectory beginning at diagnosis and extending to the post-treatment phase of cancer and long term. Emotional distress, which refers to a continuum of psychological symptoms (e.g., depression and anxiety) varying in severity, affect 10-35% of women with a breast cancer in their most moderate to severe forms. Anxiety and depression often occur with sleep disturbances in symptom clusters exacerbating one another and decreased quality of life for this population. Sleep disturbances have been defined as disruption in nighttime sleep or wakefulness that include a variety of clinical disorders and are intensified during cancer treatment. More specifically, 30 to 60 % of breast cancer patients report insomnia symptoms associated with cancer. Traditionally, psychological or psychopharmacological interventions have been tested to reduce these symptoms. However, the literature revealed that these treatments have only been offered to breast cancer patients with low to moderate emotional distress and showed a lack of effectiveness of these interventions in the context of severe emotional distress and breast cancer. For this purpose, physical activity (PA) emerged as an alternative treatment in handling emotional distress and sleep disorder. Nevertheless, to date, no adapted physical activity (APA) intervention has been specifically developed for helping women with major emotional distress and a diagnosis of breast cancer. APA refers to sport or physical exercise activities for people with an impairment, health problem or otherwise lower functional capacity that makes it difficult for them to participate in ordinary PA.
The present research therefore aims to: 1) evaluate the effects of a personalized APA intervention on the anxiety and depression symptoms and the sleep parameters of women with breast cancer reporting emotional distress; 2) examine the dynamic of anxiety-depression symptoms and PA self-efficacy before, during, and after an APA intervention.
A series of single case experimental design (SCED) with A (2-week) - B (12-week) - A’ (2-week) design will be conducted with 18 women (9 in treatment and 9 post-treatment). Phase A is a baseline period with no intervention. Phase B is a personalized APA intervention coupled with daily text messages based on behavior change techniques (BCTs). Phase A’ is a post-intervention follow-up period. PA self-efficacy, anxiety and depression symptoms will be assessed daily using a smartphone application and sleep will be measured with an accelerometer
Rhetorical Effectiveness of Insinuations - Experiment 1 (Justificatory role of Argument)
No full textThe ad hominem fallacy (henceforth, AH) "occurs when one party in a discussion criticises or attempts to refute the other party's argument by directly attacking that second party personally" (Walton, 1998, p. 2). This definition of AH is close to Bell (1997)'s definition of innuendoes (and by extension insinuations) with the difference that the latter is a negative ascription that must be implicitly conveyed without necessarily being part of an argumentative structure.
In line with the literature on the subject, the implicitness of insinuations offers many rhetorical advantages over asserted personal attacks: (i) as the attack is not explicitly stated, it must be inferred by the hearers and the insinuators can deny that interpretation, (ii) the implicitness of a personal attack may allow the speaker to be perceived as less malevolent or dishonest, and (iii) since implicit meaning is less likely to be critically questioned than explicit meaning, a fallacious argument implicitly conveyed is less likely to be spotted.
This experiment is the first in a series of experiments investigating this difference in rhetorical effectiveness between asserted and insinuated AH. These experiments will consist of dialogues between two characters: the first one presenting a fact, a value or a policy proposal, and the second one answering that he or she is wrong by justifying his or her disagreement either by an asserted (i.e., explicit) AH, its insinuated (i.e., implicit) counterpart, or a neutral argument without personal attack.
This first experiment will investigate how participants perceived the justification for disagreement depending on whether the justification is an asserted, insinuated or neutral attack. It then focuses on the composition of the second character's statement (the "logos" in Artistotle's words)
Bibliographic Research
No full textInvestigate possible articles related to the qualification of health care workers in response to the pandemic of COVID-1
Training metacognitive monitoring in primary school students
No full textWe evaluated a computer-based intervention program for first graders (~6 years old) to improve metacognitive monitoring. We assigned participants to either an active control group (AC), a performance feedback group (PF), or a monitoring feedback group (MF). The intervention consisted of a playful paired-associates task, in which children received computerized feedback on their recognition performance (PF and MF) and their confidence judgments (only MF). Children in the AC received performance feedback on a different computerized task targeting executive function.
Children were assessed for their recognition memory, and uncertainty monitoring and control before and after receiving undergoing training sessions. At pre- and posttest we relied on a structural similar paired-associates task as in the intervention, but different pairs of pictures were presented and no feedback was provided
Individual differences in stress regulation: The role of maladaptive personality traits
No full textGiven the scarcity of research on stress regulation in cluster C personality (i.e., avoidant personality disorder, dependent personality disorder, and obsessive-compulsive personality disorder) and the associated maladaptive personality traits, this study aims to investigate how the maladaptive personality traits Detachment (i.e., withdrawal, anhedonia, and intimacy avoidance) and Negative Affect (i.e., emotional lability, anxiousness, and separation anxiety) account for variation in the emotional and physiological response to stress. As a first step, a pilot study will be conducted in healthy participants who score either high or low on these traits, to gain insight in the role of Detachment and Negative Affect on perceived stress, alexithymia (inability to describe emotions), and stress regulation in an undergraduate student sample. The information that this study will provide will be used to legitimate further investigation of this relationship in a clinical sample, aiming to adapt treatments to improve treatment outcomes in future studies
Factors that Shape Teachers' Mathematical Identities
No full textA person’s math identity has been shown to be linked to a wide variety of life outcomes, including interest and enjoyment in STEM domains, school success, future job prospects, and overall health and well-being (Boaler & Greeno, 2000; Martin, 2012; Sfard & Prusak, 2005, Heyd-Metzuyanim et al., 2016). The purpose of the proposed study is to better understand teacher educators’ (Kindergarten – Grade 6) relationship with mathematics and the various factors that have shaped their relationship with mathematics over time.
This study will employ a mixed-methods design. First, teacher participants will be asked to draw their relationship with math. This reflective drawing exercise will serve as a springboard for a follow-up conversation, in which teacher participants will be asked a series of questions about their drawing and relationship with mathematics (e.g., to identify and describe both ‘low’ and ‘high’ points in their mathematics experiences). Next, participants will complete a survey that aims to further capture teacher educators’ experiences with mathematics throughout their schooling and current professional practice.
In the end, the goal of this research is to better understand K-6 teachers’ relationship(s) with mathematics and the various factors that shape such a relationship. This work is valuable as the attitudes and mindsets of teachers have a direct impact on the attitudes and mindsets of their students (e.g., see Beilock et al., 2010; Drake, Spillane, & Hufferd-Ackles, 2001). Through uncovering the positive and negative factors that influence teachers’ relationships with mathematics, we hope to uncover and inform ways in which to foster positive experiences and overall stronger identities with mathematics in future generations of students