Helmholtz Centre Potsdam - GFZ German Research Centre for Geosciences
PIK PublicationsNot a member yet
55339 research outputs found
Sort by
Structured communication between UK students and international students at a UK university: reflecting back stage
No full textInternational students can experience marginalisation from the wider student body because of miscommunication and cultural differences (Cross, 1995), or ‘culture shock’ (Hsieh, 2006), which can lead to a sense of feeling misunderstood by others, and of social isolation. Therefore, we aim to pilot a method of fostering intergroup felt understanding (i.e., the belief that outgroup members understand and accept the perspectives of ingroup members, Livingstone et al., 2020) between international students and UK students through structured indirect (i.e., non-face-to-face) communication that incorporates a ‘reflecting back’ process. This ‘reflecting back’ process involves members of one group communicating their perspectives to another group, and then members of each group communicating back in response what they understood from the other group’s earlier contributions
Exploring Intersectional Identities, Social Support, & Structural Stigma on Response to a Single-Session Minority Stress Intervention for LGBTQ+ Youth
No full textWe are exploring the effectiveness of a digital single-session intervention (SSI) focused on minority stress for sexual and gender minority (SGM) youth ages 13 to 16. We are examining how intervention effectiveness is moderated by intersectional identities, social support, and structural stigma
Body awareness as an outcome and mechanism of mindfulness-based interventions in adolescents
No full textMindfulness-based interventions (MBIs) are trainings that teach people the skill of paying attention to the present moment in an open way (i.e., mindfulness; Segal et al., 2018). Research has shown that MBIs have positive effects on adolescents’ attention, cognitive performance, resilience, and emotional well-being (Dunning et al., 2019; Zenner et al., 2014). However, there is very little research on the working mechanisms of MBIs in adolescents. Mindfulness research in adults has revealed that adaptive body awareness (BA; i.e., attending to internal body sensations in an open way) is an important outcome and working mechanism of MBIs (De Jong et al., 2016; Fissler et al., 2016; Pérez-Peña et al., 2022). Nevertheless, the potential role of BA in MBIs for adolescents has not yet been investigated. BA is an interesting construct to explore in the context of MBIs because research shows that it is associated with improved emotional processing (Barrett et al., 2004; Pollatos & Schandry, 2008) and intuitive decision-making abilities (Damasio, 1994). Furthermore, BA is of crucial importance during adolescence, a period marked by physiological changes and issues related to body image (Dahl et al., 2018). The general aim of the present project is to investigate the role of BA as an outcome and a potential mechanism of MBIs in a population of adolescents. Our specific aims are threefold: (1) to examine the impact of an MBI on BA, (2) to assess whether BA is a mediating mechanism by which MBIs improve emotional well-being, and (3) since prior theory posits that BA is not a mechanism that works on its own but has downward effects on emotional capacities (Hölzel et al., 2011; Pérez-Peña et al., 2022), to explore whether the impact of an MBI on emotional well-being is explained by a serial mediation pathway in which improved BA is associated with improved emotion regulation skills. This project is important to the field because it will be the first (to our knowledge) to examine the role of BA as an outcome and working mechanism of MBIs in adolescents, thereby contributing to the scarce literature on mechanisms of mindfulness in young people
Protocol for a scoping review on the effectiveness of phonics-based instructions in improving East-Asian EFL learners’ English learning
No full textThis is a registration of a protocol for a scoping review which aims to find out the state of evidence for the effectiveness of L2 English phonological-based instructions
A Rapid Evidence Assessment of European Identity in Childhood and Adolescence
No full textThe present study comprises a rapid evidence assessment of European identity in children and adolescents. It aims to assess how European identity is measured in the extant literature, and which antecedents and outcomes of a European identity have been evaluated thus far
Replication of "Resisting perspective-taking: Glorification of the national group elicits non-compliance with perspective-taking instructions"
No full textAs a part of the module psychology methods in BA psychology at TU Dresden we replicate the following study: Berndsen M., Thomas E. F., Pedersen A. (2018). Resisting perspective-taking: Glorification of the national group elicits non-compliance with perspective-taking instructions.
We focus on the second experiment
Replikation "I might ease your pain, but only if you're sad: The impact of the empathized emotion in the empathy-helping association"
No full textIm Rahmen des Moduls M4 im BA Psychologie an der TU Dresden replizieren wir die folgende Studie: I might ease your pain, but only if you’re sad: The impact
of the empathized emotion in the empathy-helping association von Sassenrath et. al. (2017).
Wir konzentrieren uns dabei auf Experiment 2.
Zahlreiche Forschungen haben gezeigt, dass das Einfühlungsvermögen mit jemandem, der in Not ist, das Hilfeverhalten gegenüber dieser Person erhöht. Die Studie untersucht, ob dieser Effekt der Empathie auf das Hilfsverhalten über verschiedene emotionale Reaktionen, die von einer bedürftigen Person ausgedrückt werden, stabil bleiben. Experiment 2 soll untersuchen, ob die Perspektivübernahme einer traurigen bedürftigen Zielperson die empathische Besorgnis bei den Probanden erhöht, weil die Wahrnehmung der Bedürftigkeit der Zielperson erhöht ist. Dabei wird ebenso die Emotion der Zielperson variiert. Die Versuchspersonen sollen dementsprechend Texte über eine Person, diese ist wütend oder traurig, lesen und sich daraufhin in die Person hineinversetzen, dann den Fragebogen beantworten
Social modulation of attention in children
No full textIn non-social situations, adults are fascinated by other people and preferentially process social information (Dunbar, 1998, 2003). However, once they find themselves in a social situation (e.g. in a waiting room), people would avoid directly looking at strangers‘ faces (Foulsham, Walker, & Kingstone, 2011; Laidlaw, Foulsham, Kuhn, & Kingstone, 2011). This phenomenon of social inhibition of gaze has reliably been demonstrated in adults. However, it is unclear how it develops with age. Comparisons of live and videotaped social stimuli show that infants still look longer at live humans at 9 months of age (Diener, Pierroutsakos, Troseth, & Roberts, 2008), while adults seem to look longer at videotaped than live humans (Laidlaw et al., 2011), inhibiting gaze at others in social situations. Our recent study on infants between 3 and 6 months of age directly demonstrated that attention develops between infancy and adulthood; however, the timeline and mechanisms remain unclear. The current study aims to fill this gap by investigating gaze at a life confederate compared to a video of a confederate in a waiting room paradigm in children between 3 and 5 years of age. At this age, social abilities such as “Theory of Mind” develop; therefore, this will be measured in the current study and related to findings on social inhibition of gaze
Discursive Misperceptions and Mass Polarization
No full textIn this project we investigate the extent to which people overestimate outpartisan intransigence in political discussion and randomly treat respondents with corrective information about the degree to which out-partisans support anti-deliberative attitudes. We hypothesize the treatment group will be less affectively polarized, more appreciative of opinion diversity, and more comfortable engaging with those they disagree with. This project aims to offer a better understanding of the extent to which overstated perceptions of anti-deliberative attitudes preclude important, potentially depolarizing conversations
When and how are role models effective in breaking associations between gender, roles and professions - Project 2
No full textThis project is a qualitative research project looking into when and how women use role models to break associations between gender, roles, and professions. Participants will be shown three vignettes of counter-stereotypic role models and will be asked to pick one as the topic of the interview. Interviews will be recorded, transcribed, and undergo thematic analysis to explore each research question